Compare and contrast middle-class and working-class parenting styles. Discuss how these parenting styles socialize children for the U.S. economic system and labor market.

Sudden unexpected deaths pose unique challenges to the psychological and emotional equilibrium of children and adolescents. The impact of the sudden death of a close family member or classmates is not always evident in the immediate aftermath; however, grieving can be unleashed months or years after the loss.

Loss of loved ones through car accidents, fires, terrorist acts or through natural disasters, or violent acts in school environments can trigger intense trauma for a young person who reflects (has invasive thoughts) on both the loss and circumstances of the incident.

Your readings present an overview of children’s and adolescents’ losses and some coping mechanisms that are practiced. To make this assignment even more relevant for the class, your task is to report on an accident, suicide, homicide, or incident that you know of personally or one highlighted in the media that resulted in lost lives of children’s friends, classmates, family members, or neighbors. Include in your discussion how children and adolescents have been or may be affected by losing loved ones or school classmates. How might that trauma continue as a grief process? Are we prepared to put interventions in place to serve children and adolescents if more such incidents occur?

Although grief does subside over time, what can we expect about those young individuals affected by such traumatic incidents, and what can we do toward the healing process, depending on the children’s age and/or loss? In your discussion, give as many specifics as you can, how learned of a situation/loss, and how children and adolescents were affected. Be sure to interact.

This topic is worth 5 points for three substantive paragraphs.

Briefly describe an example of an intuitively valuable life (it can be someone you know personally or someone you just know of). Explain what makes their life valuable. Does Hedonism do a good job of capturing all the dimensions of value in the life in your example? Why or why not?"

As a teacher of a toddler-age group, you notice a child displaying possible symptoms of autism. How do you approach the family with your concerns? How do you prepare for the meeting? To who do you make a referral?

Which of the seven memory errors presented by Schacter have you committed? Provide an example of each one.

Jurors place a lot of weight on eyewitness testimony. Imagine you are an attorney representing a defendant who is accused of robbing a convenience store. Several eyewitnesses have been called to testify against your client. What would you tell the jurors about the reliability of eyewitness testimony?

Find two scholarly articles that examine a public policy issue in health care. Then, in 750-1,250 words, do the following:

Summarize the main points of the article.

Explain the role public policy had on the health care issue from your research.

Discuss other ways public policy could address the health care issue from your research.

Evaluate the importance of the health psychologist’s role in addressing/advancing/solving the public policy issues presented in research.

What is the Fundamental Attribution Error and according to the Lecture, what are the steps that will inevitably lead to genocide. What is the cure of this thinking error and why is it so difficult to use, in real life? Discuss

1. Give brief information about Hippocrates and his importance in History of Medicine (Max 60 words) (

2. Give brief information about Andreas Vesalius and his importance in History of Medicine (Max 60 words)

What makes group communication and organizational communication different? Discuss with relevant examples.

1. Differentiate between intrapersonal communication and interpersonal communication. Give your own example of each criteria for both scope of communication.
2. What makes group communication and organizational communication different? Discuss with relevant examples.

In its present state, IDEA 2004 has undergone several revisions since introduced as PL 92-142. As a group, discuss these revisions and their current impact on the educational system servicing SPED students now.

Possible Selves

On a business trip, Jewel found a spare afternoon to visit Trisha. Sitting in a coffee shop, the two women reminisced about the past and thought aloud about the future. “It’s been tough living on my own and building the business,” Jewel said. “What I hope for is to become better at my work, to be more community-oriented, and to stay healthy and available to my friends. Of course, I would rather not grow old alone, but if I don’t find that special person, I suppose I can take comfort in the fact that I’ll never have to face divorce or widowhood.” Jewel is discussing possible selves, future-oriented representations of what one hopes to become and what one is afraid of becoming. Possible selves are the temporal dimension of self-concept—what the individual is striving for and attempting to avoid. To lifespan researchers, these hopes and fears are just as vital in explaining behavior as people’s views of their current characteristics. Indeed, possible selves may be an especially strong motivator of action in midlife, as adults attach increased meaning to time (Frazier & Hooker, 2006). As we age, we may rely less on social comparisons in judging our self-worth and more on temporal comparisons—how well we are doing in relation to what we had planned. Throughout adulthood, the personality traits people assign to their current selves show considerable stability. A 30-year-old who says he is cooperative, competent, outgoing, or successful is likely to report a similar picture at a later age. But reports of possible selves change greatly. Adults in their early twenties mention many possible selves, and their visions are lofty and idealistic—being “perfectly happy,” “rich and famous,” “healthy throughout life,” and not being “a person who does nothing important.” With age, possible selves become fewer in number, more modest and concrete, and less far-off in realization. They are largely concerned with performance of roles and responsibilities already begun—“being competent at work,” “being a good husband and father,” “putting my children through college,” “staying healthy,” and not being “a burden to my family” (Bybee & Wells, 2003; Chessell et al., 2014; Cross & Markus, 1991). What explains these shifts in possible selves? Because the future no longer holds limitless opportunities, adults preserve mental health by adjusting their hopes and fears. To stay motivated, they must maintain a sense of unachieved possibility, yet they must still manage to feel good about themselves and their lives despite disappointments (Bolkan & Hooker, 2012). For example, although Jewel feared loneliness in old age, she reminded herself that marriage can lead to equally negative outcomes, which made not having attained an important interpersonal goal easier to bear. In a study of middle-aged and older adults, those with balanced possible selves—related hoped-for and feared outcomes, such as “a better relationship with my grown sons” and “not alienating my daughters-in-law”—made greater self-rated progress toward attaining their self-relevant goals over a 100-day period (Ko, Mejía, & Hooker, 2014). Because balanced possible selves provide both an approach and avoidance focus, they may be more motivating than either hoped-for or feared possible selves alone

• What possible selves do you think you may become in mid-life and old age (say, age 50 and beyond)?
• What possible selves do you fear becoming in mid-life?  Do you think your view will change as you age?

Five reasons for pursuing college, and how you are going to achieve them. Explain each reason fully.

In 750-1000 words Discuss how the Opium Wars affected US relations with China.