PLEASE ANSWER QUESTIONS BY YOUR OWN WORD, I WANT YOUR ANSWER NOT WEB.

"Define professionalism."

"What did you think of Team-Based Learning? Have you been in a leadership role and give an example?" ( I UNDERSTAND EVERYONE HAS DIFFERENT EXPERIENCE, I WOULD LIKE TO KNOW ABOUT YOURS)

Hello ! i need ideas. i need peoples opinion about Martin L. King. and the letter he wrote from jail Specifically his opinion about just and unjust laws. . . Does every codified social law has to be in harmony with moral law? or not? why?

What is the universal audience and what is its pupose and characteristics

Do women have a right to an abortion?

(Please write a 300 word response)

Assignment is to think about the term conflict and what it means, then determine 10-20 different words or phrases that helps to define conflict; and draft an analysis of the definition and words/phrases based on the five types of conflict: relationship; data; interest, structural, value and pseudo.

What are all the ways drugs mimic or impact nuerotransmitter action?

• What psychological factors might contribute to the memory failures of the eyewitnesses?
  • Think about what the witnesses said regarding their experiences and note relevant psychological components like emotion, attention, and perceptual processes!
• What are some of the most important things to try and remember if you end up witnessing a crime?
• How much should we rely on eye-witness testimony?
• What would an eye witness need to provide to help boost your confidence in their individual report of an event?

Question 8- Discuss the organization and functions of the primary motor cortex.

1. Trace the history of a word (its etymology) like we did with calculate earlier in the chapter. Discuss how the meaning of the word (the symbol) has changed as it has gotten further from its original meaning. Two interesting words to trace are hazard and phony.

WHITE COLLAR CRIMES

Distinguish between the concepts of governmental crime, state crime, and political white collar crime and give an example of each.  

Why has governmental crime been relatively neglected by criminologists?

Who is the Protagonist and who is the Antagonist in the following short story?

How does the story let you know that one character is the protagonist and that another character is acting as the antagonist?

What specific cues does the story provide for the reader to know the roles of the characters in the conflict, theme, and plot?

Why are the characters not easy to define as good and bad?

What cues does the author provide for the reader to decide individually about the meaning and moral of the story?

The King of Sharks: A Native American Myth from Hawaii retold by S. E. Schlosser One day, the King of Sharks saw a beautiful girl swimming near the shore. He immediately fell in love with the girl. Transforming himself into a handsome man, he dressed himself in the feathered cape of a chief and followed her to her village. The villagers were thrilled by the visit of a foreign chief. They made a great luau, with feasting and games. The King of Sharks won every game, and the girl was delighted when he asked to marry with her. The King of Sharks lived happily with his bride in a house near a waterfall. The King of Sharks, in his human form, would swim daily in the pool of water beneath the falls. Sometimes he would stay underneath the water so long that his bride would grow frightened. But the King of Sharks reassured her, telling her that he was making a place at the bottom of the pool for their son. Before the birth of the child, the King of Sharks returned to his people. He made his wife swear that she would always keep his feathered cape about the shoulders of their son. When the child was born, his mother saw a mark upon his back which looked like the mouth of a shark. It was then she realized who her husband had been. The child's name was Nanave. As he grew towards manhood, Nanave would swim daily in the pool beside the house. Sometimes, his mother would gaze into the pool and see a shark swimming beneath the water. Each morning, Nanave would stand beside the pool, the feathered cloak about his shoulders, and would ask the passing fishermen where they were going to fish that day. The fisherman always told the friendly youth where they intended to go. Then Nanave would dive into the pool and disappear for hours. The fishermen soon noticed that they were catching fewer and fewer fish. The people of their village were growing hungry. The chief of the village called the people to the temple. "There is a bad god among us," the chief told the people. "He prevents our fishermen from catching fish. I will use my magic to find him." The chief laid out a bed of leaves. He instructed all the men and boys to walk among the leaves. A human's feet would bruise the tender leaves, but the feet of a god would leave no mark. Nanave's mother was frightened. She knew her son was the child of a god, and he would be killed if the people discovered his identity. When it came turn for the youth to walk across the leaves, he ran fast, and slipped. A man caught at the feathered cape Nanave always wore to prevent him from being hurt. But the cape fell from the youth's shoulders, and all the people could see the shark's mouth upon his back. The people chased Nanave out of the village, but he slipped away from them and dived into the pool. The people threw big rocks into the pool, filling it up. They thought they had killed Nanave. But his mother remembered that the King of Sharks had made a place for her son at the bottom of the pool, a passage that led to the ocean. Nanave had taken the form of a shark and had swum out to join his father, the King of Sharks, in the sea. But since then, the fishermen have never told anyone where they go to fish, for fear the sharks will hear and chase the fish away.

For your ninth discussion board topic, you will need to watch “State of the Union: Politics in Red and Blue,” which can be found in the Required Learning Materials for Module 13. Click on reply at the bottom. This will open a dialogue box. Respond to the following: How is the polarization of U.S. politics creating problems in the social structure? For this discussion, you may want to focus on the following key concepts in the course: Authority, Political Participation, Democracy, Polarization

Psychology 150

What does it mean to get old?

When I was in my 20's I did not think about getting old. I would lift heavy weights - skip nights of sleep and eat whatever and how much of whatever I wanted.

IT was AWESOME... at the time.

Adulting is Hard.

Now I have type 2 diabetes because of my epigenetic diet choice interactions - angry joints (bad disks in back) and hurt feet. I have to be very careful of what I do or I can seriously hurt myself. Many of my peers from my college days are also in sad physical shape as well from how we were in the late 80s.

As far as Money goes - In college the major concern was finding enough money to buy bicycle parts - or maybe find a new roommate, or trying to date (ha!).

Last sememster I had to spend 12000 on re-plumbing our old house - and am about to spend another 50K or more on sending a kid to college.... but I can get whatever bicycle parts I want whenever I want.. but I don't because of aforementioned bills. If I had saved money when I was young - I would be able to retire in 5 years...

What does getting old mean to you?

Does that mean the same as Growing up?

Why can't young people (myself included) listen to old people and prep for when you are older?

Part I - The most commonly known and labeled senses are sight, hearing, touch, taste, and smell. Considering this, please address the following

a)     Do you think that there may be senses which do not necessarily receive information only from the environment, but rather from within us as well? (For example, how do you sense that you are hungry? If you hold your breath, which sense ‘senses’ that you need air? How do you sense the need for belonging?)

b)     If you think that we may have more senses than the 5 noted above, would you provide your opinion on why you think the dominant scientific community may not have considered more than the typical 5 senses? If you wish, you may use other references to strengthen or support your discussion.

c)     How does a “definition” (for example, how we define the 5 senses) help or hinder us in knowing the parameters of a concept, think about a concept’s potential for expansion, or keep a concept within known boundaries?

Do you think that the definition of sensation needs to be expanded? Why?

Part II - What is the role of operant conditioning in our development of reading skills? How do these skills become stronger and more “automatic”? Do you think that many of our “skills” follow the same path of development, and why?

Part III - Conduct the exercise found on this website:  http://web.psych.utoronto.ca/psy100dax/other_resources/colours.gif

You can repeat the exercise as many times as you want.

Questions:

1)     Discuss your experience in completing the exercise. How do you think learning, intelligence, language, and memory are connected to any ease or difficulty you may have experienced while doing the exercise?

2)     How is doing this exercise related to Parts I and II above?  

Hint: What we pay attention to is related to what we reinforce.

Use your own words to construct a 2-3 page paper addressing the three parts above. You should use some outside sources to bolster your answers. All citations should be in APA format. The paper must be 1-inch margins, 12-point Times New Roman, double-spaced. You should include a separate page at the end of the paper that lists your references.

Discuss if you think personality is nature (born with, genetic) or nurture (environmental, experience based), and defend/explain your point of view.