Critical Thinking Exercise: Risky Health-Related Behaviors Avery, a 20-year-old college sophomore, is very casual about his health. Although he can knowledgeably discuss the hazards of cigarette smoking, poor nutrition, and unsafe sex, Avery engages in all these health-compromising behaviors. Most days, Avery’s breakfast consists of a cup of coffee, a doughnut, and a cigarette grabbed in a mad dash to get to class on time. Lunch and dinner are almost always a burger and fries from the local drive-through. Avery hasn’t settled down with a partner yet, but he’s had a number of intimate partners, and, despite knowing better, sometimes fails to use a condom. Still, he doesn’t worry about contracting HIV or whether he will develop a sexually transmitted disease. Avery’s parents are worried about him. At home over semester break, Avery seems terribly run-down and irritable and has obviously gained a lot of weight. To make matters worse, he seems to be behaving recklessly. For example, although he’s on an urban campus and not driving as much, when he does drive he goes well above the speed limit and doesn’t wear a seatbelt. Avery tells his parents that accidents are inevitable and that people who don’t wear seatbelts are no more likely to be seriously injured than are those who wear them. His more health-conscious friends think Avery is acting as though he is going to be 20 years old forever and nothing bad can ever happen to him. Avery isn’t intentionally trying to make others worry. Sure, his life is fast-paced, but he feels that there is plenty of time to make improvements once the pressures of school are behind him. He knows he should quit smoking but he is afraid that he’ll become even more overweight if he does. Similarly, he knows he should practice safe sex, but he doesn’t know how to bring it up at the right time and he’s worried about what his friends would think. Researchers have found that unhealthy habits such as Avery’s tend to be related, just as healthy behaviors also tend to occur together. Although people take risks at any age, young adults like Avery seem to be especially prone to risk-taking. Using the biopsychosocial model to guide your thinking, prepare answers to the following questions as you diagnose the roots of Avery’s risky health-related behaviors.

Question 2 What are some of the psychological influences on the tendency of young adults to take health-related risks?

How the Gospel of the Kingdom Nurtures the Tsaddiqim

What type of gospel nurtures the Tsaddiqim and why is it effective?

Describe the four sources of error in measurement, including the possible causes of errors, and provide an example for each.

Define this elements of criminal law: the act, the attendant circumstances and the state of mind and intent.

1) Examine the nature, components and uses of theory in international relations as well as why theories can help us to understand the world. Be sure to also distinguish between empirical and normative theory in your answer AND to identify links between theory and practice.

2) Compare and contrast the main characteristics and assumptions of liberalism (idealism) and realism. Which one is more persuasive in its analysis of individuals, states and the international system in general and why? Be sure to use some examples in your answer.

After reading about the art of the eighteenth century, how do you think it represents the different social classes? Which style formed for the aristocracy? Which style formed for the middle class? What are the differences visually and otherwise?

Do we have anything like class division in the arts today?

Will someone give me a summary of vestibular sense that have fascination and pertinent you in your own life experience or what you think of vestibular sense with the inner ear

What are the drawbacks of the Johari window as a tool to study the pattern of interpersonal communication?

In your own words, summarize what you believe to be James’ main thesis?

As a practitioner in an obesity related field we should communicate physical activity guidelines to the patients/clients we work with. This is standard. Now that you have expanded your knowledge and have a better understanding of sedentary time, what information would you share with your clients about physical activity and sedentary behavior? Discuss what your comprehensive message would be to clients to help them understand how they should spend their time in terms of activity.   

Standing Classrooms, Integrating movement into classroom based learning, Recess before lunch, Running/Walking Clubs, Remote Drop Off and Pick Up, - Research an intervention used in schools to increase PA or decrease sedentary time (such as those listed above), describe it, discuss if it has been shown to be impactful, what are the strengths and the weaknesses?

Many schools around the US are cutting back on PE and recess time. What factors are contributing to these cuts?  On average how much physical activity are children getting in school?  What would be your argument about keeping and even expanding PE and recess times?

The article “Barriers to Physical Activity” discusses common barriers to PA and looks at the influence of age, sex, activity level. Select one of the Barriers from this study, look up evidence-based strategies to help people overcome that barrier, and share a successful strategy with the group.

Describe and explain your idea of behaving professionally, responsibly, and having accountability in the work setting. 150 words.

In this assignment you review and integrate the life story concept to your own life. You will describe your current social clock and describe your possible "selves" during each time period. You will want to include instances where you felt a sense of primary control and secondary control.

Write a 2-3 page paper in which you do the following:

Outline your life story.

Identify your current social clock.

Describe your possible selves at this time.

Identify a couple of instances where you felt a sense of primary control and secondary control.

Provide illustrative examples from your personal life reflecting the concepts and themes of adult relationships.

use a fictional character. just make it up

Research supports Piaget’s view that children actively try to understand the world around them and organize their knowledge (Flavell, 1996), and this view has been a rich source of ideas about ways for teachers and parents to foster children’s development. The theory identifies several specific conditions that promote cognitive growth:

Cognitive growth occurs as children construct their understanding of the world, so teachers should create environments in which children can discover how the world works. A teacher shouldn’t tell children how addition and subtraction are complementary but instead should help children discover the complementarity themselves.

Children profit from experience only when they can interpret this experience with their current cognitive structures. The best teaching experiences are just ahead of the children’s current level of thinking. As youngsters begin to master basic addition, teachers and parents should not jump right to subtraction but instead should go to slightly more difficult addition problems.

Cognitive growth can be particularly rapid when children discover inconsistencies and errors in their thinking. Teachers should encourage children to look at the consistency of their thinking. If a child is making mistakes in borrowing on subtraction problems, a teacher should encourage the child to look at many errors to discover what he or she is doing wrong.

If you are a preschool or elementary school teacher, how will you use the work of Piaget to structure and design your classroom to promote maximum cognitive growth in your students?

Research supports Piaget’s view that children actively try to understand the world around them and organize their knowledge (Flavell, 1996), and this view has been a rich source of ideas about ways for teachers and parents to foster children’s development. The theory identifies several specific conditions that promote cognitive growth: Cognitive growth occurs as children construct their understanding of the world, so teachers should create environments in which children can discover how the world works. A teacher shouldn’t tell children how addition and subtraction are complementary but instead should help children discover the complementarity themselves. Children profit from experience only when they can interpret this experience with their current cognitive structures. The best teaching experiences are just ahead of the children’s current level of thinking. As youngsters begin to master basic addition, teachers and parents should not jump right to subtraction but instead should go to slightly more difficult addition problems. Cognitive growth can be particularly rapid when children discover inconsistencies and errors in their thinking. Teachers should encourage children to look at the consistency of their thinking. If a child is making mistakes in borrowing on subtraction problems, a teacher should encourage the child to look at many errors to discover what he or she is doing wrong. Mrs. Martino is teaching her students about adding and subtracting. One student, Brianna, continually fails to recognize that adding and subtracting are complementary processes; that is, they are the opposite of each other. What would Piaget say Mrs. Martino should do about this to best help Brianna learn?

Discuss the three survey methods, including the advantages and disadvantages of each. Give examples of when/where each type might be most effective.

Describe the four sources of error in measurement, including the possible causes of errors, and provide an example for each.