Category: Psychology

Boomerang and failure-to-launch are key terms used to describe young adults living at home. Boomerang has been connected to young adults who left home for a period only to return. This return could be for several reasons, including but not limited to continued education, divorce, or loss or lack of employment. Failure-to-launch is connected to young adults who have never left home. Both types of young adults benefit from the comfort of their parents’ homes, but their return or delay has a negative and some positive outcomes. Discuss at least 2 reasons research is suggesting for young adults still living at home. This new phenomenon—young adults still living in their parents’ home well into their late 20’s to early 30’s—is proposed to be a result of many different reasons. Upon reading Boomerang Families and Failure-to-Launch: Commentary on Adult Children Living at Home (Burn & Szoeke, 2016), discuss the impact of coresidence with parents.

Prior to beginning work on this assignment, read the Oil Spill Bioremediation investigation manual Download Oil Spill Bioremediation investigation manual. This lab will enable you to simulate the bioremediation of a marine oil spill.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the Lab Worksheet Download Lab Worksheetas a resource to complete the Lab Report Template Download Lab Report Template. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. The Assignment
Make sure to complete all of the following items before submission:
Before you begin the assignment, read the Oil Spill Bioremediation investigation manual Download Oil Spill Bioremediation investigation manual; you may also wish to review the video, SCI207 – The Scientific Method Links to an external site..
Use the Lab Worksheet Download Lab Worksheetas a resource to complete the Lab Report Template Download Lab Report Template.
Must use at least two credible sources outside of the textbook and lab manual.
Carefully review the Grading Rubric Links to an external site.for the criteria that will be used to evaluate your assignment.

Compare and contrast two different forms of aphasia. What part of the brain is specifically affected by each form and how would this affect the mental lexicon?

ANSWER

Two common forms of aphasia are Broca’s aphasia and Wernicke’s aphasia. These two types of aphasia are caused by damage to different parts of the brain, and they have different effects on the mental lexicon.

**Broca’s aphasia** is also known as nonfluent aphasia. It is caused by damage to Broca’s area, which is located in the frontal lobe of the brain. Broca’s area is involved in speech production.

People with Broca’s aphasia have difficulty producing fluent speech. They may have difficulty finding the right words, and their speech may be slow and halting. Their comprehension of speech is typically relatively good.

The mental lexicon in Broca’s aphasia is typically intact. However, people with Broca’s aphasia may have difficulty accessing their lexicon due to the damage to Broca’s area. This can lead to difficulty producing speech, even though the person knows what they want to say.

**Wernicke’s aphasia** is also known as fluent aphasia. It is caused by damage to Wernicke’s area, which is located in the temporal lobe of the brain. Wernicke’s area is involved in language comprehension and production.

People with Wernicke’s aphasia have difficulty comprehending and producing speech. They may speak fluently, but their speech may be nonsensical or difficult to understand. They may also have difficulty understanding what others are saying.

The mental lexicon in Wernicke’s aphasia is typically impaired. This is because Wernicke’s area is involved in the storage and retrieval of words. People with Wernicke’s aphasia may have difficulty accessing their lexicon, or they may have difficulty understanding the meaning of words.

**Comparison and Contrast of Broca’s Aphasia and Wernicke’s Aphasia**

| Characteristic | Broca’s Aphasia | Wernicke’s Aphasia |
|—|—|—|
| Speech production | Nonfluent | Fluent |
| Speech comprehension | Relatively good | Impaired |
| Mental lexicon | Intact, but difficulty accessing | Impaired |
| Part of brain affected | Broca’s area in frontal lobe | Wernicke’s area in temporal lobe |

**How Broca’s Aphasia and Wernicke’s Aphasia Affect the Mental Lexicon**

The mental lexicon is a network of words and their meanings that is stored in the brain. It is used to produce and understand language.

In Broca’s aphasia, the mental lexicon is typically intact. However, people with Broca’s aphasia may have difficulty accessing their lexicon due to the damage to Broca’s area. This can lead to difficulty producing speech, even though the person knows what they want to say.

In Wernicke’s aphasia, the mental lexicon is typically impaired. This is because Wernicke’s area is involved in the storage and retrieval of words. People with Wernicke’s aphasia may have difficulty accessing their lexicon, or they may have difficulty understanding the meaning of words.

For example, a person with Broca’s aphasia might be able to think of the word “dog” but have difficulty saying it. A person with Wernicke’s aphasia might say the word “dog” but not know what it means.

Both Broca’s aphasia and Wernicke’s aphasia can have a significant impact on a person’s ability to communicate. However, with appropriate therapy, many people with aphasia are able to improve their communication skills.

Create a 2-3 page career plan based on the template that will communicate your ideas together with your vision as a multicultural practitioner-scholar.

1- Treating Diverse Populations
In our text, Dr. Comas-Diaz identifies the six multicultural guidelines laid out by the APA. After viewing Dr. Beam’s work with his client and Dr. Robert Jay Green’s work with his clients provide examples of how these two therapists demonstrated cultural competence as it relates to guidelines one, two, and five.
Wedding, D., & Corsini, R. J. (2018). Current Psychotherapies (11th ed.). Cengage Limited. https://capella.vitalsource.com/books/9780357191514
The Counseling Intake Process: Culturally Competent Demonstrations and Debriefings. Beam, B. (Director). (2010).[Video/DVD] Microtraining Associates. https://video.alexanderstreet.com/watch/the-counseling-intake-process-culturally-competent-demonstrations-and-debriefings
2-Cultural Competence and APA Guidelines
Create an outline for your final paper/project. Decide which cultural minority (non-whites, non-Christians, LGBTs; those with physical disabilities, or lower socio-economic status) your created client will be a member of and find two current (within the last three years) peer reviewed studies that suggest a therapeutic approach that may be successful. Choose one to summarize and discuss ways that using this information fits some or all of the multicultural guidelines laid out by the American Psychological Association.

You’ll be graded on theORIGINALITY,detail and completeness of your responses.
1. Anatomy and function of the visual system.
In the correct sequence, describe the path light must take from the time it reflects off a visual stimulus, to the time it activates photoreceptors in the retina.Explain the relationship between a photon and a photoreceptor.
Name each structure and its function.
Identify and describe the three types of cells contained in the retina.
Discuss the pattern of their interconnections, the neurotransmitter they release, and how it’s released (i.e. graded potential/action potential). In your description be sure to:
Describe the flow of information from the retina to the optic nerve. What does the optic nerve create as it exits the retina?
Name the synaptic partner of each cell (which cell-type “talks” to which cell type)?
Light moves toward the back of the retina to activate light receptors, setting off a communication chain in the opposite direction. Explain what this means.Which type of cells does light have to travel past before it activates a third type.
Which types of cells must light pass before it gets to the type of cells it activates?After it activates receptor cells, describe the path of communication leading to the signal leaving the retina.
Within this chainWhich cells release neurotransmitter via graded potentials?
Which cells release neurotransmitter via action potentials?
DecussationDefine decussation
Where in the visual system does it occur?
In relation to the visual field and the anatomy of the retina in each eye, how does decussation occur?
What is the result of this decussation?
2. In your own words, summarize:
What cones and rods share in common.
Their respective distribution within the retina.
Give two reasons why visual acuity is higher in the fovea.
How cones and rods release more vs. less neurotransmitter depending on the amount of light that enters the eye.
3. Compare and contrast the properties of the human photopic and scotopic visual systems.
What are convergence and divergence?
Which system is associated with convergence and which with divergence?
How are they related with color and black and white vision?
4. The striate and most of the extrastriate cortices maintain a topographic projection of the retinas. What does that mean? Relate this information to a detailed real-world example. Include: 1) the information flow from light reflecting off an object in your visual field to the information reaching the striate and extrastriate cortices; 2) how the foveal region is represented.
5. Describe the trichromatic and opponent-process hypotheses. What part of the visual system seems physiologically conducive to trichromatic processing? Which visual cortex area is strongly associated with color processing? How does Figure 3.0 demonstrate spectrally opponent cell activity?
6. Discuss the dorsal and ventral processing pathways of the visual system. Give an example of how damage to each might present in a given patient.
7. Give a real-life example of how vision would be impaired with each of the following conditions:
optic ataxia
myopia
amblyopia
macular degeneration
8. What is blind sight and what area of the visual cortex is damaged in this condition?
9. In your own words, explain Figure 7.18. How do simple cells and complex cells work together to help you perceive a bar (like in Figure 7.17) that is moving across your visual field? How does this reflect the hierarchical nature of visual analysis?
10. Explain how color blindness is related to genetics, and why it is more common in one sex over the other.

You will write a 1-minute commercial that promotes flashbulb memory
Storyboard: Write a dialogue between the characters in your commercial.
Video: Make a video/audio recording that follows the storyboard. You may use your classmates, family members or friends in the video
Please note that if you cannot create a video/audio recording you may make an audio commercial.
(I have to add my own voice to the video so please you create everything for me even the script and i’ll add my voice later but please note that the script should be one minute max)

Choose one of the following topics:
Unhoused persons
Climate change
Overdose deaths
Infectious disease pandemics (e.g., COVID)
Child poverty
The negative effects of social media
Loneliness
Research and describe the causes of your chosen topic along with its prevalence in society and any effects it has on health and happiness. Using what you have learned in this course, what psychological processes or interventions could improve the current situation? How could these be applied? Be specific.
You must use at least 5 sources in your paper of the following types; peer-reviewed journal articles, published books, and .gov websites. You may have additional sources beyond these 5 but you must have at least 5 of those types. Cite all sources you used for any ideas that are not your own both in the text of the paper and in the references list. You may use APA or MLA style. Failure to cite sources in the text of the paper is plagiarism and will result in a grade of 0 for the assignment.

Using the course readings and other scholarly literature as a basis, develop a presentation on the topic of your choice using PowerPoint, Prezi, or other courseroom-compatible format as follows:
Part 1
Provide an overview of the topic that includes areas that will be covered in the presentation, a brief description of the population or social group you chose, and key definitions and terms.
Part 2
The body of the presentation should include the following:
Strengths and other positive aspects of being a member of the social group or population.
Challenges faced by members of this group. Issues related to categorization and stereotyping, prejudice, discrimination, and social stigma should be incorporated.
Part 3
Conclude with possible solutions to help combat the challenges faced and/or strategies to support the social group or population.
The following guide may be used to organize your presentation:
Slide 1: Title (APA style).
Slide 2: Presentation overview/outline.
Slides 3 and 4: Description of population or social group.
Slides 5 and 6: Definitions and terms.
Slides 7 and Strengths and other positive aspects of population or social group.
Slides 8: Challenges faced by population or social group (categorization and stereotyping, prejudice, discrimination, and social stigma).
Slides 9: Solutions and supportive strategies/Conclusion.
Slide 10: References.
Note that the length of your presentation should be 10 content slides of bulleted talking points as well as appropriate supporting graphics on select slides. You must include expanded details that elaborate on the slides using the notes section of the slide presentation. Please remember to use course readings and other scholarly sources to support your work.
Additional Requirements
Include a minimum of three scholarly resources published within the last five years.
Include presenter’s notes for each content slide.
Follow APA style and formatting guidelines on your references slide.
You are encouraged to save your final presentation in your ePortfolio.

M4 Discussion Question 1: Repairing Broken Trust
2 2 unread replies. 2 2 replies.
Due Thursday by 11:59pm CST. Read Exhibit 7-7 of Thompson, The Mind and Heart of the Negotiator, “Steps Toward Repairing Trust” (or Exhibit 6-6 in prior editions).
Identify and explain ten ways to repair trust. Describe one occasion when trust was broken and repaired between you and another party. What did you do to repair trust? Were your steps to rebuild the trust and relationship successful? Why or why not? Do a discussion about my roommate and me in college we lived and an apartment and I shared a room with my son Max who was 3 then. I worked a part-time job and was a single mom and went to the University of Houston part-time. She lied about how much money she made so she would receive discounted rent because I felt bad and wanted to help. She would then go around spending a lot of money on clothes and food and would brag about her income to other people. I got fed up and asked her to leave. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). (ISBN: 9781433832161)
Thompson, L. (2019). The mind and heart of the negotiator. Pearson. ISBN: 978-0135197998
Lewicki, R. J., Barry, B. & Saunders, D. M. (2015). Negotiation: Readings, exercises, and cases (7th ed.). McGraw Hill. ISBN13: 9780077862428