For the final section of your project, discuss your own chronosystem in terms of sociohistorical events and conditions that have affected or continue to affect your life. Be sure to discuss them on a macro level, keeping the focus on the effects of time at a historical level. Cite any resources used in APA format.Once completed, piece each section of your ecosystem self-analysis together into one unified paper. Make sure to make smooth transitions between each system. Your final paper should follow this structure:Introduction and thesis, including research information of Ecosystems Theory and how it is applied to an individualSelf-analysis of individual as a systemSelf-analysis of the micro and mesosystemsSelf-analysis of the exosystemSelf-analysis of the macrosystemReflection of the chronosystem applied to selfConclusionReferencesMake sure to review any feedback you have received and proofread your paper accordingly. Your paper should be written in APA format and must have at least three scholarly references from library or Internet research. Your final paper should be 6-8 pages long, not counting your cover page and References page. Self-ReflectionAs indicated by studies, human beings live in almost every part of the world, and that the interaction of human beings with the environment greatly affects the appearance of the surrounding. This is the reason as to human beings are considered to be a system. (Block 23)My body is a system because it comprises of psychological or soul, a spirit and biological or physical component. I perceive my psychological to be responsible for my behavior. This is because a human being is known to behave in accordance to their psychological setup (Sherwood 15). Moreover, my health requirements determine on how I interact with the environment. For example, when I am sick am limited to a specific space thus affecting how I interact with the environment. In addition, my body organs such as the hands, the brain and fits greatly impacts the environment. For example, suppose my brain is equipped with knowledge on the need to conserve the environment, then my surrounding will be much cleaner as opposed to the surrounding of another person who is not aware of environmental conservation. It is worth noting that my nervous system is responsible for my attitude toward the environment. Furthermore, my spiritual aspect is an important aspect because it assists me come up with a perception about the universe (MacKinlay 56). For example, being a Christian I believe that God exists in three forms; that is God the father, God the son, and God the holy spirit. It is my spiritual aspect that determines how I interact with other people in accordance to what I know as the God’s way. It is also important to note that my emotions are the main cause behind my state of happiness or fear. In conclusion, it is evident that my body, as like for any other human being function as a system within its environment. As it is with all other systems, various subsystems make up my life. The multiple dimensions of the system enable me to interact with the environment in a range of activities. Although as a human I have significant control over the environment, some aspects of the environment also affect the body system including the health issues.Works CitedBlock, R.A. Cognitive models of psychological time. Psychology Press, 2014.MacKinlay, E. The spiritual dimension. Jessica Kingsley Publishers, 2017.Sherwood, L. Human physiology: from cells to systems. Cengage learning, 2015. micro - mesosystemsBronfenbrenner developed a theory of ecosystem relating the microsystem with the mesosystem of human beings. Bronfenbrenner theory is a very interesting one since it explains how the development of a teenagers is influence by ecological environment and social environment of an individual. Bronfenbrenner is of the opinion that the main source of human development is the natural environment, something that is often underestimated by human design laboratory technicians and researchers. According to this theory of ecosystem, the four systems associated to human development are macrosystem, exosystem, mesosystem and microsystem (Horowitz, 1987). My innermost layer of this ecological system is my microsystem. Microsystem is defined as the influence associated to direct environment as an individual interact with activities of the environment. It is worth noting that the human environment continuously changes as I develop from one age bracket to another. When I was a baby, my microsystem environment was mainly my family. At my teenager stage, my micro system grows to a combination of school and family. Therefore, the second ecological system is a system of intermediacy referring to a relationship between mutual relation and the microsystem. According to Bronfenbrenner, optimization in development can only be achieved if there exist a positive and strong relationship between the micro systems. That is the mesosystem. In other words, my community, school and family make up my micro system. Within my family setting, I execute roles of a friend, sister and daughter. This is to imply that the relationship between me and members of my family is of a mutual influence. In my opinion, every family member a key individual in the family micro system. This is because we influence one another, learn from one another and grow together as a family. Through my mother’s patience and tolerance, I learnt to treat every person around me in a kind way. Through my father, I learnt the courage to handle challenges in life and never give up in life. My father also taught me to be persistent and tenacious. On the other hand, my brother taught me to be always thankful so as to enhance happiness among people around me. Through my sister, I learnt the importance of sharing my possessions with friends instead of enjoying them alone. Regarding my mesosystem, I am of the school of thought that my family influence guides my actions with other members of the society and even schoolmates. This is because through my parents, I learnt to be kind and nice to others, so when I joined school, I also influence the life of my classmate as I was willing to help most of them. Moreover, my experiences with other members of the community and schoolmates assisted me in reverse. I was able to make good friends since my character created an opinion in them that I am good too. Furthermore, many people assisted me in time hard times because I also assisted them at one point of their life. If this is turned into a cycle where I help you, you help someone else and others help me too, then the society becomes a good place. Another factor that is important in influencing my micro system and mesosystem is emotional intelligence. Emotional intelligence entails a combination of sympathy, self-management and self-awareness added up to comprise a skillful relationship. Through self-aware, I was able to appropriately define myself and the environment around me. Through self-management, I was able to manage and coordinate my relationship with my community, my school and my family. On the other hand, sympathy molded me into a person having a kind heart. Furthermore, I am still learning to handle all my relationships and maintaining all things in a state that is healthy. (Norman Duncan, 2007)ReferencesHorowitz, F. D. (1987). Exploring Developmental Theories: Toward a Structural/behavioral Model of Development. Psychology Press.Norman Duncan, (. o. (2007). Community psychology : analysis, context and action. Cape Town: UCT Press. Exosystem Self An exosystem is defined as a stage of establishing a person’s ecology comprising of linkages and processes between one scenery which can be a Microsystem context and the other which is not. A microsystem context is a setting that contains the individual and other settings includes other people or places that an individual may not network with but still have a huge effect on them. In this paper, we will be doing a self analysis of the groups and institutions that make up my community and how their interactions have influenced my development. There are several institutions and groups in my community including a public school, a church, child services, police station, fire station and many others. My parents and many of my extended family members worked in these institutions and thus, they greatly affected my development. I schooled at the public school which was run by the church in my community and one fateful day the church decided to close the school due to lack of funds. This affected my whole family since we had to look for another school in a different district and this had a negative impact on my school results for some time. My father got laid off from work due to an injury he sustained on a road accident that hindered him performing his duties effectively as a fire man. Our lives turned upside down, I became withdrawn from the society due to the problems at home and I even stopped attending mass. My religious and education life were gravely affected, I even stopped volunteering for community development activities. My family got back to its feet when my dad got employed at the police station as a consultant. My development process has greatly been influenced by the institutions in my community both directly and indirectly. References https://joannabax.wordpress.com/context/exosystem/ Oswalt, A. (2005). Urie Bronfenbrenner and Child Development. Retrieved January 20, 2009 from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=7930&cn=28 Macrosystem Culture and Social My macrosystem is a system that include several systems archly embedded so that they affect my well-being, health and development over my entire life. My macrosystem includes sub-cultural or cultural traditions, my moral and legal perspectives, social expectations and ideologies and is a major contributor to the reciprocal way in which I treat others and others treat me. For example, my embedded perceptive about age, class, sex, religion, ethnicity and race determines in manner in which I view myself and others. For instance, embedded views about race, ethnicity, religion, sex, class, and age may alter the ways individuals and families view themselves and others. (Berns, 2016, p. 32) According to the social policy of the United States of America, most disabilities and deaths are linked to particular behavioral features. For example, mortality and morbidity are linked to behavioral characteristics such as diet, use of alcohol, and smoking. Moreover, certain environmental climates may be associated to poverty and other threats of life. Mortality and disabilities in the United States have behavioral linkages. It is also worth noting that even though risks related to specific environment and behavior are amenable to change, they involve a lot of investment in terms of social and human capital. Furthermore, differences in expectancy of life and illness greatly depend on a persons’ behavior and economic status. Therefore, this is a clear indication that my social living greatly impacts my macrosystem. Thus, my macrosystem is a good reminder that health much more than my family and individual behaviors and is affected by environment and social factors. (Imber-Black, 1988) In conclusion, my life within my community is affected by the quality and availability of service within my locale. For example, people living in the urban centers may have more choice of services available for them compared to me who stays in the rural area. The nature of government in power determines the amount of funds allocated to certain service provision programs. My interaction with macrosystems depends on availability of professionals in my locale, the nature of leadership in power, the start-up funds and community support around me. It is important to note that when I was young, I only interacted with family members. However, with the system expanded to interaction with mesosystem, exosystem and macro system. Therefore, the macrosystem is a combination of several systems. References Berns, R. (2016). Child, family, school, community : socialization and support. Stamford, CT : Cengage Learning. Imber-Black, E. (1988). Families and larger systems : a family therapist's guide through the labyrinth. New York: Guilford Press.

the submission.The different perspectives in Psychology described in the introduction of the text and in the individual chapters of the text and that were discussed in the video lectures were originally developed between 1860-1879 to scientifically examine what problem in the acquisition of knowledge about causation in the world described by Science and physics specifically. How do the perspectives developed in psychology address and attempt to solve that problem?How did application of the scientific method by Psychology as described in chapter 2 of the text and in video lecture to this problem in physics contribute to and increase understanding of this problem in science? (what was uncovered?)How does application of the scientific method by Psychology as described in chapter 2 of the text and in video lecture attempt to solve this problem in physics and science? (what was uncovered?)What neurological structures described in chapter 3 and 4 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when studying for a test?What neurological structures described in chapter 3 and 4 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when taking a test?What mental processes described in chapter 6-9 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when studying for a test?What mental processes described in chapter 6-9 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when taking a test?How does the information in chapter 5 of the text, the “learning” video, and in the video lectures related to the Classical Conditioning learning theory relate to studying for and performing wee on a test? How does the information in chapter 5 of the text, the “learning” video, and in the video lectures related to the Instrumental/Operant Conditioning learning theory relate to studying for and performing wee on a test? What is the primary topic of study in chapter 11-12?What neurological system described in chapter 3 and in video lectures is responsible for the primary topic of study in chapter 11-12?What concept described in chapter 5 of the text, the “learning” video, and in the video lectures related to Classical and Instrumental/Operant Conditioning learning theories relates to the primary topic of study in chapters 11-12.What are the dominant interpretations for variation observed in human behavior and mental processes discussed in chapter 5 and in video lectures?What are the dominant interpretations for variation observed in human personality discussed in chapter 13 and in video lectures?What are the dominant interpretations for pathologies observed in human personality discussed in chapter 15 and in video lectures?What variable in an experiment does the central theme of chapter 16 refer to?What variables should occur with successful application of the treatments described in chapter 15?What intervening events does occurrence of the variables in chapter 15 infer occurrence of?Please describe the state of the student on day 1 and on the last day of a class.Please describe similarities and differences between the state of the student on day 1 and on the last day of a class.What causes that similarity?What causes that difference?How does information described in chapter 6 relate to the answers to number 20-23?How does information described in chapter 5 and 10 relate to the answers to number 20-23?How does information described in chapter 11-12 relate to the answers to number 20-23?What component of the epistemological model discussed in class, text, video lecture differs at the beginning and end of a class with respect to reading of the text?What component of the epistemological model discussed in class, text, video lecture differs at the beginning and end of a class with respect to answering these questions?Please list in order of engagement the specific processes discussed in text, class and video that enable your answer to number 27:Please list in order of engagement the specific processes discussed in text, class, and video that enable your answer to number 28:Based on your answers to number 27-30, how would you expect to perform in the next hypothetical psychology class you enroll in?How does information in chapters 5, 8 and 11 inform your answer to number 31?(from: mindqa.ws)How are the components of MIND as defined in class, read in text, and observed in video related to the execution of behavior in a specific situation? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How are the components of MIND as defined in class, read in text, and observed in video related to acquisition of knowledge about the execution of behavior? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How is the MIND and its inherent properties involved in Scientific Examination and explanation of natural phenomena? SKIPHow are the components of MIND as defined in class, read in text, and observed in video involved in acquisition of and establishing certainty of Knowledge? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How are the components of MIND as defined in class, read in text, and observed in video involved in generating an idea? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How is MIND related to generation of the Hypothesis in an experiment? SKIPHow is MIND related to analysis of results in any experiment? SKIPHow are the components of MIND as defined in class, read in text, and observed in video involved in transition of external stimuli to behavior executed towards that stimulus? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How are the components of MIND as defined in class, read in text, and observed in video involved in transition of internal stimuli to behavior executed towards that stimulus? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How do the components of MIND as defined in class, read in text, and observed in video extract information from memory (fact) and generate a plan (idea) that improves efficiency of and reduces effort expended (learning) during the execution of behaviors towards novel situations? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How do the components of MIND as defined in class, read in text, and observed in video produce variation in behavior? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How do mental processes inherent to the organism function prior to and enable change in state of the organism? SKIPHow do the components of MIND as defined in class, read in text, and observed in video function to enable natural selection? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.How do the components of MIND as defined in class, read in text, and observed in video increase the likelihood of survival and reproduction? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.Please list behaviors and mental processes nature might select to best enable a person to survive and reproduce: SKIPThe chapters I read in the text most concerned with the description of the biological perspective of behavior and mental processes were: The chapters I read in the text most concerned with the description of the cognitive perspective of behavior and mental processes were: The chapters I read in the text most concerned with the description of the developmental perspective of behavior and mental processes were: The videos I watched most concerned with the description of the biological perspective of behavior and mental processes were:The videos I watched most concerned with the description of the cognitive perspective of behavior and mental processes were:The videos I watched most concerned with the description of the developmental perspective of behavior and mental processes were:Please explain your understanding of how MIND and interaction, (and natural selection) are related to topics described in chapter 13 and 14: Please put in parenthesis and underline specific pages from text used to generate this answer.Please explain your understanding of how MIND and interaction (and natural selection) are related to topics described in chapter 15 and 16: Please put in parenthesis and underline specific pages from text used to generate this answer.Please describe your understanding of the perspective described in the text that you found most interesting and applicable to you attaining your academic goals. Please put in parenthesis and underline specific pages from text used to generate this answer.Please describe your understanding of the perspective described in the text that you found most interesting and applicable to you attaining your career goals. Please put in parenthesis and underline specific pages from text used to generate this answer.Please provide a detailed list of the mental processes engaged to generate your answer to these questions. Based upon my understanding of the information described in video, text, and lecture, the most important topic of study in the science of psychology is: Based upon my understanding of the information described in video, text, and lecture, the following intervening processes precede execution of behaviors studied in the science of psychology is:Based upon my understanding of the information described in video, text, and lecture, the most interesting source/cause of variation in the execution of those behaviors studied in the science of psychology is:Based upon my understanding of the information described in video, text, and lecture, the most important mechanism that can be engaged to control those interesting intervening processes that precede and to reduce variation in the execution of the behaviors studied in the science of psychology is:Please describe information and knowledge acquired from text, video and lecture about the scientific study of behavior and mental processes that might enable and that you as a student may implement to complete your courses successfully next term.Please describe any behavior or mental process that you can perform that psychology does not study.12: How is MIND as defined in class related to the experience of visual illusion? SKIPHow is MIND as defined in class related to the experience of reality? SKIPHow is MIND as defined in class related to the experience of trail and error learning ? SKIPWhy: How: Why/how:

http://whitemyth.com/sites/default/files/downloads...Thats the LINK to the Book we are using. Exercise 51 ... (For-Credit of 5 Points) Come up with a series of the 3 items for each of the following sentences: (a) Predicate Logic symbolization of the original sentence (b) result of applying QN to (a), i.e., with different quantifier (c) restatement of (b) back into a plain English sentence which should be different from the original English sentence in its utterance, but still the same in its meaning ----------------------------------------------------------- 1. Anything that leads to violence is wrong. ----------------------------------------------------------- 2. Not every smile is genuine. ----------------------------------------------------------- 3. Terrorists are neither rational nor empathetic. (NB: two predicates as one unit are ascribed to the subject) ----------------------------------------------------------- Compare the two different sentences in question 4 below while doing the same tasks respectively as above: 4. (1) Humans are spiritual. (2) Only humans are spiritual. (NB: "only" makes the predicate a consequent of the conditional)-----------------------------------------------------------------------------3. on alternative symbols for quantifiers You will get to use two kinds of what has been known as "quantifier," (1) Universal and (2) Existential, both of which require unusual symbols that are difficult to write. As we have adopted alternative notations which are easily put in pure text format (ASCII characters) for the connectives, we shall do the same thing for the two quantifiers in Predicate Logic: 1. Universal Quantifier (x) ... the same from the textbook but also you could use this: (Ax) .. for it as well to make it distinct from the other 2. Existential Quantifier (Ex)