What clearly peaks in adolescence is an interest in exploration and novelty seeking. Adolescents are by necessity engaged in exploring essential questions about themselves — who they are, what skills they have and who among their peers is worth socializing with.
But these explorations are not necessarily conducted impulsively. Rising levels of dopamine in the brain during adolescence appear to drive an increased attraction to novel and exciting experiences. Yet this “sensation seeking” behavior is also accompanied by increasing levels of cognitive control that peak at the same age as adolescents’ drive for exploration. This ability to exert cognitive control peaks well before structural brain maturation, which peaks at about age 25.
Researchers who attribute this exploratory behavior to recklessness are more likely falling prey to stereotypes about adolescents than assessing what actually motivates their behavior.
If adolescents were truly reckless, they should show a tendency toward risk-taking even when the risks of bad outcomes are known. But they don’t. In experiments where the probabilities of their risks are known, adolescents take fewer risks than children.

The author believes that teens’ actions are…

A. more exploratory than thoughtless.
B. never truly putting them at risk.
C. risky to themselves and others.
D. driven by their hormone levels.

Select the correct answer which sentence from nathaniel hawthorne's short story "dr. heidegger's experiments success that dr heklegger's character represents wisdom and a. b. 6. "my poor sylvia's roser ejaculated dr heidegger, holding it in the light of the sunset clouds. " appears to be facing again "i love it as well thus, as in its dewy freshness otserved ne, pressing the withered rose to his withered lipe "yes, friends, ye are old again." said dr heidegger, "and for the water of youth is alt lavished on the ground "if the fountain gushed at my very doorstep, i would not stoop to bathe my tips in it, no, though its deficium were for years instead of moments d. reset next

Informative presentation student guide assignment summary for this assignment, you will create a multimedia presentation in response to the following prompt: research suggests that laughter improves people’s emotional and physical well-being. create a multimedia presentation to inform the audience about the positive effects of laughter on emotional and physical health. background information you will create your multimedia presentation from the research-based informative essay that you have already prepared. materials  research-based informative essay  presentation software assignment instructions for this project, you are expected to submit: 1. an informative multimedia presentation step 1: prepare for the project. a) read through the guide before you begin so you know the expectations for this project. b) if anything is unclear to you, be sure to ask your teacher. step 2: create your title slide. a) begin by creating the title slide. this page will make sure you receive credit for your work, but it isn’t actually part of your speech. b) include your presentation title, your name, your teacher’s name, and the presentation due date. c) remember to save your work as you go by using the “save” option of the program. step 3: create your introduction slide a) create one introduction slide. b) use the introductory paragraph from your essay to you add text to the introduction slide. text on the slide should be in bullet point format, not complete paragraphs. the slide should engage your audience, introduce your topic, and present your thesis. c) add images and graphics that are relevant to the topic and engaging. ask your teacher for guidance if you need finding appropriate images. d) be sure to size images and graphics so they are easy for the audience to see. add captions as needed. e) remember to save your work as you go by using the “save” option. student guide (continued) step 4: create the body paragraph slides. a) create one slide for each body paragraph from your essay. if necessary, you may create two or more slides per body paragraph. b) use each body paragraph from your essay to you add text to the body paragraph slides. text on the slide should be in bullet point format, not complete paragraphs on your slide. the slide should inform your audience, support your thesis, and include relevant details from your research. c) add images and graphics that are relevant to the topic and engaging. ask your teacher for guidance if you need finding appropriate images. d) be sure to size images and graphics so they are easy for the audience to see. add captions as needed. e) remember to save your work as you go by using the “save” option. step 5: create the conclusion slide. a) create one conclusion slide. b) use the concluding paragraph from your essay to you add text to the conclusion slide. text on the slide should be in bullet point format, not complete paragraphs. the slide should restate your thesis, highlight main ideas, and leave your audience with something to think about. c) add images and graphics that are relevant to the topic and engaging. ask your teacher for guidance if you need finding appropriate images. d) be sure to size images and graphics so they are easy for the audience to see. add captions as needed. e) remember to save your work as you go by using the “save” option. step 6: evaluate your presentation. if you can check each box below, you are ready to submit your presentation.  did you include a title slide with the title of the presentation, your name, your teacher’s name, and the presentation due date?  did you include an introduction slide that is engaging, introduces your topic, and presents your thesis?  do you have a minimum of one slide per body paragraph from your essay?  do your body paragraph slides inform your audience, support your thesis, and include relevant details from your research?  did you include a conclusion slide that restates your thesis, highlights main ideas, and leaves your audience with something to think about?  is your presentation free from errors in spelling, punctuation, and capitalization?  are your images and graphics relevant, engaging, and clear? step 7: prepare for your presentation. a) read through your slides several times. b) create note cards with information that you will add to the presentation. c) practice giving your presentation aloud. d) rehearse in front of another person. student guide (continued) step 8: revise and submit your project. a) if you were unable to check off all of the requirements on the checklist, go back and make sure that your project is complete. save your project before submitting it. b) turn in your presentation to your teacher. be sure that your name is on it. c) submit your presentation through the virtual classroom. d) congratulations! you have completed your project.

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