The roof pictured below has a rise of 10 feet and a run of 1…
Questions
The rооf pictured belоw hаs а rise of 10 feet аnd a run of 15 feet. What is its slope?
Whаt is T0→1 tо twо decimаls in secоnds?
Cаleb Edney Dоctоrаl Quаlifying Exams Summer 2025 Day #1 (Cоgnate in Psychology) Please read the following scenario and respond to each of the questions below it. Greg is a 12-year-old 7th grade student who is three months into the academic year at Magoffin Middle School in El Paso, TX. Greg’s family moved from Colorado, where he attended 6th grade at Carson Middle School last academic year. Greg’s father is in the United States Army and received Permanent Change of Station (PCS) orders, taking their family from Fort Carson in Colorado to Fort Bliss in Texas over the summer. Greg’s family does not live on base, and although Magoffin Middle School has several other military-connected students attending, the student body is overwhelmingly comprised of non-military-connected students. Additionally, Greg is White and grew up in Colorado, whereas 95% of Magoffin Middle School students are Hispanic and grew up in El Paso in mostly Spanish-speaking households. At school, most students speak Spanish outside of instructional time. Greg does not speak Spanish. As a result, Greg has had difficulty connecting with his peers and has experienced bullying (e.g., verbal and physical aggression). Greg was referred to you by the assistant principal, who noticed these issues in addition to poor academic performance. He would like you to follow up with Greg. A review of Greg’s cumulative folder reveals that he has been performing poorly academically since the school year started. His first quarter report card grades are a mix of Cs and Ds, with one F in science. Greg also has one office discipline referral for fighting. His academic performance last year, including state standardized test results, reveals mostly Bs and Cs and average scores, respectively. Greg has never been evaluated for special education, nor is there any indication in his cumulative folder that he has exhibited behavioral concerns. You interview several of Greg’s teachers, who report that he generally stays to himself and has not been completing in-class assignments or turning in homework. They also confirmed the assistant principal’s reports about the bullying. They report that Greg is the target of teasing by his peers and that he sometimes puts his head down and cries in response. Other times, he has tried to defend himself, which sometimes escalates the bullying into physical altercations, such as the fight Greg got into with another student. In your first meeting with Greg, he expresses that he hates it at Magoffin Middle School. He reports not getting along with any of the students because he is being picked on as a new student. He reports that the physical altercation was his attempt at defending himself against a bully, but recognizes it was not an appropriate reaction. He has not tried to defend himself like that since, and reports trying to ignore the bullying now, leading to him isolating himself during free time (e.g., lunch, recess) and keeping to himself during class. Greg reports not feeling motivated to complete his classwork or homework and said his teachers don’t seem to care whether he turns it in or not. He has not attempted to get involved in any extracurricular activities after school due to the perceived social issues he is having. He spends most of his afternoons and evenings playing on his Xbox, where he can game and chat with friends from Colorado. Greg’s mother describes him as a shy child, noting that he warms up to others once he gets to know them. She did not disclose any family history of mental health issues but noted that Greg’s sleep habits have been atypical since the move. He goes to bed early, sleeping for 9 - 11 hours each night, and has difficulty waking up in the morning. Greg lives at home with his father and mother, both of whom work full-time, and a younger sister and brother (Sarah, 10 years old; Gabe, 8 years old). Greg’s father is an active-duty service member in the Army, and in addition to the PCS to Fort Bliss, he is anticipating a nine-month deployment to Germany sometime in the next year. Greg’s mother works remotely from home. In your role at Magoffin Middle School, you have the opportunity to support Greg, his teaching staff, and his parents. Your responses today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Greg’s current behavior and ultimately support Greg indirectly through consultation with school staff. (A discussion of how to support Greg directly through clinical services is not expected in this Day 1 response but rather will be addressed in Day 2 of the qualifying exams.) Please cite empirical literature (author only, no date needed) to support your responses. Based on the case study presented and your knowledge of theories of affective aspects of behavior, describe examples of developmental pathways that may relate to Greg’s current social-emotional and behavioral challenges. Based on the case study presented and your knowledge of theories of biological aspects of behavior, describe examples of neural, physiological, and/or genetic influences that may relate to Greg’s current social-emotional and behavioral challenges; what risk factors are present based upon his diagnosis? Based on the case study presented and your knowledge of cognitive aspects of behavior, describe theories of learning, memory, thought processes, and/or decision-making that may relate to Greg’s current social-emotional and behavioral challenges; what instructional content would be most relevant for Greg? Based on the case study presented and your knowledge of developmental aspects of behavior, describe theories and concepts related to transitions, growth, and development across an individual’s life that may help to better understand Greg’s current social-emotional and behavioral challenges? Based on the case study presented and your knowledge of social aspects of behavior, describe theories and concepts related to cultural diversity, group processes, attributions, and/or discrimination that may help to better understand Greg’s current social-emotional and behavioral challenges? Based on the case study, provide two examples of how Greg’s current social-emotional and behavioral challenges likely result from the interplay of different bases of behavior referenced in parts 1-5 above (e.g., social concepts that are particularly salient to his developmental stage)? Based on your responses from 1-6 above, how would you consult with Greg’s teachers and school staff members?