Homework answers / question archive / 1)In this chapter, the term public health was defined, To what extent do you think that the government, at any level, has the right to legislate good health? For example, do you think a governmental body has the responsibility (or right) to require all motorcycle drivers to wear helmets because statistics show that wearing helmets can save lives? Defend your answer

1)In this chapter, the term public health was defined, To what extent do you think that the government, at any level, has the right to legislate good health? For example, do you think a governmental body has the responsibility (or right) to require all motorcycle drivers to wear helmets because statistics show that wearing helmets can save lives? Defend your answer

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1)In this chapter, the term public health was defined, To what extent do you think that the government, at any level, has the right to legislate good health? For example, do you think a governmental body has the responsibility (or right) to require all motorcycle drivers to wear helmets because statistics show that wearing helmets can save lives? Defend your answer.

2)A) In a given community with a midyear population estimate of 50,000, there were 21 deaths due to strokes in the year. What is the rate of stroke deaths per 100,000 population? B) What is the goal of health education/promotion? What is its purpose? C) What constitutes the basic practice of health education/promotion?

3)A) Of all the different measures of health presented in this chapter, which one do you think is the best indicator of health? Why? B) Why are health-related data and epidemiology such an important discipline for health education/promotion?

4) A) Now thinking about your mental health, which includes stress, depression, and problems with emotions, for how many days during the past 30 days was your mental health not good? B) During the past 30 days, for about how many days did poor physical or mental health keep you from doing your usual activities, such as self-care, work, or recreation?

5)A) Compare and contrast perceptual and abstract concept learning B) Describe instances of tool use in avian species and discuss how tool use may be acquired. C) Describe similarities and differences in language learning among chimpanzees and human children.

6)A) Compare and contrast the scalar expectancy model of timing and the behavioral theory of timing B) Explain why tests with subsets of items from a simultaneous array are useful in assessing the mechanisms of serial pattern learning

7) A) Describe food-caching behavior and what factors experimenters have to rule out before concluding that the behavior is mediated by working memory. B) Describe the peak procedure and how results obtained with the peak procedure may be explained by scalar expectancy theory.

8) A) Describe the memory consolidation and retrieval failure explanations of retrograde amnesia and what evidence can be used to support one or the other hypothesis. B) Describe how the behavior of food storing in birds can be used to provide evidence of episodic memory.

9) Describe the delayed matching-to-sample procedure and alternative strategies that can be used to respond accurately in such a procedure. How can these response strategies be distinguished experimentally?

10) A) What are species-specific defense reactions, and why is it important to consider them in avoidance and punishment situations? B) Describe factors that enhance the effectiveness of punishment in suppressing behavior.

11) A) In what ways is punishment similar to positive reinforcement? In what ways is it different? B) Compare and contrast working and reference memory. C) Describe spatial learning tasks and mechanisms that have been used to explain efficient performance in such situations.

12) A) What are species-specific defense reactions, and why is it important to consider them in avoidance and punishment situations? B) Describe factors that enhance the effectiveness of punishment in suppressing behavior.

13) A) How is avoidance responding related to conditioned fear and the expectation of aversive stimulation? B) Compare and contrast discriminated and freeoperant avoidance procedures C) How can the concept of a safety signal be used to explain free-operant avoidance learning?

14) A) Describe the concept of behavioral momentum. What are the advantages and disadvantages of the concept? B) What is the fundamental problem in the analysis of avoidance behavior, and how is this problem resolved by two-process theory?

15) A) Describe various ways in which extinction performance may be enhanced. B) Describe evidence that identifies the development of inhibitory S–R associations in extinction. C) Describe the partial-reinforcement extinction effect and major explanations of that phenomenon.

16) A) Describe various conditions under which extinguished responding can reappear. B) Describe how extinguishing one response may influence how often other responses occur. C) Describe the various ways in which control of behavior by contextual cues is relevant to the behavioral effects of extinction