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    – 2 years ago **files (9)** – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt – ## Chapter3.docx – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexic…

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    – 2 years ago

    **files (9)**

    – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt

    – ## Chapter3.docx

    – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt

    – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

    – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

    – ## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt

    – Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt
    – Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt
    – Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

    **## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

    [removed]

    **## Chapter3.docx**

    **Chapter 3 – is the mind contained in the brain?**

    Please, read Chapter 3 and answer the following questions:

    1.
    **Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

    2.
    **What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

    3.
    **Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

    4.
    **What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

    **Chapter 4 – Thought Experiments to Understand the mind**

    **Please, read Chapter 4 and answer the following questions:**

    1.
    **Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

    2.
    **Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

    3.
    **Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

    **## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

    Chapter 3.5:

    Studying memory for visual events

    Functional neuroimaging with fMRI

    – Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

    – Blocked design: control the signal by using an extended period of time for the subjects to perform a task
    – Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Event-related fMRI

    – Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

    – Not presented in a set sequence, but can be randomized

    – Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    – Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

    – The experiment:

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

    30 minutes break

    Memory test of identifying whether they have seen the picture before & how confident they are

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Brewer et al. 1998

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
    – The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

    Chapter 3.4:

    Mapping the stages of lexical processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Functional neuroimaging with PET

    – Study the brain non-invasively

    – Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

    – Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    – Test of parallel vs. serial processing of individual words (lexical access)

    – Two models of individual word processing

    Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

    Cognitive (parallel): No single route. Different types of lexical processing take place at once.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Results seem to provide evidence for parallel processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Method:

    Series of progressively more complicated lexical tasks

    Observe brain areas involved with each new task

    Infer which brain areas are responsible for which type of lexical information processing

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Petersen et al. 1988

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

    Chapter 3.3:

    Extending computational modeling to the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Connectionist information-processing

    Basic principles

    • Parallel rather than serial processing as activation spreads through a network

    • Knowledge distributed across a network (rather than stored in discrete symbol structures)

    • Processing does not reply on explicit rules (other than those governing how activation flows through the network)

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Features of connectionist networks

    • Exploit parallel processing

    • Exhibit graceful degradation

    • Intended as models of information-processing at the algorithmic level

    • Capable of learning

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Parallel processing

    The basic principle of connectionist networks is that many different units are active at a given time

    – If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

    – The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Flow of activation

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backpropagation

    Information is transmitted forwards through the network

    Error is propagated backwards through the network

    The backpropagated error signal is used to adjust the weights to/from the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Backprop

    • The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

    • It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

    • This error value is used to adjust the weights of the hidden units

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Serial processing

    • Processing in physical symbol systems is step-by-step

    • Turing Machine can only read one cell at a time

    • each line of machine table only applies one instruction

    • Can the brain actually work this slowly?

    • Distinction between computability in principle and practical computability

    • Practical computability imposes real-time constraints

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Graceful degradation

    • Brains respond in distinctive and flexible ways to damage and impairment

    • characteristic partial breakdown patterns in response to local damage/lesions

    • graceful degradation when cognitive abilities slowly deteriorate

    • Symbolic computer programs either work or they don’t  brittle

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Gorman & Sejnowski 1988

    – Pattern recognition

    Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    – Pattern recognition

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    Level of analysis

    – Connectionist networks are models of information-processing at the algorithmic level

    – Means that connectionists still have to answer questions of how networks are implemented in the brain

    Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

    *

    **Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

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    **Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

    **Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

  • [Solved] provide a replyy as a DNP student, use different scholarly references from the post at least 2, no older than 5 years. use APA 7 format. DO Not use AI and avoid plagiarism

    ✓ Verified Academic Solution Available

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    Nursing has undergone significant evolution over the years, transitioning from a role primarily focused on caregiving to an advanced, evidence-based profession integral to healthcare. This transformation has been evident across all areas of nursing, from acute care to community health. However, I wo…

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    Nursing has undergone significant evolution over the years, transitioning from a role primarily focused on caregiving to an advanced, evidence-based profession integral to healthcare. This transformation has been evident across all areas of nursing, from acute care to community health. However, I would like to focus more specifically on the field of mental health nursing, which is the area in which I practice. The evolution of psychiatric-mental health nursing has been marked by significant changes over time, reflecting advancements in research, treatment modalities, and the recognition of mental health as a critical component of overall well-being. Despite these developments, historical challenges such as societal perceptions, stigma surrounding mental illness, lack of formal education, and limited recognition as a scientific discipline have shaped the field’s progression.

    One of the earliest challenges in psychiatric nursing was the pervasive stigma surrounding mental illness. Historically, individuals with psychiatric conditions were often institutionalized with minimal medical care, and nursing interventions were largely custodial rather than therapeutic (McCurry et al., 2019). The absence of standardized psychiatric nursing education contributed to this issue, as mental health nurses were often seen as attendants rather than skilled professionals. Over time, the integration of psychiatric nursing into formal curricula and the emergence of therapeutic approaches, such as cognitive-behavioral therapy and psychopharmacology, have strengthened the profession.

    Another significant challenge was the exclusion of psychiatric nurses from higher education and scientific research. In the early 20th century, psychiatric nursing lacked specialized training programs, limiting its development as a distinct discipline. As a result, the profession was slow to adopt evidence-based practices, which are now foundational to modern psychiatric nursing (Porter-O'Grady et al., 2020). The establishment of psychiatric-mental health nurse practitioner (PMHNP) programs has played a crucial role in advancing mental health nursing by integrating research, clinical expertise, and leadership.

    Stigma and gender biases have also shaped the evolution of psychiatric nursing. Historically, psychiatric care was male-dominated, with physicians leading treatment efforts and nurses relegated to supportive roles. This dynamic limited the ability of nurses to contribute meaningfully to psychiatric interventions and policy development (D'Antonio, 2020). Today, PMHNPs play an essential role in diagnosing and treating mental illnesses, advocating for mental health policies, and leading community-based interventions. The expansion of the Doctor of Nursing Practice (DNP) degree has further strengthened the role of psychiatric nurses in healthcare leadership.

    Despite these challenges, psychiatric nursing has evolved into a highly respected, research-driven field with a critical role in mental health care. The establishment of the DNP with a focus on psychiatric-mental health exemplifies the profession's commitment to integrating science and clinical expertise. The DNP emphasizes evidence-based practice, healthcare policy, leadership, and quality improvement, further advancing psychiatric nursing (AACN, 2021). By continuing to address historical barriers and embracing innovation, psychiatric-mental health nursing will remain at the forefront of mental healthcare transformation.

    **References**

    American Association of Colleges of Nursing (AACN). (2021). _The essentials: Core competencies for professional nursing education_. Retrieved from https://www.aacnnursing.org/Education-Resources/AACN-Essentials

    D'Antonio, P. (2020). _Nursing history review, volume 28: Official journal of the American Association for the History of Nursing._ Springer Publishing Company.

    McCurry, M. K., Revell, S. M., & Roy, S. C. (2019). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. _Nursing Philosophy, 20_(3), e12265.

    Porter-O'Grady, T., Clavelle, J., & Iro, E. (2020). _Quantum leadership: Creating sustainable value in health care._ Jones & Bartlett Learning.

    – 2 years ago

  • [Solved] PPT NEEDED IN 6 hours

    ✓ Verified Academic Solution Available

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) This is a microeconomics class project Choose a topic to make a several pages ppt how many pages is not defined, as long as it is a compete work need in hurry, under 6 hours this is the first draft, not everythi…

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    This is a microeconomics class project

    Choose a topic to make a several pages ppt

    how many pages is not defined, as long as it is a compete work

    need in hurry, under 6 hours

    this is the first draft, not everything need to be perfect

    you dont have to do the video, just the ppt is good, i ll do the video on myself

    – [\
    \
    Video-FirstDraft.pdf](https://www.sweetstudy.com/files/video-firstdraft-pdf "Video-FirstDraft.pdf")

    – 2 years ago

  • [Solved] Powerpoint portfolio

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Hello! I need help finishing this assignment. **Early Childhood Content Portfolio** Use the Early Childhood Content Portfolio Template to create a PowerPoint Presentation consisting of **about 30–36 slides.** _For each content area_, include the following: – **Key Professional Organization**(1–2 sli…

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    Hello! I need help finishing this assignment.

    **Early Childhood Content Portfolio**

    Use the Early Childhood Content Portfolio Template to create a PowerPoint Presentation consisting of **about 30–36 slides.** _For each content area_, include the following:

    – **Key Professional Organization**(1–2 slides as needed)

    – Describe one key organization that supports P-12 educators in teaching the content area. Include:
    – Name of the organization and the link
    – Mission/purpose/guidelines of the organization
    – A brief description of resources provided for educators by the organization
    – At least one insight you gained that will support your work with children in this content area
    – **Standards, Strands, and/or Themes** (1–2 slides as needed)

    – Identify standards, strands and/or themes related to the content area for P-3 children
    – Explain, in a brief summary, what young children will be learning in this content area. Cite your source of information
    – **Meaningful Learning Experiences**(2–3 slides as needed)

    – Identify at least 2 meaningful learning experiences or lesson plans that support planning of meaningful learning experiences for young children. For each learning experience/lesson plan, explain:
    – The learning experience/lesson plan (2–3 sentences) with a link to the resource or a citation
    – The content area(s) and strand(s) addressed (2–3 sentences)
    – A rationale for how the content and approaches presented serve to promote meaningful learning and teaching. (4–5 sentences)
    – **Informational Resources**(1 slide)

    – Recommend at least two informational resources that support planning meaningful learning and teaching experiences in this content area. Provide a link and an annotation explaining how the resource can be used to support meaningful learning and teaching.

    – [\
    \
    ML4003_Assessment_ContentPorfolio_To21C.pptx](https://www.sweetstudy.com/files/ml4003-assessment-contentporfolio-to21c-pptx-10213475 "ML4003_Assessment_ContentPorfolio_To21C.pptx")
    – [\
    \
    ML4003_Rubric_To21C.pdf](https://www.sweetstudy.com/files/ml4003-rubric-to21c-pdf-10213477 "ML4003_Rubric_To21C.pdf")

    – 2 years ago

  • [Solved] PMHNP-WK9

    ✓ Verified Academic Solution Available

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    Select a child/adolescent or adult patient from your clinical experience who presents with a significant concern. Create a focused SOAP note for this patient using the template in the Resources. When you submit your SOAP note, you should include the complete SOAP note as a You must submit your SOAP …

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    Assignment Prompt & Instructions

    Select a child/adolescent or adult patient from your clinical experience who presents with a significant concern. Create a focused SOAP note for this patient using the template in the Resources. When you submit your SOAP note, you should include the complete SOAP note as a You must submit your SOAP Note using Turnitin.

    – I will post the specific instructions for everything that should be covered in a direct chat with you.

    – [\
    \
    FocusedSOAP_Note_Exemplar.docx](https://www.sweetstudy.com/files/focusedsoap-note-exemplar-docx-10214449 "FocusedSOAP_Note_Exemplar.docx")

    – 2 years ago
    – 0.5

  • [Solved] Patient Record System

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Update** your database design project by normalizing your entity relationship diagram (ERD) design to the third normal form. Use Module 5 from your textbook and this page, [Normalize your data using the Table Analyzer](https://support.microsoft.com/en-us/office/normalize-your-data-using-the-table-…

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    Assignment Prompt & Instructions

    **Update** your database design project by normalizing your entity relationship diagram (ERD) design to the third normal form. Use Module 5 from your textbook and this page, [Normalize your data using the Table Analyzer](https://support.microsoft.com/en-us/office/normalize-your-data-using-the-table-analyzer-8edbb763-5bab-4fbc-b62d-c17b1a40bbe2?ui=en-us&rs=en-us&ad=us), to help you with this assignment.

    **Select** and **establish** keys and relationships noting this information on the ERD as well as in your table design.

    **Submit** your assignment.

    **Resources**

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

    – 2 years ago

  • [Solved] Organization and Leadership Evaluation

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Introduction For this task, you will write a paper on an existing organization with which you have had personal experience. The organization can be a business or a nonprofit, and you may represent any level of…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Introduction

    For this task, you will write a paper on an existing organization with which you have had personal experience. The organization can be a business or a nonprofit, and you may represent any level of the organization (e.g., team, department, division, whole) in your analysis.

    You will first describe the chosen organization. Your description of the organization should convey personal experience, rather than information gained from secondhand sources or media coverage. You will then perform a SWOT analysis on that organization. Last, you will analyze that organization’s leadership.

    _Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to WGU. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for clients and employers is their property and should not be used without written permission_.Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**

    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**

    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    _Write a paper (suggested length of 10–16 pages) by doing the following:_

    A.  Describe an existing organization with which you have had personal experience and its objective(s).

    1.  Describe **three** leadership practices of the current leader, other than yourself, in the existing organization.

    _Note: Leadership practices are routine actions, behaviors, functions, and responsibilities that the current leader performs._

    2.  Discuss how the current leader has affected organizational culture.

    _Note: You may represent any level of the chosen organization (e.g., team, department, division, whole) and the respective current leader in your description._

    B.  Conduct a SWOT analysis evaluating the chosen organization by doing the following:

    1.  Evaluate **two** of the organization’s current strengths.

    2.  Evaluate **two** of the organization’s current weaknesses.

    3.  Evaluate **two** of the organization’s current unmet opportunities.

    4.  Evaluate **two** of the organization’s current unresolved threats.

    _Note: The accepted model for a SWOT analysis defines strengths and weaknesses as internal to the organization, and opportunities and threats as external to the organization._

    C.  Conduct a leadership evaluation of the current leader discussed in part A1, using **one** of the scholarly leadership theories below that is different from task 1, by doing the following:

    •   transformational leadership

    •   transactional leadership

    •   situational leadership

    •   participative leadership

    •   servant leadership

    •   behavioral leadership

    •   trait theory of leadership

    1.  Evaluate **three** strengths of the current leader, using the chosen scholarly leadership theory, including how _each_ strength relates to the theory. Support the evaluation of the leader’s strengths with _at least_ **one** scholarly source.

    2.  Evaluate **three** weaknesses of the current leader, using the chosen scholarly leadership theory, including how _each_ weakness relates to the theory. Support the evaluation of the leader’s weaknesses with _at least_ **one** scholarly source.

    3.  Recommend **three** actionable items to improve the effectiveness of the current leader, including how _each_ actionable item relates to the chosen scholarly leadership theory. Support the recommendations of actionable items with _at least_ **one** scholarly source.

    _Note: The recommendations need to address the current leaders identified leadership weakness._

    _Note: A scholarly source could be a reputable journal, a published book, or any source from a university faculty member or business leader. Scholarly sources also include any article or book in the online WGU library._

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    – 2 years ago

  • [Solved] Ocean currents

    ✓ Verified Academic Solution Available

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    answer the questions correctly – [\ \ Screenshot2025-03-033.56.30PM.png](https://www.sweetstudy.com/files/screenshot2025-03-033-56-30pm-png "Screenshot2025-03-033.56.30PM.png") – 2 years ago

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    answer the questions correctly

    – [\
    \
    Screenshot2025-03-033.56.30PM.png](https://www.sweetstudy.com/files/screenshot2025-03-033-56-30pm-png "Screenshot2025-03-033.56.30PM.png")

    – 2 years ago

  • [Solved] obgyn conditionS

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    – 2 years ago **files (2)** – ## OBGYNCONDITIONS.docx – ## PATIENTSLOG.docx **## OBGYNCONDITIONS.docx** **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)** **Gyne…

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    – 2 years ago

    **files (2)**

    – ## OBGYNCONDITIONS.docx

    – ## PATIENTSLOG.docx

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

    **## OBGYNCONDITIONS.docx**

    **CREATE A PATIENT LOG WITH THE FOLLOWING CONDITIONS, ALONG WITH PHARMACOLOGICAL TREATMENTS USED AND DIAGNOSTIC TESTS FOR EACH ONE OF THEM (USE THE OTHER DOCUMENT FOR REFERENCE TO FOLLOW)**

    **Gynecological problems**

    · Endometriosis

    · Uterine Fibroids

    · Polycystic ovary syndrome

    · Menstrual disorder

    · Ovarian cysts

    · Pelvic inflammatory disease

    · Pelvic organ prolapse

    · Abnormal uterine bleeding

    · Urinary incontinence

    · Cervical cancer

    · Cervical dysplasia

    · Menopause

    · Pelvic Pain

    · Vaginitis

    · Infertility

    · Sexually transmitted infection

    · Urinary Tract Infections

    · Vaginal infections

    · Ectopic pregnancy

    · Pelvic floor disorders

    · Vaginal yeast infection

    · Adenomyosis

    · Amenorrhea

    · Bartholin's cyst

    **## PATIENTSLOG.docx**

    1. COPD Exacerbation: Levaquin 500mg 1 tab PO daily x 7days, Symbicort
    **160-4.5 MCG/ACT Inhalation Aerosol 2 puffs PO BID**

    2. LBP: Cyclobenzaprine 10mg PO QHS

    3. New DM type II: Metformin 500mg PO BID

    4. HTN Med Refill: cont. Metoprolol Succinate 50mg PO daily

    5. Allergic rhinitis: Loratadine 10mg PO daily, Fluticasone
    **Propionate 50 MCG/ACT Nasal Suspension, 2 sprays each nostril QHS**

    6. Cervicalgia: Ibuprofen 800mg 1 tab PO BD

    7. DM med refill: cont c

    8. Pharyngitis: Amoxicillin 500mg 1 tab PO BID x 10days

    9. Tooth Abscess: Augmentin
    **875-125 MG 1 tab PO BID x 10 days**

    10. UTI: Macrobid 100mg 1 tab PO BID x 7 days

    11. Vaginitis: Fluconazole 200mg 1 tab PO single dose, Metrogel vaginal 0.75% 1 applicator via vaginal x 5 nights

    12. H. Pylori: Clarithromycin 500mg 1 tab PO BID x 10days, Amoxicillin 500mg 1tab PO BID, Omeprazole 40mg 1 tab PO daily x 30 days

    1. Anemia: Folic Acid 400mcg 1 tab PO daily

    2. Otitis Media: Augmentin 875-125 MG 1 tab PO BID x 10 days

    3. Hypothyroidism med refill: Levothyroxine 100mcg 1 tab PO daily 5am

    4. Hyperlipidemia: Fenofibrate 60mg 1 tab PO daily QHS

    5. Vit. D deficiency:
    **Ergocalciferol 1.25 MG (50000 UT) 1 cab PO weekly**

    6. Erectile Dysfunction:
    **Tadalafil 5 MG 1 tab PO daily**

    7.
    **DM** neuropathy: gabapentin 300mg 1 tab PO QHS

    8. Insomnia: Vistaril 50mg 1 tab PO QHS

    9. Osteoporosis: Fosamax 70mg 1 tab PO weekly 30 minutes before the first food, beverage or medicine

    10. Asthma med refill: Montelukast 10mg 1 tab PO daily

    11.
    HTN med refill: Losartan-Hctz 50-12.5mg 1 tab PO daily in AM

    12. PVD med refill: Cilostazol 100mg 1 tab PO daily

  • [Solved] Nutrition needs through different stages of life

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**NOTE: If you use any references, data, statistics, information, or similar, you need to add the link or URL of your online source at the end of your work; if you know, you can list those sources in APA VII format.**_ As we age, and our bodies change, nutritional needs may change as well. Respond …

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    Assignment Prompt & Instructions

    _**NOTE: If you use any references, data, statistics, information, or similar, you need to add the link or URL of your online source at the end of your work; if you know, you can list those sources in APA VII format.**_

    As we age, and our bodies change, nutritional needs may change as well.

    Respond to the following in a minimum of 175 words:

    – What do you think might occur if we do not shift our nutritional consumption to best support the stage of life that we are in? Use some examples to explain your thoughts.

    – 2 years ago