Week 5 Course Project Milestone: Annotated Bibliography

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Week 5 Course Project Milestone: Annotated Bibliography

Submit Assignment

  • Due Sunday by 11:59pm
  • Points 100
  • Submitting a file upload

Required Resources
Read/review the following resources for this activity:

  • Textbook: review all chapters
  • Lesson
  • Minimum of 5 scholarly sources (This includes the source from Week 3 Proposal.)

Instructions
Create a complete annotated bibliography for 5 academic scholarly sources (including your source from Week 3). Include the following:

  • Introduction and thesis for your paper (to the best extent as you know it at this time)
  • Publication details
  • Annotation (a detailed reading of the source)

The annotation section should include the following:

  • Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
  • Describe the controversies or “problems” raised by the articles.
  • State whether you agree or disagree and give reasons.
  • Locate one or two quotations to be used in the final research project.
  • Evaluate the ways in which this article is important and has helped you focus your understanding.

Example Publication

APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)

  • Length: 1-2 paragraphs per annotation
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page

Grading
This activity will be graded based on Annotated Bibliography Grading Rubric.

Weekly Objectives (WO)
WO2.1-2.3, 2.6

Due Date: By 11:59 p.m. MT on Sunday

Rubric

Annotated Bibliography Grading Rubric – 100 ptsAnnotated Bibliography Grading Rubric – 100 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsOutstandingMeets length requirement0.0 ptsNo EffortDoes not meet length requirement5.0 pts
This criterion is linked to a Learning OutcomeContent10.0 ptsOutstandingAddresses all aspects of the assignment.8.5 ptsAbove AverageAddresses most aspects of the assignment.7.5 ptsAverageAddresses some aspects of the assignment.6.0 ptsBelow AverageAddresses few aspects of the assignment.0.0 ptsNo Marks10.0 pts
This criterion is linked to a Learning OutcomeAnnotation50.0 ptsOutstandingFor all 5 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.42.5 ptsAbove AverageFor 4 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.37.5 ptsAverageFor 3 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.30.0 ptsBelow AverageFor 1 or 2 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.0.0 ptsNo Marks50.0 pts
This criterion is linked to a Learning OutcomeOrganization10.0 ptsOutstandingIdeas are logically organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion that come together in complete concepts.8.5 ptsAbove AverageIdeas are well organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion, with complete concepts.7.5 ptsAverageOrganization and concepts need some restructuring.6.0 ptsBelow AverageOrganization and concepts are difficult to follow and incomplete.0.0 ptsNo Marks10.0 pts
This criterion is linked to a Learning OutcomeWriting15.0 ptsOutstandingThroughout the whole work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.12.75 ptsAbove AverageThroughout most of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.11.25 ptsAverageThroughout some of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.9.0 ptsBelow AverageThroughout little of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.0.0 ptsNo Marks15.0 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting10.0 ptsOutstandingThroughout the whole work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.8.5 ptsAbove AverageThroughout most of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.7.5 ptsAverageThroughout some of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.6.0 ptsBelow AverageThroughout little of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.0.0 ptsNo Marks

 
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4 Question Due By 24 Hours ONLY

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Financial Management Unit VIII Assignment

This assignment will allow you to demonstrate the following objectives:

 Compute the net present value, profitability index, and internal rate of return for a given company.  Predict the best choice for a company based on analysis of financial data.  Compute a company’s WACC using given percentages.  Calculate the cost of capital of a stock.  Computer the after-tax cost of capital for bonds.

Instructions: Answer the questions directly on this document. When you are finished, select “Save As,” and save the document using this format: Student ID_UnitVIII. Upload this document to BlackBoard as a .doc, docx, or .rtf file. Show all of your work.

1. The Turnip Company plans to issue preferred stock. Currently, the company’s stock sells for $110. Once new stock is issued, the Turnip Company would receive only $90. The dividend rate is 8%, and the par value of the stock is $100. Compute the cost of capital of the stock to your firm. Show all work.

2. The Maximus Corporation is considering a new investment, which would be financed from debt. Maximus could sell new $1,000 par value bonds at a new price of $920. The bonds would mature in 13 years, and the coupon interest rate is 10%. Compute the after-tax cost of capital to Maximus for bonds, assuming a 34% tax rate. Show work.

3. Connor Corporation is considering two projects (see below). For your analysis, assume these projects are mutually exclusive with a required rate of return of 10%.

Project 1 Project 2 Initial investment $(465,000) $(700,000) Cash inflow Year 1 $510,000 $850,000

Compute the following for each project:

 NPV (net present value)  PI (profitability index)  IRR (internal rate of return)

Based on your analysis, answer the following questions :

 Which is the best choice? Why?  Which project should be selected and why? If the projects had the same IRR amounts but

different NPV totals, then how would you know which project to select? Explain.  What would happen if both projects had negative NPV totals? Which project would you choose?

What do negative NPVs indicate? Explain.

 

 

Financial Management Unit VIII Assignment

 Should we also use the payback method to assist us in project selection? Why or why not? Explain.

4. The capital structure for Magellan Corporation is shown below. Currently, flotation costs are 13% of market value for a new bond issue and $3 per share for preferred stock. The dividends for common stock were $2.50 last year and have an estimated annual growth rate of 6%. Market prices are $1,020 for bonds, $20 for preferred stock, and $30 for common stock. Assume a 34% tax rate.

Financing Type % of Future Financing

Bonds (8%, $1k par, 16 year maturity) 36% Common equity 45% Preferred stock (5k shares outstanding, $50 par, $1.50 dividend)

19%

Total % 100%

Compute the company’s WACC. Is this WACC considered reasonable given the assumptions and other relevant information? Explain.

 
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7-3-2 Project Part Two: Speaking Notes Draft

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SCI 200 Project Part Two: Speaking Notes Draft Guidelines and Rubric Overview: An effective presentation includes a summary of the main points in the slides, but the presenter should add additional content in the speaker notes to help explain each point. Some presenters have the the ability to memorize the details through cues in the outline of the presentation, and some can even speak off the cuff. However, for this project, you will create speaker notes while developing your presentation slides in Module Eight. This will help you consider the outline of your presentation and the content you want to include on each slide. Prompt: Your presentation will be 5–7 slides, with accompanying speaker notes to fill in the details you would not necessarily include in the slides. For this assignment, you will be drafting the speaker notes that will accompany your slide presentation. The speaker notes can be bullet points related to each step of the presentation or more developed paragraphs that would help you deliver the presentation. This choice is up to you, but either way, the speaker notes should contain substantial details that address each of the required parts of your presentation. Specifically, the following critical elements must be addressed:

I. Provide a brief overview of the scientific background of your issue and question. How does the issue relate to the natural sciences? II. Explain how the issue impacts the audience. In other words, how is the issue relevant to members of the audience? Why should the audience care about

the response to your question or the outcome of your hypothesis? Support your response with specific examples from your research investigation. III. Describe the empirical evidence you have to support your conclusions about the impact of the issue on you personally and on your audience. Support

your response with specific examples from your research investigation. IV. Explain why this issue is important to you personally. In other words, why did you select this issue to investigate? V. Illustrate how your investigation of the issue impacted the way you thought about the issue. In other words, how did thinking like a scientist to research,

develop a question, and formulate a hypothesis affect what you thought about the issue you selected? How did scientific thinking change the lens through which you viewed the issue? Support your response with specific examples from your research investigation.

VI. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential knowledge of current natural science (or lack thereof), and what is specifically important to the audience. This element will not necessarily be a separate slide or step in the process. In your notes that address the previous six prompts, note word choices or pieces that are specifically tailored for your audience.

 

Rubric Guidelines for Submission: The draft of your speaker notes can be bullet points or paragraphs related to each step in the presentation. Submissions should be 2–4 pages, double spaced, with 12-point Times New Roman font and one-inch margins. You should use current APA guidelines (or another format approved by your instructor) for any references. For your final project, please keep in mind that these speaker notes will accompany 5-7 slides.

 

 

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Scientific Background Provides brief overview of scientific background of issue and question, and explains how issue relates to natural sciences

Provides brief overview of scientific background of issue and question, and explains how issue relates to natural sciences, but with gaps in detail or clarity

Does not provide brief overview of scientific background of issue and question, and does not explain how issue relates to natural sciences

15.8

Audience Explains how issue impacts audience, supporting response with examples from research investigation

Explains how issue impacts audience but with gaps in clarity, detail, or support

Does not explain how issue impacts audience

15.8

Empirical Evidence Describes empirical evidence that supports conclusions about impact of issues on self and audience, supporting response with examples from research investigation

Describes empirical evidence that supports conclusions about impact of issues on self and audience, but with gaps in clarity, detail, or support

Does not describe empirical evidence that supports conclusions about impact of issues on self and audience

15.8

Personally Explains why issue is important personally

Explains why issue is important personally but with gaps in clarity or detail

Does not explain why issue is important personally

15.8

Investigation Illustrates how investigation of issue impacted thinking on the issue, supporting response with examples from research investigation

Illustrates how investigation of issue impacted thinking on the issue but with gaps in clarity, detail, or support

Does not illustrate how investigation of issue impacted thinking on the issue

15.8

Message Communicates message effectively in a way that is tailored to specific audience

Communicates message to audience, but communication is not effective or is not tailored to specific audience

Does not communicate message to audience

15.8

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5.2

Total 100%

 
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Need This Done In 16hrs

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Grille de correction du devoir 1 1

Grille de correction du devoir 1

Nom : Code permanent :

Élément de compétence visé par cette évaluation :

Analyser les caractéristiques de la situation de communication dans des discours d’ordre culturel ou d’un autre ordre.

Question Critère Barème de notation Commentaires
Étape 1 : Analyse d’une communication orale (40 points)
A

B

D

 Détermination juste

· des six composantes du schéma de Jakobson

· des deux fonctions du discours

· du ou des registres de langue

 1 point/composante

1 point/fonction

 

 ____ / 6

____ / 2

____ / 2

  
C Explications claires et efficaces de la fonction dominante et de la fonction secondaire

Illustration pertinente de chaque fonction

 3 points/explication

3 points/illustration

 ____ / 6

____ / 6

  
E

F

 Relevé de deux facteurs contribuant à la réussite de la communication

Explications claires et efficaces de la contribution de ces facteurs à la réussite de la communication

Illustration pertinente de chaque facteur

 3 points/facteur

3 points/explication

3 points/illustration

 ____ / 6

____ / 6

____ / 6

  
Question Critère Barème de notation Commentaires
Étape 2 : Comparaison du traitement d’une nouvelle dans deux journaux (30 points)
G

H

 Relevé de ressemblances et de différences significatives

Illustrations pertinentes des ressemblances Illustrations pertinentes des différences

Démonstration juste de l’influence des médias dans le traitement de la nouvelle

 3 points/ressemblance 3 points/différence

3 points/illustration 3 points/illustration

 

 ____ / 6 ____ / 6

____ / 6 ____ / 6

____ / 6

 

  
Étape 3 : Intervention dans le groupe de discussion (15 points)
I Commentaire clair et cohérent

Référence pertinente au message de l’une des communications

Présence de la source

Utilisation du registre neutre

   ____ / 6

____ / 5

____ / 2

____ / 2

  
Étape 4 : Révision et correction de la langue (15 points)
J Orthographe d’usage exacte

Orthographe grammaticale exacte

Syntaxe correcte

Ponctuation adéquate

Vocabulaire précis et varié

 Pénalité de 0,5 point par faute de ponctuation et de 1 point pour toute faute d’orthographe d’usage (une fois par texte), d’orthographe grammaticale, de syntaxe, de vocabulaire

N. B. – Inscrire le type d’erreur commise selon les codes suivants :

U : orthographe d’usage

G : orthographe grammaticale

S : syntaxe

P : ponctuation

V : vocabulaire

 ____ / 15  
Total : __ / 100

 

 

 

 

 

 

 

 

 

 

 

 

Principes et procédés de la communication 601-FPC-FD (60.2) image1.png

image1.png

 
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Social Work Leadership- External Factors Impacting An Organization

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Social workers in administrative roles must be able to identify and analyze the external factors that affect the function of the human services organizations for which they work. Though you may apply leadership and management skills as you assume an administrative position, you may also be able to repurpose many of the assessment skills you use in clinical practice for macro social work. Just as you gather information about a client and develop strategies for treatment at a micro level, so too, at a macro level, you gather and analyze information about a situation or program and identify appropriate strategies that will support positive organizational functioning.

For this Discussion, you address the Phoenix House case study in the Social Work Case Studies: Concentration Year text.

Post an analysis of the supervisor’s role in the Phoenix House case study and identify leadership skills that might help the supervisor resolve the issue. Identify which aspect of this situation would be most challenging for you if you were the supervisor. Finally, explain how you would use leadership skills to proceed if you were the supervisor.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

The Phoenix House Case Study:

I am the senior social worker at a program called Phoenix House. Phoenix House is an after-school program supporting at-risk middle school youth. It is funded in part by local school districts. Students are generally referred to Phoenix House by school administrators or parents.

I supervise a staff of four full-time social workers and two social work interns from a local university. Staff responsibilities generally include helping students with homework, individual and group counseling, field trips, and recreational games and activities.

Students are usually referred to Phoenix House when school administrators feel that the student is on the cusp of expulsion or long-term suspension from their school, usually due to disciplinary issues. Parents of students may also enroll their children in the Phoenix House program if they feel it will be beneficial. Parents are made aware of Phoenix House and its services through PTA meetings and via school administrators when a disciplinary incident takes place. Although it is free of charge and funded primarily through school district funds, parents are discouraged from using Phoenix House as an after-school or extracurricular activity for their children.

The average clients of Phoenix House are boys and girls between the ages of 11 and 14. The clients possess a range of presenting issues, mostly relating to inappropriate behavior. Some of the clients have been involved with the juvenile justice system in some form or fashion. Almost all of the clients have been suspended from their school at one point or another. Common problems with clients at Phoenix House include fighting, bullying, stealing, and vandalizing.

The staff I supervise have quite a bit of experience working with juveniles with behavioral issues. Some of them have worked in juvenile detention facilities and others have worked at court-mandated youth programs.

We have recently accepted a new client named Daniel. Daniel is a 13-year-old, Caucasian male. Daniel was enrolled by his mother when he was suspended from his school after a marijuana cigarette was found in his book bag by school security staff. It was the first time Daniel had been suspended from his school and the first time a disciplinary report had been filed on him.

Sarah, one of the social workers, asked to speak to me concerning Daniel. Sarah had spoken to Jim, one of our social work interns, about Daniel and the appropriateness of his presence at Phoenix House. Jim is concerned that Daniel is not a “good fit” at Phoenix House because he does not seem to match up with the character and attitudes of the other clients. Sarah shares Jim’s concern and is also concerned that the other clients may be a harmful influence to Daniel.

Sarah is Daniel’s counselor, as well, and has gotten permission from Daniel to share some of his statements from their counseling sessions. The statements indicate Daniel has no idea how the marijuana cigarette got into his book bag and that Daniel suspects it was put there by another student as a joke or as a means to get rid of it during bag searches. Sarah, who has years of experience working with at-risk youth, indicates that she believes Daniel. Daniel has also gone on to state that his mother has a tendency to overreact, and this may be the reason why she enrolled him in the Phoenix Houseprogram instead of listening to his explanations.

In response to Jim and Sarah’s concerns, I contacted Daniel’s mother, Lisa. Lisa listened to my concerns but did not feel that it would be right to remove him from the Phoenix House program. She said that even if he had done nothing wrong, Daniel could learn a valuable lesson about consequences by being in the Phoenix House program. I attempted to explain to Lisa that this is not really the purpose of the program and also indicated that Phoenix House is not meant to be a typical after-school or extracurricular program. Lisa retorted that it is her right to enroll her son in the program, and in her opinion, the end result of Daniel being in the program will be positive in nature.

I have shared this conversation with the staff at our weekly meetings. The staff seem convinced that Daniel will not have a positive experience at Phoenix House and feel he is being picked on and bullied by the other clients despite their efforts to prevent it. Some staff members have also pointed out that this may be an ethical issue because they feel the situation violates the social work value of “do no harm”

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

  • “Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84)
 
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International Business Communication Paper

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Essay/Paper Rubric 70

Essay/Paper Rubric 70 points
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
30.0 pts

Excellent

The essay illustrates exemplary understanding of the course material by thoroughly and correctly: (1) addressing the relevant content; (2) identifying and explaining all of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind key points/claims; and (5) (where necessary or useful) substantiating points with several accurate and original examples.

 22.5 pts

Good

The essay illustrates solid understanding of the course material by correctly: (1) addressing most of the relevant content; (2) identifying and explaining most of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind most of the key points/claims; and (5) (where necessary or useful) substantiating some points with accurate examples.

 15.0 pts

Acceptable

The essay illustrates rudimentary understanding of the course material by: (1) mentioning, but not fully explaining, the relevant content; (2) identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them); (3) using terminology, though sometimes inaccurately or inappropriately; and (4) incorporating some key claims/points, but failing to explain the reasoning behind them (or doing so inaccurately).

 7.5 pts

Unacceptable

The essay illustrates poor understanding of the course material by (1) failing to address or incorrectly addressing the relevant content; (2) failing to identify or inaccurately explaining/defining key concepts/ideas; (3) ignoring or incorrectly explaining key points/claims and the reasoning behind them; and (4) incorrectly or inappropriately using terminology.

 

 30.0 pts
This criterion is linked to a Learning OutcomeReasoning
30.0 pts

Excellent

The essay reflects expert reasoning by: (1) synthesizing material; (2) making connections between relevant ideas/claims/points; (3) presenting an insightful and thorough evaluation of the relevant issue or problem; (4) identifying and discussing important nuances in the relevant material; and (5) identifying and discussing key assumptions and/or implications.

 22.5 pts

Good

The essay reflects fairly strong reasoning by: (1) synthesizing material, (2) making appropriate connections between some of the key ideas/claims/points; (3) accurately evaluating the issue/problem; and (4) identifying ad discussing key assumptions and/or implications.

 15.0 pts

Acceptable

The essay reflects basic reasoning by: (1) synthesizing some of the material, though remains vague and undeveloped; (2) making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others; (3) evaluating the issue/problem at a very basic/superficial level; and (4) ignoring assumptions and implications.

 7.5 pts

Unacceptable

The essay reflects substandard or poor reasoning by: (1) failing to synthesize the material or doing so inaccurately; (2) failing to make connections between ideas/claims/points or doing so inaccurately; and (3) failing to evaluate the issue or problem.

 

 30.0 pts
This criterion is linked to a Learning OutcomeWriting Grammar and Mechanics
10.0 pts

Excellent

The essay is clear, and concise as a result of: (1) appropriate and precise use of terminology; (2) absence of tangents and coherence of thoughts; and (3) logical organization of ideas and thoughts. (4) complete sentences, free of spelling errors and uses correct grammar, (5) follows correct formatting style, (6) falls between the minimum and maximum page requirement.

 7.0 pts

Good

The essay is mostly clear as a result of: (1) appropriate use of terminology and minimal vagueness; (2) minimal number of tangents and lack of repetition; and (3) fairly good organization (4) complete sentences, few spelling errors and grammar mistakes, (5) follows correct formatting style with minimal mistakes, (6) falls between the minimum and maximum page requirement.

 5.0 pts

Acceptable

The essay is often unclear and difficult to follow due to: (1) some inappropriate terminology and/or vague language; (2) ideas sometimes being fragmented, wondering and/or repetitive; and (3) poor organization. (4) incomplete sentences, has spelling errors and uses acceptable grammar, (5) barely follows correct formatting style, (6) does not fall between the minimum and maximum page requirement.

 0.0 pts

Unacceptable

The essay does not communicate ideas/points clearly due to: (1) inappropriate use of terminology and vague language; (2) reliance on disjointed and incomprehensible thoughts and clauses; and (3) lack of recognizable organization. (4) no sentence structure, many spelling errors and unacceptable grammar, (5) does not follow correct formatting style, (6) does not fall between the minimum and maximum page requirement.

 

 10.0 pts
Total Points: 70.0
 
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SOC-100 Week 7 Pillars Of Society Matrix

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Week 7 Pillars of Society Matrix

Complete the “Pillars of Society Matrix” worksheet.

Part 1: Matrix

Instructions: Complete the matrix below. Each cell/cube of the matrix needs to have a three- to five-sentence response.

Pillars What have you read about how the economy impacts each ofsociety’s pillars today? (Use your textbook and other academic readings.) What have you observed about how the economy impacts each ofsociety’s pillars today? (Draw upon your own personal experience.) How does your community impact the pillars? How has technology impacted each ofthe pillars?
Politics        
Marriage and Family        
Religion        
Education        

 

Part 2: Summary

Instructions: Write a 100-150-word summary of your matrix. Cite one to two resources you used to complete the matrix. 

 

Use your assigned Readings and the GCU Library for research support.

While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin.

 
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MN 551 Unit 9 DQ 1

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Topic 1: Case Study

Case Study Posting Requirements

  1. Make sure all of the topics in the case study have been      addressed.
  2. Cite at least three sources—journal articles, textbooks      or evidenced-based websites to support the content.
  3. All sources must be within five years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for      your sources.

Case Study 1

Organization and Control of Neural Function

Riku is a 19-year-old college student. One morning, after a long night of studying, Riku woke up and made himself a hot cup of coffee and toast.

Much to his surprise, when he brought the cup to his mouth to drink, the coffee spilt onto the table. Riku went to the bathroom mirror and noticed the left side of his face seemed to droop. He quickly got dressed and ran to the medical clinic on the college campus. As he ran, his left eye began to feel scratchy and dry, but he could not blink in response. The physician at the clinic listened to Riku’s story and then did a careful cranial nerve examination. She concluded that Riku had Bell palsy, an inflammatory condition of the facial nerve most likely caused by a virus.

  1. What are an afferent neuron and efferent neuron? What      are efferent components of the facial nerve and their actions?
  2. Under certain circumstances, axons in the peripheral      nervous system can regenerate after sustaining damage. Why is axonal      regeneration in the central nervous system much less likely?
  3. At a healthy myoneural junction, acetylcholine is      responsible for stimulating muscle activity. What mechanisms are in place      to prevent the continuous stimulation of a muscle fiber after the      neurotransmitter is released from the presynaptic membrane?

Case Study 2

Somatosensory Function, Pain, and Headache

Ramandeep is an active 23-year-old. She works as a part-time nurse during the day and is studying for a postgraduate certificate in the evening. Ramandeep started to wear a bite plate at night after she began to experience jaw pain and headaches. Sometimes the pain radiated to her ear, and she would apply a hot water bottle to it to ease the discomfort. Her husband mentioned to her that he heard her grinding her teeth at night while she was sleeping. She knew then that her headaches might be from temporomandibular joint syndrome, and she went to her dentist to confirm her thoughts. In addition to the bite plate, the dentist also recommended she should continue with the application of heat, use NSAIDs when needed, and incorporate regular relaxation exercises throughout her stressful days.

  1. What effect does heat have on nociceptors so that it      makes a good nonpharmacologic treatment for pain?
  2. Heat and cold treatment are both hypothesized to have      an effect on the release of endogenous opioids. What are these chemicals,      and why are they hypothesized to be beneficial in the body?
  3. Using your knowledge of physiology, how do NSAID      analgesics function in the management of pain?

Case Study 3

Disorders of Motor Function

John is 63 years old and receives home care by an occupational therapist twice a week. His therapist is currently working with John on maintaining joint flexibility and balance. John demonstrates resting tremor, so his therapist is also working on adaptive techniques, so John can continue to use his hands to write, use the computer, and cook simple meals. John’s wife assists with his mobility and walks slowly beside him, holding his arm. Sometimes she needs to help him open his prescription bottles, so he can take his medicine, a combination of levodopa and carbidopa.

  1. What motor disease does John demonstrate? One of his      signs is resting tremor. What is the difference between a resting tremor      and an intention tremor?
  2. What is the advantage of combining levodopa with      carbidopa? What is the benefit of anticholinergic drugs in the management      of Parkinson disease?
  3. Parkinson disease involves the destruction of the      substantia nigra and the nigrostriatal pathway. Where are these structures      anatomically?
  4. The patient with Parkinson disease typically presents      with a masklike facial expression. Why does he or she have a masklike      facial expression? How are the eyes, mouth, and laryngopharynx affected by      this disease?

Case Study 4

Disorders of Brain Function

Bonnie is a 70-year-old woman who lives alone. One evening, she felt light-headed and dizzy. When her head began to ache, she decided to take an analgesic and go to bed early. The following morning, upon awakening, she was unable to move the bed sheets with her right arm. At this point she was experiencing tingling sensations in her limbs, and she had difficulty keeping her balance. She dialed 911 for help, and by the time the ambulance arrived, she was confused and unable to articulate her words although she knew what information he was asking of her. In the hospital, she was examined and treated for ischemic stroke.

  1. Stroke, or brain attack, involves brain tissue injury.      Describe ischemic penumbra and what factors contribute to the survival of      the neurons involved. What happens if the cells of the penumbra are unable      to be preserved?
  2. Compare and contrast hypoxia and ischemia. What      condition is more dangerous to the brain? Explain your answer.
  3. Knowing what you do about the effects of ischemia on      the brain, why would someone with ischemic stroke develop cerebral edema?
  4. What type of aphasia was Bonnie exhibiting when talking      to her caregivers? Explain your answer.

Case Study 5

Sleep and Sleep Disorders

Jessica is six years old. Her parents recently saw her pediatrician because they were concerned about the sleeping difficulties Jessica has been having. Often she would scream out loud in her sleep. Her parents would rush to her room and find her sitting upright in bed, panting heavily in a state of panic. Jessica would not respond to her parent’s words of consolation, and the next morning she would have no memory of the incident at all. Her parents were worried about the anxiety their daughter was experiencing and asked the pediatrician what they could do about her nightmares. The pediatrician explained Jessica was likely suffering from sleep terrors and carefully described what that meant.

  1. What are the similarities and differences between      nightmares and sleep terrors?
  2. What are the characteristics of motor, sensory, and      autonomic function during REM sleep? What is thought to be the importance      of this stage of sleep?
  3. Jessica’s pediatrician said that the careful management      of sleep hygiene may help to decrease the incidence of her sleep terrors.      What is included in an overview of the general features that demonstrate      good sleep hygiene?

Case Study 6

Disorders of Thought, Emotion, and Memory

Ella is 88 years old and was living at home until very recently. Her children, who visited her regularly, noticed she was becoming more forgetful. At first, she mislaid objects, and then she began to forget her doctor’s appointments. With time, her personality changed and she became withdrawn. At home she would forget to turn off the stove or leave the kettle on until it boiled dry. After seeking advice from a gerontologist and social worker, Ella’s children placed her in a nursing home with a unit equipped for patients with Alzheimer disease.

  1. What is dementia? Why is Alzheimer disease based on a      “diagnosis of exclusion”?
  2. What are the macroscopic and microscopic features of      the brain that are typical in Alzheimer disease?
  3. One of Ella’s children brought her a new pair of      slippers to wear in the nursing home. A minute after she received them,      Ella could not remember the exchange and asked what they were doing on her      bed. What part of the brain has largely been affected to produce this      behavior, and what is the pathophysiology involved?

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

 
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Existential Questions And Post-Traumatic Growth

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Upon hearing the stories of sometimes horrific atrocities clients or client families have experienced, you as a social worker may find yourself confronting existential questions such as Why? For example, Why do horrible events happen to good people? Why do people abuse their children?

Trying to make sense of such trauma is not easy, and you may seek answers to these existential questions your whole life. And yet, there are opportunities for growth despite trauma for both clients and social workers. This is known as post-traumatic growth, where a renewed sense purpose or a more profound outlook on life is the by-product.

In this Discussion, you work to seek meaning from the trauma your clients experience and the subsequent healing you help your clients achieve in your social work practice.

To prepare:

  • Read about trauma-informed social work, and read this article listed in the Learning Resources: Vis, J.-A., & Boynton, H. M. (2008). Spirituality and transcendent meaning making: possibilities for enhancing posttraumatic growth. Journal of Religion & Spirituality in Social Work, 27(1/2): 69–86. http://dx.doi.org.ezp.waldenulibrary.org/10.1080/15426430802113814

Assignment:

  • In 1 sentence, identify an existential question with which you have grappled in relation to a client who has been traumatized.
    • Reflect on an existential question that might arise in working with the client in the case study you have selected throughout the course. The Case of Jake Levy- Attached.
  • In 3 to 4 brief sentences, describe where there is potential for growth for the client as a result of the trauma.
  • In 3 to 4 brief sentences, explain where there is potential for growth for you, the social worker, as a result of listening to the client’s stories and bearing witness to their trauma.
  • Describe any challenges you may experience between the meaning you hold based on your personal beliefs and working within the client’s potentially different belief framework
 
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Discussion Reply

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Answer two of the following questions, and respond to at least one other student’s post afterward for a total of at least 400 words.

1. According to Sternheimer, what is the larger issue behind focusing on or blaming media for various social problems? What does the author believe are the more important underlying issues? Why might politicians, the public, and the media itself be reluctant to discuss these issues, in your opinion?

2. Why does Sternheimer believe that social context is so important in understanding fears about media and popular culture? What are “moral panics,” and what examples of moral panics does she provide in 20th century music? Do you see examples of similar, current moral panics in American culture?

3. What is “agenda-setting theory,” and how does the media itself ironically stoke public fears about media influence on children? How might a constructionist approach to social problems provide us with a more nuanced understanding of the supposed “harm” of popular culture?

Please give a response to this post:

Q1

According to chapter one, Sternheimer explains blaming media that televisions and video games are the cause of social problems can distract our attention from essential issues and causations. The largely contemporary issues she analyzes including education, violence, early pregnancies, poverty, and family instability. The most serious challenge American children face is poverty. The families don’t get enough benefit from their works. And, schools in poverty area are not safe and qualified. Kids are in danger. However, people ignore the real causation but attribute the issue to popular culture which is derived from media. In my opinion, politicians and the public don’t have the ability to solve these issues. Instead of looking at the cause of social problems, they are content to simply blame popular culture and media. So, the media will reluctant to discuss these issues to avoid unnecessary trouble.

 
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