please explain, a.) what the implicit association test claimed were your implici

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please explain, a.) what the implicit association test claimed were your implicit preferences on the topic selected, between the subtopics within the assessment. And, b) assume, just for the purposes of completing the essay (and pretend if you need to), that the results do in fact reflect real conditioning in the form of cultural, social, personal and generational events that have a cause and effect relationship with your test scores. To achieve the best grade your answer will explain what these events might be if the test results are or were accurate. This exercise does not assume that you agree with the test results, or that you agree that the results of implicit association are correct in your case. Whether you agree or not, you are asked to explain what forms of conditioning would cause you or a person to have those results if they were in fact conditioned in a social, cultural or generational way by them.

What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?

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What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?

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3 assignments

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Assignment 1In the 1890s, political cartoons provided important commentary on the major economic, political, and social issues of the day. Cartoon artists employed symbolism, exaggeration, labeling, analogy, and irony to express their viewpoint.Select one of the following cartoons:The      Big Stick in the Caribbean Sea (Links to an external site.)Links to      an external site. https://upload.wikimedia.org/wikipedia/commons/1/1f/Tr-bigstick-cartoon.JPGSchool      Begins (Links to an external site.)Links to an external site. https://upload.wikimedia.org/wikipedia/commons/e/e4/School_Begins_%28Puck_Magazine_1-25-1899%29.jpgLook closely at the cartoon you have selected and write down your initial reactions, you will not need to include these initial reactions your assignment, but they will help you complete the assignment once you have finished the exercise.Then go to the Chapter 4, Section 4.3 of the textbook and look at the activity “Analyzing Primary Sources.” You will find it under the section on Yellow Journalism. (This is very important.) Please note you will not be able to view this on some devices and will need to use a computer.After completing the activity, answer the following items:Explain the character(s) in the      cartoon.Describe the symbols and      actions the artist employs in the cartoon.Describe the issues the cartoon      raises.Analyze and explain what the      cartoon says about the consequences of the Spanish American War for the      countries occupied.Describe how your      understanding of the cartoon changed after doing the analysis portion of      this exercise.The combined answers should be one page, including your reference list. Your answers to these questions should be accurate, thorough, and written in complete sentences. Be sure to cite the textbook at least once and reference the textbook in APA formatting. If you need more guidance, you can read this Sample AssignmentAssignment 2: 150 wordsWrite: This discussion forum is an opportunity for you to explore topics that interest you, share critical insights and questions that you are working with, share your struggles and triumphs, and discuss difficulties that may have arisen this week, hopefully finding solutions. Your initial post should describe your experiences in the course this past week, prompting further discussion. You should address at least two of the following questions:What struck you in particular      as you explored the course materials this week?What insights have you had?What have you been struggling      with?What questions have come up for      you at this point?Do you have any helpful tips      that you’ve picked up in this course or in a past course?Do you have questions about the      assignment that your classmates might be able to help with? (If you have a      question for the instructor, be sure to contact your instructor through      email or in the Ask Your Instructor Forum).You are required to post at least 150 total wordsAssignment 3: 250 wordsPrepare: Read Chapters 7, 8 and 9 of the textbook. Find a primary source from the 1920s that is related to the group that you chose for your Final Project and that you can use in your Final Project. You may use one of the primary sources listed this week, or you may find your own. Complete the “Analyzing  Primary Sources” activity in Chapter 8, section 8.1 of your textbook to help you think about and understand your primary source.Write: Based on information from your textbook and your analysis of the primary source you chose, answer the following:What primary source did you      choose and what event does it focus on?Why was this event important,      and how does it fit into the conflicts and changes of the 1920s?What does your primary source      tell you about the event? And what does it not tell you?How does the event you chose      relate to your Final Project topic?The 1920s were a time of much      prosperity for some groups in American Society until the Depression. How      was your chosen group impacted by the Great Depression?

Young Adulthood

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High school graduation, college admissions, and moving away from home. These are among the stepping-stones that mark the transition from adolescence to adulthood. For some people, this transition can be an awkward one. During this transition, they may find themselves wanting freedom to pursue academic and career interests outside of the home, while at the same time continuing to rely on parents or caregivers for financial and emotional support. During this time, some parents might project their own hopes and dreams onto their children, coming to believe that they aren’t living up to family expectations. Likewise, a young adult might be ready to leave the family and become independent but may be incapable of doing so due to internal anxieties and fear of the unknown.As a counselor, how might you support both a young adult and his or her parents/caregivers during this fragile time?For this Discussion, review this week’s media, “Young Adulthood,” focusing on the presenting issues of the highlighted family member, aged 19–29. Keeping these issues in mind, select one of the following theoretical models to use as a lens for your Discussion post:Schaie’s TheoryPerry’s Theory of Intellectual and Ethical DevelopmentKitchner’s Model of the Development of Reflective JudgmentHolland’s Theory of Personality-Environment TypesSuper’s Developmental ApproachNote: Identify the last name of your assigned client family in the title of your post.*This post should be written using the Jeong family* Link:  Laureate Education (Producer). (2013m). Young adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)Post by Day 4 a description of the client’s developmental level. Explain how you might develop rapport with the client and promote engagement in the counseling process. Briefly describe the counseling approach you might use with this client, based on the theoretical model you have selected. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.References:3-4 references included in discussion post(Must use) Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.Chapter 11, “Physical and Cognitive Development in Young Adulthood” (pp. 408-437)Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (pp. 438-476)Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.Retrieved from the Walden Library databases.Benson, J. E., Johnson, M. K., & Elder, G. H., Jr. (2012). The implications of adult identity for educational and work attainment in young adulthood. Developmental Psychology, 48(6), 1752–1758.Retrieved from the Walden Library databases.Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.Retrieved from the Walden Library databases.McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., … Pals, J. L. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74(5), 1371–1400.Retrieved from the Walden Library databases.O’Connor, M., Sanson, A., Hawkins, M. T., Letcher, P., Toumbourou, J., Smart, D., … Olsson, C. (2011). Predictors of positive development in emerging adulthood. Journal of Youth and Adolescence, 40(7),860–874.Retrieved from the Walden Library databases.Robinson, O. C., & Smith, J. A. (2010). The stormy search for self in early adulthood: Developmental crisis and the dissolution of dysfunctional personae. The Humanistic Psychologist, 38(2), 120–145.Retrieved from the Walden Library databases.Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.Retrieved from the Walden Library databases.Smits, I., Doumen, S., Luyckx, K., Duriez, B., & Goossens, L. (2011). Identity styles and interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4), 664–684.Retrieved from the Walden Library databases.Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.Retrieved from the Walden Library databases.Fraley, R. C. (n.d.). Attachment style. Retrieved March 10, 2013 from http://www.web-research-design.net/cgi-bin/crq/crq.pl