2. Which of your senses do you consider to be the most emotionally significant? Why? 

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ANSWER IN COMPLETE SENTENCES

LECTURE ACTIVITY CHAPTER 3

1. Define behavior (class definition) then explain what that means.

2. What are neurotransmitters? What are hormones?

3. What do you see as the brain’s role in our behavior?

4. How much do you think our behavior is influenced by hormones and chemicals in the nervous system? Explain.

APPLICATION ASSIGNMENT

 

1. Choose at least three (3) different hormones to discuss

2. Access the YouTube channel below and watch TedEd videos relating to the hormones you chose.

3. Write a summary of each of the videos

4. Include information about what each hormone regulates/its job and how each hormone directly affects our behavior (for example, too much insulin/glucagon  and not enough food to regulate causes us to feel “angry” or agitated) (minimum 300 words)

https://www.youtube.com/user/TEDEducation/search?query=hormone

If the link does not work, go to YouTube, go to the TedEd channel and in the search type “hormones”

LEISURE ACTIVITY CHAPTER 4

 

1. What is consciousness? Provide the textbook/notes definition and then explain in your own words.

2. Briefly describe three altered states of consciousness.

3. Under what circumstances would you be willing to consider hypnosis and/or meditation as a stress treatment option? What kind of information would you need before you made a decision to use these techniques?

APPLICATION ASSIGNMENT

 

1. Read the article “Long-term effects of Marijuana on the Brain” and either one of the two articles on meditation or the video on exercise.
https://www.psychologytoday.com/us/blog/you-illuminated/201409/long-term-effects-marijuana-the-brain

https://www.technologynetworks.com/neuroscience/news/neurobiological-changes-explain-how-mindfulness-meditation-improves-health-284006

2. Write a summary of both (250 words minimum)

3. In addition to the summary discuss how the drug and meditation/exercise alter one’s consciousness. What are benefits of each? What are potential detriments of each? (You may pull additional information from other sources; just be sure to cite the additional source).

LEISURE ACTIVITY CHAPTER 5

 

what sensory processing area of the brain is physically closest to the part of the brain where you process memory?

2. Which of your senses do you consider to be the most emotionally significant? Why?

3. Tell me a story about it!

APPLICATION ASSIGNMENT

 

1. Watch the video Optical illusions show how we see and write a summary (250 words minimum)

2. What did you find to be interesting about this video? How are our perceptions built? Tell me about a time when your perception of something was different than someone else’s (example: the smell of apple scented candles makes me happy because it reminds me of my grandmother, the smell of these candles makes my sister feel ill because my grandmother was burning one of those candles when my sister had a stomach virus – her brain associates the smell with sickness)

PDF OF TEXTBOOK

 

https://cnx.org/contents/Sr8Ev5Og@5.76:6HoLG-TA@5/Introduction

explain the influence of reliability of your measure on the magnitude of its validity. Support your response using the Learning Resources and the current literature.

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Types of validity include criterion-related, content, construct, and face validity.

Criterion-related validity looks at the correlation between test scores and a criterion that the test scores could be expected to predict. For instance, SAT scores for high school seniors could be expected to correlate with their first-year college GPA.

Content validity generally depends on expert opinion and looks at whether the test adequately samples the content of interest. A math test for high school students should sample the types of math problems that are found in high school math textbooks and should cover the domains that high school math teachers say are important.

Face validity is important but is not validity in the technical sense. A test has face validity if it appears to measure what it purportedly measures. For instance, a math test for truck drivers should ask questions about gas mileage and load weight. If it contained questions about cake recipe proportions, it would lack face validity.

Construct validity is usually accumulated over time and represents the accumulation of many validity studies. It indicates whether the test appropriately measures a theoretical construct.

For this Discussion, you concentrate on construct validity. To prepare, choose a construct to use (one that was not used in the examples) and consider how you might assess the construct validity of a measure of that construct. Then think about how the reliability of your measure might influence its validity.

With these thoughts in mind:

Post a description of the construct you selected. Then explain how you might assess the construct validity of a measure of that construct. Finally, explain the influence of reliability of your measure on the magnitude of its validity. Support your response using the Learning Resources and the current literature.

You believe that things with the team or clients would go better if the group developed an identity. 2. In your initial post, describe specific ways you would help a group form a sense of group identity.

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Title: Week Four Forum Developing Group/Team Identity
Week Four Forum- Developing Group/Team Identity 100 pts.

Due Date: End of Week 4

Forum 4:

After reading our Lesson in the Lesson section and reviewing the team building information in this weeks material, our forum this week centers on:

Developing Group Identity
Although team climate develops from how people perceive the interrelationships among the group members, a strong coach or leader can help influence the effective functioning of the group. Furthermore, research has shown that strong social support provided by a group has positive benefits, including aiding in physical and mental recovery. This exercise will allow you to think of some ways that you, as a group leader, can help a group establish a strong sense of group identity.
Instructions
1. Imagine that you have just become the coach of a basketball team or that you are leading a group of clients in a cardiac rehabilitation program. You believe that things with the team or clients would go better if the group developed an identity.
2. In your initial post, describe specific ways you would help a group form a sense of group identity.
Developing Group Identity
a. Ways to enhance social support
b. Ways to increase proximity
c. Ways to increase group distinctiveness
d. Ways to create a perception of fairness
e. Ways to increase similarity

Note: Take time before posting to read ALL of the instructions below. Doing so will help you avoid point loss.

Evaluate the quality of each argument, addressing whether key premises are true and whether the conclusion logically follows from them.

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This final writing assignment allows you to present an analysis of the best reasoning on each side of your issue. In the process, you will get to demonstrate some of the key skills you have learned during this course. In particular, you will demonstrate the ability to create high-quality arguments on both sides of an issue, to support your reasoning with scholarly sources, and to provide a fair analysis of the strength of the reasoning on each side. Use the same topic as you did on your previous papers and make sure to incorporate any relevant feedback you got from the instructor on your previous writing assignments. For an example of how to complete this paper, take a look at the Week 5 Example paper (in the classroom).

Your paper must include the following sections, clearly labeled:

  • Introduction
    • Introduce readers to your topic; include a brief preview of what you will accomplish in this paper. (approximately 150 words)
  • First Argument
    • Present the best argument on one side of the issue. (approximately 150 words)
      • Express your argument in standard form, with the premises listed one by one above the conclusion.
  • Defense for First Argument
    • Support the first argument as well as you can, using academic sources to demonstrate the truth of key premises. You may also choose to clarify the meaning of key premises and to explain how your reasoning supports the conclusion (approximately 250 words).
  • Opposing Argument
    • Present the best argument on the other side of the issue (approximately 150 words).
      • Express your argument in standard form.
  • Defense of Opposing Argument
    • Support the opposing argument as well as you can, using academic sources to demonstrate the truth of key premises. You are welcome as well to clarify the meaning of premises and/or to explain the reasoning further (approximately 250 words).
  • Analysis of the Reasoning (approximately 350 words)
    • Evaluate the quality of each argument, addressing whether key premises are true and whether the conclusion logically follows from them.
    • Analyze arguments for any fallacies committed or for any biases that may influence either side. Do you feel that one argument makes a much stronger case than the other and why? (There is no need to “take sides,” only to assess the quality of the arguments.)
    • Support your analysis with scholarly sources.
  • Conclusion (approximately 150 words)
    • Provide a brief conclusion and summary of your issue and how it can best be addressed by critical thinkers.

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The Analyzing Reasoning on Both Sides Final Paper

  • Must be 1,200 to 1,600 words in length (not including title and references pages), double-spaced, and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.