Provide an example of a project, assignment, or in-class activity that could be used as a means of employing multiple assessments of ELLs. Why are multiple assessments important?

Compare and contrast a fixed-time schedule of reinforcer delivery and a fixed-interval schedule of reinforcement.

(PLEASE use these choices for specific diagnosis: no disorder/normal, acute stress disorder, antisocial personality disorder, bipolar disorder, major depression, dissociative fugue, amnesia, &/or identity disorder, generalized anxiety disorder, obsessive compulsive disorder, phobia, post-traumatic stress disorder, and schizophrenia)

(PLEASE use these choices for the type of disorder: normal, anxiety disorders, mood disorders, personality disorders, dissociative disorders, schizophrenia, substance use or stress-related disorders).

Joel sleeps a lot, has great difficulty getting out of bed in the morning, and generally does not want to do anything. He has stopped seeing friends whom he used to see often, and declines all invitations to do things socially. His most common response is “I just don’t feel like it.” He looks sad all the time and does not seem to take pleasure in everyday activities. This has been going on for the past two months.

Joel has:

Specific diagnosis _______________          Type of disorder _______________

DIRECTIONS:

[1] Read each of the following “PASSAGES” below, and read the boldfaced quote or paraphrase below each “PASSAGE.”

[2] Edit the boldfaced quote or paraphrase by:

* Adding quotation marks

* Inserting ellipses

* Inserting square brackets

* Adding a citation.

AND/OR

* Fixing the punctuation.

PASSAGE: “But another kind of televised intelligence is on the rise. Think of the cognitive benefits conventionally ascribed to reading: attention, patience, retention, the parsing of narrative threads. Over the half-century, programming on TV has increased the demands it places on precisely these mental faculties. This growing complexity involves three primary elements: multiple threading, flashing arrows and social networks.” — “Watching TV Makes You Smarter” by Steven Johnson (280)

1. Steven Johnson argues that watching television has the same “cognitive benefits conventionally ascribed to reading: attention, patience, retention, and the parsing of narrative threads.” Johnson claims that watching TV makes people smarter by “increasing the demands it places on precisely these mental faculties (280)”.

PASSAGE: “If watching TV really makes you smarter, as Steven Johnson argued in an article in yesterday's New York Times Magazine (an excerpt from his forthcoming book) then I guess I need to watch a lot more of it, because try as I might, I could make no sense of Johnson's piece.”

— “Thinking Outside the Idiot Box” by Dana Stevens (295)

2. However, Dana Stevens disagrees with Johnson: “if watching TV really makes you smarter, then I guess I need to watch a lot more of it, because I could make no sense of Johnson's piece.” (Stevens 295).

PASSAGE: “Not only does Johnson fail to account for the impact of the 16 minutes' worth of commercials that interrupt any given episode of, say, 24 (a show he singles out as particularly 'nutritional'), but he breezily dismisses recent controversies about the program's representation of Muslim terrorists or its implicit endorsement of torture, preferring to concentrate on how the show's formal structure teaches us to 'pay attention, make inferences, track shifting social relationships.”

— “Thinking Outside the Idiot Box” by Dana Stevens (296)

3. Some television programs, like 24, can be seen, at one level, as pro-torture propaganda.

PASSAGE: “And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.”

— “Is Google Making Us Stupid” by Nicholas Carr

4. I agree that “the Internet seems to be chipping away my capacity for concentration and contemplation” because I too find that I often have a tendency to merely skim the surface levels of online news articles.

PASSAGE: “Current opinion now routinely echoes the mythical 19th-century machine destroyer Ned Ludd, warning in a growing avalanche of books, academic theses, market forecasts, and op-eds that technology is leading us to a world of mass unemployment, that it is creating a newly idle lumpenproletariat, and that we had better put in place a universal basic income (UBI), under which the state cuts a check to everyone, regardless of their income or work status, if we are to have any hope of avoiding mass unrest.”

— “In Defense of Robots” by Robert D. Atkinson

Robert D. Atkinson is skeptical of Neo-Luddites who worry that the rise of artificial intelligence will result in a world of mass unemployment and mass unrest which can only be offset by government policies that put in place a universal basic income guaranteed to all citizens

Give examples of how “regimes of truth” operate in everyday lives, focusing, for example on media or religion or family. How is your behavior shaped by these? In what ways you accept and/or resist these discourses?

-at least 100 words, use text book Womens Voices, Feminist Visions edition 6. This is a "Intro to Womens Studies" course.

Quest for Wisdom

Please write a one page double spaced response to Oscar Wilde’s insight that it is “through art and through art only, that we can shield ourselves from the sordid perils of actual existence.” Art according to Wilde protects us from the Real, from the actual, by transporting us into the virtual. Art provides us with a world of antiseptic safety. Art for Wilde is preferable to life because, “We weep but are not wounded. We grieve but our grief is not bitter.” Art for Wilde transforms the real into the virtual. Is it not the other way around, namely that art must force us to confront the real. Can Art can heal us when it forces us to confront our fictions?

The 13th, 14th, and 15th Amendments are often referred to the as the “Civil War Amendments.” Explain the connections between the Civil War and these three amendments. What is the purpose of each? Consider how effectively each amendment was implemented and whether or not the 1877 presidential election influenced their implementation

Freedom, responsibility, altruism, and self-interest.

How do these words relate?

describe a cultural practice that challenges your limits of tolerance and explain why.

Freedom, responsibility, altruism, and self-interest are fundamental building blocks of ethical theory. Explain.

5) How do the five therapies covered in the second half of the semester (Reality, Behavior, Cognitive-Behavior, Rational-Emotive and Person-Centered) differ from Psychodynamics Theory and the foundation of psychotherapy?

What are the differences among charter schools, private schools, and home schooling? Which would you place your children in and why? TWO TO THREE PAGES

Howard Gardner's Theory Do you believe the the critics or do you see these as truce forms of intelligence? Describe a person who manifest Interpersonal intelligence?