Increasing sexual arousal psychologically (not via simple physical stimulation) is linked mostly with: Psychologically, the primary determinants of sexual arousal are personal factors and cultural factors. The answer is, therefore, Personal Factors and Cultural factors.
Sexual arousal, in the simplest terms, is the process by which an individual becomes sexually stimulated. Arousal can result from a wide range of stimuli, both physical and psychological. The concept of sexual arousal is well-understood by scientists and doctors, and it is linked to a variety of physical, psychological, and cultural factors. The psychological factors that can influence sexual arousal are varied. Expectations for success or failure, cognitive dissonance, and negative self-talk can all influence a person's psychological arousal level. These are all psychological factors that can impact the sexual arousal process. However, cultural and personal factors are more important when it comes to sexual arousal.
This is because different cultures have different attitudes towards sex and different expectations for sexual behavior. Additionally, personal factors such as an individual's history of sexual experiences, beliefs about sex, and values can all play a significant role in the sexual arousal process.Physical factors can contribute to sexual arousal, but they are typically not the primary factor. In general, physical factors are necessary for arousal to occur, but they are not sufficient on their own. Thus, sexual arousal psychologically is linked mostly with Personal Factors and Cultural factors.
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The speed and capacity of thought increases for school-age children primarily because of the:
A. myelination of neural axons.
B. development of the prefrontal cortex.
C. brain’s increased size
D. environmental changes and emotional maturation.
The correct option is A. Myelination of neural axons.The speed and capacity of thought increases for school-age children primarily because of the myelination of neural axons.
Neural myelination refers to the myelin sheath coating on axons. It enhances the speed of transmission of electrical impulses through the nervous system.
The neural myelination process begins in infancy and continues well into adolescence and beyond. The myelination of neural axons is the primary reason why the speed and capacity of thought increases for school-age children.
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Question 6 (Mandatory) (2 points) ✓ Saved Among people with schizophrenia, thought disorder occurs most often during the residual phase the chronic phase acute episodes the prodromal phase
Among people with schizophrenia, thought disorder occurs most often during the acute episodes.
Schizophrenia is a chronic and severe mental disorder that affects how a person thinks, feels, and behaves. It is characterized by a combination of symptoms that can include hallucinations, delusions, disorganized thinking and speech, decreased motivation, and social withdrawal.
Thought disorder is a common symptom in schizophrenia and refers to disturbances in the way individuals organize and express their thoughts. It can manifest as disorganized or incoherent speech, difficulty staying on topic, tangential or irrelevant responses, and loose associations between ideas. Thought disorder can make it challenging for individuals with schizophrenia to communicate effectively and convey their thoughts in a coherent and logical manner.
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TRUE / FALSE.
"The mind/body problem relates to an issue in the philosophy of
religion, namely, the existence/immortality of the soul.
The statement provided "The mind/body problem relates to an issue in the philosophy of religion, namely, the existence/immortality of the soul" is False.
The mind/body problem is a fundamental issue in philosophy of mind, not philosophy of religion. It concerns the nature of the mind and its relationship to the physical body. The problem asks how mental states, such as thoughts, emotions, and consciousness, are related to physical processes, such as brain activity.
It delves into questions of whether the mind is a separate entity from the body or if it arises from physical processes. While the mind/body problem has implications for various fields, including psychology and neuroscience, it is primarily a philosophical inquiry into the nature of consciousness and the mind-body relationship.
In contrast, the existence and immortality of the soul is a topic within the realm of philosophy of religion, which explores concepts of divinity, religious experiences, and the nature of spiritual beings.
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6: Sociology differs from common sense in that: (a) it makes little distinction between the way the world is and the way it ought to be. (b) it focuses on the researchers' own experiences. (e) it is subjective and biased. (d) its knowledge is accumulated from many different research contexts.
Sociology differs from common sense in that it accumulates knowledge from many different research contexts, and it makes little distinction between the way the world is and the way it ought to be.
Sociology is a scientific discipline that seeks to understand and explain social phenomena by applying systematic research methods. Unlike common sense, which relies on everyday observations and personal experiences, sociology gathers knowledge through rigorous empirical investigations conducted in various social contexts. It aims to uncover patterns, relationships, and underlying structures that shape human behavior and social interactions. This accumulation of knowledge from diverse research contexts allows sociologists to develop theories and generalizations that go beyond individual experiences and provide a deeper understanding of society as a whole.
Furthermore, sociology does not inherently prioritize subjective viewpoints or biases. While researchers' perspectives may influence their choice of research topics and theoretical frameworks, sociology strives to maintain objectivity and employ rigorous research methods to minimize personal bias. By using systematic data collection techniques, such as surveys, interviews, and observations, sociologists aim to gather empirical evidence that can be independently verified and analyzed. This commitment to empirical investigation and critical analysis distinguishes sociology from common sense, which often relies on intuitive judgments and individual interpretations of social phenomena.
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How and why did many colonists come to believe that membership in
the British empire was a threat to their freedom, rather than the
foundation of their freedom?
Many colonists in the American colonies came to believe that membership in the British Empire posed a threat to their freedom rather than being its foundation. This can be attributed to various factors, including the perceived infringement on their rights, economic constraints, and political tensions.
The belief that membership in the British Empire threatened their freedom emerged from a combination of factors. Firstly, colonists felt that their rights as English subjects were being violated through measures such as taxation without representation, exemplified by the Stamp Act and Townshend Acts. These acts imposed taxes and regulations on the colonies without their consent, leading to a sense of oppression and loss of autonomy.
Secondly, economic constraints played a significant role. British policies aimed at controlling trade and monopolizing certain industries limited the economic opportunities for the colonists. Acts such as the Navigation Acts and the Sugar Act restricted colonial trade and imposed duties, which led to resentment and economic hardships.
Lastly, political tensions and a growing sense of self-governance fueled the belief that the British Empire was a threat. As the colonies developed their own political institutions and leaders, they began to assert their independence and desired greater control over their affairs. The British response to colonial resistance, such as the Intolerable Acts, further solidified the perception of British oppression and fueled the movement towards seeking freedom from the empire.
In conclusion, the colonists' belief that membership in the British Empire threatened their freedom stemmed from perceived violations of their rights, economic constraints, and growing political tensions. These factors contributed to a shift in their perspective, leading them to view the empire as a threat to their liberty rather than the foundation of it.
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1. what is your prior experience with postsecondary education, or is this your first time in college?
2. What are you hoping to get out of this class or from your education in general?
3. when you consider your academic and career plans, what are you nervous or excited about?
4. how can we ( instructor/ classmates) best support you in this class?
Creating an inclusive and supportive learning environment with guidance, feedback, and collaboration from instructors and classmates is crucial for students' academic and career success.
1. For students, they may have attended some college or university courses, or this might be their first time in college.
2. The reasons why students attend college vary; some students want to acquire new skills, expand their knowledge, meet new people, or improve their careers. Therefore, some students might hope to get a job or attain professional development opportunities in their fields.
3. Concerning academic and career plans, students may feel nervous or excited. For instance, they may feel nervous about academic pressure, exams, assignments, or career prospects. On the other hand, students may feel excited about exploring their fields, meeting new people, gaining practical experience, and getting better grades.
4. The best way an instructor and classmates can support students in class is by creating an inclusive, supportive, and conducive learning environment. Instructors and classmates can offer guidance, answer questions, provide feedback, create study groups, and engage in academic discussions. In this way, students feel motivated, valued, and supported in their academic and career pursuits.
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In order for a police officer to stop and frisk ("pat down") a person for weapons, he or she must have reasonable suspicion. The officer must be able to articulate on why he or she detained a person and frisked them. Here's a scenario to consider:
It's a very HOT summer day in Los Angeles. You are on patrol and notice a man walking back and forth in front of a bank. He appears to be constantly looking from side to side. The man is wearing a thick fur-type overcoat jacket, unlike all the other pedestrians.
Can you approach the man and "stop and frisk" him for weapons? Please cite the case law within the Chapter that answers this question. Use your key Case Law Handout for reference. Please explain your answer.
No, the police officer cannot approach the man and "stop and frisk" him for weapons based on the given scenario.
In order to perform a "stop and frisk," the police officer must have reasonable suspicion that the person being detained is involved in criminal activity and may be carrying a weapon. The scenario given does not provide any clear indication of criminal activity or possession of a weapon. The fact that the man is wearing a fur-type overcoat jacket on a hot day does not in itself constitute reasonable suspicion.
In Terry v. Ohio (1968), the Supreme Court held that a "stop and frisk" must be based on reasonable suspicion, which requires more than a hunch or suspicion. The Court further clarified that reasonable suspicion requires specific, articulable facts that, when taken together with rational inferences, give rise to a reasonable suspicion of criminal activity. The police officer must be able to articulate these facts and explain why they gave rise to reasonable suspicion.
In conclusion, based on the scenario given, the police officer cannot approach the man and perform a "stop and frisk" without violating his Fourth Amendment rights.
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the three criteria for effective taxes
Answer:
Effective taxes should be efficient, simple, and equitable.
Explanation:
If taxes don't meet these criteria, people likely won't be compliant and pay them.
Lindsey and Adam play dodgeball on their high school team. Recently, their team has not been doing well against better competition. They decide to refocus on basic dodgeball skills, learning new tactics, and practicing more each week. Using achievement goal theory, what might be their achievement goals and perceived ability? O outcome-oriented goals and low perceived ability O stable, internal factors within their control O task-oriented goals and high perceived ability task-oriented goals and high perceived ability
Lindsey and Adam's achievement goals can be described as task-oriented goals and their perceived ability as high.
In task-oriented goals, individuals focus on developing their skills, improving their performance, and mastering the task at hand. They prioritize personal growth, learning, and self-improvement rather than solely focusing on winning or external outcomes. By deciding to refocus on basic dodgeball skills, learning new tactics, and practicing more, Lindsey and Adam demonstrate a task-oriented approach. Their goal is to enhance their individual abilities and improve their performance in dodgeball.
Additionally, their perceived ability is described as high. Perceived ability refers to an individual's belief in their own competence to successfully perform a specific task or activity. Lindsey and Adam's decision to invest time and effort in practicing and learning new tactics suggests that they have confidence in their ability to develop and improve their dodgeball skills. They believe that with focused effort and dedication, they can enhance their performance and contribute to the success of their team.
By adopting task-oriented goals and having a high perceived ability, Lindsey and Adam are likely to be motivated by their intrinsic desire for personal growth and skill development. They are driven by the satisfaction of improving their dodgeball abilities rather than solely seeking external validation through winning. This approach can contribute to their long-term development as athletes and foster a positive mindset towards challenges and setbacks.
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Explain how gonads are able to develop into the ovaries.
The development of gonads into ovaries, specifically in humans, is a complex process influenced by genetic and hormonal factors.
Here is a simplified explanation of how ovaries develop:
Gonadal Primordium Formation: In early embryonic development, during the first weeks after fertilization, the gonadal primordium, also known as the indifferent gonad, forms. This primordium consists of a group of cells that have the potential to develop into either ovaries or testes.Sex Determination: The sex determination pathway, controlled by the presence or absence of specific genes, including the SRY gene on the Y chromosome in humans, determines the direction of gonadal development. If the SRY gene is present, the gonadal primordium develops into testes. In the absence of the SRY gene, the primordium follows the pathway towards developing ovaries.Ovarian Cord Formation: In the absence of the SRY gene, the gonadal primordium differentiates into ovaries. It develops into structures called ovarian cords, which are composed of cells called germ cells surrounded by supportive cells called somatic cells.Formation of Follicles: Over time, some of the germ cells within the ovarian cords differentiate into oocytes, or egg cells. The somatic cells surrounding the oocytes organize into structures known as follicles. Each follicle contains an oocyte surrounded by granulosa cells, which provide nourishment and support to the developing oocyte.Hormonal Regulation: Throughout ovarian development, hormonal signals play a crucial role. The gonads receive hormonal signals from the developing endocrine system, specifically from the hypothalamus, pituitary gland, and the fetal adrenal gland. These hormones, including estrogen and follicle-stimulating hormone (FSH), contribute to the growth and maturation of the ovarian follicles.Puberty and Ovarian Function: During puberty, the hypothalamic-pituitary-gonadal axis becomes active, leading to increased production of reproductive hormones. This hormonal activity stimulates the maturation and release of oocytes from the follicles, initiating the menstrual cycle and enabling the potential for fertility.It is important to note that the development of ovaries is a complex process influenced by numerous genetic and hormonal factors. This simplified explanation provides a general overview of the steps involved in ovarian development, but the actual mechanisms and regulatory pathways are more intricate and subject to ongoing research.
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How does Mill respond to the charge that utilitarianism is a pig
phil-osophy? What is meant by "Better to be Socrates dissatisfied
than a pig satisfied"? Do you agree with this ordering of
values?
Mill responds to the charge that utilitarianism is a pig philosophy by arguing that the objection is based on a misunderstanding of utilitarianism's concept of happiness.
He states that utilitarianism does not equate happiness with mere sensual pleasures but considers higher intellectual and moral pleasures as well. Mill asserts that it is better to be a human dissatisfied than a pig satisfied because humans possess higher faculties of reason and intellect, capable of experiencing more profound and fulfilling forms of happiness.
Mill's statement "Better to be Socrates dissatisfied than a pig satisfied" reflects his belief that the quality of happiness is more important than the quantity. While a pig may experience more immediate satisfaction through physical pleasures, such as eating or sleeping, Socrates, despite experiencing dissatisfaction at times, possesses a higher capacity for intellectual and moral pleasures that bring deeper fulfillment and meaning to life.
As for agreeing with this ordering of values, it is subjective and depends on individual perspectives and values. Some may prioritize intellectual and moral fulfillment over immediate physical pleasures, aligning with Mill's stance. Others may prioritize different aspects of happiness or find value in different forms of fulfillment. Ultimately, it is a matter of personal philosophy and individual priorities.
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Describe an example of a time when you overcame functional
fixedness.
Functional fixedness is a cognitive bias that limits a person's ability to see an object's possible functions beyond its traditional uses. One example of a time when someone overcame functional fixedness is when they used a paperclip as a makeshift screwdriver.
Functional fixedness can be frustrating when it prevents you from seeing new or innovative uses for an object. In many instances, it is essential to think beyond what an object was designed for, and that is where creativity comes into play. To overcome functional fixedness, one must learn to see beyond the object's initial use and apply it to other situations that it can be useful in.
To illustrate, consider a paperclip. A paperclip is typically used to hold sheets of paper together, and that is what people expect from it. However, if someone has a broken screw and a screwdriver is unavailable, they can use the paperclip to turn the screw.
In conclusion, overcoming functional fixedness is essential in problem-solving as it broadens one's perspective. A person who can think beyond an object's initial use has a better chance of coming up with innovative solutions that meet their needs.
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Determine and explain which types of testimony (celebrity, expert, lay) might best support ONE of the following statements:
Native Americans don’t get a square deal in the United States.
HIV/AIDS is rapidly spreading in the heterosexual community.
America should return to a system of open immigration.
Immigrant children are outperforming American-born children in public schools.
Make note that your choice of testimony should be determined in part by the statement you wish to advance and the characteristics of the primary audience. Your response must be a full paragraph with at least 7-10 complete sentences. Be sure to address each type of testimony in your response, including why others may or may not be as effective.
Testimony is a type of evidence used in a persuasive speech that uses the testimony of another person to support the speaker's argument. It is divided into three categories: lay, expert, and celebrity.
The types of testimony that might best support each of the given statements are explained below:
1. Native Americans don't get a square deal in the United States: For this statement, the most effective type of testimony would be lay testimony. Since Native Americans have been living in America for thousands of years, there would be many people within the community who have experienced injustices and could speak to them directly.
2. HIV/AIDS is rapidly spreading in the heterosexual community: For this statement, the most effective type of testimony would be expert testimony. Experts such as doctors, public health officials, and researchers who specialize in HIV/AIDS would be best suited to provide testimony on the issue.
3. America should return to a system of open immigration: For this statement, the most effective type of testimony would be celebrity testimony. Since celebrities are well-known, they have the ability to draw attention to important issues. Additionally, many celebrities are immigrants themselves or come from immigrant families, so their testimony would be particularly compelling.
4. Immigrant children are outperforming American-born children in public schools: For this statement, the most effective type of testimony would be expert testimony. Education experts, such as teachers, professors, and researchers who have studied the achievement of immigrant children in public schools, would be best suited to provide testimony on the issue.
In conclusion, choosing the right type of testimony is important when trying to persuade an audience. Lay testimony is best used when trying to appeal to a specific community, expert testimony is best used when trying to appeal to an audience that values facts and data, and celebrity testimony is best used when trying to draw attention to an important issue.
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David Barlow's triple vulnerability theory of anxiety disorders includes all of the following, except:
generalized anxiety vulnerability
generalized biological vulnerability
specific psychological vulnerability
generalized psychological vulnerability
David Barlow's triple vulnerability theory of anxiety disorders includes all of the following, except generalized anxiety vulnerability. (Option 1)
The triple vulnerability theory of anxiety disorders proposed by David Barlow consists of three components: generalized biological vulnerability, specific psychological vulnerability, and generalized psychological vulnerability. These components contribute to the development and maintenance of anxiety disorders. However, there is no specific component called "generalized anxiety vulnerability" in Barlow's theory.
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1. How does the concept of aging differ from the concept of biological aging?
2. What is the difference between an age grade and an age norm?
3. Focusing on the development over childhood of self-esteem, state a research question that illustrates each of four main goals of the study of life-span development.
4. Which three of the seven assumptions in Baltes’s life-span perspective concern the nature–nurture issue?
5. Design an experiment to determine whether listening to music while studying a chapter helps or hurts performance on a test on the chapter material compared to studying the chapter in silence. Make it clear that your experiment has the key features of an experiment and label the independent and dependent variables.
6. You conduct a longitudinal study of development of self-esteem in college students from age 18 to age 22. What would you be able to learn that you could not learn by conducting a cross-sectional study of the same topic?
7. A researcher deceives research participants into thinking they are in a study of learning when the real purpose is to determine whether they are willing to inflict harm on people who make learning errors if told to do so by an authority figure. What ethical responsibilities does this researcher have? (Yes, this about the famous obedience research conducted by Stanley Milgram, featured in the recent film The Experimenter.)
Aging is an overall concept involving changes in physical, psychological, and social aspects that occur over time.
Biological ageing involves the physical changes that take place in a person's body as they get older, and usually refers specifically to the decline in physical functioning related to the natural process of aging.
An age grade is a system used to divide people into different categories according to their age or the age of the people they associate with. Age norms generally refer to expected values, attitudes, and beliefs that are adapted depending on a person's age. They include a range of customs, roles, and behaviours that are accepted by a society at a particular stage of life. Age norms help to dictate how an individual should act depending on their age.
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The question-
How does the concept of aging differ from the concept of biological aging?
What is the difference between an age grade and an age norm?
According to the lecture, all of the following occurred in the late 1970s after the Federal Trade Commission proposed a ban on advertising to children 10 and under EXCEPT:
Long term acceptance of the ban that continues today
Toy companies lobbied that a ban on advertising is un-American
In 1980 Congress passed a policy that removed FTC authority over advertising to children
Advertising to children was deregulated in 1984 under Ronald Reagan
All of the following occurred in the late 1970s after the FTC proposed a ban on advertising to children 10 and under except for long-term acceptance of the ban that continues today.
Based on the given options, the statement that did not occur in the late 1970s after the Federal Trade Commission (FTC) proposed a ban on advertising to children 10 and under is: "Long-term acceptance of the ban that continues today."
In the late 1970s, the FTC proposed a ban on advertising to children 10 and under, which led to significant debates and actions. Toy companies opposed the ban and lobbied against it, arguing that a ban on advertising is un-American. Additionally, in 1980, Congress passed a policy that removed FTC authority over advertising to children, indicating a shift in the regulatory landscape. However, the statement about long-term acceptance of the ban that continues to this day did not occur in the late 1970s.
It's important to note that advertising to children was eventually deregulated in 1984 under the presidency of Ronald Reagan. This deregulation marked a significant change in the approach to advertising aimed at children.
In summary, the late 1970s saw debates, lobbying efforts by toy companies, and a policy change removing FTC authority over advertising to children, but there was no long-term acceptance of the ban that continues today.
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Compare the bird scene in The Sorrows of Young Werther (Book II, Sep 12) with Catullus 2A. Does the bird play a similar role?
The bird scene in The Sorrows of Young Werther (Book II, Sep 12) and Catullus 2A is different in the first poem it is a symbol of confinement and restriction while in the other it symbolizes freedom and love.
The bird scene in The Sorrows of Young Werther (Book II, Sep 12) is a narrative in which Werther is reflecting upon the caged birds singing in the courtyard. In Catullus 2A, the bird scene is the sparrow and its freedom to be with the person it loves.
There is no caging of birds in Catullus' poem. Instead, the poem shows a sparrow free to come and go as it pleases, and that this freedom allows it to be with the one it loves. The bird plays a different role in each work: In Werther's case, it's the symbol of confinement and restriction, whereas, in Catullus 2A, it's the symbol of freedom and love.
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‘Equality before law.’ Please critically discuss this statement
from the:
1. The crime control model
2. The due process model
3. The rehabilitation model
4. The radical model
5. The justice model
The principle of "equality before the law" asserts that all individuals should be treated impartially and without discrimination by the legal system.
However, different models of criminal justice approach this principle in varying ways:
The crime control model: This model emphasizes the importance of maintaining social order and preventing crime. It prioritizes efficiency, swift processing of cases, and the use of aggressive law enforcement tactics. Critics argue that this model may compromise the principle of equality before the law by focusing on apprehending and punishing suspects without adequate safeguards for individual rights and due process.
The due process model: This model emphasizes protecting individual rights and ensuring fair and just legal proceedings. It places significant importance on procedural safeguards, such as the presumption of innocence, right to legal representation, and the exclusion of unlawfully obtained evidence. Advocates argue that it upholds the principle of equality before the law by ensuring that all individuals are treated fairly and given the opportunity to present a defense.
The rehabilitation model: This model focuses on the reform and rehabilitation of offenders. It aims to address the underlying causes of criminal behavior and reintegrate individuals back into society. Critics argue that while rehabilitation is important, its emphasis on individual treatment may not address broader societal issues of inequality and structural factors that contribute to crime.
The radical model: This model highlights the systemic inequalities and social injustices that underlie crime. It argues that true equality before the law can only be achieved by addressing these underlying social, economic, and political inequalities. It calls for transformative changes in society to address root causes of crime and promote social justice.
The justice model: This model seeks to balance the rights of individuals and the needs of society. It emphasizes the importance of accountability, rehabilitation, and community involvement. Proponents argue that it promotes equality before the law by considering the context and circumstances of offenders while also holding them accountable for their actions.
In summary, each model approaches the principle of equality before the law from a different perspective, reflecting various priorities and values within the criminal justice system.
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Pylyshyn and Kosslyn disagreed about the nature of visual imagery. Explain what the disagreement was about. Describe and evaluate the behavioral evidence suggesting that ""seeing with the mind’s eye"" involves similar processes to perceiving external objects in the real world.
Stephen Kosslyn and Zenon Pylyshyn disagreed about the nature of visual imagery. While Kosslyn suggested that mental images were analogous to real images, Pylyshyn argued that they were propositional representations with no pictorial content.
The fundamental disagreement between Pylyshyn and Kosslyn lies in their definition of mental imagery. Pylyshyn suggested that mental imagery was propositional, and that it lacked pictorial content. According to Pylyshyn, mental imagery is a complex series of symbols or propositions, each of which has an internal meaning. Kosslyn, on the other hand, suggested that mental imagery was analogous to real images. For Kosslyn, the mind's eye operated like a camera, capturing visual information about an object and then re-creating that object in the mind's eye.Both theories provide evidence suggesting that "seeing with the mind's eye" involves similar processes to perceiving external objects in the real world.
The dual-code hypothesis, for example, suggests that mental imagery is processed in two different ways: visually and verbally. According to this hypothesis, visual imagery and verbal processing are both part of the same cognitive system, and they can influence each other. As a result, seeing with the mind's eye might involve similar processes to perceiving external objects in the real world.Furthermore, recent studies have provided support for the neural similarity hypothesis. According to this hypothesis, the same neural mechanisms are involved in both visual perception and mental imagery.
Kosslyn argues that mental images are like visual representations, while Pylyshyn argues that they are propositional representations with no pictorial content. Nonetheless, behavioral evidence has suggested that seeing with the mind's eye involves similar processes to perceiving external objects in the real world.
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a. What stands out to you regarding the similarities and differences between Alaska Native knowledge systems, ethics, and Euro-American approaches?
b. Describe (at least) two differences and two similarities.
The similarities and differences between Alaska Native knowledge systems, ethics, and Euro-American approaches are notable in terms of their cultural contexts, values, and perspectives on the relationship between humans and the natural world.
Alaska Native knowledge systems and Euro-American approaches differ in their cultural contexts and ways of knowing. Alaska Native knowledge systems are rooted in Indigenous traditions, oral histories, and a deep connection to the land and natural resources. They emphasize holistic views of the world, interdependence, and the importance of relationships with nature and community. In contrast, Euro-American approaches are often influenced by Western philosophical and scientific traditions, valuing individualism, rationality, and objective knowledge.
Regarding ethics, Alaska Native communities typically prioritize communal well-being, sustainability, and intergenerational responsibility. They view humans as integral parts of larger ecosystems and emphasize reciprocal relationships with the natural world. In Euro-American approaches, ethics often center on principles of individual rights, autonomy, and utilitarianism, with a focus on human-centric decision-making and resource exploitation.
Two differences between Alaska Native knowledge systems and Euro-American approaches are the perspectives on land ownership and resource use. Alaska Native knowledge systems often view the land as a shared resource, belonging to the community and future generations. In contrast, Euro-American approaches often prioritize individual land ownership and resource extraction based on economic interests.
Two similarities between Alaska Native knowledge systems and Euro-American approaches include the recognition of the importance of adaptation and the use of knowledge transmission. Both systems acknowledge the need for adaptation to changing environments and circumstances. While Alaska Native knowledge systems rely on traditional ecological knowledge and oral traditions for knowledge transmission, Euro-American approaches utilize written texts, scientific research, and formal education for knowledge dissemination.
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FILL THE BLANK.
"The __________ is the official statement of party's policy
issues important to the party and party delegates.
party code
party literature
party mandate
party platform"
Answer : party platform
The party platform is the official statement of party's policy issues important to the party and party delegates.
A party platform is a political party's official statement of its goals and policies. A party platform is an official document that outlines the goals, principles, and policies of a political party.
The party platform can be considered as a political party's agenda or manifesto, outlining its general positions on a variety of political issues.
In essence, a party platform serves as a roadmap for party members and voters to understand what the party stands for and hopes to achieve if elected.
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Choose any one (1) of the orangs asli or orang asal groups in Malaysia and discuss five (5) taboos practiced by them
Introduction
Write an introduction to how most indigenous groups in the world have common characteristics and one of them is taboos. Introduce the orang asli or orang asal group you are going to discuss.
5 taboos
The five taboos can be related to any area of their lives.
For each point you must give supporting information and example(s)
Conclusion
Write a conclusion on how taboos are very much a part of the indigenous group you have discussed.
Indigenous groups have common characteristics, and one of them is taboos. These taboos represent the cultural heritage of these groups and are followed to preserve it.
The orang asli or orang asal is an indigenous group in Malaysia. They have been living in the region for over 6000 years. The Orang Asli people are divided into three main groups: Negrito, Senoi, and Proto-Malay. All these groups follow specific taboos to maintain their cultural identity. 5 taboos practiced by orang asli group in Malaysia
Eating Taboos:Orang Asli people follow specific dietary laws. One of the most crucial eating taboos is the consumption of dogs and snakes. They believe that eating dogs and snakes brings bad luck and negative energy.
Marital Taboos:The orang asli group does not allow inter-marriages within their tribe or clan. The taboo is followed to maintain purity within the tribe. They believe that marrying within their tribe or clan ensures that their tribe stays strong.
Hunting Taboos:The orang asli group has specific hunting taboos. They believe that hunting on certain days or during specific phases of the moon can bring bad luck. They also believe that killing a pregnant animal can lead to misfortune.
Se-xual Taboos: The orang asli group follows specific se-xual taboos. They do not allow sexual relations between individuals who belong to the same clan or family. They believe that such relationships can lead to bad karma and misfortune.
Pregnancy Taboos:The orang asli group follows specific taboos during pregnancy. They believe that pregnant women should not enter the forest or jungle as it can lead to complications during childbirth. They also believe that pregnant women should not eat specific foods like turtle eggs as it can harm the fetus.
Taboos are an essential part of the orang asli group's culture and are followed to maintain their cultural identity. These taboos represent their cultural heritage and are an integral part of their lives. They are passed on from generation to generation and are followed to preserve their cultural identity. The orang asli group's taboos related to various aspects of their lives, including food, marriage, hunting, s-ex, and pregnancy.
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The HIV/Aids unit on campus wants to change the attitudes of students relating to risky sexual practices as these contribute to the spread of the disease. They plan to invite a speaker who is HIV positive. Explain the main factors that the speaker will need to consider in order to ensure that his/her message is effective in changing the attitudes of students. Focus on both the characteristics of the message and of the speaker. (10)
The speaker, who is HIV positive, should consider factors such as message content, credibility, relatability, empathy, and engagement to ensure their message is effective in changing students' attitudes towards risky sexual practices.
Message Content: The speaker should carefully craft their message to provide accurate information about HIV/AIDS, its consequences, and the importance of safe sexual practices. The content should be informative, educational, and tailored to the audience's level of understanding.
Credibility: The speaker's credibility is crucial in gaining the trust and attention of the students. Sharing personal experiences as an HIV-positive individual can lend authenticity to their message. They should also demonstrate knowledge about the disease, its transmission, prevention methods, and available treatment options.
Relatability: The speaker should make an effort to connect with the students on a personal level by sharing relatable stories and experiences. This can help break down barriers and create empathy among the audience, making it easier for them to relate to the speaker's message and take it seriously.
Empathy: The speaker should show empathy towards the students and acknowledge the challenges they face in making decisions about their sexual health. By understanding their concerns, fears, and cultural norms, the speaker can address these issues effectively and promote safer sexual practices without judgment or stigma.
Engagement: To capture and maintain students' attention, the speaker should use engaging techniques such as visual aids, interactive activities, and real-life examples. They can encourage active participation, ask thought-provoking questions, and create an open and non-judgmental environment for discussion.
Cultural Sensitivity: The speaker should be aware of the cultural diversity among the student population and approach the topic with sensitivity and respect for different cultural norms and values. They should ensure that the message is inclusive and applicable to various cultural backgrounds.
Follow-up Resources: To reinforce the message and encourage behavior change, the speaker should provide students with resources and references for further information and support. This can include information about local HIV/AIDS organizations, clinics, hotlines, websites, and educational materials.
Overall, the speaker's message should be informative, relatable, empathetic, and engaging. By considering these factors and tailoring their approach to the specific needs and concerns of the student audience, the speaker can effectively change attitudes towards risky sexual practices and contribute to the prevention of HIV/AIDS on campus.
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FILL THE BLANK.
Instructions: Critically reflect on your own listening ability and respond thoroughly to the following EIGHT questions. Include terms from the text to demonstrate knowledge and understanding of the theory.
1. Listening is difficult or challenging for me when ___.
2. Listening can also be tough for me when I’m feeling ___.
3. I block out or tune out a message when ___.
4. Someone I consider to be an effective listener is ____ because ___.
5. Describe a recent situation where you exhibited ineffective listening (include the style).
6. Describe a time when someone did not listen to you well and how you handled it and how you felt.
7. What kinds of verbal and nonverbal feedback do you provide to show others you are listening?
8. What can you try to do to listen more effectively from now on?
1. Listening is difficult or challenging for me when there is a lot of background noise.
It's hard for me to focus on the speaker and hear what they are saying.
2. Listening can also be tough for me when I'm feeling anxious or stressed. My mind is distracted, and I find it hard to concentrate on the speaker.
3. I block out or tune out a message when I'm not interested in the topic being discussed or if the speaker has a tone of voice that I find irritating.
4. Someone I consider to be an effective listener is my friend who always maintains eye contact with me, nods, and gives verbal cues such as "I understand" or "Go on."
This encourages me to speak more and shows that he is interested in what I have to say.
5. I exhibited ineffective listening during a meeting when I was checking my phone constantly. I was distracted and missed important information.
6. There was a time when I was talking to a friend, but she kept interrupting me. I felt annoyed and frustrated because I didn't feel like she was really listening to me. I handled it by politely telling her that I would appreciate it if she let me finish before she spoke.
7. To show others that I'm listening, I provide verbal cues such as nodding, saying "I understand," or asking questions. I also maintain eye contact and avoid distractions like my phone.
8. To listen more effectively, I can try to eliminate distractions and focus on the speaker. I can also practice active listening by providing verbal and nonverbal feedback to show that I'm engaged in the conversation.
Additionally, I can ask questions and paraphrase what the speaker has said to ensure that I have understood correctly.
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When you punish maladaptive behavior you also automatically get better behavior to occur O True False QUESTION 10 You observe a close friend get very upset in a particular situation a few times, as a result, you begin to get upset in that same situation even though nothing bad even happed to you in that situation. This is an example of a. a vicarious emotional response b. a learned emotional reaction C. aversive counter conditioning d. classical conditioning QUESTION 19 If you were presented with two options for responding simultaneously. If you press button A on an FR 5 you get $1, and if you press button B 3 times you get $50. What would you do? a. Spend all your time pressing A b. Press neither button because it is not worth the effort C. distribute your responses evenly between A and B d. Spend all your time pressing B QUESTION 20 If we learn to overcome minor adversities, we can then be better equipped to handle greater adversity and less likely to experience learned helplessness O True False
The statement "When you punish maladaptive behavior you also automatically get better behavior to occur" is False. the statement is False.
This is an example of a vicarious emotional response (option a) where an individual experiences an emotional response as a result of observing another person's emotions. distribute your responses evenly between A and B. An FR 5 means that the reward is presented after five responses, and you can get more money by pressing button B.
Therefore, the ideal strategy is to press the buttons evenly. The statement "If we learn to overcome minor adversities, we can then be better equipped to handle greater adversity and less likely to experience learned helplessness". the statement is False.
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What are the family's beliefs about healthcare and what are
healthcare relationships like between families and healthcare
teams?
Family beliefs about healthcare are influenced by various factors such as cultural, religious, and personal values. These beliefs can shape their attitudes towards different aspects of healthcare, including treatment choices, preventive measures, and end-of-life care.
In terms of healthcare relationships between families and healthcare teams, collaboration and effective communication are essential. Families often play a vital role in the care of their loved ones, providing support and advocating for their needs. Healthcare teams should establish open and respectful channels of communication, involving families in decision-making processes, and providing them with necessary information and resources. Building trust and fostering a partnership between families and healthcare teams is crucial to ensure optimal patient-centered care.
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Discuss the ways in which social media play a role in the
public bringing police work to light, and how social media (and
other media) are used by law enforcement to manage their
image.
Social media has significantly influenced the way people interact with the police, resulting in the police using social media to promote their image.
Social media has been a powerful tool for exposing instances of police misconduct and violence. Furthermore, social media has made it easier for the public to hold police accountable for their actions and ensure that justice is served. One of the most notable ways in which social media has brought police work to light is by posting videos of police brutality or incidents of police misconduct.
This social media movement is significant because it gives people the power to document and share police activity in real-time. Videos and images that are posted on social media can go viral in a matter of hours, drawing attention to cases that may have otherwise been ignored or forgotten. Social media has also facilitated discussions and debates about police reform and accountability, allowing for a more informed public discourse on the matter.
Law enforcement also uses social media to manage their image and build trust with the public. Social media can be used to share positive stories about the police department, showcase their community involvement, and provide information on criminal activity in a particular area. For example, police departments often use social media to share photos and updates on missing persons or to post safety tips for the community.
Law enforcement agencies also use social media to monitor and prevent crime. Police departments use social media to track criminal activity and gather information about potential suspects. Social media has been particularly useful in gathering intelligence about gang activity, drug trafficking, and other organized crimes.
In conclusion, social media plays a critical role in bringing police work to light and holding law enforcement accountable for their actions. It has also provided law enforcement with a platform to manage their image and communicate with the public. Social media has transformed the way people interact with the police, and it will continue to shape the future of law enforcement.
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Reflecting on the meaning and potential practical implications of the concept of moral inclusion/exclusion, introduced in the chapter on altruism in our textbook, provide an informed argument on whether we should include animals in the circle of our moral concern.
While some argue that animals should be included, others argue that they should not. Ultimately, the decision is up to each individual to make for themselves.
Moral inclusion/exclusion is a concept that allows us to evaluate who or what should be included in our circle of moral concern. In other words, it helps us to determine who we should consider when making moral decisions. The concept is important because it helps us to recognize that certain individuals or groups may be excluded from our moral concern, even though they have a legitimate claim to it.
When it comes to animals, the concept of moral inclusion/exclusion can help us to decide whether or not we should include them in our circle of moral concern. Some argue that animals should be included, while others argue that they should not. Those who argue that animals should be included in our circle of moral concern point out that animals are capable of feeling pain, just like humans.
Others argue that animals should not be included in our circle of moral concern. They argue that animals are not capable of rational thought, and therefore they are not capable of having moral rights. Furthermore, they argue that animals do not have the same capacity for moral reasoning as humans do, and therefore they are not deserving of moral consideration.
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What is meant by ‘doing gender’ (West and Zimmerman 1987)? Do you think men doing feminine jobs are the same as women doing masculine jobs? Please discuss with the following examples.
(a) A male kindergarten teacher
(b) A policewoman
The concept of 'doing gender,' as proposed by West and Zimmerman in 1987, refers to the ways in which individuals actively perform and enact gender roles and expectations in their everyday lives. It suggests that gender is not simply an inherent characteristic but is constantly created, reinforced, and performed through social interactions.
When discussing men doing feminine jobs and women doing masculine jobs, it is important to consider the social and cultural context in which these roles are situated. While there has been progress in challenging traditional gender norms and expanding occupational opportunities, there are still societal expectations and biases that influence how these choices are perceived.
(a) A male kindergarten teacher: In this example, a male choosing to work as a kindergarten teacher, which is traditionally seen as a feminine job, challenges gender stereotypes. By pursuing a career in a field typically associated with women, this individual is actively 'doing gender' by breaking down the gendered boundaries of occupational roles. However, it is important to note that despite their qualifications and competence, male kindergarten teachers may still face biases or assumptions due to societal norms regarding gender and caregiving roles.
(b) A policewoman: Similarly, a policewoman choosing a career in law enforcement, which is typically considered a masculine job, is also 'doing gender.' By entering a field dominated by men, she challenges traditional gender roles and expectations. However, women in masculine occupations may face unique challenges, such as sexism, gender bias, and stereotypes that question their competence or suitability for the job. These individuals often have to navigate and negotiate their gender identity and work environment to establish credibility and gain acceptance.
It is crucial to recognize that men and women taking on roles traditionally associated with the opposite gender may experience different societal reactions and challenges. While there are similarities in terms of breaking gender norms and expanding opportunities, the experiences and consequences can vary due to existing gender hierarchies and biases. Women entering masculine jobs often face greater resistance and scrutiny, while men in feminine jobs may encounter questions about their masculinity.
In conclusion, men doing feminine jobs and women doing masculine jobs both challenge traditional gender norms and contribute to the ongoing process of 'doing gender.' However, it is important to acknowledge that societal responses and challenges faced by individuals in these situations can differ based on the prevailing gender stereotypes and biases. Promoting gender equality and challenging gendered occupational roles requires a broader cultural shift that recognizes and values diverse choices and contributions without limiting individuals based on their gender.
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Discuss the following statement: Disneyland is there to conceal the fact that it is the "real" country, all of "real" America, which is Disneyland (just as prisons are there to conceal the fact that it is the social in its entirety, in its banal omnipresence, which is carceral). For those who have never been to Disneyland, those that have do share your interpretation of it form the sociological lens.
The statement suggests that Disneyland is there to hide the truth that it is the "real" country and all of "real" America, which is Disneyland.
As per the statement, Disneyland serves to present an idealized version of America that fails to represent the reality of the country.A sociological interpretation of Disneyland from the functionalist theory would be that Disneyland serves to meet various social needs. Disneyland has become a common social institution that brings people together from various backgrounds. Disneyland serves to promote social solidarity, social control, and social order. It also serves to provide entertainment and leisure activities to society.
As per the conflict theory, Disneyland perpetuates social inequality and reinforces the idea of the American Dream. Disneyland promotes the idea that anyone can be successful and achieve the American Dream, even if it is not realistic. The reality of the American Dream is that it is not accessible to everyone, and Disneyland perpetuates the idea that it is.Furthermore, Disneyland can be seen as a reflection of the American culture from a symbolic interactionist's perspective.
Disneyland serves as a symbol of American culture, and visitors create meaning from their experiences there. The interaction between visitors and employees at Disneyland shapes the visitor's experience and the meaning they create from it.In conclusion, Disneyland can be interpreted through various sociological lenses. While it serves to meet various social needs, it also perpetuates social inequality and presents an idealized version of America that fails to represent the reality of the country.
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