Take some time to reflect upon the following prompts, and answer them in a 1-2 page Word document.What are the top three things in your life that have most influenced your viewpoints on sex and sexuality (some things to consider: religion, friends, family, age, hometown, TV and movies, etc.)?How would you describe your values and attitudes toward sexuality?Do you have any prejudices regarding sexuality? Why do you feel you have these?What do you think of how the media portrays sexuality? What do you think of the messages religious or government institutions send about sexuality?Would you be able to stay friends with someone who held very different values related to sexuality? Why or why not?

I am needing the following questions answered, also after the question I have provided and example of the format of how the first part needs to be done to simplify things.Choose a psychology research interest. Identify one categorical/nominal scale IV with more than 2 categories, and three DVs that are measured on continuous scales. Think of DV measures that probably are moderately correlated with each other because they are measuring different components of the same or similar concepts (e.g., three different measures of academic performance).Considering the variables and design that you described in the first discussion question in this module, what information would a one-way MANOVA provide you? What more would you want to know if you get significant results in the MANOVA? Why would this be significant to your research? (Research support is not required for this question.)EXAMPLE:My research interest area is critical thinking. I could use a one-way Manova to analyze results from a study to determine whether critical thinking ability impacts academic performance, intellect and emotional capacity. For this study the variables would be as follows: Independent Variable (the variable being assessed for  effect on the dependent variable):  critical thinking training (measured on a nominal scale)  among three categories of participants – high school freshmen, high school seniors, and college seniors. These categories were selected because they each mark key transitional points in a students’ mental and emotional development as they prepare for post-school life. Dependent Variables DV1 :  academic performance (measured on a continuous scale using student GPA scores) DV2 :  Intelligence (measured on continuous scale using IQ testing instruments) DV3 :  Emotional intelligence (measured on a continuous scale by using prepared EQ testing instrument) The three dependent variables are somewhat correlated because they measure different aspects of a human being’s capacity to intake and process information. This in turn has implications for life management i.e., an individual’s ability to cope with life experiences. The null hypotheses would be: H01 Critical thinking training does not have significant effect on academic performance H02 Critical thinking training does not have significant effect on intelligence H03 Critical thinking training does not have significant effect on emotional intelligence The alternative hypotheses would be: Ha1 Critical thinking training has a significant effect on academic performance Ha2  Critical thinking training has a significant effect on intelligence Ha3  Critical thinking training has a significant effect on emotional intelligence