Andre, a student preparing for his final exams, has an argument with his parents regarding the use of IPod during study hours. According to his parents, listening to music while studying affects cognitive performance and will pose serious impediments in Andre’s ability to focus. But Andre provides a counter-argument, as he believes that music acts as a stress buster. He says that it helps in the release of dopamine that relieves stress and relaxes the mind. Do you agree with Andre? Provide justification for your answer in about 200-300 words.

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The all-pervasive nature of digital media has transformed the educational system altogether. With the kind of accessibility to information that digital media affords in the present-day world, is it alright to say that students would be better off if they are home-schooled? Express your thoughts in about 200-300 words.

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Now consider the anti-tobacco use policy that went into effect at the Henry Ford Health System and The Beaumont Health System starting in January 2013. Under this policy, job applicants are screened for nicotine use, and rejected from employment if they use tobacco products. Explain how this policy may engage the disparate impact definition of discrimination. Estimate the legal vulnerability of the two Health Systems given their adoption of the anti-tobacco use policy.

Each of the three assigned readings for this week was chosen as a representative for one of the three main sociological theories. Explain which theory is best represented by Lower Ed. Be sure to include specifics from the reading and show how this relates to the major tenets of the theory you chose.

what were the principle influences that conditioned the young Hitler character,personality, and weltanschauung?

You are working in your local hospital. You will
work with terminally ill adults. How will you draw on Kübler-Ross’s perspective
in your work? How will you avoid missing using this perspective?

Explain within participants design and matched participants design

Scenario

Sam is an eighth grader who is not finishing his work due to his off-task behaviors. According to his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65 percent because assignments are rarely completed or are done haphazardly. When Sam does start an assignment, he often rushes through it, making a number of errors and overlooking information. His teacher reports the following types of off-task behaviors: reading books and magazines, drawing and doodling, daydreaming, and talking to friends and neighbors. These behaviors occur most often during independent work times and rarely during large group or whole class activities. Having reviewed Sam’s completed assignments and his class participation in group activities, Sam’s social studies teacher believes he is capable of doing grade-level work and has decided that Sam will achieve the following goals within six weeks:

• Increase the number of independent assignments completed

• Earn 80 percent or higher on all completed assignments Possible Strategies

• Specific Praise

• Criterion-Specific Rewards

• Choice-Making

! Assignment

1.Read the STAR Sheets on the possible strategies listed above.

2.Write a summary of each strategy, including its purpose.

3.Describe why each strategy might be used to help Sam meet one or more of his goals.

Strengths and weaknesses of the Affordable Care Act for undocumented immigrants

6) A graduate student wanted to investigate the role that temporal ambiguity in the onset of a fear-inducing stimulus had on the experience of fear. He recruited undergraduates to watch a segment of a horror movie. However, he edited the segment of the horror movie shown such that the time between the first cue that a “frightening” event was to take place and the occurrence of the frightening event was temporally predictable or unpredictable. Specifically, in the predictable condition, the time between cue and occurrence for each event was always 8 seconds; in the unpredictable condition, the time between cue and occurrence for each event ranged anywhere from 2 seconds to 14 seconds. There were six “frightening” events in the clip shown. The segment was 15 minutes in length. Twenty-five students were randomly assigned to be in the temporally predictable condition and 25 were randomly assigned to the temporally-unpredictable condition. He also randomly assigned 25 undergraduates to a control condition where they watched a 15 minute segment of a movie that was not fear-inducing to ensure that the horror movie actually was significantly more fear-inducing than a movie that was not in the horror genre. At the end of the movie segment, each participant was asked to rate how “frightening” they found the movie segment overall on a scale from 1 (not frightening at all) to 10 (extremely frightening). IV(s): Levels of IV(s): DV(s):