The functionalist perspective highlights education's functions in society, but overlooks unequal opportunities and systemic issues, limiting its effectiveness in solving education problems.
The functionalist perspective views education as a social institution that contributes to social stability and cohesion. It emphasizes the role of education in imparting knowledge, socializing individuals into societal norms, and preparing them for the workforce. Proponents argue that education promotes meritocracy and provides equal opportunities for upward social mobility.
However, critics argue that the functionalist perspective neglects the unequal distribution of educational resources and opportunities. It fails to address the disparities based on socioeconomic status, race, or other factors that hinder equal access to quality education. The functionalist approach tends to overlook systemic issues such as inadequate funding, overcrowded classrooms, and biased curriculum.
To effectively solve education problems, a more comprehensive approach is necessary. This involves addressing inequities, promoting inclusive practices, and acknowledging the diverse needs of students. It requires implementing reforms that address the root causes of educational disparities and provide equal opportunities for all students to thrive. While the functionalist perspective offers valuable insights, it alone is insufficient in tackling the complex and multifaceted challenges present in the education system.
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What does Artist Kehinde Wiley do as an artist? What are some of his biographical facts? Lastly, using Feldman's method analyze his work(s).
For the last question bullet points are fine just state the piece being critiqued.
Kehinde Wiley is an artist known for his portraits challenging power dynamics. His work includes large-scale, detailed paintings featuring people of color in grand poses, questioning traditional notions of representation and heroism.
Artist Kehinde Wiley is known for his portraits that challenge traditional depictions of power and privilege. He often portrays people of color in grand, heroic poses, drawing inspiration from classical European portraiture. Some biographical facts about Wiley include:
- Born in 1977 in Los Angeles, California.
- Studied art at the San Francisco Art Institute and Yale University.
- Received significant recognition for his portrait of President Barack Obama, which is part of the National Portrait Gallery's collection.
- Has exhibited his work in numerous solo and group exhibitions worldwide.
Using Feldman's method of art criticism, here is an analysis of one of Kehinde Wiley's works:
- Artwork: "Napoleon Leading the Army Over the Alps" (2005)
- Subject Matter: Wiley replaces Napoleon with a young African American man dressed in contemporary streetwear, sitting atop a rearing horse.
- Form: The painting is large-scale and highly detailed, with a rich and vibrant color palette. Wiley skillfully renders the figure, capturing both realism and a sense of larger-than-life presence.
- Context: The work challenges historical narratives by inserting a black figure into a traditionally white-centered historical moment. It questions power dynamics and notions of representation in art history.
- Content: Wiley's piece subverts traditional notions of heroism and power, elevating and celebrating the presence and agency of black individuals.
- Iconography: The use of the rearing horse and the composition's similarity to Jacques-Louis David's "Napoleon Crossing the Alps" references and critiques the grandeur and authority associated with historical European portraiture.
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Some head injuries involve sudden deceleration (e.g., a car accident). Often the olfactory nerves that travel from the nose through the holes in the cribriform plate of the skull get damaged in these accidents leading to a loss of smell. However, which nerve is not typically damaged in these accidents and can be used during tests to determine if the patient might be trying to be deceptive? [Requires internet research] a. the optic nerve; visual b. the trigeminal nerve; olfactory c. the vagal nerve; tactile d. the auditory nerve; auditory
The correct option is (b). The trigeminal nerve is not typically damaged in sudden deceleration accidents. It can be used during tests to determine if the patient might be trying to be deceptive.
The trigeminal nerve is a mixed nerve and its function includes carrying sensation from the face to the brain. It controls the chewing of food and the movement of muscles in the face. It consists of three parts - ophthalmic, maxillary, and mandibular. The trigeminal nerve is not typically damaged in sudden deceleration accidents. It can be used during tests to determine if the patient might be trying to be deceptive. The sensory neurons from the olfactory bulb and the trigeminal nerve synapse at the primary olfactory cortex, which is responsible for the sense of smell.
Therefore, the loss of the sense of smell in sudden deceleration accidents is because of the damage to the olfactory nerve and not the trigeminal nerve. Hence, the trigeminal nerve can be used during tests to determine if the patient might be trying to be deceptive.
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Which of the following statements is metaphysical? OA. There are two kinds of reality: the physical and the non-physical. B. The fundamental source of our knowledge about reality is sense experience. OC. Morally right actions are those that have the best consequences for everyone concerned. D. An argument may be valid even if its premises are false. QUESTION 47 It is possible for an invalid argument to have (actually) true premises and an (actually) true conclusion. True False QUESTION 48 A priori knowledge is knowledge that is justified independently of experience. True False QUESTION 49 Many of the classes that you are taking this semester originate in philosophy (in one way or another). True False QUESTION 50 Which of the following questions do philosophers ask about arguments? A. Do I already accept the conclusion as true? B. Can I ignore the reasons a philosopher gives in support of a conclusion? OC. Do I agree with other positions a philosospher might hold? OD. Does the conclusion follow from the premises?
Answer:
Answer to QUESTION 46: OA. There are two kinds of reality: the physical and the non-physical.
Answer to QUESTION 47: True
Answer to QUESTION 48: True
Answer to QUESTION 49: True
Answer to QUESTION 50: OD. Does the conclusion follow from the premises?
Explanation:
Why doesn't the Rescorla-Wagner model explain latent inhibition well?
A. latent inhibition involves a situation where something happened that was unexpected, leading attention to be focused on the CS as a possible predictor.
B. latent inhibition involves a CS that predicts a US, but no US actually happens. In other words, the CS has stopped being a good predictor of the US.
C. latent inhibition involves a CS that the individual has learned to ignore.
D. latent inhibition involves a CS that already fully predicts a US
The Rescorla-Wagner model does not explain latent inhibition well because latent inhibition involves a situation where something happens that was unexpected, leading attention to be focused on the CS as a possible predictor. Latent inhibition involves a CS that predicts a US, but no US actually happens. Here option B is the correct answer.
In other words, the CS has stopped being a good predictor of the US, which is an explanation of latent inhibition. Latent inhibition involves a decrease in response to a conditioned stimulus (CS) that is due to the presentation of that stimulus without the presentation of an unconditioned stimulus (US).
The Rescorla-Wagner model explains the conditioning of a single stimulus; it does not address the problem of latent inhibition very well because latent inhibition involves the previous exposure of the stimulus in the absence of the unconditioned stimulus. Hence, option A explains why the Rescorla-Wagner model doesn't explain latent inhibition well.
Latent inhibition challenges the Rescorla-Wagner model because it involves the previous exposure of a conditioned stimulus (CS) without the unconditioned stimulus (US), resulting in decreased response to the CS. The model focuses on the conditioning of a single stimulus and does not account for this aspect of latent inhibition. Therefore option B is the correct answer.
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answer both
Chloe seeks to understand the brain functions associated with coordinated movement. Chloe is MOST likely a(n): ruolutionarypoychologist: behaviorive, cognitive neurosclentist. behavioral neuroscientis
Based on her interest in understanding the brain functions associated with coordinated movement, Chloe is most likely a cognitive neuroscientist.
Cognitive neuroscientists study the neural mechanisms underlying various cognitive processes, including motor control and coordination. They investigate how the brain processes information, plans movements, and executes coordinated actions. By using techniques such as neuroimaging and electrophysiology, cognitive neuroscientists aim to unravel the complex neural networks and brain regions involved in motor functions.
This field combines knowledge from psychology, neuroscience, and cognitive science to gain insights into the cognitive aspects of movement and how they are represented in the brain.
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Complete Question:
"Based on her interest in understanding the brain functions associated with coordinated movement, Chloe is MOST likely a: behavioral psychologist, cognitive neuroscientist, or behavioral neuroscientist?"
Outline the key criticisms of quantitative social research
measures. Are these criticisms appropriate? Use examples from the
literature in order to evidence your discussions.
These criticisms include concerns about oversimplification, reductionism, neglect of contextual factors, and potential for skewed outcomes. However, the appropriateness of these criticisms depends on the specific research goals, context, and the measures used.
One key criticism of quantitative social research measures is the oversimplification of complex social phenomena. Quantitative measures often reduce multifaceted concepts into numerical variables, potentially overlooking important nuances and subjective experiences.
Another criticism is the potential for reductionism, where complex social phenomena are reduced to a limited set of variables. This can lead to overlooking crucial contextual factors and oversimplifying social realities.
Critics also argue that quantitative measures can produce skewed outcomes due to the influence of biased sampling or measurement tools.
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Can a therapist implant a memory of sexual abuse?
a) No, something so traumatic could never be implanted
b) Yes, therapists are clearly implanting memories whenever they do therapy
c) There is no clear answer, but all the research on memory makes it a possibility
d) Therapists never deal with memories and therefore have no opportunity to
implant any memory
a) No, something so traumatic could never be implanted.
Implanting memories: It is not possible for a therapist to intentionally implant false memories of sexual abuse during therapy sessions. Memories, especially traumatic ones, are complex and deeply personal experiences that cannot be created or implanted at will.
Ethical considerations: Therapists are bound by ethical guidelines that prioritize the well-being and integrity of their clients. Implanting false memories of sexual abuse would be a violation of these ethical principles.
Memory formation: Memories are typically formed through personal experiences and events that are encoded in the brain. While memories can be influenced and distorted over time, the deliberate implantation of a false memory is highly unlikely and not supported by scientific evidence.
False memory research: Research on memory and suggestibility has shown that memories can be influenced by various factors, including leading questions, suggestive techniques, and external influences.
However, the creation of entirely false memories, particularly of traumatic events like sexual abuse, is not a common occurrence and requires specific circumstances that are not typical in therapeutic settings.
In summary, therapists cannot implant memories of sexual abuse or any other traumatic event. Memory formation is a complex process that occurs through personal experiences, and the deliberate implantation of false memories goes against ethical guidelines.
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"The Red Wheelbarrow" is four stanzas. Stanzas two through four provide the image. First, how would you describe that image? Second, looking at the first stanza, why does the speaker in the poem say, "so much depends upon" it?
In "This is Just to Say," do you feel like the speaker in the poem is apologetic? Why or why not? What is the poem’s tone?
"The Red Wheelbarrow" presents a visually focused image of a red wheelbarrow and white chickens, emphasizing its importance, while the speaker asserts that "so much depends upon" it for the landscape's productivity. In "This is Just to Say," the speaker is apologetic, conveying a sincere and confessional tone.
"The Red Wheelbarrow": The image presented in the poem consists of a red wheelbarrow and white chickens in a rain-glazed setting. The focus is on the visual depiction of these elements.
Importance of the wheelbarrow: The speaker asserts that "so much depends upon" the red wheelbarrow. This phrase implies that the wheelbarrow is of significant importance and plays a vital role in the landscape or farm portrayed in the poem.
The wheelbarrow is seen as indispensable and essential for the functioning and productivity of the environment.
"This is Just to Say": The speaker in the poem is expressing an apologetic sentiment as they admit to consuming someone else's plums. The speaker's words convey a sense of remorse or guilt for their actions, acknowledging the transgression committed against the intended recipient.
Tone of the poem: "This is Just to Say" carries a sincere and confessional tone. The speaker's words are direct and straightforward, indicating a desire to openly admit their wrongdoing and express their remorse to the recipient of the note.
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Which two reasons help explain why it took a long time for scientists to realize that birds can see ultraviolet light? a. First, scientists lacked the equipment to measure the UV abilities of birds. Second, they assumed that bird vision was similar to human vision b. First, scientists were more interested in bird flight than vision. Second, they didn't have the microscopes to look at photoreceptors c. First, very few scientists were interested in birds. Second, UV light was only discovered in the late 1970s. d. First, ornithologists were not talking to physicists. Second, UV light was not discovered until the 1960s
The two reasons that help explain why it took a long time for scientists to realize that birds can see ultraviolet light are: a) Scientists lacked the equipment to measure the UV abilities of birds, and b) They assumed that bird vision was similar to human vision. The answer is option a).
First, scientists lacked the equipment to measure the ultraviolet (UV) abilities of birds. UV light is outside the visible spectrum for humans, and early scientific instruments did not have the capability to accurately measure or study UV light and its effects on bird vision. This limited the ability of scientists to investigate the UV capabilities of birds.
Second, scientists assumed that bird vision was similar to human vision. Since humans cannot perceive UV light, it was initially believed that birds, too, were unable to see in the UV spectrum. This assumption was based on the understanding that avian vision was comparable to human vision, and therefore, the idea of birds having UV vision was not seriously considered.
These two factors combined - the lack of appropriate equipment and the assumption of human-like bird vision - contributed to the delayed realization that birds can see ultraviolet light.
However, as technology advanced and more sophisticated instruments became available, scientists were able to study and understand the UV abilities of birds, eventually uncovering their ability to perceive and utilize UV light for various purposes such as mate selection, foraging, and navigation.
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Choose the experimental manipulation below that would allow you to conclude that infants detect a difference between blue and green. You can refer to this figure if it helps you. Pay close attention to the words "same" and "different" when selecting your answer. vaveiengun (nm) Habituate infants to a 480 nm stimulus, then test them on stimuli 20 nm away in the same range (460 nm) vs. 30 nm away in a different range (510 nm). The infant looks longer at the stimulus in the different range. Habituate infants to a 480 nm stimulus, then test them on stimuli in the same range 30 nm away (450 nm) vs. a different range 30 nm away (510 nm). The infant looks longer at the stimulus in the different range. Habituate infants to a 510 nm stimulus, then test them on stimuli in a different range 60 nm away (450 nm) vs. the same range 30 nm away (540 nm). The infant looks longer at the stimulus in the same range. None of these answers is correct
The correct experimental manipulation that would allow you to conclude that infants detect a difference between blue and green is "Habituate infants to a 480 nm stimulus, then test them on stimuli 20 nm away in the same range (460 nm) vs. 30 nm away in a different range (510 nm).
The infant looks longer at the stimulus in the different range." In order to determine if infants can detect a difference between blue and green, the best experimental manipulation is to habituate infants to a 480 nm stimulus and then test them on stimuli 20 nm away in the same range (460 nm) vs. 30 nm away in a different range (510 nm). This is the most reasonable test to perform because the difference between the 480 nm stimulus and the 460 nm stimulus is only 20 nm, which is within the same range, whereas the difference between the 480 nm stimulus and the 510 nm stimulus is 30 nm, which is outside the same range and in a different range. If the infants look longer at the stimulus in the different range, it means that they are able to distinguish the difference between blue and green.
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9.4 Belongingness and Achievement Motivation Belongingness and achievement are two social motives that figure prominently in Maslow's hierarchy of needs. The need to belong was identified as the first psychological need activated when physiological needs have been adequately satisfied. How do you know when you need the company of others? Why do some people need to socialize more than others? What about your need to achieve, which Maslow identified as being at the next level in his hierarchy? Why do people differ in their need for achievement? 9.4a People Differ in Their Need to Seek the Company of Others The need to interact with others and be socially accepted is called the need to belong (also known as the need for affiliation). For most of us, this need is as real as our need for food, and during the COVID-19 social isolation, many people experienced heightened levels of stress, anxiety, and loneliness due to this need being inadequately fulfilled (Brooks et al., 2020). While social distancing was important for preventing the spread of the virus, it intensified problems for many people who said they felt isolated even before outbreak and increased the risk of loneliness for others, especially those who were living alone. Beyond the special circumstances surrounding this pandemic, when this need to belong is denied due to everyday social rejection, people similarly often react with increased stress, anxiety, anger, jealousy, sadness, and decreased physical health (DeWall et al., 2011). The popularity of rejection-based television shows such as American Idol and Dancing with the Stars is substantially based on the importance of belongingness and our fascination with how others handle rejection.
The need for social interaction and belongingness is a fundamental human need, and individuals can recognize their need for the company of others based on feelings of loneliness, isolation, and a desire for social connection.
Some people may have a higher need for socialization due to their personality traits, such as extraversion, which makes them more energized and fulfilled by social interactions. Additionally, factors like upbringing, cultural background, and personal experiences can influence the extent to which individuals seek socialization.
On the other hand, the need for achievement is another important motive identified by Maslow, representing the desire to accomplish meaningful goals and strive for personal success. People differ in their need for achievement due to various factors, including their personality traits, upbringing, cultural influences, and individual goals and aspirations. Some individuals may have a higher need for achievement driven by intrinsic motivation and a strong desire to excel, while others may prioritize other needs or have different motivations.
Overall, the need for social interaction and the need for achievement are both significant factors in human behavior, but the intensity of these needs and the extent to which individuals prioritize them can vary based on individual differences and life circumstances.
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Explain Ciulla’s concept of exploitation. What might Adam Smith
say to Ciulla? Write a short dialogue between the two on work,
justice, and exploitation.
Ciulla's concept of exploitation focuses on workplace power dynamics and unjust treatment, while Adam Smith emphasizes voluntary exchange and market benefits. A dialogue between them would center on work, justice, and differing views on exploitation in the workplace.
Ciulla's concept of exploitation in the workplace centers on the idea that certain individuals or groups can take advantage of others by exerting power and control over them, resulting in unjust treatment and the denial of fair compensation or working conditions.
This view emphasizes the need to address and rectify these power imbalances to promote fairness and justice in the workplace.
In contrast, Adam Smith, a proponent of free-market capitalism, argues that voluntary exchanges in the market economy can lead to mutual benefit and overall prosperity. Smith emphasizes the importance of individuals pursuing their own self-interests through work and trade, contributing to economic growth and societal well-being.
In a dialogue between Ciulla and Smith, they would likely discuss their differing perspectives on work, justice, and exploitation. Ciulla might argue that the market economy, if left unchecked, can lead to exploitative practices and inequalities that require intervention and regulation.
Smith, on the other hand, might counter that voluntary transactions in the marketplace are based on consent and mutual agreement, and that individuals are free to choose their work and negotiate their terms of employment.
Their conversation would likely delve into deeper questions about the ethical dimensions of work, the role of government intervention, and the extent to which exploitation can be mitigated within a capitalist system.
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Andrés has bilateral amygdala damage. Which of the following is most likely a characteristic of Andrés? O a. He cannot remember new people's name. O b. No matter how much he practices, he cannot learn new skills. 0 с. He cannot be conditioned to fear a stimulus. O d. He has both anterograde and retrograde amnesia.
The correct option is c. He cannot be conditioned to fear a stimulus is most likely a characteristic of Andrés.
Amygdala is a pair of small almond-shaped nuclei located in the temporal lobes of the brain. It is associated with memory, decision-making, and emotional reactions, especially those related to fear. Bilateral amygdala damage is a rare disorder that results in the impairment of fear conditioning, social interaction, and learning. The most likely characteristic of Andrés, who has bilateral amygdala damage, is that he cannot be conditioned to fear a stimulus.
The amygdala's role in fear conditioning is well established in the scientific literature, and damage to this region is known to impair this function. Therefore, Andrés' bilateral amygdala damage would prevent him from acquiring a fear response to a previously neutral stimulus. This is not to be confused with an inability to learn, as other brain structures are responsible for this function.
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D:4 Describe and define Civil Commitment and detail how/why the competency and commitment criteria apply to those who make their will or face criminal charges?
Civil commitment is a legal process in which an individual is involuntarily committed to a mental health facility for treatment due to the belief that they pose a risk to themselves or others. It is typically used when a person is deemed mentally ill or has a substance abuse problem and is unable or unwilling to seek treatment voluntarily.
Competency criteria come into play in civil commitment cases to assess whether the individual has the capacity to understand the nature and consequences of the commitment process and to effectively participate in their own defense. Competency evaluations help determine if the person can comprehend and make informed decisions regarding their treatment and the legal proceedings.
Commitment criteria, on the other hand, focus on the specific conditions under which an individual can be committed involuntarily. These criteria typically involve evidence that the person has a mental illness, poses a risk of harm to themselves or others, and is in need of treatment that can only be provided in a secure mental health facility.
The application of competency and commitment criteria to individuals facing criminal charges or making their will involves determining if the person has the mental capacity to understand the legal proceedings or the consequences of their will. These assessments aim to ensure that individuals are able to make informed decisions and are mentally capable of participating in the legal processes or expressing their wishes.
In summary, civil commitment involves the involuntary commitment of individuals for mental health treatment, and competency and commitment criteria are used to assess an individual's ability to participate in the process and to determine if involuntary commitment is necessary.
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In Gilgamesh, we are presented with a hero who is less than heroic as he rapes and pillages his people, doesn't do his kingly duties (ruling / having children), etc. How do we rationalize Gilgamesh as the hero of his story? How does he fit the epic hero trope? Do these things conflict? Explain.
The ancient Mesopotamian epic of Gilgamesh is often considered the world's first great work of literature. Gilgamesh, the central character of the epic, embodies the epic hero trope while also displaying flaws that conflict with this archetype.
Due to his extraordinary power, bravery, and knowledge, Gilgamesh is in fact portrayed as an epic hero. These characteristics enable him to face and conquer difficult obstacles, such as engaging in impossible expeditions and combating horrific creatures. His amazing skills and accomplishments fit the mould of heroic figures from epic stories.
However, Gilgamesh's shortcomings are important facets of his personality. He is shown to be conceited, self-centered, and ruthless. He abuses his position of authority by raping and plundering his own people. He becomes a flawed protagonist because of these activities, which go against the principles of heroism.
Nevertheless, Gilgamesh's heroism is enhanced by these contradictory traits. His journey of personal development and transformation is documented in the epic. He gains insightful knowledge about the value of interpersonal connections and the duties of leadership throughout the course of the narrative. Gilgamesh transforms from a flawed and self-centered person into a wiser and more compassionate ruler as a result of his meetings and experiences
The Gilgamesh epic depicts a flawed hero who, despite having superhuman might, displays unfavourable traits including haughtiness, selfishness, and brutality. Gilgamesh, however, exemplifies the epic hero myth precisely because of his shortcomings and the ensuing personal growth he experiences. The narrative demonstrates how even accomplished people have flaws from which they might grow. Therefore, Gilgamesh's persona serves as a timeless reminder that heroic deeds can come from the trials and humbling travels of flawed people.
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I am writing a term paper and I need ideas on the topic
What are the impacts of globalizations on
services
Globalization has influenced all parts of the economy, and the services segment is not an exception. The development of services' globalization has generated new possibilities, new ventures and financial possibilities, and inter-connection of people, companies, and countries from various parts of the world.
Some of the impacts of globalization on services are:
Impact on labor force:
Globalization has generated new prospects in the service sector, in addition to the manufacturing sector. However, there has been a decrease in jobs, particularly in the developed world.
Companies from the developed countries have moved their service activities to emerging countries, where the cost of labor is comparatively lower.
Impact on the consumer:
Globalization has led to increased competition in the service sector, resulting in cheaper services, which is ultimately beneficial for the consumer. The consumers today have more alternatives to select from and can compare service providers easily due to the internet.
Impact on innovation:
Globalization has led to the exchange of new ideas and technologies across borders, allowing the service industry to adopt new technologies and improve their services.
The service providers who have been able to adapt to the rapidly changing technological landscape have become more competitive in the marketplace.
Impact on cultural exchange:
Globalization has facilitated the exchange of ideas, knowledge, and cultural practices between countries. The globalized service industry has increased the spread of cultures and ideas, which has helped in promoting multiculturalism and has given rise to a more cosmopolitan world.
Impact on government policy:
Globalization has significantly impacted the government policies of countries. Countries are now looking at ways to open up their markets to foreign service providers to gain access to new markets and new technologies. This has resulted in a shift towards more liberalized policies in many countries.
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What is curriculum implementation?
• What techniques can a teacher employ to implement a
curriculum?
• Describe the resources needed by a teacher to implement a
curriculum
Teachers require specific resources, including instructional materials, technology, professional development opportunities, and support from administrators and colleagues, to effectively implement a curriculum.
Curriculum implementation involves translating a curriculum plan into actual teaching and learning activities within a classroom or educational institution. Teachers have a significant responsibility in this process and can employ various techniques to effectively implement a curriculum.
They can utilize instructional strategies that align with the curriculum goals and cater to the diverse needs of their students. These strategies may include lectures, discussions, hands-on activities, group work, and project-based learning.
Assessments, both formative and summative, are employed to gauge student progress and ensure that the curriculum objectives are being met. Differentiation techniques are used to adapt instruction to meet the individual needs of students, taking into account their abilities, interests, and learning styles.
Collaboration with colleagues allows teachers to share ideas, resources, and expertise, fostering a supportive environment for effective curriculum implementation.
To implement a curriculum successfully, teachers require specific resources. Instructional materials, such as textbooks, workbooks, and supplementary resources, provide the necessary content and support for teaching and learning.
Technology tools, such as computers, interactive whiteboards, and educational software, can enhance instruction and engage students.
Teachers also benefit from ongoing professional development opportunities that help them stay updated on best practices, new research, and instructional approaches relevant to the curriculum.
Support from administrators and colleagues is crucial, as it includes access to mentoring, coaching, and collaboration time, which can help teachers overcome challenges and enhance their implementation efforts.
Adequate time, space, and classroom management strategies are additional resources that contribute to effective curriculum implementation.
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ENGINEERING MANAGEMENT
Q5 (a) Maintenance may be classified into FOUR (4) categories. Describe it in detail and explain type of maintenance (6 marks)
Maintenance can be classified into four categories: corrective maintenance, preventive maintenance, predictive maintenance, and proactive maintenance.
Corrective Maintenance: This type of maintenance is performed after a failure or breakdown has occurred. It aims to restore equipment or systems to their normal operating condition. Corrective maintenance is reactive and is often carried out on an as-needed basis.
Preventive Maintenance: This category involves scheduled inspections, cleaning, adjustments, and replacements to prevent failures and prolong the lifespan of equipment. Preventive maintenance aims to identify and address potential issues before they lead to breakdowns or performance deterioration.
Predictive Maintenance: Predictive maintenance uses advanced techniques and technologies to monitor equipment and systems in real-time. It collects data and analyzes trends to predict when maintenance is required. By identifying early signs of potential failures or performance degradation, predictive maintenance allows for proactive intervention and reduces unplanned downtime.
Proactive Maintenance: Proactive maintenance focuses on identifying and addressing underlying issues that can lead to failures or reduced performance. It involves continuous improvement efforts, such as root cause analysis and equipment optimization, to enhance reliability and efficiency. Proactive maintenance aims to prevent problems from occurring and improve overall system performance.
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I need a experiment created 14 Given what you know about the research on the relationship between stress and health and what you know about the potential buffers of stress,how would you design an experiment to test whether a particular buffer was effective in reducing stress? Choose one of the buffers of stress that we discussed (with the exception of pets-that would be too easy given that you have read a study on that already),and explain your experiment Please make sure you explain what the hypothesis is,the groups that will be involved,what the independent and dependent variables are,and who the participants are and how they will be placed into groups and why) If you would like to make this question a little more challenging. try to design a study that examines more than one buffer(and perhaps buffers in combination)
Experiment Design: Testing the Effectiveness of Social Support as a Stress Buffer.
Hypothesis: Providing social support to individuals experiencing stress will reduce their perceived stress levels compared to those without social support.
Experimental Groups:
1. Experimental Group 1: Participants will receive social support from a close friend or family member.
2. Experimental Group 2: Participants will receive social support from a support group or therapy group.
3. Control Group: Participants will not receive any specific social support intervention.
Independent Variable: Type of social support intervention (close friend/family support vs. support group).
Dependent Variable: Perceived stress levels of participants.
Participants: College students experiencing high levels of stress.
Group Assignment: Participants will be randomly assigned to one of the three groups. Random assignment ensures that each participant has an equal chance of being placed in any of the groups, reducing the likelihood of bias.
Procedure:
1. Pre-test: All participants will complete a survey to measure their baseline levels of perceived stress.
2. Intervention: Experimental Group 1 will receive social support from a close friend or family member through regular meetings or phone calls. Experimental Group 2 will attend support group sessions or therapy sessions to receive social support. The control group will not receive any specific social support intervention.
3. Post-test: After a specified period of time, all participants will complete a post-test survey to assess their perceived stress levels.
4. Data Analysis: The perceived stress levels of each group will be compared to determine if the social support interventions have resulted in reduced stress levels.
By testing the effectiveness of different types of social support as stress buffers, this study aims to provide insights into the specific benefits of different support systems. It also allows for exploring the potential combined effects of multiple buffers by comparing the outcomes of the experimental groups. The study can contribute to a better understanding of how social support influences stress and provide evidence-based recommendations for stress management interventions.
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Is international law important to the operation of the
international system? Why or why not? Is it
enforceable? Why or why not?
International law is important to the operation of the international system, and it is enforceable. The world today is highly interconnected and interdependent. International law is a way to ensure order and cooperation among states, and to promote respect for human rights, the rule of law, and justice.
International law is enforceable because it has evolved from customary international law and international treaties and conventions. States are bound to comply with these legal instruments, and when they fail to do so, they may be held accountable through diplomatic, economic, or even military means. The International Court of Justice (ICJ) is the principal judicial organ of the United Nations and has the authority to settle legal disputes between states.
The effectiveness of international law, however, depends on several factors. One is the political will of states to comply with their legal obligations. When states prioritize their national interests over international norms, they may violate international law without consequences. Another factor is the enforcement mechanism. While the ICJ has the authority to settle legal disputes, it cannot enforce its decisions.
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1 Explain how both the cognitive content and emotional content of a message affect its persuasiveness. Be sure to discuss the relationship of both types of content to the central and peripheral routes to persuasion. The emotional content of a message has its greatest impact when the message is processed through which route of persuasion? How do marketing and advertising use the two routes to persuasion?
2) Regarding Cultural Influences of Cognitive Dissonance: write a description of the following 3 aspects of CULTURE and how they affect human interactions?
Cultural context influences both arousal and reduction of dissonance.
Individualist vs. Collectivistic cultures.
Cognitive dissonance is both universal and dependent on culture.
1) The cognitive content and emotional content of a message have an impact on its persuasiveness. The cognitive content refers to the information and arguments presented in the message, while the emotional content pertains to the emotions elicited by the message. The persuasiveness of a message depends on how it is processed, either through the central or peripheral route. The central route involves the audience scrutinizing the cognitive content of the message, while the peripheral route involves the audience relying on peripheral cues such as emotions, attractiveness of the source, or the presentation of the message. Both the cognitive and emotional content of a message can affect its persuasiveness through either the central or peripheral route. However, the emotional content of a message has a greater impact when the message is processed through the peripheral route. Marketing and advertising professionals use both the central and peripheral routes to persuasion to sell their products. They may use rational arguments and statistics to persuade the audience (central route) or they may use celebrities or emotional cues to persuade their target audience (peripheral route).
2) The following are the three aspects of culture and how they affect human interactions in cognitive dissonance: Cultural context influences both arousal and reduction of dissonance - A person's culture may influence how they perceive and respond to cognitive dissonance. Different cultures may view conflicting beliefs or behaviors differently. For example, in individualistic cultures, people are encouraged to express their individuality and may experience dissonance when they behave in ways that conflict with their personal values. In contrast, in collectivistic cultures, people may prioritize the values of their community and experience dissonance when their behavior goes against the social norms. Individualist vs. Collectivistic cultures - In individualistic cultures, people tend to focus on their personal beliefs and values, whereas, in collectivistic cultures, people tend to place more emphasis on the beliefs and values of their community. This can affect how individuals experience cognitive dissonance. For instance, in individualistic cultures, a person may feel a sense of dissonance if they engage in behavior that goes against their personal values. In collectivistic cultures, a person may feel dissonance if they do not conform to the norms and values of their community. Cognitive dissonance is both universal and dependent on culture - Cognitive dissonance is a psychological phenomenon that occurs across different cultures, but its effects may be influenced by cultural factors. For example, the specific behaviors or attitudes that cause dissonance may vary across cultures, as may the strategies people use to reduce dissonance.
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What are the basic concepts of solution-focused techniques when
working with families dealing with substance use disorders?
The basic concepts of solution-focused techniques when working with families dealing with substance use disorders include focusing on solutions rather than problems, emphasizing client strengths and resources.
In solution-focused therapy, the primary focus is on identifying and amplifying the family's existing strengths, competencies, and successes. The therapist works collaboratively with the family to set specific and achievable goals that are oriented towards positive change.
The emphasis is on finding solutions rather than dwelling on the problems associated with substance use disorders. This approach encourages family members to explore their own resources, skills, and coping strategies to overcome challenges and achieve desired outcomes.
Solution-focused techniques also emphasize the importance of empowering families by involving them in the decision-making process and promoting their active participation in finding solutions. The therapist adopts a non-blaming and non-judgmental stance, creating a safe and supportive environment where family members feel valued, respected, and understood.
By focusing on strengths, goals, and resources, solution-focused techniques provide a hopeful and optimistic approach to working with families dealing with substance use disorders.
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What does it mean that Israel is "blinded?" What Bible verses
support this truth?
The term blinded in reference to Israel in Bible means that they were unable to see, understand or accept the gospel, which was God’s plan for salvation for everyone, Jews and Gentiles alike. This means that Israel was prevented from recognizing and believing in Jesus Christ, despite His many miracles and teachings.
The Bible verses that support this truth are found in Romans 11:7–10 .What does it mean that Israel is "blinded?"In Romans 11:7–10, it says: “What then? Israel has not obtained what it seeks, but the elect have obtained it, and the rest were blinded. Just as it is written: “God has given them a spirit of stupor, eyes that they should not see and ears that they should not hear, to this very day.” And David says: “Let their table become a snare and a trap, a stumbling block and a recompense to them.
Let their eyes be darkened, so that they do not see, and bow down their back always.” This indicates that Israel was blinded to the truth of the gospel. Despite the fact that Jesus Christ was a Jew, and the New Testament is full of references to the Old Testament scriptures, the majority of the Jewish people at that time did not believe in Jesus. Even after witnessing His many miracles and hearing His teachings, they refused to accept Him as their Lord and Savior. This is why they were described as being blind.
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In 2020, UW Bothell investigators started a study of the association of hypertension and stroke in a group of 2,000 healthy persons who had participated in a hypertension screening program in 2012. The UW Bothell researchers determined exposure categories using blood pressure levels in all persons that were measured at the time of the screening program. A cutoff value of 160 mmhg was used to define "high" blood pressure while those with levels below 160 were identified as having "normal" blood pressure. Using this definition, 1,000 persons had "high" blood pressure levels while the remaining 1,000 persons had "normal" blood pressure. The investigators determined that 150 cases of stroke occurred by the end of 2024, with 113 cases occurring in the hypertensive (high blood pressure) group.
a. What is the study design that the investigators used? (1 point)
b. What type of risk measure should the investigators calculate and why (please provide a detailed explanation)? (2 points)
a. The investigators used a cohort study design in this study.
b. The type of risk measure that the investigators should calculate is relative risk.
In a cohort study, the investigators follow a group of people (cohort) who are initially free of disease and track them to see whether they develop the disease of interest over time. In this study, the UW Bothell investigators started a study of the association between hypertension and stroke in a group of 2,000 healthy persons who had participated in a hypertension screening program in 2012. Therefore, the study design that the investigators used is a cohort study. The risk measure that the investigators should calculate in this study is relative risk. Relative risk is the ratio of the risk of developing the disease in the exposed group to the risk of developing the disease in the unexposed group.
In this study, the exposed group is the group with "high" blood pressure levels, and the unexposed group is the group with "normal" blood pressure levels. Because the investigators want to know whether hypertension is associated with a higher risk of stroke, relative risk is the most appropriate risk measure. It quantifies the risk of developing stroke in the hypertensive group compared to the non-hypertensive group. Therefore, calculating relative risk will allow the investigators to determine whether hypertension is a significant risk factor for stroke.
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FILL THE BLANK.
Shay walks into the testing center to take her Advanced Placement Science quiz for college. She looks around and notices that many students in the room are males. She becomes anxious that they are judging her negatively became she is a female taking a science quiz. She is worried that she will confirm these negative judgments. This phenomenon is called ______.
Group of answer choices
negative air quality
confirmation bias
anxiety bias
stereotype threat
The phenomenon is called stereotype threat.
Stereotype threat refers to the experience of anxiety or concern that individuals feel when they believe they may confirm a negative stereotype about their social group.
In this case, Shay is a female taking a science quiz, and she becomes anxious because she perceives that others may hold negative stereotypes about women's abilities in science.
Stereotype threat can negatively impact performance and lead to self-doubt, decreased confidence, and impaired cognitive functioning. The fear of confirming stereotypes can create additional pressure and distraction, making it more difficult for individuals to perform at their best.
In the given scenario, Shay's anxiety stems from the concern that her performance as a female in a science quiz will validate the negative judgments held by others. This worry can create a psychological burden that affects her focus, confidence, and ultimately her performance on the quiz.
To address stereotype threats, it is important to create an environment that promotes inclusivity and challenges stereotypes. By emphasizing the importance of individual abilities and providing support to all students, regardless of their gender or any other social group, we can help mitigate the negative effects of stereotype threat.
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I WILL ask the following question on the final: "Explain the different binaural cues for locating sounds and potential limitations associated with each: Interaural time difference, interaural intensity difference, interaural phase difference." • I WILL also ask the following question: "What are the differences between declarative and nondeclarative memory? Be sure to include the subtypes of declarative memory and give examples of what sorts of memories they would store. How does hippocampal damage affect declarative vs nondeclarative memory?" • There will also be two extra credit questions on this exam, each worth 2 points, one of them WILL be "Compare and contrast the trichromatic theory and opponent process theory. List anatomical evidence for each and phenomena that each does not account for." Focus on the concepts and vocabulary and you will do well. If you have any questions please let me know.
1. Binaural cues for locating sounds and potential limitations associated with eachBinaural cues are the signals that help in the localization of sounds. The different binaural cues for locating sounds are: Interaural time difference, Interaural intensity difference, Interaural phase difference.Potential limitations associated with each:Interaural time difference: The listener will not be able to hear the difference in the arrival time of the sound signals if the sound source is very close. Interaural intensity difference: Interaural intensity difference is only effective at higher frequencies, generally above 1500 Hz. Interaural phase difference: The interaural phase difference becomes ineffective when the sound source is directly ahead or behind the listener.
2. Differences between declarative and nondeclarative memory and hippocampal damageDeclarative memory refers to the memory that contains factual information, and it can be of two types: Semantic memory and Episodic memory. Semantic memory stores facts and general knowledge, while episodic memory stores personal experiences. Examples of Semantic memory: Phone number, multiplication table, and Geography. Examples of Episodic memory: Personal experience or events like graduation day. Nondeclarative memory contains implicit memories, which are the ones that are not declarative, meaning they are not conscious. Examples include motor skills, emotional associations, and habits. The damage to the hippocampus affects declarative memory as it plays a crucial role in the consolidation and retrieval of declarative memories. However, hippocampal damage has little effect on nondeclarative memory.
3. Trichromatic theory and opponent process theory and anatomical evidenceTrichromatic theory: It is also known as the Young-Helmholtz theory, which suggests that three types of cone cells in the retina are responsible for color perception. The three cone cells are sensitive to red, green, and blue colors. Anatomical evidence for the trichromatic theory: Evidence for the trichromatic theory is that there are three types of cones in the retina, and each cone responds best to a different wavelength of light. Opponent process theory: It suggests that the color vision is the result of opposing color cells, red-green, blue-yellow, and black-white. When one color is activated, the other is suppressed.
Anatomical evidence for the opponent process theory: Evidence for the opponent process theory is that there are color-opponent cells in the retina, lateral geniculate nucleus, and the visual cortex. Phenomena that each theory does not account for: The trichromatic theory cannot explain afterimages and color blindness. The opponent process theory cannot explain color constancy.
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Think about the meaning of Iconoclasm (this is in the highlighted
section of your textbook, page 510). Now how do some of the
symbolism in the painting by Holbein, The French Ambassadors (18-9)
speak
Iconoclasm refers to the destruction of religious symbols, monuments, or images. It is an attempt to break the power of a religion by removing its visible and tangible representations.
Now let's see how the symbolism in the painting by Holbein, The French Ambassadors (18-9) speaks to iconoclasm. The French Ambassadors (18-9) painting by Holbein is an example of Memento mori. In the painting, there is an example of anamorphosis of a skull in the foreground.
The skull is placed at the bottom of the painting and is barely noticeable at first glance. The iconoclasm is evident in the symbolism of the painting. It was a reminder of the transience of life and the fleeting nature of material possessions, and how they could not be taken to the afterlife.
By introducing the Memento mori into the painting, Holbein is warning his viewers of their eventual death. This is a clear indication of Iconoclasm and also an example of how Holbein used symbolism to convey Iconoclasm in the painting.
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How would you complete this sentence...? "I want to know what brain areas or neurons are active when we perceive Why did you choose the answer you did?
The completed sentences is: "I want to know what brain areas or neurons are active when we perceive sensory stimuli or engage in specific cognitive tasks."
What is the sentence aboutI completed it so because it talks about finding out which parts of the brain or cells in the brain help us understand something.
Adding things to look at or things to think about makes perception wider and includes different types of perception like seeing and thinking. This study helps us understand how the brain works when we perceive things around us.
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How is the term "plasticity" defined from a psychological perspective? How can you use your knowledge of "plasticity" to become successful in life? Give a real-life example.
From a psychological perspective, "plasticity" refers to the brain's ability to change and adapt through learning and experience.
In psychology, plasticity refers to the brain's ability to modify its structure and function in response to experiences, learning, and environmental factors.
It involves the brain's capacity to reorganize its neural networks, form new connections between neurons, and adapt its functioning. Plasticity allows individuals to learn new skills, acquire knowledge, and change their behaviors and habits.
Knowledge of plasticity can be used to become successful in life by recognizing that the brain is not fixed but can be shaped through deliberate effort and practice.
By understanding that the brain can develop new abilities, individuals can embrace a growth mindset and actively pursue learning and personal development.
They can set goals, engage in deliberate practice, and persist through challenges knowing that their efforts can lead to neural changes and improved performance.
For example, consider someone who wants to become proficient in playing a musical instrument.
By consistently practicing, engaging in focused learning, and seeking feedback, they can harness the brain's plasticity to develop new neural connections and enhance their musical abilities over time.
Through dedication and persistence, they can achieve a high level of proficiency in their chosen instrument.
In conclusion, plasticity, from a psychological perspective, refers to the brain's ability to change and adapt.
Leveraging this knowledge, individuals can pursue personal growth and success by actively engaging in learning, practice, and skill development, as exemplified by the pursuit of expertise in a new field or the mastery of a musical instrument.
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Hello dear subject (introduction to psychology)
Using Social Learning Theory, name and comment on three factors
that shape the behaviour of children. please more than 200 words .
This mini-project is
Social Learning Theory is a perspective that explains how people learn new behaviours, values, attitudes, and beliefs through observing and imitating others in their environment, and how they are subsequently reinforced or punished for those behaviours.
The theory focuses on the role of cognitive and environmental factors in shaping behaviour.
Here are three factors that shape the behaviour of children based on this theory:
1. Observational Learning: Observational learning is a process of acquiring new behaviours by watching others perform them. Children learn through observing the behaviours of their parents, siblings, peers, and even media figures. They are more likely to imitate behaviours that are seen as desirable or that result in positive consequences, such as praise, attention, or rewards.
Conversely, they are less likely to imitate behaviours that are associated with negative outcomes, such as punishment, criticism, or disapproval.
For instance, if a child observes his/her older sibling being praised for helping with household chores, he/she may imitate this behaviour to receive the same positive feedback.
2. Reinforcement :Reinforcement refers to the consequences of behaviour that increase or decrease its likelihood of being repeated. Positive reinforcement involves rewarding a desired behaviour, whereas negative reinforcement involves removing an aversive stimulus to increase the likelihood of a desired behaviour.
In contrast, punishment involves administering an aversive consequence to decrease the likelihood of an undesired behaviour. Children learn from the consequences of their behaviour, whether positive or negative.
For example, if a child receives praise or a reward for sharing his/her toys with others, he/she is more likely to engage in prosocial behaviour in the future.
3. Modeling :Modeling involves the process of imitating a specific behaviour demonstrated by a role model or a significant other. Children learn through modeling the behaviour of their parents, teachers, or peers. They are more likely to adopt behaviours that are congruent with their gender, social identity, and cultural norms.
For example, if a child observes his/her father engaging in aggressive behaviour towards others, he/she may learn to display similar aggressive behaviour in the future.
In conclusion, the social learning theory provides an explanation for how children learn and develop behaviour through cognitive and environmental factors. Children are likely to imitate behaviours that are positively reinforced and modeled by significant others in their environment.
By understanding these factors, parents and educators can promote positive behaviour and discourage negative behaviour in children through positive reinforcement, modeling, and socialization.
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