Do you think it's possible for local/regional food systems (including rural and urban agriculture) to grow to make up a majority of the market for food in ? Why or why not? What would it take to grow and strengthen local food systems?

LinkedIn Profile Assignment

What are your major fears/anxieties about your LI profile?

What are you most excited about as you think about improving your LI profile?

What is the activation synthesis theory of dreaming? Be specific about the regions of the brain that play a role in this theory.

Contrast the different perspectives offered by structural-functional, social-conflict and symbolic-interaction theories in describing the causes and purpose of global stratification.

describe virtual community and natural community in policing

Briefly describe cognitive dissonance theory.

How does society influence the arts(humanities)? Can art change/influence society (think sociopolitical)? Using Childish Gambino’s latest project – “This Is America”, discuss the ways in which “the arts” have been used to critique society.

What are some major developments in social science thinking that drive questions regarding studying the individual?

Name the brain regions in the mesocorticolimbic system and describe the role they play in the brains response to a rewarding stimulus.

Jason is a 43-year-old Caucasian male who is in treatment for alcohol dependence and anxiety issues. He reports having negative thoughts about himself and he calls himself a perfectionist. If you were Jason’s counselor, how would you utilize directives, psychoeducation, logical Consequences, and/or decisional counseling to help him?

Explain how homophobia impacts both homosexual men and heterosexual men.

• define addiction.
• Summarize thoroughly your thoughts about whether behaviors such as social media use, sex behaviors and gambling should be considered addictions.
• Discuss when those behaviors cross the line to addictive according to the definition you found.

I need to do a power point presentation on structural family therapy. What are three(3) or four(4) main topics I can discussed and what are 2 to 3 subtopics i may label for each main topic( subtopics)? I am in a family, couples, and marriage counseling class in psychology?

Please write me a summary of about 10 to 15 sentences for the following paragraph.

Mindsets and Goals

We have found in our research that people’s mindsets set up completely different motivations (see Molden & Dweck, 2006). The fixed mindset, in which you have only a certain amount of a valued talent or ability, leads people to want to look good at all times. You need to prove that you are talented and not do anything to contradict that impression, so people in a fixed midnset try to highlight their proficiencies and hide their deficiencies (see, e.g., Rhodewalt, 1994). In fact, we have found that they will often reject valuable learning opportunities if these opportunities hold the risk of unmasking their shortcomings (Dweck & Leggett, 1988; Hong, Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). Doesn’t everyone have shortcomings? Isn’t that what learning is for—to overcome them? Of course. However, this mindset does not give people the leeway to expose and remedy their weaknesses because any weakness can indicate a permanent lack of ability. In contrast, the growth mindset, in which you can develop your ability, leads people to want to do just that. It leads them to put a premium on learning. This difference is starkly demonstrated in a study I performed with Ying-yi Hong, C.Y. Chiu, Derek Lin, and Wendy Wan (1999). In this study, we recruited entering students at the University of Hong Kong, an elite university where everything—classes, textbooks, term papers, exams—is in English. But not all incoming students are proficient in English. Surely they would be eager to improve their English skills. To find out, we told them that the Faculty was thinking of offering a remedial English course and asked them how likely they were to take it if it were offered. Students with a growth mindset about intelligence were eager for this course. It could help them master the very skills they needed. However, students with a fixed mindset were not enthusiastic. Because they did not want to expose their deficiency, they were willing to put their whole college career in jeopardy. In another study (Mueller & Dweck, 1998), we’ve seen students in a fixed mindset lie about their deficiencies. Students performed some very challenging sets of problems and then were asked to write about their experiences to students in another school—students they would never meet. There was a place on the sheet where they were asked to report their scores. Almost 40% of the students in the fixed mindset, perhaps feeling that their poor scores were a reflection of their permanent ability, lied about their scores. Only 13% of those in the growth mindset saw fit to falsify their performance. Like Billy Beane, those in the fixed mindset didn’t think they should make mistakes! We have also studied the brain to examine the impact of mindsets on people’s attention to ability-relevant information or to learning-relevant information (Dweck, Mangels, & Good, 2004). Here, college students came to the EEG lab, where an electrode cap was placed on their heads and recordings were made from the parts of the brain that reflected attentional processes as they performed a highly difficult task. Each time they answered a question on the task, they were told whether their answer was correct or incorrect, and then a little later were told the correct answer. What did they pay attention to. The students who held a fixed mindset about intelligence paid attention only to whether their answer was right. Once they knew this, they had little further interest in learning what the right answer was. Thus, their interest in being right took strong precedence over their interest in learning, and we later showed that this significantly hurt their subsequent performance. Students who held a growth mindset about intelligence paid close attention to the both kinds of information. They paid attention to whether their answer was right or wrong and they paid attention to what the right answer was. As a result, they did substantially better than students with the fixed mindset on a later test. It’s clear that both things—wanting to do well and wanting to learn– are important in a sports setting. It’s important to validate your abilities through high quality performance in a competitive setting, and it’s also important to grow your skills over time. The problem with a fixed mindset is twofold. One is that any lapse in performance is a threat to people’s sense of their underlying ability and hence their sense of their future. And the second is that this great concern with ability tends to drive out learning, often when they are most needed. It’s hard to see how people can thrive in the world of sports if they don’t have strong desire to address their weaknesses and learn.