...Psych 1 Research paper Psychological Disorders Psychological disorders can be very serious, and in most cases are very serious. As many as 450 million people suffer around the world from mental illnesses, including various anxiety disorders, mood disorders, psychotic disorders and more. Psychological disorders can be mentally debilitating and even lead to self-harm and suicide. These disorders and illnesses are nothing to joke about and should be taken seriously. Psychologists point that while someone may have a disorders, they shouldn't be looked at as they're disorder. For instance a child with autism should not be referred to as an "autistic person". Instead we should say "people with autism" because there is so much more to people than their disorder. We are all still humans, regardless of the disorder or illness that some of us may have. Psychological disorders may not always be noticeable to friends, family and/or their surroundings as we may not be able to see their disability. Psychological disorders are often referred to as invisible disabilities, because even though someone may have one, they're often able to hide it from you. I think the majority of people that choose to hide their mental illnesses is due to the fact they don't want to be looked at as "crazy". I, myself, have an anxiety and mood disorder and I can say I choose to hide this from most people because I don't want to be looked at as "a crazy person" or mentally unstable, even though that may very...
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...In day to day life classical conditioning occurs more than you would think. In the article The Truth of Advertising, “Mass media keeps us in a trance by dispensing a kind of huxleyn “soma” that drives us to confront and consume: to buy the best cars, to the trendiest fashions, to be “cool.” We’re around advertisements every day, from listening to the radio while you’re getting ready in the morning, shopping on the weekends, and when you come home to relax and watch television. The advertisements are always there subconsciously classically conditioning their consumers. “In San Francisco IBM beamed its logo onto the clouds with a laser; it was visible for ten miles in the United Kingdom.” The consumer will remember this specific product in the advertisement if it looked appealing to them and will continuously purchase this product. “Advertising people are morally detached- and proud of it. Thats why they can with an untroubled conscious, promote even a killer product like tobacco.” Basically as long as their company profits the side-effects to consumers don't matter. You’re skimming through a magazine while waiting for your doctor when you come across an advertisement of some delicious looking ice cream, you stop to take a second to indulge because, well, you know you want to. You notice there are so many persuasive and silly words popping out that make you so intrigued you’re practically drooling all over the magazine page. Once you have actually purchased and tasted the...
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...The transition to college is an exciting time in one’s life. The greatest appeal is the independence college brings, but it is also the greatest challenge. Academically and socially college is much more demanding than high school and to succeed students need to have the self-motivation and will power to find the balance between work and play. To manage my transition to college I had to use my cognitive, emotional, and social competencies attained during youth to thrive in this new environment. My mother has had a huge influence on my success in college. She helped me develop study habits and a strong work ethic in my younger years; I can attribute many of my cognitive strengths to her involvement in my academic life. During my youth she taught me the value of effort and accuracy, rewarding me when I correctly and efficiently completed assigned work. I see now that she was employing a form of operant conditioning, where, if I completed my homework early enough and to her satisfaction, I was able to play board games, socialize with my friends and sisters, or watch TV if I so choose. If not, then I had to forgo these activities. Major theorists such as Edward Thorndike, John Watson, and B. F. Skinner were of the belief that learning was the result of consequences (Huitt & Hummel, 1997). This is why operant conditioning was so successful for me in elementary and high school and why I continue to use it in college. Only when I finish my course work do I allow myself to socialize...
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...PSYCH 540 Week 3 DQ 1 To Buy This material Click below link http://www.uoptutors.com/PSYCH-540/PSYCH-540-Week-3-DQ-1 PSYCH 540 Week 3 DQ 1 Martin Seligman founded in the late 1990s a new branch within Counseling Psychology called Positive Psychology. One of the criticisms of this new branch within the psychological community was that while it was strong on theory, there were no interventions associated with it for use in therapy. The article I’m linking for you here was the first to report on research in this area in Positive Psychology. Positive Psychology has become the most exciting new area of psychology: there are books coming out every month it seems and newspaper and magazine articles about happiness every week. And they’re all based (or claim to be based) on the research being done by Seligman and others. So, I invite you to read the article and comment on it: what do you think of the quality of the research conducted by the authors? Do you agree that their methodology was valid? What do you think of internet based studies? Use my link below or go to the library and use my reference list below to access the article. Or here is the address for the article without going to the library; you can cut and paste it to a tab on your browser: http://w.ebt.org/sites/www.ebt.org/files/empiricaldata.pdf References: Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist...
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...PSYCH 540 Week 4 DQ 1 To Buy This material Click below link http://www.uoptutors.com/PSYCH-540/PSYCH-540-Week-4-DQ-1 PSYCH 540 Week 4 DQ 1 Case Studies and Small-n Experimental Studies Chapter 10 of our text (Shaughnessy, Zechmeister, & Zechmeister, 2009) focuses on a SPECIFIC type of methodology. It uses only one participant (case study) or one subject (small-n single-case experimental study).Whereas the case study is a descriptive design, small-n studies study one subject (usually) but within experimental design methodology. This means case studies are a description of something (they are qualitative research because they do not attempt to analyze data with numbers). Single case experimental designs, on the other hand, are a regular experimental design BUT using only one subject or a small number of subjects or one group that is treated as one subject. To illustrate this, how about going to the library in one of the psychological databases (e.g. Proquest, PsycINFO, etc.) or going to Google Scholar and finding an article that reports on either a case study or a small-n experimental design study? Share with us a brief synopsis of the article and a reference so we can all look it up if it’s of interest, or a link to the article. What was the value of the study? How did it help the field of psychology and its knowledge base? I hope some of you at least will choose to do this little project so we can use them as starting points for discussions about these two methodologies...
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...PSYCH 515 Week 1 DQ 4 To Buy This material Click below link http://www.uoptutors.com/PSYCH-515/PSYCH-515-Week-1-DQ-4 Alternative Perspective on Mental Illness Theoretical perspectives can influence the labels that are used to describe the individuals that clinicians treat. Many psychologists prefer to call the people they treat clients instead of patients because the term patient has a sick connotation. Likewise, some clinicians prefer to treat problems in living rather than mental illnesses or mental disorders. While these terms might seem like mere semantic distinctions, they have political and sociocultural implications. One label that is often used in the treatment of severe mental disorders is that of disease. I find it important to remember that the disease perspective is but one perspective among other competing models. Some theorists and clinicians would argue against this perspective, or at least delimit some disorders to the realm of disease (e.g., dementia) and others to realm of behavioral disorders (e.g., ADHD). Once upon a time, many years ago, my psychopharmacology professor (an MD psychiatrist) made the comment that, many clinicians treat anxiety as if it was a Valium deficiency. Fast forwarding to the current day, perhaps we can say that depression is frequently treated as if it was a Prozac (or Pristiq) deficiency. My point is this: When medical treatments are used to treat mental disorders, these disorders are easily classified as medical diseases. This...
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...INSS 370 Final Exam Study Guide Below is a study guide for your final exam. There will be a combination of true/false and multiple choice questions. 1. Who is responsible for prioritizing the product backlog? 2. What does a burn‐down chart show? 3. What are the principles outlined in the Agile Software Development Manifesto? 4. If our highest priority is to satisfy the customer through early and continuous delivery of valuable software, in general, how can we do that? 5. In agile software processes are the highest priorities to satisfy the customer through early and continuous delivery of valuable software? 6. What traits need to exist among the members of an agile software team? 7. In agile development is it more important to build software that meets the customers' needs today than worry about features that might be needed in the future? 8. The ____ phase of the SDLC includes four main activities: requirements modeling, data and process modeling, object modeling, and consideration of development strategies. 9. One of the main activities in the systems analysis phase is ____ modeling, which involves fact‐finding to describe the current system and identification requirements for the new system. 10. How is planning performed on projects that use Agile approaches? 11. Who should be the main judge of the business value (think of the various roles within an agile team)? 12. How should work be allocated and who should allocate the work to the team in an Agile ...
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...Identifying Good or Bad Statements Anit Maharjan HUMN210-H5WW Meghan Roehll Franklin University 4th April, 2013 a. Nobody in the world today is really good. Yes, I have heard of good people, but not really good people. - Good statement. b. The world is not flat. Well, if you look at a map it is: - in what point of view - bad statement. c. I will need an extended period of laborious cogitation to assimilate the missive. This doesn't make any sense - bad statement. d. The number 2 is odd. Are we talking about an even number? I believe your confusion comes from the fact that 2 is a prime number, but it is still even. It is the only even number that is prime – false statement. e. If you believe in evolution, then your ancestors were filthy apes. There are two kinds of people in the world: - one is god prayer and the next is science believer. If you support the statement from the point of scientific theory of evolution by Darwin, then yes our ancestors are filthy apes, whereas if you think form the side of god’s prayer then the statement is false – good statement. f. Some swans are black. In this statement, I am not sure that some swans are black or not, all swans could be black or white – good statement. g. If you are a human, then you are a person. If you are an individual, then you are alive. Human is a person and of course the person becomes an individual and every individual breaths...
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...អាណាចក្រភ្នំ អាណាចក្រភ្នំ គស 50-630 ទីតាំង * ៣០០លី លិចលីនីយ(ជនជាតិចាម) * ៧០០០លី Jenan(តុងកឹង) * ឈូងសមុទ្រធំមួយ * ទន្លេរធំមួយ លិចនឹងពាយព្យគឺសមុទ្រ * ១លី=៥៧៦ម=១៧២៨គម=> 1. កម្ពុជា 2. កម្ពុជាក្រោម 3. ថៃ(ភាគកណ្តាល) រាជវង្សមាន៖ 1. លីវយី(៥០-៦៨) 2. ហ៊ុនទៀន(៦៨) 3. ហ៊ុនប៉ានហួង៖ដែលជាមេទ័ពបានប្រើល្បិចវាយក្រុងទាំង៧នឹងបានដណ្តើមអំណាចពីព្រះ បាទហ៊ុនទៀន 4. ហ៊ុនប៉ានប៉ាង៖ជាកូនហ៊ុនប៉ានហួង 5. ហ្វាន់ជេម៉ាន់៖ជាអ្នកសំលាប់សោយរាជ្យបន្តរឺក៍ហ៊ុនប៉ានប៉ាងផ្ទេរអំណាចអោយ 6. គិនចេង(២២៥)៖ត្រូវជាកូនរបស់របស់ហ្វាន់ជេម៉ាន់ពីព្រោះគាត់បានស្លាប់ពេលវាយ នៅ គិនស៊ីន 7. ហ្វានឆាន(២២៥-២៤៥)៖បានសំលាប់គិនចេងដើម្បីសោយរាជ្យបន្តដែលត្រូវជាក្មួយហ្វាន់ជេម៉ាន់នឹងត្រូវជាបងប្អូនគិនចេង 8. ហ្វានឆាង(២៤៥-២៥០)៖ជាកូនពៅរបស់ហ្វានជេម៉ាន់បានមកសងសឹកនឹងសោយរាជ្យបន្ត 9. ហ្វានស៊ីយ៉ុន(២៥០-២៨៩)៖បានសំលាប់ហ្វានឆាងសោយរាជ្យបន្ត 10. ធៀនឈូឆានតាន(៣៥៧) 11. កៅណ្ឌិន្យ(៣៥៧)៖គាត់មានកូនពីរគឺស្រីឥន្រ្ទវរ្ម័ននឹងស្រេស្ធវរ្ម័ន 12. កៅណ្ឌិន្យជ័យវរ្ម័ន(៤៤២-៥១៤)៖មានបុត្រាពីរគឺគុណវរ្ម័នជាប្អូននឹងរុទ្រវរ្ម័នជាបងក៍ប៉ុន្តែគុណវរ្ម័នជាអ្នកសោយរាជ្យដែលត្រូវជាកូនកុលប្រភាវតីជាមហេសីរីឯរុទ្រវរ្ម័នជាកូនស្នំ។ដោយមិនសុខចិត្តព្រោះខ្លួនជាបងមិនបានសោយរាជ្យក៍ប្រើល្បិចសំលាប់ប្អូនដើម្បី សោយរាជ្យម្តង។ 13. គុណវរ្ម័ន 14. ចេនឡា ចេនឡា រុទ្រវរ្ម័ន(៥១៤-៥៥៦) គស ៥៥០-៨០២ 15. ឥសីកម្ពុស្វយម្ហូវ៖ 16. ស្រុតវរ្ម័ន៖ 17. ស្រស្ធវរ្ម័ន៖ 18. វីរវរ្ម័ន៖ 19. ភវរ្ម័ន(៩០០-៩២២)៖ * ទីតាំងរបស់ចេនឡានៅត្រង់តំបន់បាសាក់តាមដងទន្លេរមេគង្គដែលច្ចុប្បន្ននៅភាគ អាគ្នេយ៍ប្រទេសឡាវ...
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...– – – – • – – • – • • • • – – – – • • • – – – – – – Wood Stick Holder Premium Wood Stick Holder Glow in the Dark Stick Holder Brass Burner Premium Brass Burner Aroma Ring Votive Holder NIPPON KODO INCENSE HERB & EARTH STICKS STICKS Classic STICKS CONES AFRICAN AMERICAN Family Unity – – Rhythm Sensuality Spirituality • • • • Bergamot Cedar • • • Fashion & Style • Number 4 - 100-st Number 6 - 100-st Chamomile Frankincense Jasmine Lavender Orange Patchouli Peppermint Rose Sandalwood Vanilla GONESH DIFFUSER SETS 3 fl.oz. Coconut Lime Mango Peach Sweet Apple Vanilla Cream REFILLS - 6 oz Coconut Lime Mango Peach Sweet Apple Vanilla Cream HOLIDAY TRADITIONS Number 8 - 100-st Number 10 Number 12 Number 14 Variety 1 (6,8,12) - 30 st Variety 2 (2,4,10) - 30 st MORNING STAR STICKS GONESH® EXTRA RICH Amber Apple Cider Jasmine Lavender Sandalwood Christmas Dream (Winter) Nutcracker Dance (Winter) Snowy Sensations (Winter) Holiday Memories (Winter) SCENTED REEDS & OILS REEDS OILS Black Cherry Cedarwood Cherry Blossom Cinnamon Coconut Dragon’s Blood...
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...Mr. Weidenboerner Period 7 Purpose: To explore sensors and use them to knock down a box filled with bean bags without going over the edge of a precipice. Hypothesis: I think that designs with a high point of impact and and sensor placed out in front of the robot will have the best results. Group 2 | Trial | Distance from the Egde | 1 | 28 mm | 2 | 32 mm | 3 | 35 mm | 4 | 22 mm | 5 | fail | Average | 32 mm | Competion | Group | Average | 1 | 23 mm | 2 | 32 mm | 3 | fail | 4 | 7 mm | Program Flow: 1. #Include “Main.h” 2. 3. void main (void) 4. { 5. int limitswitch; 6. 7. // 0 is pressed 8. // 1 is not pressed 9. Wait (5000) 10. while (1==1) 11. { 12. limitswitch = Get DigitalInput (1); 13. if (limitswitch==1) 14. { 15. Set Motor (1.0); 16. Set Motor (10.0); 17. Wait (200) 18. } 19. else 20. } 21. Set Motor (1.-40); 22. Set Motor (10.40); 23. } 24. } 25. } Results: Group 1 cam in second place with an average of 23 mm from 5 trials. Group 2 (my group), came in third place with an average of 32 mm from the edge of the table. Group 3 came in last place with one fail and not having completed the rest of the trials yet. Group 4 came in first place with an average of 7 mm from the edge of the table. Conclusion: I think that...
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...@; do rep=1 to 3; do s1=1 to 3; do s2=1 to 2; input y @@; output; end;end;end; datalines; 1 1 12 13 14 15 23 22 15 16 17 18 24 15 26 25 18 19 20 21 1 2 23 10 23 20 15 33 26 13 26 23 16 12 18 36 29 16 29 26 1 3 21 15 34 23 16 19 24 18 37 26 17 17 19 22 27 21 40 29 2 1 13 18 23 14 18 21 16 21 26 17 19 20 21 24 19 24 29 20 2 2 16 16 13 25 19 21 19 19 16 28 20 18 22 24 22 22 19 31 2 3 17 24 15 17 19 21 20 27 18 20 20 26 22 24 23 30 21 23 ; proc print; run; /* lets consider A and B are random, and of course rep, samoplings ( s1 and s2 ) all are random */ proc glm; class a b rep s1 s2; model y=a b a*b rep(a*b) s1(rep*a*b); random a b a*b rep(a*b) s1(rep*a*b); run; proc varcomp method=type1; class a b rep s1 s2; model y=a b a*b rep(a*b) s1(rep*a*b); run; output: The SAS System 10:46 Wednesday, November 16, 2011 21 Obs a b rep s1 s2 y 1 1 1 1 1 1 12 2 1 1 1 1 2 13 3 1 1 1 2 1 14 4 1 1 1 2 2 15 5 1 1 1 3 1 23 6 1 1 1 3 2 22 7 1 1 2 1 1 15 8 1 1 2 1 2 16 ...
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...To Write a Chemical Formula in OWL Enclose subscripts with underscores _. Enclose superscripts with carats ^. The underscore key is next to the number zero on the keyboard. The carat key is the number six on the keyboard. H_2_O = H2O Cr^3+^ = Cr3+ Combined: SO_4_^2−^ = SO42− Ions Unit Charge Ions Write the number first and then the charge. Do not include the number one in unit charge ions. N^3−^ = N3− Ca^2+^ = Ca2+ Na^+^ = Na+ Cl^−^ = Cl− Using the Chemical Formula Input The chemical formula input box displays the superscripts and subscripts as you enter the formula. There are 3 ways to use the input box. • Keyboard: Use the keyboard to enter underscores and carats on your own. • Buttons after: Enter the formula without underscores or carats, then highlight each superscript and/or subscript, click the appropriate subscript or superscript button, and the underscores or carats will be filled in automatically. • Button during: Use the subscript or superscript buttons to enter the underscores and carats while you type the formula. To Write a Chemical Formula in OWL Enclose subscripts with underscores _. Enclose superscripts with carats ^. The underscore key is next to the number zero on the keyboard. The carat key is the number six on the keyboard. H_2_O = H2O Cr^3+^ = Cr3+ Combined: SO_4_^2−^ = SO42− Ions Unit Charge Ions Write the number first and then the charge. Do not include the number one in unit charge ions. N^3−^ = N3− Ca^2+^ = Ca2+...
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...Grade 5 Math STAAR Student Workbook © Forde-Ferrier, L.L.C. Page 1 Table of Contents STAAR Reporting Category 1: Numbers, Operations, and Quantitative Reasoning TEKS 5.1(A) Read, Write, Compare, and Order Whole Numbers (Supporting) TEKS5.1(B) Read, Write, Compare, and Order Decimals (Supporting) TEKS 5.2(A) Generate Equivalent Fractions (Readiness) TEKS 5.2(B) Generate Mixed Numbers and Improper Fractions (Supporting) TEKS 5.2(C) Comparing Fractions (Readiness) TEKS 5.2(D) Relate Fractions to Decimals (Supporting) TEKS 5.3(A-C) Addition, Subtraction, Multiplication, and Division (Readiness) TEKS 5.3(D) Identify Common Factors of a Set of Whole Numbers (Supporting) TEKS 5.3(E) Addition and Subtraction of Fractions (Supporting) TEKS 5.4(A) Estimation (Supporting) STAAR Reporting Category 2: Patterns, Relationships, and Algebraic Thinking TEKS 5.5(A) Relationship of Data (Readiness) TEKS 5.5(B) Identify Prime and Composite Numbers (Supporting) TEKS 5.6(A) Solution Sentences (Supporting) STAAR Reporting Category 3: Geometry and Spatial Reasoning TEKS 5.7(A) Geometric Properties (Supporting) TEKS 5.8(A and B) Transformations (5.8A Readiness/5.8B Supporting) TEKS 5.9(A) Locate and Name Points on a Coordinate Grid (Supporting) STAAR Reporting Category 4: Measurement TEKS 5.10(A) Perform Simple Conversions (Supporting) TEKS 5.10(B) Formulas for Perimeter, Area, and Volume (Supporting) TEKS 5.10(C) Length, Perimeter, Area, and Volume (Readiness) TEKS 5.11(A) Changes in Temperature...
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...| Bright Lights * Released: August 2000 * Label: Island | 1 | 3 | 2 | 2 | 6 | 3 | 10 | 1 | * UK: 3xPlatinum * AUS: Platinum * GER: Platinum * SWI: Platinum * FRA: Gold * NZ: Platinum * IRE: Platinum | 2001 | Dangerously In Love * Released: October 2001 * Label: Island | 1 | 1 | 1 | 1 | 3 | 1 | 6 | 1 | * UK: 4xPlatinum * AUS: Platinum * GER: Platinum * SWI: Platinum * FRA: Platinum * NZ: Platinum * AUT: Gold * IRE: Platinum | 2003 | All Night Long * Released: August 2003 * Label: Island | 1 | 6 | 5 | 5 | 10 | 6 | 14 | 1 | * UK: 2xPlatinum * AUS: Gold * GER: Gold * SWI: Gold * NZ: Gold * IRE: Platinum | 2004 | Troublemaker * Released: October 2004 * Label: Island | 3 | 12 | 10 | 10 | 14 | 12 | 18 | 3 | * UK: Platinum * IRE: Platinum | Year | Song | Peak chart positions | Sold | Album | | | UK | AUS | GER | SWI | FRA | NZ | AUT | IRE | | | 2000 | | 2 | 12 | 10 | 10 | 14 | 12 | 16 | 2 | * UK: Gold * AUS: Gold * NZ: Gold | | | | 1 | 6 | 4 | 4 | 8 | 6 | 10 | 1 | * UK: Platinum * AUS: Platinum * GER: Gold * SWI: Gold * NZ: Platinum | | 2001 | | 8 | 24 | 22 | 22 | 26 | 24 | 28 | 8 | * UK: Gold | | | | 12 | - | - | - | - | - | - | 12 | | | | | 1 | 8 | 6 | 6 | 10 | 8 | 12 | 1 | * UK: Platinum * AUS: Platinum * GER: Gold * SWI: Gold * NZ: Platinum | | 2002 | | 1 | 4 | 3 | 3 | 6 | 4 | 8 | 1 | * UK: Platinum * AUS: Platinum * GER: Gold * SWI:...
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