# Homework Exercises

Homework Exercises

## We have some Sex Therapy Homework Exercises for you!

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### These sex therapy homework exercises are a great fit for you if you:

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• As a home-based exercise while working with us in our sex therapy practice
• Or if you don’t have the kind of time and focus available that reading a book generally requires

## Homework: Exercises and Assignments

This term, there will be 10 weekly exercises and 2 larger assignments. Please review the following guidelines for your exercise and assignment work:

• Start early! At any point during the course, you can read any exercise or assignment handout to figure out what you’re supposed to do, even if you have no clue how to do it.
• You may not import any libraries or modules unless explicitly told to do so.
• You may not use any iterative or mutating functionality unless explicitly allowed. Remember that a big goal of this course is to learn about different models and styles of programming!
• You may write helper functions freely in fact, you are encouraged to do so to keep your code easy to understand.

We generally provide a set tests for each exercise or assignment, but these tests are meant to help with understanding expected function behaviour. Please be warned that they are not nearly comprehensive enough to give confidence about correctness.

Assignments are graded through a combination of automated test suite and TA evaluation of design, style, and correct use of course material.

## Exercise 11:

We try small values and find . The reasoning is the same as before, so I’ll skip the proof (and it isn’t asked either). I see no reason to add to the book answers.

b) Although harder to think about, after some time we see that , and the following formula suggests itself:

1. move the (n-1) tower to the destination peg ignoring the order
2. move the bottom two discs to the middle peg leaving them inverted
3. move the (n-1) tower back to the original peg, ignoring the order. As we went back and forth, it is now ordered
4. move the bottom two discs to the destination they now end ordered
5. move the (n-1) tower to the destination, this time caring about the order

## Set New Goals

When tracking your time, you may find that you spend some time on things you just can't classify. Whether we're sitting on the bus staring out the window, waiting in line for a ticket, or sitting at the kitchen table gazing off in the distance, we all spend time doing, well—nothing.

Look over your activity chart and determine areas you could target for improvement. Then, start the process over again with a new list.

Make new time estimates for each task or activity. Set goals for yourself, allowing more time for homework and less time on one of your weaknesses, like TV or games.

You will soon see that the mere act of thinking about how you spend your time will bring about a change in your habits.

## Dominance and Submission Couples Exercise | Immersive Book Experience | Final Segment, 4

Marriage Training Couples Exercise, Segment 4 This is the fourth and final segment of our Dominance and submission Couples Exercise. I hope you and your&hellip

## Psych 610 r2 homework exercise week6 JH

### Week Six Homework Exercise

Answer the following questions, covering material from Ch. 12 of Methods in Behavioral Research:

 Descriptive statistics- permits researchers to make accurate statements about the data (Cozby, 2015).  Scales of measurement- there are four kinds of measurement scales: nominal, ordinal, ratio, and interval (Cozby, 2015).  Measures of central tendency- relies on a statistic to tell the reader what the sample will look like as a whole (Cozby, 2015).  Frequency distributions- suggested the number of participants that obtain each possible score on a variable (Cozby, 2015).  Correlation coefficient- a statistic that shows how strongly variables are related to each other (Cozby, 2015).  Effect size- it generally refers to the strength of the relationship between variables (Cozby, 2015).  Multiple regression- can be used to project specific behavioral objectives (Cozby, 2015).

How are group means, percentages, and correlations used to describe research results? Group means, percentages, and correlations are used to describe research results in different ways. According to Cozby (2015), group means compare the mean responses of individuals in two or more groups. Percentages are used to explain research results by the simple attributes of data in studies, visuals, and samples (Cozby, 2015). Lastly, correlates are used to explain results by looking for relationships or comparisons between variables (Cozby, 2015).

How can graphs be used to describe and summarize data? Graphs can be used to describe and summarize data as well as interpret the data gathered. According to Cozby (2015), graphs accommodate researchers in summarizing data especially when it includes very high or very low values and it shows a better graphic example of their data.

A researcher is studying reading rates in milliseconds per syllable. What scale of measurement—nominal, ordinal, interval, or ratio—is time in milliseconds? Explain your response. The scale of measurement is ratio because it has an absolute zero, you can correlate the response time to a zero point in time, and both have equal values.

Under what circumstances is the median or mode a better measure of central tendency than the mean? Explain your response. Under the circumstances of outliers being present would cause an alteration in the mean, which causes the mean to lose the ability to provide a central position for the data because the altered data takes away from the distinctive value (Cozby, 2015).

True or false: The standard deviation and the range are sensitive to outliers. Explain your response. True, because outliers disrupt the standard deviation when there is a collection of data (Cozby, 2015).

Week Six Homework Exercise PSYCH/610 Version 2

True or false: The standard deviation can never be 0. Explain your response. False, because the standard deviation can be zero if all the data in the set of points are the same.

A researcher is investigating the effects of anxiety on creativity. Individuals with varying levels of anxiety are asked to complete a measure of creativity. The results show a classic U- shaped distribution that is, individuals with moderate levels of anxiety score the highest on tests of creativity. Individuals with very low or very high levels of anxiety score much lower on tests of creativity. What would be a good statistic to use in this case? Explain your response.

After reading this case, frequency polygons would be a good statistic to use in this case to display the levels of anxiety based on the various types of creativity. According to Cozby (2015), you can create a group of points on the same graph for each individual and see discrete patterns.

What are some applications of multiple regression models (equations / techniques)? Provide an example. The main concept of multiple regression models is to learn about the correlation between independent and predictable variables (Cozby, 2015). An example of this would be an appraiser who takes the measurement of a building, number of rooms, average prices that the building could be listed for, and compares them to other buildings for sale in the area.

Explain how and why multiple correlations are used as prediction variables? According to Cozby (2015), multiple correlations are used as prediction variables because they combine a number of prediction variables to multiply the validity of the prediction of the result variable. They are also used to make more precise predictions of each variable (Cozby, 2015).

Reference: Cozby, P. C. (2015). Methods in behavioral research (12th ed.). New York, NY: McGraw-Hill.

## Assignment: Turning Towards

When you honor and respect each other, you can appreciate different points of view.

When you honor and respect each other, you can appreciate different points of view.

When you honor and respect each other, you can appreciate different points of view.

In a recent blog post, Certified Gottman Therapist and bestselling author Zach Brittle wrote about Turning Towards and asked readers to send him a picture of the “flowchart for conflict” through bids and turning that he describes in “T is for Turning.” This is what we think it may look like:

He received many excellent (and creative) submissions from readers, and has selected his two favorites to share with you:

In this post, we discuss Turning Toward by providing an exercise written by Dr. John Gottman for what to do when your partner doesn’t Turn Toward you.

If one of you is feeling rejected by the other lately or overwhelmed by your partner’s need for closeness, you should both take some time this weekend to review the exercise below and then share your answers. There is no answer key for these questions they are merely a point of departure for discussions with your partner. The bottom line of this approach is that there isn’t one reality when a couple misses each other in little ways. There are two equally legitimate perspectives. Remember: couples often ignore each other’s emotional needs out of mindlessness, not malice. Once you understand and acknowledge this, you’ll find that reconnecting just comes naturally.

During this week I felt…

1. Defensive.

A Great Deal Definitely A Little Not at all

A Great Deal Definitely A Little Not at all

3. Unappreciated.

A Great Deal Definitely A Little Not at all

4. Unattractive.

A Great Deal Definitely A Little Not at all

A Great Deal Definitely A Little Not at all

A Great Deal Definitely A Little Not at all

7. Criticized.

A Great Deal Definitely A Little Not at all

A Great Deal Definitely A Little Not at all

9. Misunderstood.

A Great Deal Definitely A Little Not at all

10. Like leaving.

A Great Deal Definitely A Little Not at all

What triggered these feelings?

1. I felt excluded.

A Great Deal Definitely A Little Not at all

2. I felt that my partner was not attracted to me.

A Great Deal Definitely A Little Not at all

3. I was not important to my partner.

A Great Deal Definitely A Little Not at all

4. I felt no affection toward my partner.

A Great Deal Definitely A Little Not at all

5. I definitely felt rejected.

A Great Deal Definitely A Little Not at all

Now that you know what triggered this episode, it’s time to see whether your emotional reaction is rooted in your past. Were there any connections between earlier traumas or behavior and the current situation? Use the following list to facilitate this search for links between the past and present.

These recent feelings about my relationship come from:

• The way I was treated in my family growing up
• A previous relationship
• Past injuries, hard times, or traumas I’ve suffered
• My basic fears and insecurities
• Things and events I have not yet resolved or put aside
• Unrealized hopes I have
• Ways other people treated me in the past
• Things I have always thought about myself
• Old “nightmares” or “catastrophes” I have worried about

After you’ve discussed each other’s answers above, you will come to see that many of your differences are not really matter of “fact.” We are all complicated creatures whose actions and reactions are governed by a wide array of perceptions, thoughts, feelings, and memories.

As you work through this exercise, you’ll become more adept at turning toward each other regularly. When you honor and respect each other, you can appreciate different points of view.

The Gottman Institute’s Editorial Team is composed of staff members who contribute to the Institute’s overall message. It is our mission to reach out to individuals, couples, and families in order to help create and maintain greater love and health in relationships.

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## Homework

Homeworks can be used to solidify your knowledge of the material in each of the chapters. Most homeworks are based on running little simulators, which mimic some aspect of an operating system. For example, a disk scheduling simulator could be useful in understanding how different disk scheduling algorithms work. Some homeworks are just short programming exercises, allowing you to explore how real systems work.

For the simulators, the basic idea is simple: each of the simulators below let you both generate problems and obtain solutions for an infinite number of problems. Different random seeds can usually be used to generate different problems using the -c flag computes the answers for you (presumably after you have tried to compute them yourself!).

Each simulator now has a README file that explains how to run the simulator. Previously, this material had been included in the chapters themselves, but that was making the book too long. Now, all that is left in the book are the questions you might want to answer with the simulator the details on how to run the simulator are all in the README.

Some simulations have a short video with one of the authors introducing the basic concepts of how to use the simulator to generate homework problems. Exciting, because you have to read less! Not exciting, because you have to hear us speak.

NEW: Homework source code has been moved to GitHub here. The best way to access them is to type git clone https://github.com/remzi-arpacidusseau/ostep-homework/ and then cd into the relevant homework directory, read the README, and follow directions at the end of the relevant chapter. The links below will no longer be maintained however, we will leave them here for a short bit (until August 2020) in case someone is actively using them.

Old: Note: All of these scripts are available individually here. Each single script is available as a gzip'd tar file for example, type tar xvzf HW-Scheduler.tgz to unpack the scheduler.py script and an associated README.

Old: A single tar file containing all scripts is also available type to unpack all the scripts once you've downloaded the tar file.

## Tenses Exercise

This grammar exercise tests your ability to use tenses correctly.

#### 1. Look! We . to crash.

We use the present continuous to talk about actions and situations that are going on at the moment of speaking.

#### 2. I wish I . a better memory.

After I wish, we use past verbs with a present or future meaning.

#### 3. After he . his homework, he went out to play.

We can use time conjunctions to talk about two actions or events that happen one after the other.

#### 4. I . him for very long when we got married.

We use continuous forms to emphasize the continuation of an action. However, the verb know is not normally used in the continuous form.

#### 5. I . a lot of movies recently.

We use the present perfect continuous to talk about repeated actions and events.

#### 6. I . her for two weeks.

The verb know is not normally used in the continuous form.

#### 7. When I woke up, Mummy . breakfast.

We use the past perfect to suggest that an action had finished before another action commenced.

#### 8. I . in the same job for ten years.

The present perfect and the present perfect continuous tenses are both possible with similar meanings.

#### 9. I told him that I .

The past perfect is common after past verbs of saying and thinking.

#### 10. I thought I . the money a week before.

The past perfect is common after past verbs of saying and thinking.

#### 11. I was tired because I . for a long time.

With the time expressions for and since, we use the perfect and perfect continuous tenses.

#### 12. We . by tomorrow afternoon.

1. Look! We are going to crash.
2. I wish I had a better memory.
3. After he finished / had finished his homework, he went out to play.
4. I had known him for very long when we got married.
5. I have been watching a lot of movies recently.
6. I have only known her for two weeks.