I’m stuck on a Economics question and need an explanation.

This is an overview of the assignment. please nothing from internet because this professor is very serious.

• E HONEST! It is strictly forbidden to copy things from the internet or work with other students, for any reason. If I provide an example, do not use it as a template. If you represent someone else’s ideas or work as your own, you will get a 0 on this assignment. Do not search the internet and try to “rephrase” things to disguise plagiarism… I have very powerful technology that searches the entire internet for anything in your portfolio, so I will catch any of this behavior. Because of this, the policy regarding internet searches is extremely clear: do not use the internet for anything in this learning portfolio unless specifically directed to, and do not visit any sites other than the one(s) specifically mentioned. If you violate this policy, you will get a 0 on this learning portfolio assignment, which is worth 18% of the final grade for the course. This learning portfolio is based on your experiences and understanding, so there is no reason to search the internet beyond the sites I specifically mention, or to work with other students. If you have questions, you can ask me, and if you don’t understand something you can review the provided course materials until you do, or you can use the tutoring services provided by the college. In general, the internet is NOT a permitted resource for this assignment. Students violate this rule every semester, and then are upset when I follow through on the punishment. Don’t let that happen to you. These are the rules and the consequences for breaking the rules, and it is your job to follow them. Thank you for understanding.
• Please complete ALL of the individual assignments listed below, and compile them into one document to submit by the due date. Note that some chapters do not have a corresponding assignment (e.g. chapter 1).
• Do NOT include the assignment questions in your learning portfolio. I already know what the questions are.
• Please submit your compiled and revised learning portfolio using one of the following programs/formats: Microsoft Word/.doc, Open Office/.odt, or Adobe Acrobat/.pdf. Other formats are not acceptable since I cannot read them. If the formatting gets messed up when submitting the document, don’t worry about it -I am used to it.
• Follow the directions for each individual assignment closely. This sounds simple, but most of the points people lose are due to failure to follow the directions. To help with this, many assignments are broken down by components, for example A, B, C, D, etc. Please respond to these assignments by specifically addressing each component with its own paragraph. After you complete an assignment, re-read the directions and analyze whether you did what was asked. Do not simply do what you are “comfortable” with, do what is asked. If you are not comfortable with what was asked, then go back and try to relearn the material or feel free to ask me questions.
• Use your best writing skills. This assignment should reflect college-level writing ability and will be graded significantly lower if it does not. High school-level work uses proper grammar, punctuation, spelling, sentence structure, and reasonable paragraph lengths, so these components are absolutely mandatory in the learning portfolio. I suggest reading each sentence and treating as its own entity… ask yourself these questions: Does this sentence sound like something an educated person would say? Does it support the point of the paragraph, and does the paragraph support the point of your response to the prompt?
• There are no length requirements for the individual assignments, so please do not try to lengthen your submission by including fluff, by being redundant, or using formatting tricks. But at the same time, do not provide superficial responses. Take your time to respond to the assignments in a complete, meaningful way, and whatever length it ends up being is the “right” length.

for each chapter answer the following questions

Individual Assignment Directions:

Chapter 2:

shows and discusses the gains from trade that can result when individuals, firms, or countries specialize in producing goods for which they have the comparative advantage, and trade those goods with others.

Gains from specialization and exchange can be seen in many situations. For example, most people that we pay to do things for us (e.g. grow our food, cut our hair, tutor us, etc.) perform the task for a lower opportunity cost than we would bear if we were to do it ourselves. This is where the gain from trade that benefits both parties comes from, and is why it is rational for you to pay for the service.

To show that you understand how comparative advantage works in the modern economy, please discuss a good or service you recently purchased and address the following prompts:

1. 1. What is the item or service, and how much did you pay for it?
   2. What is a reasonable estimate of how long it would take you to make the item or perform the service at the same quality level of the one your purchased, if you had been unable to buy it? You need to come up with a number of hours or days or years, or whatever time measurement you want, for how long it would take you. Don’t try to avoid this. If you can’t figure it out, pick another good or service.
   3. Who worked to get the money to pay for the item, and how long did they have to work to get the money? If your money came from the government, see the how the government gets money page.
   4. Based on your answers to 2 and 3 above, was it rational to buy the good? Explain. Make sure you compare the time it would take you to make the good or perform the service (mentioned in part 2) and the amount of time that had to be worked to get the money (mentioned in part 3). It is only rational to buy something if you give up less resources working to earn money to pay, than you would have if you made the good or perform the service yourself. If it turned out to be irrational, why did you buy it?

If you want to see an example, check out the “great work” linked above. But do not copy the example or even the wording. There are many ways to express these ideas if you understand the material. Please find your own words or face the consequences of academic dishonesty.

Chapter 3:

In chapter 3 we learn that the supply and demand for a good or service can shift in response to changes in certain variables, and about how supply and demand interact to determine the market equilibrium price.

1. Please identify a price change you have observed in the last few years. Do not choose gasoline or smart/cell phones, please pick something else.
2. Use the supply and demand model to explain the price change you identified in A) above. You should be talking about what happened with supply and demand curves, so please be sure you talk about both of these. You don’t need to search the internet for information about this, because I don’t care if you are correct. I just want to see if you can use the model to explain price changes, so if your explanation would create the change you observed, that is all I’m looking for.
3. Summarize your explanation with one sentence that mentions what you think has happened to both supply and demand, and how this interaction has resulted in the price change you observed. If both curves are moving, you will need to comment on the relative size of each shift to justify the price change you observed.

Please do not try to explain price changes in gasoline or cell phones. Please pick something else.

Helpful tip: be sure you discuss both supply AND demand, as they both play a role in determining the price.

Chapter 4a:

In our everyday lives as consumers we purchase many goods and services, and we derive consumers’ surplus for most of them. With that in mind, please:

Identify 3 goods or services you have purchased in the last year, and estimate the amount of consumer surplus you enjoy from those purchases. For each good, please state specifically:

1. The highest amount you would have been willing to pay.
2. The price you actually paid.
3. The amount of consumers’ surplus you received from each item.

You should have 3 short paragraphs, one for each good. Do not use a chart, please use words.

Helpful tips: Be sure to state exactly the highest price you would have been willing to pay, the price you actually paid, and what your consumer’s surplus is. There are many different phrases you can use to communicate the highest price you were willing to pay, but note that the following are incorrect:

• The price you were willing to pay. Just because you were willing to pay $20 for a good, doesn’t mean this is the highest you were willing to pay.
• The price you expected to pay. Again, this is not necessarily the highest price you were willing to pay.

Chapter 4b:

We are about one third of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what can you do to remedy the situation? If you want a different result, it is imperative that you change your strategy.

Chapter 8, 9, and 10:

We have begun our exploration of the macroeconomic statistics that describe total output (and the business cycle), unemployment, and inflation in our economy. In recent times we have seen significant variation in output and employment due to the “great recession” of 2008/9 and the recovery that has followed. In this assignment we will use interactive maps on the internet to visualize these variations, and see if we can identify any relationships between changes in output and changes in employment.

• We are going to start by looking at growth rates of GDP. This link goes to the International Monetary Fund’s data mapping website (Links to an external site.).

There is a bar at the top of the page that says “Datasets”. Click on Datasets, then select “World Economic Outlook” on the upper left part of the screen. On the World Economic Outlook page, scroll down and select “Gross Domestic Product”, then select “Real GDP Growth” on the page that pops up. You will now be taken to a page that will give you the data on GDP growth rates for different countries and groups of countries.

On the GDP growth rates page, you will see 4 panels. On the upper right panel, scroll down and select United States (by double clicking on it) so that you will be able to see our GDP growth rates. You should see United States added to the lower right panel. To make the graphs more readable, I suggest deleting anything else besides the United States in this panel.

Now in the lower left panel, drag the sliding selector thingy to the left, and notice that the number next to United States in the right lower panel is changing. This number is the value for the real GDP growth rate for the year currently selected. Please write down the annual rates of real GDP growth for the United States for the years 2007, 2008, 2009, 2010, and 2011.

Next we will now look at changes in the unemployment rate over this same time period. We can make this change by going back to the “World Economic Outlook” data set, and selecting the “People” subject, then “Unemployment Rate”. You will then be taken back to the “data mapper page” you were on when we looked at real GDP growth rates, but now we have data on the unemployment rate. Please use the same approach described above, and write down the unemployment rates for the United States for the years 2007, 2008, 2009, 2010, and 2011.

1. Please tell me the numbers that you collected. I don’t care if you do this in a table or not.
2. Compare the data on GDP growth rates and unemployment you have gathered for the years in question. What phase of the business cycle were we in during 2009? Note that “trough” is not a phase of the business cycle –it is a moment in time.
3. Unemployment is something economists call a “lagging indicator”, which means that it lags behind changes in productivity (firms wait to hire and fire people until they are sure they need to). Do you notice a relationship between the GDP growth rates and the unemployment rate (hint: you should)? What is the relationship?
4. Do you think there is a causal (meaning changes in one variable cause changes in the other variable) relationship between GDP growth and unemployment rates? If so, please explain exactly how the mechanism of causality works… i.e. Why does a change in one variable cause the change in the other? Think hard here, for yourself, and absolutely DO NOT search the internet for help. Think deeply about the real activities that each variable is measuring and summarizing, and how these activities are related to each other.

Chapter 10b:

We are about two-thirds of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what adjustments can you make to improve the situation?

Chapter 11:

We have described economic growth as a function of increased worker productivity, and have argued that worker productivity has risen due to increased levels of capital and technology. We have argued that the more capital a country has, the more it will be able to produce. This is true on a macro level, but also on a micro level –that is, our individual productivity also increases when we acquire machines that help us be productive.

1. What machine(s) do you use in your daily life that help(s) you be more productive? Please be specific.
2. Without this/these machine(s), what would you be unable to produce or do? Would you have to give up some leisure activities?
3. Can you think of any machines that you could buy (thereby accumulating more capital), that would help you produce more? Would you be likely to experience diminishing returns? Why or why not?

Chapter 12:

Whenever the economy goes into recession (as occurred most recently in 2008), consumption in the United States decreases.

1. If the economy went into a recession, but you were not directly affected, do you think you might change your consumption patterns/choices? Do you remember if you or your family changed your spending habits at all during or after the 2008 recession? That recession was over a decade ago, so you might want to ask someone (a family member, friend, or whomever) about their recollections and decisions if you don’t remember what happened. Feel free to discuss any of these.
2. Following the recession of 2008, the rate of savings in the United States doubled. Why do you think this is? How do you think the increase in savings affected overall consumption? Since, on average, 70% economic activity in the United States is based on consumers (just like you) purchasing goods and services for consumption, how do you think the increase in savings affected aggregate expenditure? Please respond to these questions using your understanding of the aggregate expenditure model.

Chapter 14:

Keeping your money in a bank seems like a good idea. However, from time to time, depositors lose confidence in banks. In chapter 14 we learned that when many people lose confidence in a bank at the same time it is called a “bank run”, and when this happens to many banks at the same time it is called a “bank panic.” Runs and panics typically occur following the realization that banks may have made bad loans, and may be unable to provide depositors with access to their funds. So it’s clear that there is some risk in keeping your money at a bank.

1. If your bank was experiencing a run, would you join in, or would you be confident that the FDIC would be there to insure your account?
2. Since the European Union does not have a unified banking system (and possibly other reasons) there is no deposit insurance at most European banks. If you had a bank account in Europe, would you be more, less, or equally as likely to participate in a bank run?
3. If it was a panic instead of a run, would you feel safe? Why or why not?

Chapter 15:

Choose your own monetary policy adventure!

1. Imagine that either the economy is in an expansion or a recession. In the next few prompts you will talk about responding to this situation, so choose wisely. This choice is yours to make, so please now state what is going on with the economy you are pretending to observe.
2. Would you use expansionary or contractionary policy to help the economy?
3. Why would you use the policy you mentioned in 2 above (i.e. what are you trying to affect or prevent)?
4. What changes could you make to reserve requirements, the discount rate, and in open market operations that could help you pursue the policy that is appropriate for the situation the economy is in?
5. How will the changes mentioned in 4 actually help the economy? In other words, how will the changes you want to make translate into real people making different decisions that will ultimately help the overall economy? You probably want to mention how the market for money is affected, how the interest rate might change, how people respond to changes in the interest rate, and how this behavioral change in many people can change the overall economy.

I don’t know how to handle this Nursing question and need guidance.

Create a PowerPoint presentation with 10–12 slides that proposes a systematic process for determining the effectiveness of the nursing program for a sample course.

Program effectiveness depends not only on internal factors but also on external factors. Course outcomes should be based on the program learning outcomes and placed in an evaluation plan. Program outcomes evaluate the effectiveness of the whole program.

Assessment Instructions

Overview

Create a PowerPoint presentation with 10–12 slides that proposes a systematic process for determining the effectiveness of the nursing program for your new course.

While you will not have access to real analytical data from real learners to show how the course is meeting the learning and program outcomes, you should still be able to use the formative feedback from the instructor you received for your earlier assessments, as well as scholarly research to think critically about a process that could potentially guide improvement efforts for the nursing program in which the course is being hypothetically offered.

PowerPoint Presentation

Make sure your presentation contains the following slide headings and sections, which reflect critical elements that align with the grading criteria:

• Title.
• Purpose. Include the reasons for the presentation (1–2 slides).
• Philosophical Approaches. Explain some of the major philosophical approaches to evaluation (2–3 slides).
• Program Evaluation Process. Show the steps of the program evaluation process (2–3 slides).
• Evaluation Design. Select and articulate an evaluation design, framework, or model for program evaluation (2–3 slides).
• Program Improvement. Examine how data analysis can be used to foster ongoing program improvement (2–3 slides).
• References. Include a minimum of eight sources, cited using current APA style and formatting.

Additional Requirements

Your presentation should meet the following requirements:

• Bullets: Aim for 6–7 bullets per slide and 4–6 words per bullet.
• Images: Use graphics liberally throughout the presentation but ensure they are appropriate for the content provided.
• Speaker notes: Use the Notes section within PowerPoint to provide all the information relevant to each slide, which you would otherwise present verbally.
• APA citations: Include proper APA style in-text citations in the speaker notes and on slides (if relevant).

I don’t understand this English question and need help to study.

Module 5 Assignment 5.1

• Due Sunday by 9:59pm
• Points 50
• Submitting a text entry box or a file upload
• Available Dec 29, 2019 at 10pm – Jan 12 at 9:59pm 14 days

Description:

Using the Learning Resource Center, Concorde’s resource library- https://www.galepages.com/miss22358 (Links to an external site.), and other academically appropriate sources, write a short essay evaluating an argument.

Objectives:

• Evaluate an argumentative essay.

Instructions:

• Complete Critical Thinking and Writing Activity #3 at the end of Chapter 17. Make sure you identify the periodical piece you chose and fully answer the questions in the activity.
• Complete an evaluation of an argumentative essay. Your essay should be 500-700 words long.

Assignment Submission:

• Use of sources is required; all papers must be cited and written in APA format.
• Once you have completed the assignment, click the Submit Assignment option in the menu to the right and select a format for submitting your assignment.
• Click the Submit Assignment button when you are ready.

Rubric

Writing Assignments Rubric

Writing Assignments Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome Assignment Ideas

10.0 pts

This criterion is linked to a Learning Outcome Assignment Development

10.0 pts

This criterion is linked to a Learning Outcome Organization

10.0 pts

This criterion is linked to a Learning Outcome Style & Mechanics

10.0 pts

This criterion is linked to a Learning Outcome Format

10.0 pts

Total Points: 50.0

Link to Learning Resource Center Concorde’s resource library

https://www.galepages.com/miss22358

I don’t know how to handle this Psychology question and need guidance.

answer each question in 2–3 paragraphs

1. Post a brief description of a topic of research interest. Next, state the philosophical orientation that reflects your worldview, and explain the epistemological and ontological assumptions of this orientation. Then, explain how these assumptions lend themselves to one or more research approaches.

2. Post an explanation of the role of theory in research. Next, identify a theory in your discipline, and explain its basic tenets. Then, with this theory in mind, consider your answer to the following question posed by Dr. Burkholder in this week’s reading: “What Do I Have to Believe About the World and About Human Beings in Order for Me to Accept or Use This Theory?” Finally, describe the extent to which the epistemological and ontological assumptions of your chosen theory align with the philosophical orientation that reflects your worldview. Be sure to support your response with reference to the week’s Learning Resources and other scholarly evidence in APA style.

3. Discuss the extent to which a researcher’s knowledge and skills can support their role as an agent of positive social change. Be specific and provide an example(s). Be sure to support your response with reference to the week’s Learning Resources and other scholarly evidence in APA style.

I need help with a Management question. All explanations and answers will be used to help me learn.

Creating A Measurable Marketing Strategy Across Cultures

In your simulation this week, one item that you will be working on is advertising to include ad copy design, and media placement and ad frequency. As you grow past your home headquarters, you will need to create a marketing strategy that:

• Presents a core unified picture of your company and brand but also differentiates per individual market segments and cultures.
• Utilizes both traditional (i.e., print media, television, radio) and non-traditional sources (i.e., social media)
• Is cost effective from a budget and resources perspective and can be measured for the Return on Marketing Investment (ROMI)

Assignment Goal and Thought Process

Goal: You are business that is conducting operations in multiple countries. To engage the audiences in the different geographies with and diverse cultural needs, your company will need to create a core message that can be used as a base upon which to create messages that are tailored to each of your audiences.

Thought Process

• Researching best and
  
  leading edge
  practices, including Return on Marketing Investment (ROMI) as required in section 1 will increase your baseline knowledge of how to complete the specific elements required in the 2^nd section of the assignment.
• Think outside the confines of the simulation for this assignment. Benchmarking best practices by companies who do this well can be a great resource for you
• The core marketing plan and basic message is based on your vision, mission, competitive strategic plan, 5 Fitnesses and QFD as was discussed in Unit 2 and seen in the Marketplace simulation work you are already doing
• In the Unit assignment, Ethical Considerations in Global Expansion, you created profiles of the possible countries under expansion consideration, showing cultural and other demographic information. These profiles will help you tailor the core message to and the best delivery mechanisms for the product line you have selected which you will describe in section 2 which is tailored to each individual geographic market. Make sure you include specifics on measurement (ROMI)
• If you were going to be presenting this information to your management in a
  
  real world
  situation, and requesting funds to support your plan, you will need all of this data to be seen as credible and win support for your plan.

Requirements

In a 4-6 page APA formatted paper excluding text, diagrams, and other visual/oral aids as appropriate, you will prepare the following:

• Present a summary incorporating at least three academically credible sources in addition to the weekly reading of the best practices you have discovered in your research on:
  • creating a core marketing/advertising strategy
  • differentiating elements of this strategy tailored to individual markets and cultures
  • integrating traditional and non-traditional sources
  • calculating Return on Marketing Investment (ROMI)
• Select at least one product line your team is working with and submit a specific marketing plan that contains a:
  • Core unified message
  • Specific messages to the target customer in each of the countries you are selling into
  • Plan for how you will measure the results of your plan.

Using your readings, the information from prior courses personal experience will be helpful to you in this Assignment.

In this Assignment on reporting

leading edge
trends and integrating it into the simulation marketing mix practices the following professional skills:

• 
  Problem solving
  and critical thinking by analyzing qualitative and quantitative data in decision making.
• Working effectively in teams to collaborate and build relationships.

https://purdueglobal.brightspace.com/d2l/common/vi…

I’m stuck on a Computer Science question and need an explanation.

• What tools have you read or heard about that run on Unix or Linux. Do these tools have similar functionality to tools you are familiar with that run on other platforms?
• Do the Unix or Linux tools provide protection against hostile code or viruses?
  • If so, how is it used to protect against hostile code or viruses?
  • If not, what would you do to supplement the tool to ensure you have adequate protection for your system during an investigation?
• How do you think investigators can best use this tool?
• When do you recommend using this tool? Why?

I need help with a Writing question. All explanations and answers will be used to help me learn.

1. my course is about Women’s and Gender Studies

assignment must be written by yourself, no plagiarism rate

By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

I’m studying for my Marketing class and don’t understand how to answer this. Can you help me study?

I choose Starbucks for this class!!!!!!!

By now, you should be quite aware of the ways in which your brand tries to interact with you using various social media. Use Adobe Spark (Links to an external site.) to illustrate, document and assess the current state of your brand’s social media efforts. This includes analysis of the brand’s social media voice and the dimensions that contribute to it. Be sure to also address whether and how your brand tries to craft their social media communications and content differently for customers who are in different stages of the purchase process. If your brand hasn’t begun to use social media, choose one of its competitors who do.

There are many ways to organize the content for this assignment, and I encourage you to pick a scheme that works best for your brand. The most straightforward approach is to organize by social network. In other words, show social media post examples of how your brand uses Facebook, Twitter, Instagram, Snapchat, YouTube, LinkedIn, etc., and discuss how these examples do/don’t illustrate best practices. I encourage you to use the best practices from the social media marketing module, although you should feel free to use others that you find in think are important as well.

As for how long the assignment should be, that is difficult to say due to the platform, Spark, you are using. Consult the rubric to be sure you meet all criteria and you should be fine.

Social Media Audit and Analysis Rubric (1)

Need help with my Communications question – I’m studying for my class.

“A picture is worth a thousand words” may be a lovely cliché, but it’s exactly the wrong way to view visualization.

For this week’s discussion question, please view the Periodic Table of Visualization at the following link

(http://www.visual-literacy.org/periodic_table/periodic_table.html).

Choose one Data Visualization and one Compound Visualization by placing your mouse cursor over each option.

Provide with a brief description of your choices and explain why you made your choices.

Also, describe what advantage do your choices have over the others.

Note:

APA format

any references should be cited

350-400 words

I’m stuck on a Psychology question and need an explanation.

Part 2. Processes in perception. This part of the forum should be 150 words.

After watching the two videos below, discuss the role of higher-level or “cognitive” processes in perception. Then describe a situation in which you initially thought you saw or heard something, but then realized that your initial perception was in error. What was the role of bottom-up and top-down processing in this process of first having an incorrect perception and then realizing what was actually there?

Support your belief and use specific examples. You may refer to your assigned Week 1 readings or draw on scholarly online resources. The latter must be academic in nature (e.g. from the APUS online library) and not from pop culture and/or commercial websites, blogs, opinion sites, etc.

https://www.youtube.com/watch?v=unWnZvXJH2o

https://www.youtube.com/watch?v=R-sVnmmw6WY

Classmate #1:

Part 1

I am a former AF medical technician, my husband is active duty. We are currently living on JBSA Lackland, in Texas. He is on a remote tour right now, so I am a single mom of three energetic boys. I have put my career of nursing on hold to be a stay at home mom and continue my education. I have an interest in learning about psychology. I have chosen to earn a BA in psychology because I feel it will help me to be a better nurse. To be quite honest I do not have a lot of time for hobbies outside of my children and education, however, I love to exercise and make sure I plan time for that. If I get rare down time I watch movies and listen to music.

One thing that I wonder about perception is how two people can receive the same stimuli, and perceive the information differently. The goals I would like to achieve in this course if finding more about perception interpretation, how various parts of the brain help with understanding stimulus, and passing the course.

Part 2

The cognitive process is receiving information from the senses. Perception is interpretation of the information based on information already known. Based on previous experiences and knowledge we therefore interpret the perception of the stimulus.

A personal experience that I had when I initially thought I heard something, but then realized that my perception was an error was a couple years ago. When my middle son was a baby, he cried all the time during the night. I would start to fall asleep and immediately be woken by him crying. I fell asleep one night and was woken by what I thought was crying. This was not the case, instead it was running water from the faucet. I remember being so confused when I realized it wasn’t crying and couldn’t understand what it was at first. After a few moments, I was able to process the sound and determined that someone turned on the bathroom faucet and left it on. It was running water. I thought it was strange that it took me so long to understand what I was hearing. The role of bottoms up and top down process in this experience was hearing the stimulus at the time I usually heard a different stimulus. I used the information from my past of being woken at this time from cry to determine that the sound I was hearing must in fact be crying and nothing else. The top down process then told the rest of my body to get up the baby is crying. Since my brain was certain based on perception that it was crying nothing else it took me some time to realize what the sound actually was.

Thank you for reading my post this week!

Classmate #2:

Hi Class, nice to “meet” you all. My name is ___and I currently live in the Washington D.C. Metro area with my husband. We are originally from California’s central valley, but we PCSed a couple of years ago when my husband was first stationed at Ft. Myer. In my free time I enjoy hiking, crossfit, reading, and spending time with friends and family. I am taking this course to fulfill a requirement for my Bachelor’s degree in Psychology here at American Military University. After graduation here, I intend to pursue enrollment in a post baccalaureate program for pre-med students and, upon completion of that, I intend to apply to medical school to become a doctor. As of right now, I am incredibly interested in Neurology, but am open to other specialities that present themselves along my path. My goals for this course are to:
1) gain a greater understanding of visual perception that includes a greater knowledge of eye structure and functionality,
2) reinforce the knowledge that I currently have in regards to neurotransmitters and brain functions, and
3) continue to learn about the ways that we as humans utilize all five of our sense to better understand our own environments.

Higher level cognitive functioning influences perception in a variety of ways. Our readings and provided videos from this week demonstrate a variety of phenomena that demonstrate this correlation. Perception is related to the five human senses although it can be noted that vision is one of the most heavily relied upon in normal individuals. With vision and visual perception, higher level cognitive processing is triggered through various brain regions that attempt to make sense of the image’s color, motion, depth, and form. In addition, it has been found that various objects, such as faces and animals, are processed in different regions of the brain than other visual stimuli which represents another connection to higher level cognitive processing.

When I was working as a funeral director this past year, I often had to close the building by myself which involved turning off all of the lights and making sure everything was set for the next day. At the end of one of the hallways in the building is a bench with a portrait of George Washington hung over it. Although I had seen this set up several times before, there was one night where I glanced down the hallway and was frightened because I perceived the portrait as an actual man sitting on the bench! I obviously quickly realized that I had made a perceptual error, but this situation definitely caused my adrenaline to pump. In regards to this, I would argue that my initial and incorrect perception was influenced by bottom-up processing due to the obvious fact that I made my perception quickly and without reference to anything, but the immediate information that was coming into my brain. On the other hand, my eventual realization of my perceptual error and the resulting correct perception was influenced by top-down processing. This type of processing relies heavily on cognition and information that has been previously learned or experienced. In this specific case, I was able to utilize top-down processing due to my prior knowledge of the portrait and bench.

Classmate #3:

Hello professor and classmates,

Part 1

My name is ___ and I am US Army Veteran. I am a full-time police officer in the state of Missouri with not quite 15 years on the job. I am a 47-year-old dad-to-be in the next 5 or so weeks and happily married to my wife Holly. I have a daughter who is 23 years old and a son who is deceased. My hobbies are competitive bodybuilding. I have been competing for over 25 years and decided that this is my final year. I recently tore my rotator cuff (massive tear) on a police call and after surgery, decided that I can’t hang with the young one’s anymore. I decided to go back to school after my son died as I was looking for an answer in how to “fix” myself. I was a psychologist nightmare to say the least. I decided the answers I heard were not good enough so I came back to school and in the process of earning my Bachelor’s in Psychology. I will be graduating in June. I decided that one is never too old to continue their education; especially with a good support team. I have decided to start my doctoral program in forensics as soon as I graduate. It is unfortunately with another school as APU doesn’t offer a forensics PhD.

As a police officer, I use my senses daily. But in human context, I believe we all do in some shape or another. I use it to stay alert, alive, and to be safe. We use our “spider-senses” quite often when dealing with our clientele. Those senses are real. What we perceive when dealing with a volatile situation is 9 out of 10 times correct; or at least it has been within my world. I have been looking forward to taking this class as hopefully it will answer in depth, how some perceptions are benign and the mind doesn’t act upon them where dangerous situations warrant a different type of response. The three main goals I have for this class is to first, identify how the field of psychology perceives and defines perception, second, rethink how I perceive others, and lastly, learn new ways in how to incorporate perception into both my work and in my studies.

Part 2

The role of higher-level processes in perception are looked at as voluntary or controlled where as a lower-level process would be automatic. The persons preexisting knowledge of something is influenced by a stimulus. An example of a higher process could be a person identifying a flower through visual stimulus. If the observer perceives the flower to be a sunflower, then the observer’s prior knowledge is heightened and affected the persons perception of the flower. “A number of related cognitive functions, such as visual learning and longer-term memory, also depend upon an accurate percept of objects and their location within the visual environment”. (Postans, Mark, 2015).

My example from being in error was on a barricaded suicidal subject call. The proverbial “to make a long story short”, a chief of police from a certain city, called for back-up. I was in close proximity to where he was at. After making contact with the chief, it was determined to make an entry into a residence. The subject was known to be suicidal and according to the chief, had ran inside after being chased by other police officers. The chief believed there might be a second party inside the residence as well, being held against their will. There were multiple legality issues with “fresh pursuit” but that is for another story. The chief went in and told me to cover him. I hesitantly followed him and we made entry. The chief announced for the man to come out from the back room. I heard what I thought was the sound of a round being loaded into a gun (like a shotgun). At this point, the chief told us we needed to make entry into the room. I told the chief we needed to back away and get a negotiator but the noises coming from the room kept drawing my attention in. It was decided that we make a fast entry to the room. After kicking the door off its hinges, we found an empty room with an open window. Outside the window were hour old tracks in the snow. Why I chose this example to speak about is from the aspect that a knee-jerk reaction was made by a sound. I was a younger cop then and obviously stupid. I can’t say much for the chief either. I heard a sound that developed into a vision of someone loading a weapon. I instinctively went into a room without regards to safety.

The role of bottom up and top-down processing happened when the sound I heard was the stimulus that my brain turned into the sound of a gun being loaded. After entering the room, I realized that the sound was from the wind blowing through the open window, blowing items in the room around. Once again, I want to learn about perception and rethink how I think about other and events.

Minimum 200 words answer to each.