Definition Of Social Problems

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Definition of Social Problems

Write a short paper (maximum three pages, double spaced) analyzing the definition of social problems in the United States. Consider using a specific social problem (such as mental illness, family structure, youth violence, hunger or food insecurity, or one of the areas of focus from Glassner) as a foundation for your paper.

In your paper:

Define and discuss social definitions of social problems in the United States.

What are the claims (the assumptions, evidence, and conclusions) about social problems and the impact of marginalized populations on society?

Who or what makes or shapes these claims?

What does social opinion suggest as methods to reduce, prevent, or remedy social problems and who should do it?

What philosophies or beliefs about what society should do versus what individuals should do drive the practice of social work around identified social problems and marginalized populations?

How are disadvantage, discrimination, and risk for marginalization dealt with?

Provide an example of how society has defined a “social problem” compared to how social work research and practice defines the issue (examples: suicide and depression, or chronic pain and addiction).

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

To successfully complete this assignment, you must meet the following requirements:

Written communication: Written communication is free of errors that detract from the overall message.

APA formatting: Resources and citations are formatted according to APA (sixth edition) style and formatting.

Number of resources: Minimum of 4 resources.

Length of paper: 3 pages, double-spaced, not counting cover page and references.

Font and font size: Arial or Times New Roman, 12-point.

Resources

Definition of Social Problems Scoring Guide.

Writing Feedback Tool.

How to Search the Library: The Basics.

APA Style and Format.

 
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Psychotherapy

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For your final project, you will evaluate and choose 1–2 therapies from those covered in this course (you may apply a maximum of two, and your selection(s) must be from therapies covered in this course) that will successfully address a concern (chosen from the categories indicated in the first bullet point below) brought by a mock client who identifies with a non-majority population.

The first part of this project should be 10–12 pages long and should describe the client’s demography and concern; it should then provide an evidence-based reason for your choice of therapeutic approach with the client.

You will create a 3–4 page transcript of a fictional session with the client. The transcript provides you the opportunity to demonstrate competence and build on the application of both therapy-specific and basic therapeutic communication skills you learned and practiced in Units 3, 4, and 6. The transcript must include a demonstration of the basic communication skills and at least one technique/strategy that clearly reflects the therapeutic approach(es) you identified earlier in the paper. For example, if you wanted to assist a client suffering from generalized anxiety, you might choose REBT and demonstrate refuting the client’s irrational beliefs.

Instructions

To successfully complete this project, you will be expected to:

· Choose a single disorder that can be ameliorated with psychotherapy (choose from these DSM-5 categories: depressive disorders, anxiety disorders, trauma and stress related disorders, OR substance-related and addictive disorders).

· Identify a therapy or therapies (no more than two) that may be efficacious for treating that disorder, based on current research.

· Discuss what the research says about the use of this therapy or therapies with multicultural populations (choose ONE facet to discuss: race, religion, ethnicity, culture, OR sexual orientation) you will address. One example might be arguing the usefulness of Interpersonal Psychotherapy to assist a male suffering from an anxiety disorder and who identifies as a member of the Hispanic population.

After the reference section of the paper, add a second section in which you create a transcript of a hypothetical therapy session with this client. Allow the fictional session to develop with appropriate therapist responses labeled on the transcript. Identify the therapist response in brackets next to the therapist responses in the transcript as an open-ended question, empathic statement, paraphrase, or summarization, as well as other therapeutic responses which align with the approach you will use to assist your client.

 
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CLC – Grand Nursing Theorist Assignment: Grand Theorist Report

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Question description

This is a Collaborative Learning Community assignment.

In your group, write a report on the chosen theorist/theory that includes the following:

  1. Introduction: Identify the theorist and rationale for the selection.
  2. Describe the theorist (short biography and major influences on the theorist).
  3. Indicate the category under which the theorist falls (can use McEwen & Wills classification or other source).
  4. Incorporate assumptions underlying the theory (including how metaparadigm concepts are defined).
  5. Include major concepts of the theory.
  6. Include major propositions of the theory.
  7. Provide examples from the literature of how the theory has been used.
  8. Describe how the theory will be integrated into practice at your institution (or how it will be used as a foundation, framework, etc.). This is an action plan.
  9. Give concrete examples of how theory would be integrated (e.g., assessment guide) and what patient outcomes could be measured as a result of implementing the theory.
  10. Conclusion: Contrast present practice with what would take place if the theory were guiding the practice.

Prepare this assignment according to the guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Please use the theorist mentioned in the prior assignment.

CLC – Grand Nursing Theorist Assignment: Grand Theorist Report 

1
Unsatisfactory
0.00%		 2
Less Than Satisfactory
80.00%		 3
Satisfactory
88.00%		 4
Good
92.00%		 5
Excellent
100.00%
70.0 %Content
5.0 %Introduction Purpose of the paper is either not present or not evident to the reader. Briefly mentions theory and theorist. May or may not explain the rationale behind its selection. Purpose of the paper is insufficiently developed and/or vague. Briefly mentions theory and theorist. May or may not explain the rationale behind its selection. Purpose of the paper is present, but lacks depth and/or clarity. Outlines the theory and theorist along with the rationale behind its selection. Purpose of the paper is present and clearly evident. Introduces the theory and theorist along with the rationale behind its selection. Purpose of the paper is present and comprehensive, forecasting further development in paper. Introduces the theory and theorist along with the rationale behind its selection.
10.0 %Theorist Identification of theorist is either not present or not evident to the reader. Fails to identify the major influences behind the development of the theory. Identification of theorist is evident but is not clearly presented. Does not justify the impact influences had on the development of the theory. Identification of theorist is present but cursory. Misinterprets evidence on the major influences behind the development of the theory. Identification of theorist is present with evidence that supports claims. Justifies some of the impact influences had on the development of the theory. Identification of theorist is present with rich details that support claims. Accurately presents the major influences behind the development of the theory.
20.0 %Theory Assumptions, Concepts and Propositions Analysis of the major concepts and propositions of the theory is poorly presented. The assumptions underlying the theory are not addressed. Superficially evaluates the major concepts and propositions of the theory. Lacks understanding of the theory in relation to the assumptions underlying the theory. Surface level evaluation of major concepts and propositions of the theory is presented. Minimal information on the assumptions of the theory is provided. Analysis is direct, competent, and appropriate for the major concepts and propositions of the theory. Assumptions and ideas of the theory are supported. Thoughtfully analyzes and evaluates major concepts and propositions of the theory. Demonstrates a deep understanding of theories and models. Explores the assumptions underlying the theory including how metaparadigm concepts are defined.
15.0 %Practical Application Application of theory with hypothesis of how practice will change as a result is either not present or not evident to the reader. Minimal examples of how theory will change practice are briefly mentioned. Application of theory with hypothesis of how practice will change as a result is evident, but claims are vague and poorly developed. Mentions or outlines examples of how theory will change practice but does not provide adequate details. Application of theory with hypothesis of how practice will change as a result is present, but claims are supported with cursory evidence. Provides a few solid examples of how theory will change practice (ex. assessment guide, staffing plan, patient outcome measurement, interventions) Application of theory with hypothesis of how practice will change as a result is thoroughly presented, and claims are supported with detailed evidence. Provides several concrete examples of how theory will change practice (ex. assessment guide, staffing plan, patient outcome measurement, interventions) Application of theory with a hypothesis of how practice will change as a result is comprehensively presented, and claims are supported with detailed evidence that is reinforced from research. Provides multiple concrete examples of how theory will change practice (ex. assessment guide, staffing plan, patient outcome measurement, interventions)
15.0 %Integration Plan Plan fails to explain how the theory will be integrated, used as a foundation or framework in the practice/administration of the institution. Fails to provide a clear process or address aspects involved. Plan briefly explains how the theory will be integrated, used as a foundation or framework in the practice/administration of the institution. Provides clear process and details. Minimally addresses aspects involved. Plan explains how the theory will be integrated, used as a foundation and framework in the practice/administration of the institution. Provides details but may not cover essential aspects. Plan clearly explains how the theory will be integrated, used as a foundation and framework in the practice/administration of the institution. Provides clear process and details. Addresses many aspects involved. Plan clearly and thoroughly explains how the theory will be integrated, used as a foundation and framework, in the practice/administration of the institution. Provides clear details and thoroughly supports rationale. Addresses multiple aspects involved (training, process changes, etc.).
5.0 %Conclusion Summary of the major points of the paper is either not present or not evident to the reader. Summary of the major points of the paper is present, but it is vague and/or poorly developed. Summary of the major points of the paper is present, but is cursory and lacking depth. Summary of the paper is evident to the reader. Arguments presented follow logical progression and support claims. Summary of paper is clearly evident to the reader. Arguments support all claims with clarity, order, and richness of detail.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose None Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
8.0 %Argument Logic and Construction None Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
10.0 %Format
5.0 %Paper Format (Use of appropriate style for the major and assignment) None Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
100 %Total Weightage
 
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1. Describe Each Of The Three Domains Of Development (Physical, Cognitive, And Psychosocial) And Provide An Example Of Each.

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1. Describe each of the three domains of development (physical, cognitive, and psychosocial) and provide an example of each.

2.Describe one of the following theories and discuss why you agree or disagree with this theory.  You can use one of the other theories to support your position.

 

a.            Theory of moral development (Kolhberg)

b.            Cognitive theory of development (Piaget)

c.             Psychosocial stages of development (Erikson)

3.Think back on your high school years.  Discuss how you have developed since then; cognitively, physically, and psychosocially

 

4.Identify three personal goals. Now, review Abraham Maslow’s hierarchy of needs. Describe Maslow’s theory, and explain how your goals either align or do not align with his theory. Provide specific details to demonstrate your knowledge of Maslow’s theory

5.Issues related to sexual orientation have been at the forefront of the current political landscape.  What do you think about the legalization of same-sex marriage?  Be sure to use appropriate language and discuss your position based on what you learned in this lesson.

6.Schools often use concrete rewards to increase adaptive behaviors.  How might this be a disadvantage for students intrinsically motivated to learn?  How do grades on assignments impact your learning?

7.Compare and contrast situational influences and dispositional influences and give an example of each.  Explain how situational influences and dispositional influences might explain inappropriate behavior.

8.Name and describe at least three social roles you have adopted for yourself. Why did you adopt these roles? What are some roles that are expected of you, but that you try to resist?

9.Consider recent news stories on race and sex.  Some people are more willing to openly display prejudice regarding sexual orientation than prejudice regarding race and gender, or maybe the other way around; some people are more willing to openly display prejudice regarding race than prejudice towards sexual orientation.  Speculate why this might be.  Use what you learned in this lesson to support your response.

1 of 10

During Piaget’s pre-operational stage of development a child cannot take another person’s point of view because the child’s thinking is ________.

[removed]

[removed] immature
[removed] cognitively deficient
[removed] egocentric
[removed] concrete

Question

2 of 10

Infant reflexes, interest in novelty, a desire to explore and manipulate objects, an impulse to play, and basic cognitive skills are all examples of ________.

[removed]

[removed] a. Psychological Research
[removed] b. Innate Human Characteristics
[removed] c. Mental Modules
[removed] d. Both a and c

Question

3 of 10

Language is a system that combines meaningless elements such as sounds or gestures to form structured utterances that convey meaning.

[removed]

[removed] True
[removed] False

Question

4 of 10

The Attachment Theory of Love describes which of the following attachment styles?

[removed]

[removed] Secure
[removed] Anxious
[removed] Avoidant
[removed] All of the above

Question

5 of 10

A developmental psychologist might use ________ to observe how children behave on a playground, at a daycare center, or in the child’s own home.

[removed]

[removed] case studies
[removed] experiments
[removed] naturalistic observation
[removed] surveys

Question

6 of 10

Trust versus mistrust, autonomy versus shame and doubt, identity versus role confusion, and generatively versus stagnation are all stages of the developmental theory proposed by psychoanalyst ________.

[removed]

[removed] Jean Piaget
[removed] Erik Erikson
[removed] Noam Chomsky

Question

7 of 10

________ is a long-standing connection or bond with others.

[removed]

[removed] attachment
[removed] nourishment
[removed] regard
[removed] security

Question

8 of 10

What kinds of experiences hinder intellectual development ________?

[removed]

[removed] poor prenatal care
[removed] malnutrition and exposure to toxins
[removed] stressful family circumstances
[removed] all of the above

Question

9 of 10

Because language is too complex to be learned bit by bit, linguist, Noam Chomsky, argued that the human brain must contain a(n) ________.

[removed]

[removed] verbal gene
[removed] speech program
[removed] language acquisition devise
[removed] grammatical rule

Question

10 of 10

Who believed that moral development, like cognitive development, follows a series of stages?

[removed]

[removed] Erik Erikson
[removed] Jean Piaget
[removed] Lawrence Kohlberg
[removed] Sigmund Freud

 

 

1 of 10

The hierarchy of needs is the spectrum of needs ranging from basic ________ needs to ________ needs to self-actualization.

[removed]

[removed] biological; social
[removed] social; imaginary
[removed] special; biological
[removed] special; imaginary

Question

2 of 10

Which of the following are good examples of the security level of needs in Maslow’s hierarchy of needs?

[removed]

[removed] confidence and accomplishment
[removed] food and shelter
[removed] friends and family
[removed] safety and employment

Question

3 of 10

The small structure in the brain that plays a key role in scrutinizing incoming information for its emotional importance is known as the ________.

[removed]

[removed] amygdala
[removed] hypothalamus
[removed] pituitary gland

Question

4 of 10

The hormone ________ promotes sexual desire in both males and females.

[removed]

[removed] estrogen
[removed] leptin
[removed] testosterone

Question

5 of 10

According to the ________ theory of emotion, emotional experiences arise from physiological arousal.

[removed]

[removed] James-Lange
[removed] Cannon-Bard
[removed] Schachter-Singer two-factor
[removed] Darwinian

Question

6 of 10

Otto is so driven to become a school psychologist that he spends every night studying. This sentence describes the wants or needs that direct behavior toward a goal, also called ________.

[removed]

[removed] dysphoria
[removed] habit
[removed] instinct
[removed] motivation

Question

7 of 10

If someone is uncomfortable identifying with the gender normally associated with their biological sex, then he or she could be classified as experiencing __________.

[removed]

[removed] homosexuality
[removed] bisexuality
[removed] heterosexuality
[removed] gender dysphoria

Question

8 of 10

The process that takes place within people or animals that causes them to move toward a goal or away from an unpleasant situation refers to ________.

[removed]

[removed] set point
[removed] courage
[removed] fear
[removed] motivation

Question

9 of 10

Three-year-old Tommy thinks that if he changed from wearing pants to wearing dresses he could become a girl. Tommy still lacks a stable ________.

[removed]

[removed] gender typing identity
[removed] gender identity
[removed] transgender identity

Question

10 of 10

Luis works part-time after school to earn money so he can afford a secondhand motorcycle. Luis is working because of ________ motivation.

[removed]

[removed] emotion
[removed] extrinsic
[removed] habit
[removed] intrinsic

 

 

 

1 of 10

What is the just-world hypothesis?

[removed]

[removed] a belief common in the United States that rejects the idea that people get the outcomes they deserve
[removed] a belief common in the United States that we will be rewarded in the afterlife
[removed] an ideology common in the United States that people get the outcomes they deserve
[removed] an ideology common in the United States that the rich are bad people who will eventually be punished

Question

2 of 10

Cognitive dissonance is a state of tension that occurs when a person’s belief contradicts his or her behavior.

[removed]

[removed] True
[removed] False

Question

3 of 10

Following an outcome, ________ are those attributions that enable us to see ourselves in favorable light.

[removed]

[removed] egocentric bias
[removed] fundamental bias
[removed] interpersonal bias
[removed] self-serving bias

Question

4 of 10

Rules that regulate social life, including explicit laws and implicit cultural conventions are called ________.

[removed]

[removed] roles
[removed] laws
[removed] nuances
[removed] norms

Question

5 of 10

What is groupthink?

[removed]

[removed] arguments between group members that result in the dissolution of the group
[removed] modification of the opinions of leadership to agree with the numerical minority
[removed] modification of the opinions of members of a group to align with what they believe is the group consensus
[removed] pressure from above on group members designed to eliminate leadership

Question

6 of 10

What is a major problem with the original Milgram study?

[removed]

[removed] Milgram falsified his results, making his study unreliable.
[removed] Milgram lied to his respondents, making his study borderline unethical.
[removed] Milgram never published his finding, making his reported results questionable.
[removed] Milgram was too truthful with his subjects, making his study invalid.

Question

7 of 10

Who conducted the Stanford prison experiment?

[removed]

[removed] Asch
[removed] Milgram
[removed] Rosenthal
[removed] Zimbardo

Question

8 of 10

A fight breaks out on a high school campus. Even though one student is hurt and obviously needs medical attention, no one in the crowd makes an effort to assist him. Psychologists would explain an individual’s reluctance to help when others are present as ________.

[removed]

[removed] groupthink
[removed] diffusion of responsibility
[removed] compliance
[removed] conformity

Question

9 of 10

A strong, unreasonable dislike or hatred of a group based on a negative stereotype is a ________.

[removed]

[removed] social identity
[removed] prejudice
[removed] ethnic identity

Question

10 of 10

An expectation that comes true because the person behaves in ways that make the expectation come true is known as a ________ prophecy.

[removed]

[removed] goal specific
[removed] self-fulfilling
[removed] religious
 
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Approaches To Lifespan Development

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Approaches to Lifespan Development

Preparation

If you have not already done so, complete the studies for this unit. The second study asked you to choose one of the following influential themes in lifespan development theory and read a scholarly resource (journal article or book chapter) that addresses it:

Nature versus nurture.

Critical periods and plasticity.

Continuity and discontinuity.

Universality and specificity.

Qualitative and quantitative change.

Activity and passivity.

Instructions

For your initial discussion post, address the following:

Clearly summarize the theme you chose and the main issues, oppositions, or controversies in differing approaches to it.

What are the similarities and differences in the contrasting approaches?

Are these approaches appropriate in light of what the researcher seeks to understand or predict? Why or why not?

Describe specific lifespan development theories that are associated with the theme you analyzed.

Evaluate to what extent the scholarly article you used in your analysis met the criteria for credibility, using an appropriate combination of these criteria:

Detailed and clear information.

Accuracy of information.

Support of conclusions.

Relevancy to the field.

Credibility of author or authors.

Publication date (timeliness or current relevancy).

Studies

Readings

Use your Broderick and Blewitt textbook, The Life Span: Human Development for Helping Professionals, to complete the following:

Read Chapter 1, “Organizing Themes in Development.” This chapter introduces lifespan developmental theorists, including Freud, Erikson, and Piaget; learning theories, such as behaviorism and social learning; multidimensional theories, including Bronfenbrenner’s theory; and the concept of nature–nurture.

Use the Capella library to complete the following:

Read Baltes and Smith’s 2004 article, “Lifespan Psychology: From the Developmental Contextualism to Developmental Biocultural Co-constructivism,” from Research in Human Development, volume 1, issue 3, pages 123—143.

Read Foster’s 2010 article, “Causal Inference and Developmental Psychology,” from Developmental Psychology, volume 46, issue 6, pages 1454–1480.

Audiovisual Media

View the following video from Annenberg Media’s Discovering Psychology series:

Past, Present, and Promise | Transcript.

Running time: 27:00.

Multimedia

Click Human Development Theorists to learn about some of the theories behind human development.

Suggested Readings

You are encouraged, but not required, to complete the following:

Read Kagan’s 2008 article, “In Defense of Qualitative Changes in Development,” from Child Development, volume 79, issue 6, pages 1606–1624.

Read Kimble’s 1993 article, “Evolution of the Nature–Nurture Issue in the History of Psychology,” from Nature, Nurture & Psychology, pages 3–25.

Read Manstead and Fischer’s 2002 article, “Beyond the Universality-Specificity Dichotomy,” from Cognition & Emotion, volume 16, issue 1, pages 1–9.

Development Issues Article Search

During this first week, you will establish a base of knowledge regarding lifespan development. The major themes embedded in development theory are:

Nature versus nurture.

Critical periods and plasticity.

Universality and specificity.

Continuity and discontinuity.

Qualitative and quantitative change.

Activity and passivity.

Choose one of the above, then find and read a scholarly resource (journal article or book chapter) that addresses it.

Research Guides

Several different activities in this course require you to locate scholarly resources in the Capella library. The following guides and tutorials can help you understand where to begin your search.

Summon is a tool that enables you to easily search across the Capella University Library collection. Experiment with using this tool as you conduct your research for this unit.

Examine the Research Guide – Psychology. This guide provides a range of research-related information, including advice on how to find articles in the library, links to statistical Web sites and professional organizations (in the Staying Current section), and specific tabs related to the various specializations within psychology. You can access the information and links by clicking the tabs near the top of the page.

Visit the Library Research and Information Literacy Skills (RAILS) page. This online handbook helps you develop your research skills. Be sure to go through the following sections:

Identifying Scholarly Resources.

Defining Your Topic.

Searching Effectively.

Evaluating Source Quality.

Examine the Databases A–Z: Psychology Web page, which lists databases for general research and by specialization area. A few of the databases are highlighted here:

PsycINFO – A comprehensive database from the American Psychological Association (APA), covering psychology and related disciplines. It contains over 2.6 million citations and summaries dating as far back as the early 1800s. Ninety-eight percent of the material is peer-reviewed.

PsycARTICLES – A psychology database containing more than 140,000 articles from over 60 journals published by the APA, the Educational Publishing Foundation, and allied organizations. This database includes coverage of applied psychology, health, theory, research, social/personality, and more.

Proquest Psychology Journals – Full-text articles from nearly 600 top journals and related publications for coverage of psychology, organizational behavior, counseling, communications, and related fields.

 
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ethical dilemma

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Question description

Case Study Ethical Legal Dilemma Advanced Practice Nursing

Course outcomes addressed in this Assignment:

MN506-1: Apply theoretical frameworks and concepts to ethical dilemmas in the advanced practice role.

PC 2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

  1. Create an ethical legal decision-making dilemma involving an advanced practice nurse in the field of education, informatics, administration, or a nurse practitioner. Apply relevant codes of conduct that apply to the practice of nursing and your chosen field.
  2. Include one ethical principle and one law that could be violated and whether the violation would constitute a civil or criminal act based on facts.
  3. Construct a decision that demonstrates integrity and that would prevent violation of the ethical principle and prevent the law from being violated.
  4. Describe the legal principles and laws that apply to the ethical dilemma.
  5. Support the legal issues with prior legal cases or state or federal statutes.
  6. Analyze the differences between ethical and legal reasoning and apply an ethical-legal reasoning model in the case study to create a basis for a solution to the ethical-legal dilemma.
  7. List three recommendations that will resolve advanced practice nurses’ moral distress in the dilemma you have presented.
  8. Based on the issue you presented and the rules of the law, apply the laws to your case and come up with a conclusion.

Note:

  • This is a fact-based Assignment that will not include your opinion.
  • This will require research and support for what is written.
  • The Assignment should be in your words after reading the scholarly and fact-based publications and have proper citations. There should be no quotations. The professor wants to hear your voice as a masters trained nurse.

Description

In the Unit 2 topic 1 Discussion, you chose an ethical-legal dilemma that would cause the advanced practice nurse moral distress. You will write the introductory paragraphs for the Unit 4 Assignment.

You will continue working on the topic you have chosen and submit the paper using the most recent version of APA format. The paper should have a minimum of seven citations and some of these should be case law or applicable statutes. The Library has Westlaw Campus Research database where you can find case laws that relate to your topic. The APA Manual and the textbook have instructions on legal formatting.

Due: Day 7 by 11:59 p.m. (ET)

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

  • follow the conventions of Standard American English (correct grammar, punctuation, etc.);
  • be well ordered , logical, and unified , as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format.

How to Submit:

Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

 
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Masters Level Paper For Quantative Design Course: Assignment Correlation MUST HAVE SPSS

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For this two-part assessment, you will respond to a question about interpreting correlations and use SPSS software to complete a data analysis and application report.

You will examine three fundamental inferential statistics, including correlation, t tests, and analysis of variance (ANOVA). The first inferential statistic we will focus on is correlation, denoted r, which estimates the strength of a linear association between two variables. By contrast, t tests and ANOVAs will examine group differences on some quantitative dependent variable.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Develop a conclusion including strengths and limitations of correlation.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze the assumptions of correlation.
  • Competency 3: Apply knowledge of hypothesis testing.
    • Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret the correlation output.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures to check assumptions and calculate the correlations.
  • Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
    • Develop a context for the data set, including a definition of required variables and scales of measurement.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

 

Read Assessment 2 Context [DOC] for important information on the following topics:

  • Interpreting correlation: Magnitude and sign.
  • Assumptions of correlation.
  • Hypothesis testing of correlation.
  • Effect size in correlation.
  • Alternative correlation coefficients.
  • Correlation—application.
  • Proper reporting of correlations.
  • r, degrees of freedom, and correlation coefficient.
  • Probability values.
  • Effect size.

 

Preparation

Read Assessment 2 Context (linked in the Resources) to learn about the concepts used in this assessment. This assessment contains two parts. Follow the instructions provided for each part. Submit both parts of your assessment as Word documents.

Part 1: Interpreting Correlations

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games (X) and engaging in aggressive behavior (Y) in a set of 21 well-controlled experimental studies was r+ = .19. This correlation was judged to be statistically significant. In your own words, what can you say about the nature of the relationship? Write a one-page response to this question.

Part 2: Correlations

You will use the following resources for this assessment. They are linked in the Resources.

  1. Complete this part of the assessment using the DAA Template.
  2. Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assessment.
  3. Refer to IBM SPSS Step-By-Step Instructions: Correlations for additional information on using SPSS for this assessment.
  4. If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous two assessments, your submission should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • gender.
  • gpa.
  • total.
  • final.
Step 1: Write Section 1 of the DAA

Provide a context of the grades.sav data set. Include a definition of the specified variables and corresponding scales of measurement. Indicate the type of correlation for each X, Y pair (for example, Pearson’s r, Spearman’s r, point-biserial r, et cetera). Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA

Test the assumptions of correlation for gpa and final. Paste the SPSS histogram output for each variable and discuss your visual interpretations. Paste SPSS descriptives output showing skewness and kurtosis values and interpret them. Paste SPSS scatter plot output with gpa set to the horizontal axis and final set to the vertical axis. Conduct a visual inspection of the scatter plot to analyze other assumptions of correlation. Summarize whether or not the assumptions of correlation are met.

Step 3: Write Section 3 of the DAA

Specify a research question related to gpa and final. Articulate the null hypothesis and alternative hypothesis. Specify your alpha level.

Step 4: Write Section 4 of the DAA

Paste the SPSS output of the intercorrelation matrix for all specified variables.

  • First, report the lowest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
  • Second, report the highest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
  • Third, report the correlation between gpa and final, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Analyze the correlation in terms of the null hypothesis.
Step 5: Write Section 5 of the DAA

Discuss the implications of this correlation as it relates to the research question. Conclude with an analysis of the strengths and limitations of correlational analysis.

 
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Discussion Board Forum Instructions Topic: Prejudice

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Discussion Board Forum Instructions

Topic: Prejudice

Chapter 13 of your textbook describes the “Us Versus Them” mentality, including the concepts of in-group bias and out-group homogeneity. Provide an example from the Bible where the “us versus them” mentality is shown. Be sure to provide supporting evidence of in-group bias and/or out-group homogeneity in your example. How would the Lord have us treat those in the out-group?

Throughout the term, you will be required to complete 4 Discussion Board Forums. For each forum, you are required to provide a thread in response to the provided prompt. Each thread must be 300–500 words and demonstrate course-related knowledge. For each thread, you must use and cite (in current APA style) the textbook, a second academic source (academic books or peer-reviewed articles only), and Scripture. Keep in mind that your second source needs to be an academic/scholarly or peer-reviewed source. This means that websites and non-academic articles (e.g., newspaper, magazine) or books will not count toward your second source. When citing Scripture, also include an explanation or application of your chosen Scripture, rather than simply quoting a Bible verse. In addition to your in-text citations, you must include your sources in a reference section at the end of your post, formatted in current APA style. The Bible does not need to be listed in the reference section, but you must include book, chapter, and verse(s) in your in-text citation.

….I will add the textbook citation in there, no worries.

 
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Moral Status

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Write a 750-1000 word analysis of “Case Study: Fetal Abnormality.” Be sure to address the following questions:

  1. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? Explain.
  2. How does the theory determine or influence each of their recommendation for action?
  3. What theory do you agree with? How would that theory determine or influence the recommendation for action?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

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Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the U.S. for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.

Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted and it is determined that the fetus has a rare condition in which it has not developed any arms, and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis, and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes, but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place, and urges Jessica to think of her responsibility as a mother.

 

 

 
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Medical Assistant

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I need it if 15 hours time.

As a medical assistant, you are performing reagent chemical strip analyses on patient specimens when you discover a specimen that is more than 2 hours old and has been sitting at room temperature during this time.

When you remove the lid from the container, you smell a foul, ammonia-like odor. The chemical strip indicates positive protein, positive nitrite, and positive bacteria. The microscopic analysis reveals four bacteria but no evidence of white blood cells.

What is the maximum length of time that a urine specimen should be left at room temperature?

If analysis cannot be performed within that maximum length of time, how should the specimen be handled?

An ammonia-like or foul odor associated with a specimen ordinarily indicates what condition or disease?

Does the chemical analysis confirm your suspicion associated with the odor? Given the circumstances, can you trust the results on this specimen?

 
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