1---describe the events that led to your choice of social work as a career and your reasons for deciding to enter graduate school.
2---describe each of your experiences in social work and indicate whether they were paid or volunteer. How did your experiences orient you to your present understanding of the social work profession ?
3---which social problems do you have knowledge of.How do you think social work can address these problems.
4----what are your expectations of a graduate social work education ?
5----discuss your interest in a particular field of practice e.g, social work in health, mental health or general social work.
6---discuss those personal qualities and abilities that you think will be useful to you in studying for the profession.
7---describe any anticipated work, social or family commitments that have a bearing on your ability to carry out graduate study.
8---what areas of difficulty might you anticipate and why.
9---what type of work would you like to do after you complete graduate school.

Now that you are familiar with probation write a 2 to 3 page paper covering the following:

Imagine you are an officer who has been advised that a new probationer has been placed on your caseload. He is a drug offender placed on for possession of cocaine.
You have been asked to instruct the offender at 9 a.m the next morning. As a reference, the judge ordered your new probationer to complete 20 hours of community service, a 10-week drug rehabilitation program, and to pay $500 in court fees and costs. Set up a plan for completion. Include a fee schedule, placement into a treatment program, and an organization to complete community service in your plan.
Conduct research in your own state. What rehabilitation program and community organization would you use?
Also, be sure to advise the probationer of the consequences of failure to complete the tasks.
What will happen if the probationer does not complete the conditions?

Below are internet links to the In Treatment: Season 3, Ep. 1 "Sunil - Week One" presentation of HBO's In Treatment: Sunil Week 1.

There are 3 essay prompts listed below.


Am...azon.com Link to Sunil Week One http://www.amazon.com/gp/product/B006GLQP4W/ref=avod_yvl_watch_now

ESSAY 1:
Write a session note of this intake appointment. Consider the clinical presentation both at the onset of the appointment and as the session concluded. Include an Axis 1-5 diagnostic summary and an outline of treatment initiatives specific to Sunil.

ESSAY 2:
In Module 1, we discussed RESPECTFUL counseling as a framework to address multiculturalism and human diversity as it presents in the counseling relationship. In considering the interaction between Dr. Weston and Sunil, what are the key RESPECTFUL factors that manifest during this intake appointment? What strategies or nuances did Dr. Weston utilize to normalize the differences between them? What was effective? Ineffective? Now consider that Sunil is your client. Which RESPECTFUL dynamics might manifest in your interactions with Sunil and how might you address them accordingly? Would you be able to work effectively with Sunil? Why or why not?

ESSAY 4:
Consider Bronfenbrenner's (1976,1988) description of how ecological factors impact human development with respect to the following systems: microsystem, mesosystem, exosystem, and macrosystem. Apply the ecological approach across each system, using Sunil as the identified microsystem, with respect to a community mental health perspective. Choose an intervention that would be effective within each system. What is the overall desired change? What individuals or groups might actively oppose making the sort of changes you propose for Sunil? What is your role as the change agent?



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I have also attached the instructions


Psychology and Health Issues Program Review ? Choose one of the topics
? Paper must be at least 1500 words not counting sources
? Please use... three academic sources
? Please use in-text citations
? Please use APA Format



Select one of the following widespread psychology-related health issues:

? Stress
? Employee conflict in the workplace
? Obesity
? Substance abuse
? Mental health
? Diabetes
? Stroke
? Cancer

Visit two or more of the following websites that are appropriate for your selected health issue:

? Center for Disease Control: http://www.cdc.gov
? Mayo Clinic: http://www.mayoclinic.com
? American Heart Association: http://www.americanheart.org
? American Lung Association: http://www.lungusa.org
? American Diabetes Association: http://www.diabetes.org
? American Cancer Society: http://www.cancer.org

Provide an overview of the selected health issue and of psychology?s role in health.

Review at least one current psychology education program within your employer or your community that educates people about that disease or condition. If you are not sure where to find information, check your employer?s website or human resources department, your city?s website, the local community hospital?s website, or the county health department website.

Propose improvements to the selected psychology education or awareness program targeted at the population most affected by the health issue. Build on the existing program you are researching.

Write a 1,500- to 1,750-word paper in which you combine your health issue overview, your review of the education program, and your proposal to improve the program.

Include the following:

? Identify the psychology health issue and describe characteristics of the individuals or group most affected by the disease.
? Discuss risk factors that can be controlled, how to control them, and risk factors that cannot be controlled.
? Discuss developmental, gender, and sociocultural factors that impact the health issue.
? Discuss the treatment options available to individuals and groups.
? Describe health-related behavior and health promotion strategies to address this health issue
? Discuss lifestyles changes that are needed to enhance health and to prevent illness.

Use a minimum of three sources other than the texts.

Format your paper consistent with APA guidelines.  more

Please write paper based on the Bronx, New York and include the six sub-heading provided. Please contact me if your not sure thanks.

This paper is expected to be no more than two pages in length (not including the title page and reference list (if applicable).
Below are the requirements needed for successful completion of this paper.
? Introduction to the Community: Identify the community you will be using for this paper and provide a brief description of the community.
? Windshield Survey: Assess your community by doing an informal windshield survey. Identify types of housing, schools, churches, healthcare providers, and environmental or safety hazards. You will need to discuss the following six observations in your paper.
1. Community vitality
2. Indicators of social and economic conditions
3. Health resources
4. Environmental conditions related to health
5. Social functioning
6. Attitude toward healthcare

Research Review

This is a brief review of the research related to a student chosen mental disorder, population or treatment of interest. The student is to chose 3 recent (within past 5 years)... peer reviewed articles (research article or literature review) pertaining to their topic of interest and offer a critique of the research or a summary of the literature review. The review should include a mini critique of the article, including strengths and weaknesses, scientific merit, and/or methodology ? please review grading criteria toward end of syllabus for additional information. This should be no more than three (3) pages in length, approximately one (1) page for each article reviewed. This research is due at the end of the semester and will be worth 15% of your grade.


Criteria for the Evaluation of Research Review

A. Content
a. Submits three articles of research, comprehensive literature review or a combination of that same that focus on a psychosocial, psychiatric or other mental health related problem (30%)

__________


b. Summarizes a brief critical review of the selected research studies or if the article is a literature review then a review of the quality of such a review (sufficient use of literature, current, balanced viewpoints, etc) (40%)

__________


c. Clearly presents article findings or current state of knowledge demonstrated in the literature and it?s relevance or impact on nursing practice. (10%)


__________

d. Determines reasonable evidence for best practices within the studies notation, presentation, and review (10%)


__________

e. Supports a good systematic and logical review of literature and submits bibliography of findings (10%).

__________




B. Comments  more

Application: Developing a Health Advocacy Campaign
To be an effective advocate and to develop a successful health advocacy campaign, you must have a clear idea of the goals of your campaign progra...m and be able to communicate those goals to others. In addition, it is the nature of nurses to want to help, but it is important to make sure that the vision you develop is manageable in size and scope. By researching what others have done, you will better appreciate what can realistically be accomplished. It is also wise to determine if others have similar goals and to work with these people to form strategic partnerships. If you begin your planning with a strong idea of your resources, assets, and capabilities, you will be much more likely to succeed and truly make a difference with those you hope to help.
Over the next 3 weeks, you will develop a 9- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue. In Week 9, you will consider legal and regulatory factors that have an impact on the issue and finally, in Week 10, you will identify ethical concerns that you could face as an advocate. Specific details for each aspect of this paper are provided each week. The Final Paper will be due in Week 10. This paper will serve as the Portfolio Application for the course.
Before you begin, review the complete Assignment.
This week, begin developing your health advocacy campaign by focusing on the following:
Identifying a Problem

To prepare:
Select a population health issue of interest to you and identify the population affected by the issue.
Locate two scholarly articles, each of which provides a description of an effective health advocacy program that addresses your issue.
Analyze the attributes of the programs to determine what made them effective.
Reflect on a policy you could propose or a change to a current policy to further improve the health of the population you selected with regard to the issue.
Consider how you could develop an advocacy program, applying the attributes identified in similar, effective programs.
To complete:
For this section of your paper (approximately 3??"4 pages in length) address the following:
Describe your selected population health issue and the population affected by this issue.
Summarize the advocacy programs you researched in this area.
Explain the attributes that made those programs effective.
Develop a plan for a health advocacy campaign that seeks to create a new policy or change an existing policy with regard to the issue and population you selected. Be sure to include in your plan:
o A description of the public health issue and proposed policy solution
o Specific objectives for the policy you want to be implemented
o The means by which you will convey information to various stakeholders on the need for this policy change
o Be sure your proposed need is substantiated by data and evidence.
o Methods of establishing support for the policy, including how to influence policymakers
Explain how the attributes of the effective advocacy programs you researched could be applied to your proposed advocacy campaign.
You do not need to submit anything this week. This Assignment is due by Day 7 of Week 10.



Application: Developing a Health Advocacy Campaign (continued): Legal Considerations
Last week, you began developing a health advocacy campaign for improving the health of a population through a change in policy. This week, you will continue by considering how laws and regulations can shape the way you advocate for and attempt to implement your proposed policy.
Before you begin, review the complete Assignment.
Legal Considerations
To prepare:
Review Chapter 3 of Health Policy and Politics: A Nurses Guide (3rd ed.) to determine methods of influencing the political process.
Reflect on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation.
Contemplate in what ways existing laws or regulations may impact how you proceed in advocating for your proposed policy.
Consider how you could influence legislators or other policymakers to enact the policy you would like to propose.
Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
To complete:
For this section of your paper (approximately 3??"4 pages in length) address the following:
Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
Explain how existing laws or regulations could impact your advocacy efforts.
Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the three legs of lobbying in your advocacy efforts.
Summarize the obstacles you anticipate arising in the legislative process and how you could overcome these hurdles.
This Assignment will be integrated into a Final Paper in Week 10. You do not need to submit anything this week. This Assignment is due by Day 7 of Week 10.



50 Chapter 3 Government Response: Legislation
also provide brief biographical information, photos, and other pertinent and background material.
Why is this important? Politics is at heart a people process and, like other centered endeavors, the relationships among and between people determine outcomes Nurses are well aware of how important communication and personal connection1 are in the care-giving context, and those same principles also affect the world of tics. Knowing a state representative and being able to recognize him or her on while also knowing something about the issues, are fundamental to producing
relationships. Just as nurses realize the importance of establishing good rapport clients, that same principle applies when establishing the connections needed to influence lawmakers.
In addition to knowing the people, one must also know the process-how laws made. Most nurses complete a government course in high school and promptly disregard most of the subject matter because it holds little relevance for them at the While diagrams depicting "How a Bill Becomes a Law" are important, they are very rudimentary (see Figure 3-1). There is much more to the process than can neatly depicted on a chart.
Bills are ideas that legislators have determined need to be ratified into law. ideas can come from many sources: the legislator's own experiences, the issues forward by constituents, or by special interest groups. Once the idea is drafted into the proper bill format, it is introduced into the House or Senate, depending on chamber to which the bill's chief sponsor belongs. (All budget bills are initiated in House, as it was designed to be most representative of the average citizens' Because of the importance of budgeting in regards to policymaking, it was given primary role in the budget process.) Once introduced, a bill is then referred to a standing committee for further consideration. These standing committees are related to health care go to a health committee, finance issues to a banking committee, farm-related matters to the agriculture committee, and so on. Standing committees can be configured differently over time and subcommittees may be named to consider particular bills in greater detail. Committee hearings are important, but they often appear to be more chaotic than productive. Much of the real business of law making is conducted behind the scenes, but one must also participate in the defined processes to earn a place at the more informal behind-the scenes-tables.
Committee chairs are extremely influential, particularly with respect to the subject matter areas that are the focus of the comittee's work. Chairs determine what bills will be heard and when, and they establish the procedural framework under which the committee operates. The chair's position on an issue can determine its fate from the outset. Because of the extent of their power and influence, committee chairs are able to raise large sums of money from special interest groups to support their re-election, and re-election is always an important consideration for lawmakers. House and Senate leadership (elected by their colleagues) determine who will be named as committee chairs. Certain committees are seen as more prestigious than others, so being named the chair of one of those committees is even more important to an ambitious legislator. Not surprisingly, political considerations play a role in this entire process. Being aware of the dynamics that are the foundation of the overall committee process helps ensure more effective representation by those who want to influence the outcome of the committee's work.
If a bill is able to garner committee approval, it goes to the full chamber for a vote. The timing for scheduling a vote, as well as various attempts to amend the bill or delay the vote, are all integral parts of the lawmaking process. Much maneuvering occurs backstage and the ability to influence these less public interactions is as important as the words or concepts being debated. Again, peoples' relationships and politics determine the ultimate results. To be able to be effective in one's efforts to influence outcomes, one must be aware of these relationships and take them into account. Once a bill is approved in either the House or Senate, it must begin the process again in the other chamber. The chief executive (president or governor) must sign the bill before it can become law and all of this must happen within a single legislative cycle-two years. It is not surprising that it often takes several years for a particular legislative issue to finally become law, especially when the issue is not one that garners a lot of public interest or attention. The state and federal processes each have special nuances, but the overall process is similar for both, as are the people dynamics that affect each step of the process.
Given all the hidden factors that affect success on Capitol Hill or in state legisla tures, how can an individual nurse hope to have sufficient knowledge or time to make a difference in the policymaking aspects of the profession? Fortunately, the American Nurses Association (ANA) and its state constituent associations, as well as specialty nursing groups, can provide their members with the tools they need to be successful. The success of these organizations' efforts in the legislative arena depends in large part on their members' involvement with and understanding the importance of an effective legislative presence on behalf of the profession in Washington, D.C., and in statehouses across the country. An individual nurse need only become a member of his/ her professional association and then take advantage of the resources provided by these organizations to be part of the cadre of politically-active nurses who are taking seriously the obligations set forth in the profession's social policy statement and its code of ethics. These organizations keep .nurses informed about what, why, and how things are happening, as well as help develop succinct messages to be conveyed to key lawmakers.
EFFECTIVE LOBBYING: A THREE-LEGGED STOOL
In addition to knowing the procedural aspects of lawmaking, nurses can also benefit from understanding the lesser known but equally important relational aspects of the process: the connections not depicted on any chart purporting to show how a bill becomes a law. Success in the legislative arena is much like a three-legged stool, with each leg essential to the sturdiness of the stool as a whole. The first leg is the formal lobbying effort provided by independent paid individuals, many of whom have close ties with elected and appointed officials. Leg number two is the grassroots leg, and the third leg is the political leg-the one that actively tries to influence the outcome of elections.
Leg One: Professional Lobbyists
No bill becomes law without lobbyists' input. Lobbying is the act of influencing-the art of persuading-a governmental entity to achieve a specific legislative or regulatory outcome. While anyone can lobby, lobbyists are most often individuals who represent special interest groups and are looked to as the experts by lawmakers who need information and rationale for supporting or not supporting a particular issue. The role of lobbyists has become even more critical as the complexity of legislation has increased; for example, the 1914law creating the Federal Trade Commission was a total of eight pages, the Social Security Act of 1935 totaled 28 pages, and the Financial Reform bill (conference version) of 2010 contained 2,319 pages (Brill, 2010). Legislators, often pressed for time, rely on lobbyists' expertise to help them understand what they are voting for or against.
According to the Center for Responsive Politics, there were 10,404 federal lobby- ists in 1998; in 2010, there were 12,488. While this number represents a decrease from a high of 14,869 in 2007,"the number of lobbyists has significantly increased over the years. In 1998, $1.44 billion was spent on lobbying; in 2010, the total was $2.61 billion, again down from $3.49 billion spent in 2009. Nevertheless, this represents a general increase overall. The American Nurses Association reported spending $1,197,342 on its lobbying efforts, utilizing the services of six lobbyists. The American Hospital Association, on the other hand, spent $13,585,000 and employed 72lobbyists, many of whom were categorized as "revolving door" lobbyists, or individuals who left positions in the legislative or regulatory arenas for typically more lucrative private sector employment. (The revolving door provides an entry and that are invaluable to a lobbyist and the special interests he/she represents. The more revolving door lobbyists an organization employs, the better connected it is to the inner workings of Capitol Hill.)
The willingness of entities to invest the level of resources associated with lobbying efforts is indicative of how important the connections forged by lobbyists are to the reputations of the interest groups, and to their ability to get the job done. Members of special interest groups expect legislative success, and that success comes with a price. Tellingly, it is a price many nurses are reluctant to embrace. Nurses must be more aware of the key role that lobbyists play and be willing to support the lobbying efforts of professional associations by becoming members of these organizations. Success in the halls of Congress and at statehouses is integral to the advancement of the profession itself and its societal values. Nurses want their legislative agenda advanced success- fully, and that expectation comes with a price tag that only nurses can pay.
Leg Two: Grassroots Lobbyists
While the paid lobbyists are the ones who most commonly come to mind when thinking of lobbying efforts, the so-called grassroots lobbying can be more effective if appropriately organized and informed. Grassroots lobbyists are constituents who have the power to elect officials through their vote. When constituents have expertise and knowledge about a particular issue (such as nurses in the healthcare reform debates), they are especially valuable resources for their elected officials. While issues debated in Washington, D.C., are national in scope, members of Congress are still concerned about how the issue is perceived back home. The connections established by a nurse constituent with his/her lawmakers at the federal, state, and local levels may provide timely access and a listening ear at key points during the policymaking process. To be effective, grassroots lobbyists must recognize that getting a law passed can take many years and entails compromise and commitment, along with an understanding of the political forces at work. In addition to employing paid lobbyists, professional nurse organizations have become increasingly aware of the strength of grassroots lobbying-seen by some as the most effective of all lobbying efforts (deVries & Vanderbilt, 1992).

The legislative process is an evolving one, founded on compromise. Settling for part of an initiative may be the best way to eventually achieve the entire goal. Willing- ness to persevere and keep returning to the legislature year after year, if necessary, is essential. New faces are chosen at each election and the volatility of the entire political arena can result in major philosophical changes in a relatively short time.

Leg Three: The Role of Money
The final leg of the stool is the one that causes much discomfort and concern to nurses and others: money. Politics in its most primitive form is on display when considering how money influences who wins or loses an election. The amount of money that flows to and through the legislative process has raised serious questions as to whether the whole process is "For Sale" to whoever has the deepest pockets. Unfortunately, winning an election or re-election, even at the local level, can be a very expensive proposition
costing millions of dollars. The total spending by political parties, candidates, and issue groups for the mid-term elections in 2010 is estimated to have exceeded $4 billion-a trend that is likely to continue in light of the recent United States Supreme Court decision in Citizens United v. Federal Election Commission (2010).
Not only has the amount of money flowing to campaigns increased dramatically, the source of those dollars (who has the deep pockets) has also changed and is expected to change even more in the future. For example, American Crossroads GPS (the brain- child of Republican strategists Karl Rove and Ed Gillespie, both of whom held influential staff positions under former President George W. Bush), American Action Network, Republican Governors Association, and the Chamber of Commerce are groups based in Washington, D.C., that financed state races across the country on behalf of Republican interests in 2010. On the Democratic side, organized labor, EMILY's List, and the League of Conservation Voters continue to contribute millions to fund campaign messages (Crowley, 2010). While these groups may appear to operate independently of each other, in actuality "coordination is as easy as walking across the hall" of their shared office space (p. 31). How this evolving dynamic will affect future elections and alliances remains to be seen, but its existence cannot be ignored or under estimated.

Application: Developing a Health Advocacy Campaign (continued): Ethical Considerations
This week, you will continue to work on the Assignment begun in Week 8 as you examine the ethical issues that may arise in advocating for the policy you selected.
Before you begin, review the complete Assignment. You will combine the sections of your paper developed in Weeks 8, 9, and 10 into one cogent paper due by Day 7 of this week.
To prepare for this final portion of your paper:
Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.
Reflect on the ethical considerations you may need to take into account in your advocacy campaign.
Research the ethical considerations, laws, and reporting requirements (with respect to lobbying) that are relevant to the location where your advocacy campaign will occur.
Consider potential ethical dilemmas you might face in your campaign.
To complete:
For this section of your paper (approximately 3??"4 pages in length), address the following:
Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them.
Describe the ethics laws and reporting requirements that are applicable to your advocacy campaign.
Evaluate the special ethical challenges that are unique to the population you are addressing.
Reminder: You will combine the sections of your paper developed in Weeks 8, 9, and 10 into one cogent paper.
Due by Day 7 of this week.


2001 Approved provisions

The ANA House of Delegates approved these nine provisions of the new Code of Ethics for Nurses at its June 30, 2001 meeting in Washington, DC. In July, 2001, the Congress of Nursing Practice and Economics voted to accept the new language of the interpretive statements resulting in a fully approved revised Code of Ethics for Nurses With Interpretive Statements.
1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems.
2. The nurse's primary commitment is to the patient, whether an individual, family, group, or community.
3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient.
4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse's obligation to provide optimum patient care.
5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth.
6. The nurse participates in establishing, maintaining, and improving healthcare environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action.
7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development.
8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs.
9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy.
American Nurses Association, Code of Ethics for Nurses with Interpretive Statements, 2001 By American Nurses Association. Reprinted with Permission. All rights reserved.



Please add headings to the different sections, and also include an introductory paragraph and a conclusion.










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You will be making the case for turning one of our narratives into a film, short or feature. You need to convince me that the project is worthwhiile for a greenlight. I need to understand the work a...nd its importance. Convince me about a few areas before an adaption can be started. This is an argument for the film's relevance, so that it should be written in a convincing and clear manner.

A working bibliography, which has two standard biographies of the author, as well as numerous critical stances on work in question. Show the range of the interpretations offered, from historical, psychoanalytical, feminist.

Share your likes and dislikes from the start. It is essential to choose a work which you feel strongly about and attempt
to articulate why you like it.

Characters: What is the conflict here? What are the central character traits? What separates the circumstances from the character.
What does the author disclose about the key characters?

THEME: What does this work mean.
SETTING: this s a work's natural, manufactured, political, cultural environment. Significance of the surrounding story? Are there cultural conditions..
SYMBOLISM: Show some key symbols which would have to be incorporated in the film version and what do these things stand for.
CONTEMPORARY INNOVATION: Is there a way to make the story more contemporary?

BIBLIOGRAPHY: List 10 works here. At least one, if not two bibliographies should be listed. I am interested to see articles for general readers, like those found in journals like The New Yorker, or widely scholarly books.

ARGUMENT SUMMATION: Give a clear and concise statement as to why I should invest money in this project.

HERE ARE YOUR TEXTURAL CHOICES:

Washington Irving, "The Legend of Sleepy Hollow", Rip Van Winkle"
Nathaniel Hawthorne, The Scarlet Letter, "Young Goodman Brown", My Kinsman, Major Molineux.
Herman Melville, "Bartleby", Moby-Dick, "Benito Cereno"
Edgar Allen Poe, "The Fall of the House of Usher", "The Cask of Amontilado", The Masque of Red Death, "The Tell Tale Heart", "The Man of the Crowd".
Harriet Beecher Stowe, Uncle Tom's Cabin
Frederick Douglas, Narrative of the Life
Henry David Thoreau, Walden  more

The influence of the internet in providing health information to health professionals, patients and the general public has increased significantly in the last decade. Identify key internet sites (a minimum of 5 of these) sponsored by recognised health organisations. Describe the main objectives of these sites and the organisations that produce them. Identify the benefits and drawbacks of using the internet as a primary source of health information for potentially vulnerable segments of the population (such as people with mental illness, disabilities, unemployed, elderly, as well as health professionals. Use scholarly research sources to support your written work
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Required

McCance, K. A. & Huether, S.E. (2010). Pathophysiology: The biologic basis for disease in adults and children (6th ed).
Chapters 4 and 5
would like to use Writergrrl101<...br>
Assignments

Exercises: (10 points each)
8. What roles do genes play in determining cell structure and function? How is gene expression regulated?
9. What is the role of the environment in development of congenital disorders?
10. How might 1) overexpression of proto-oncogenes and 2) underexpression of tumor suppressor genes lead to abnormal cellular proliferation?
11. Describe a teaching strategy to explain DNA replication and protein synthesis
12. You have been asked to counsel a family in which the father has Neurofibromatosis. Explain why autosomal dominant disease penetrance can vary from one family to another.
Professional Development (20 points each)
13. Choose one of the genetic disorders discussed or listed in one of the tables in your textbook. Perform a literature search in a database of professional journal articles to find current, reliable information about the disorder. Write a summary that presents the genetic defect, details of its molecular basis, and its clinical manifestations. Include at least two references beyond your textbook. Use Cri du chat

14. Multifactorial inheritance has been shown to influence the development and expression of a number of disease conditions. Conduct an in-depth review of existing literature and describe how twin and adoption studies have enhanced our knowledge about multifactorial inheritance. How would you use this information to counsel a client about breast cancer, colon cancer, or diabetes risk?

There are faxes for this order.

Customer is requesting that (Writergrrl101) completes this order.  more

Dissertation Proposal:

Table of Contents

Introduction to the Study 1

Background 2

Purpose of the Project 2
Significance of the Problem... 3
Key Terms 3
Research Questions 4
Review of the Related Literature 4
Methodology 6
References 10
Appendix Annotated Bibliography 12


Introduction
[Text Dissertation topic is introduced in 2 pages maximum. The study topic is briefly described to establish the main ideas and context. Note: Topic must reflect doctoral level study and the specific program.]
Statement of the Problem
[Text Present general issue/observation that in theory or practice leads to the need for the study (in most cases scholarly citations within the last 5 years are included). Present focused problem that leads to the need for a research response. Clearly describe and document the problem that directly leads to the study purpose.
Purpose of the Study
[Text Research method is identified as qualitative, quantitative, or mixed method. Research design is clearly stated and is aligned with the problem statement. Identification of variables/constructs and/or phenomenon/concept/idea:
Quantitative research variables/constructs are briefly identified (including potential confounding variables, covariates, mediating variables, etc.). Research variables/constructs are identified and cited, if appropriate.
Qualitative research identifies a single phenomenon, concept, or idea that will be studied.
Mixed Method research includes all of the above.
Specific population of proposed study is identified. The number of participants that will serve as the sample should be estimated based on a power analysis (quantitative/mixed method) or conventions (qualitative) as detailed in chapter 3. Geographic location of study is identified.]
Research Questions
[Text]
Q1.
Q2.
Hypotheses (Quantitative/Mixed Studies Only)
H10. [Null Hypothesis Text]
H1a. [Alternative Hypothesis Text]
Definition of Key Terms
[Text (optional) ]
Term 1. Definition (APA citation).
Brief Review of the Literature
[Text Discussion has depth and presents a critical analysis and synthesis of the literature that provides a context for the dissertation study. Discussion is comprehensive, organized, and flows logically. Use themes and/or subtopics as headings. Identify the themes or sub-topics around which the literature review has been organized into a coherent narrative discussion. In the review, at least 7 to 10 of the most important works or studies that touch upon the dissertation topic or problem are discussed. Be sure to include works that provide alternate or opposing perspectives on the proposed topic area to demonstrate unbiased research. Learners focus particularly on those works that address main ideas in the field, describe areas of controversy, and indicate areas of incomplete knowledge and relate them to the envisioned studys problem, purpose, and research questions. Include historical and germinal works as well as current works (within the last 5 years).
Theme/Sub-Topic 1 [Repeat, as needed]
[Text]
Summary
[Text]
Research Method
[Text Here discuss the proposed research method (quantitative, qualitative, or mixed). In this section the appropriateness of the method and design are substantiated and includes a brief discussion of why the method/design(s) was/were chosen over others. Discussion is not simply a listing and description of research designs; rather, elaboration demonstrates how the proposed method and design accomplish the study goals, why the design is the optimum choice for the proposed research, and how the method aligns with the purpose and research questions. Be sure to provide a brief discussion of the proposed data collection and analysis procedures. Provide appropriate foundational support for the proposed study design; for example, refer to Moustakas and other appropriate authors to describe a phenomenological design.
Note: Avoid introductory research design and analyses descriptions as well as excessive reference to textbook authors such as Creswell and Trochim.
Operational Definition of Variables (Quantitative/Mixed Studies Only)
[Text (optional) Identify each of the primary constructs associated with the proposed topic, problem, research question(s), and hypotheses. Include a brief overview of how each will be operationally defined for the proposed study]
Construct/Variable 1. Description/Operational Definition.
Describe each variable, the nature of the variable (e.g., nominal, ordinal, interval), how each variable will vary (e.g., the range (1 ??" 5, 0 ??" 100) or levels (low, medium, high; male, female) and the data sources (e.g., archival data, survey items, and if appropriate, how the items will be combined to form the variable construct). Consult research design sources and ensure that the nature of each variable is appropriate to the proposed statistical analyses.
Measurement
[TextProvide a brief description of how study data will be collected, measured and analyzed. Describe the proposed instrument. Please note that survey self-development should be considered only after an exhaustive search for an existing validated instrument and will require a multi-step pilot and validation process. Although a detailed description is not required at the CP stage, the variables must demonstrate appropriateness to the study purpose and meet the assumptions of the proposed statistical tests. For qualitative studies, describe the proposed instrument or collection (e.g., interviews, observations), and how concepts will be coded and analyzed as appropriate to the proposed design. Include appropriate support for the application of the proposed design. Consult research design and analysis sources including those available in the Dissertation Center for guidance.]
Summary
[Text]





References
Reference 1

Reference 2

Reference n

Instructions: This section of the Concept Paper is a list of references cited in text, including the literature review. All resources cited in the concept paper must be included in the list of references.

List all references in APA format with the exception noted below. For each reference listed, there should be at least one corresponding citation within the body of the text, and vice-versa.

Formatting: Single space each reference citation, along with a .5 inch hanging indent; double space between consecutive references in the reference list
Tips: Sort in alpha surname/title order. Only capitalize the first word of the title and of the subtitle, if any. Do not bold the title. Know when to italicize and when not to (i.e., periodical/non-periodical/publication versus book/report/paper). Italicize volume (i.e., Journal Name 4, pp. 12-22.)

Note: APA6 Requires Digital Object Identifier (DOI), if one has been assigned (see page 191).

Example (note single-space references, with double-spacing in-between):

Winslade, J., & Monk, G. (2001). Narrative mediation: A new approach to conflict resolution. San Francisco: Jossey-Bass Publishers.

Ahn, J. (2004). Electronic portfolios: Blending technology, accountability and assessment. T.H.E. Journal, 31(9), 12-18.

U.S. Government Printing Office. (2006). Catalog of U.S. Government publications: New electronic titles.


Appendix
Annotated Bibliography
Reference 1

Annotation 1

Reference 2

Annotation 2

Reference n

Annotation n

Common Errors to Avoid
1. Paper margins: 1.5 inches on left ??" remaining at 1 inch (see formatting resources available in the Dissertation Center)

2. The research questions should not be stated so as to be answerable with a yes/no response.

3. There must be a direct alignment from the topic to the purpose to the research question(s)/hypotheses to the proposed method and design.

4. Avoid anthropomorphism ??" page 69 of APA ??" giving human qualities to inanimate objects.

An unacceptable example: the organization stated ??"
A better solution: the leaders of the oranization stated

5. Avoid long sentences, fragmentation, and grammatical errors. Configure your MS Word software to perform Grammar and Spell checking (i.e., Tools/Options/Spelling & Grammar/, set the Writing Style option to Grammar and Style), or use the F7 key in MS Word to identify areas for improvement.

6. Whenever presenting information as factual, or that is not considered common knowledge, or represents concepts obtained from an outside resource, ensure that an appropriate citation and corresponding reference have been added. Citations add support and validity for your paper and avoid potential plagiarism
7. Per pp. 65-66 of the APA Publication Manual, use past tense for discussing literature, an action or condition that occurred at a specific time in the past. Jones (year) published or Smith (year) stated, because this was said or completed in the past.

8. Avoid emphasis on the authors (e.g. the author stated... authors indicated) and instead shift the focus of the sentence to the main ideas and key findings. Use straightforward, declarative statements and cite authors parenthetically.

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This my assignment which I have to write a Apa style paper.For the references for personal interviews, I want to use my father named Charles Hrynko and Mother named Bernice Hrynko. My Dad told me that... I'm the third generation from Ukraine. My mom told me that I'm 7th generation from Germany. Her maiden name is Hammond. Write something about low self-esteem and the relationship with growing up poor for both families.

Assignment: Identify your own cultural background. Research the customs and history of your ethnicity. Using the research, describe how people of your ethnicity might think about and approach wellness. This may be an issue many of you have never thought of or researched. The purpose of this assignment is to think about your heritage and your belief system and how that impacts each of you as individuals. If you cannot find information on your ancestors, through research or family member interviews, discuss each of the following categories relating to your immediate family and any current experiences with rejection or prejudice.

The research paper must be at least 6-8 double-spaced pages (12 point font, Times New Roman) in APA style with at least 5 references (minimum of 1, maximum of 3 personal interviews.) No abstract is needed.

INFORMATION to GATHER and REPORT:
[Be sure to address at least two bullets in each of the four categories below. You will need to use a combination of interviews with family members and research sources to find this information.]

I. Background Information
What generation do you represent? Where do your ancestors come from?
What religious affiliations, if any, has your family held (or changed)
through the generations?answer this question
How and when did they get here? Why did they come here? What area did
they originally arrive/live in?
What good or bad migration experiences did your family have?
How easy or difficult was it for them to adapt to life in this country at that
time? Discuss aspects of rejection or prejudice based on race, religion or
nationality.

II. Current Information
What social conflicts have you or your family experienced within the
present American culture?
Does your immediate family or extended family practice any celebrations,
customs, or traditions that your or others might regard as ethnic or
expressing a minority culture in some way? What are some of them?
Which do you value most?
What, if any, language/communication differences to you see between
your family and typical American culture? What problems to these
differences cause, if any?
What were the main expectations (or stereotypes) for males and females
in the following areas:
Education? Employment? Dating Patterns? Sexuality?
Role of wife; role of husband? Children and parenting?
Importance of individual vs. family? Religion/spirituality?

III. Personal Reflection (this section must be at least 2 pages in length)
How do you think your unique background has specifically influenced
your personal expectations, beliefs, behaviors, and life goals?
How does your background/upbringing affect your views of other
cultures? Do you have any biases or stereotypes?
What specific assets or benefits might you have, based on your
cultural upbringing, as opposed to other people without your
cultural upbringing?
What aspects of your culture of origin do you have the most comfort
Owning and the most difficulty Owning? Explain.

IV. Issues of Wellness (this section must be at least 1 pages in length)
How does your cultural background affect decisions you and your
ancestors make regarding each of the 5 spokes of the Wellness Wheel
(created in class)? --The five spokes of the Wellness Wheel are physical, mental, social, spiritual, and social.
If you could give the future generations of your family advice about
Wellness, what would you tell them? (which do you believe are more
important on the Wellness Wheel, etc.)



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The required reading for this Forum is Chapter 13, Marian Diamond, Introduction and Chapter 1 in her book Magic Trees of the Mind. What is the neurological basis of Diamond's concept of brain enrichme...nt? What specific components of the brain and nervous system are involved - what is its cellular basis, in terms of the structure of the neuron itself? What is the relationship between brain enrichment and the organism fortunate enough to live in an enriched environment? What are some of the lines of evidence she cites in favor of this point of view? Is the concept of brain enrichment important only for infants and young children? What are some of its implications for our educational system? For family life?

For this forum, each student is asked to write a Viewpoint contribution that deals with Diamonds article, AND relates its themes to one of the enrichment readings in Chapter 14 (Linn, Healy, Kamii and DeVries on Children with Rollers, Borish on NCLB and public education). Or, you may relate Diamonds work on brain enrichment and the crucial nature of the enriched environment to any of the previous articles discussed in Units One or Two.

Form and requirements:
1) It must be at least 3 paragraphs long (it can be more, but not less)
2) Each paragraph must be at least 8 substantial sentences - full sentences, not sentence fragments.
3 There must be an empty, blank line between paragraphs.
4) You must check your spelling and grammar. Please use spellcheck, which means writing your essay in a word processing format and then posting it in Blackboard - an essay filled with spelling errors will not gain credit.
5) Your essay must contain DETAILED discussion, analysis and response to the reading in question. This means that I need to see at least two actual citations (more are even better) from the article - with page numbers from each citation (not from the same page). Actually citing a few words or a sentence from the article in quotes is REQUIRED as is the page number.
6) Writing a Viewpoint Essay for a particular reading must choose their citations from different pages. In other words, if you are writing on an author, you cannot use the same page numbers for your citations as those who have posted before you have done.


Example of a viewpoint essay: Use this as an example :


David S. Ludwig identifies four phases of the childhood obesity epidemic. He claims that the first phase began in the 1970s. The epidemic crosses cultural and economic classes as far as increase in average weight(s) overall. Ludwig asserts, A"Today, about one in three children and adolescents is overweight and the proportions approaches one in two in certain minority groups. One in three is a huge number if we look at the American population of kids. (pg 2325) He points out that many of these kids remain and appear healthy for years, thus have no (apparent) influence on public health. Ludwig describes phase two is the phase he defines us being at presently. He states that this phase is distinguished by considerable weight related problems. Fatty liver related to being over weight, previously unrecognized in pediatric literature before 1980 has been reported as one in three- among the obese children population at the time of his article. He states, A"The incidence of type 2 diabetes among adolescents, though still not high, has increased by a factor of ten in the past two decades and may now that of type 1 diabetes among African American and Hispanic adolescents. (pg 2325)

Phase three is defined as life threatening. Coronary heart disease, high risk for limb amputation, kidney failure requiring dialysis, and premature death are some of the consequences of childhood obesity at this juncture. He further points out, A"Fatty liver will progress to hepatitis and cirrhosis, which may remain asymptomatic until irreversible organ damage has occurred. (pg 2325)Ludwig believes that stage four has irreversible possibilities and outcomes. Children that are obese as children will most likely be obese into and throughout adulthood. He asserts, A"Carrying excessive weight in early in life may elicit irreversible biologic changes in hormonal pathways, fat cells, and the brain increase hunger and adversely affect metabolism. Ludwig goes as far as to say that a parents obesity can affect the Body Mass Index (BMI) of their newborn. In short, he terms this phenomenon perinatal programming. (pg 2326)

According to Ludwig, if childhood obesity is not prevented- the following consequences are eminent. He found that obese children tend to isolate and introvert in their childhood and into adulthood. Furthermore, he found that they are prone to live in poverty and not to complete education beyond high school. This is apparently an outcome of high anxiety and depression. He and his colleagues predict, A"Pediatric obesity may shorten life expectancy in the United States by 2-5 years by mid-century- and affect equal to that of all cancers combined. (pg 2325) This article on childhood has direct implications on our communities. Wherever we live and whatever our economic status, we are all related to and/or have people that we love, care about, and are close to. Ludwigs findings and reports can and will affect each and every one of us somehow. When he stated that he and his colleagues predict childhood obesity to equal the affect to that of all cancers combined, I had to do a double take. I have had two aunties in my immediate family and my grandmother battle with cancer. My grandmother actually died from stomach cancer partly because she didnt like hospitals and failed to report her condition. That is three people close to just me. For every A"me there is a A"you. Me and you makes a A"we. We need to take heed of this article and others like it in order to live and share a full- healthy life for ourselves and with others.




Marian Diamond is an internationally known brain researcher who has been at UC Berkeley and she's been one of a number of people who've done groundbreaking research in the relationship between the brain, growth of the brain, or decline of the brain, and the kind of environment that organisms are in. Her work not only has implications for humans, but in fact I believe she did most of her work with rats. But as you'll see in her reading this concept of the enriched environment has implications for the relationship between the environment and brain enrichment or brain impoverishment. It is not only humans that this theory applies to.


She begins, I'm going to start with the introduction, Experience is the Best Sculptor, and she says that we "once viewed the child's brain as static and unchangeable" but we understand today it's a "dynamic organ that feeds on stimulation and experience." And what's different here about looking at the brain development is we actually look at the brain as an organ. We look and see that, in her language, "the flourishing of branched intertwined neural forests is what can be seen as the result of the proper relationship between the organism and environment at different stages of the life cycle."


She asks a number of questions on page three which are appropriate for you to look at and on the top of page three, "when it comes to the brain, experience does it." So this is not something that is merely an unfolding of genetic patterns. The genes make possible the growth and development of the brain but it is the environment and experience which channel it and which stimulate it, or do not stimulate it. She writes a little bit about this concept of the enriched environment. If you go to page five she says that one of her reasons for wanting to tell the enrichment story is how applicable it is to American education and American children. She says on page five, "the typical American child does not experience an enriched environment." I would like you to read her description in that paragraph and see if that corresponds to your own experience. And so e do not provide an enriched environment for most of our children. There are a few fortunate ones that do get it and maybe many fortunate ones do get it but perhaps even many more do not and so we hear about teen pregnancy, children living in poverty, delinquency, dropout rates, drug abuse, crime, failed teaching methods, the growth of prisons, and so on. And so this is her claim that, in fact, brain enrichment when we're talking about human development we needed a certain point to focus on what's known about the growth of the brain itself.


We move from the introduction to Chapter One (which is the only chapter I've reproduced in this book), "Trees That Grow So Fair: Neural Forests of the Mind." She talks about herself and her interesting childhood and the fact that she became very interested in the hypothalamus, described on page 11 what its function is. She then describes her own life, her marriage to a nuclear chemist, and her arrival at Cornell University, and talks about events in her own life and her interest, on page 12, in the work of Krech, Rosenzweig, and Bennett, and for the first time seeing the link between what was physically there in the animal's brain and its ability to learn. She went down to see them, shed moved to Berkeley by this time, and talked about the work of a man named Donald Head. Head had made observations of rats who had been free-ranging and played with his own children versus laboratory rats and found that the free-ranging rodents ran a much better maze than the locked-up rats. And so from Head's observation his Berkeley team decided to raise baby rats in two kinds of cages: a large enrichment cage (this is on page 13) filled with toys; and a small impoverishment cage. The important thing there is that actually, when these behavioral differences in the groups on the basis of being put in different environments became clear, she then did research that involved removing the brain of a deceased laboratory rat, and she says from both groups, carefully measuring the thickness of the cerebral cortex. The enriched rats had a thicker cerebral cortex than the impoverished rats. It was only 6% thicker but it was highly significant: 9 out of 9 cases showed this. She repeated the experiment and she says this is about 1963. Then in 1964 she was coauthor of a paper called "Effects of Enriched Environments on the Histology of the Cerebral Cortex. She then talks about giving a paper at the American Association of Anatomists in Washington, DC, and showing this evidence. At that time people were less receptive to women scientists than today and a man said, in a loud voice, "Young lady, that brain cannot change." This is a point of view that's still with us today even though it is contradicted by an enormous amount of experimental evidence. So then this idea of brain enhancement, brain enrichment, she talks about the fact that this really involved the shattering of some dogmas that perhaps many of you have heard about as well, that, you know, the brains can't get thicker, they're fixed, that we are loosing 100,000 brain cells every day, and the brain has an intelligence level fixed at birth and it can't change, except to go down after whatever age you pick (8, 10, 12, 14) and she points out that neurologists have measured the dwindling of brain cells in rats and humans over the typical lifespan. But she argues that her group's theory of enriched and impoverished environments could explain this by looking to the source of the experimental brains. Before 1964 she says, the researchers didn't pay much attention to where a brain came from. Researchers got (human) brains from coroners: indigents, alcoholics, and bedridden soldiers. Animal researchers housed mice, rats, and other lab animals in small sterile cages. So she says, "the neurologist's standard model was based on starving brains." And she says, "when researchers collect brain tissue from enriched research animals or from people who have lived healthy, mentally active lives, they do not find a thinning of the cortex or a relentless loss of neurons with age."


After this, the next section is called, "A Rodent's Brain Revealed." I would like you to look at that and to study that picture of the rat's brain on page 18.


I'm going to jump ahead to page 20 to, "The Heart of Enrichment, Nerve Cell Branching." I want you to look on page 21 at the diagram of a typical neuron, or nerve cell. Isn't it extraordinary that the egg and sperm which unite, two cells, contain the potentiality for cell differentiation for all of the thousands and thousands of different cell types that we find in an organism at different stages of its lifecycle development. One of these types is the neuron, of course, very critical, the cells that comprise the basis of the nervous system. The heart of enrichment, she says, is nerve cell branching. So take a look there: the cell body in the middle, the long thin axon going down with branches, and then at the top of the picture the dendrites, which, she describes them, the "luxuriantly branching dendrites, and its thorn-like spines that grow, change shape, or shrink." So look at the dendrites and notice the spines on the dendrites.


Down at the bottom of page 22 she says some interesting descriptions of the brain and I'd like you to pay attention to the bottom of page 22, "surface areas," and the fact that this concept of surface areas is necessary to understand how plant leaves collect solar energy and they are necessary to understand how our lungs absorb oxygen and liberate carbon dioxide or our small intestines liberate food. But nothing, she says, holds a candle to the human brain. So please do look at that concept of surface areas.


Holloway's work on page 23, the branching in part was causing the cortex to grow thicker. Diamond had speculated that the branching of dendrites might explain this additional 6% thickness of the enriched cerebral cortex. And she suggests the term "little trees" on page 23 and this is well worth reading.


Go to page 25, "Nubbins, Umbrellas, and Lollipop Trees." These are her colloquial terms for what can happen to the dendritic spines. But first it is necessary to understand the term "synapse." I would expect many of you had this in elementary biology courses but it is good to review it. When the electrical signal traveling down the axon reaches the button-like ending at the wire's terminus, a chemical message crosses the gap in the synapse and we get the neurotransmitters.


Turn to page 26. Again I'd like you to be familiar with the diagram there:

the sending nerve cell,

the axon

notice the little circle where the axon is adjacent to the dendritic spine and then the big circle that magnifies that

electrical input from the sending nerve cell

the release of neurotransmitters

the electrical output from the dendritic spine


As you read this right now, probably hundreds of thousands of such electrical inputs are simultaneously being transmitted along the neurons of your brain at every level from the peripheral nervous system, through the spinal cord, through the brain stem, the medulla, through all of the different structures such as the thalamus, hypothalamus (that regulate thirst, hunger, and so on), through the limbic system and its amygdala (that is primarily connected with feelings), and through all of the different parts of the cerebral cortex (which regulate fine movement, perception, thought, and so on). All of this, this is the mechanism through which this text plays, the neurotransmitter. You begin to understand then what Parkinson's disease is a disease where dopamine, one of the main transmitters, is not being produced and this leads to failure, in particular, of motor neurons. So it is very important to understand what this simple but correct model of neurons and how they interconnect.


On page 26 and 27, the Diamond group and other researchers found that bees' dendritic spines themselves grow, change shape, or shrink as an animal experiences the world. The work of James Conor is important, how social isolation could affect a rat's brain, especially in an elderly rat. Two groups of advanced-age rodents, some housed with their aged friends, others alone. When the animals died he found that spines resembled either three-dimensional lollipops with the ball on the stalk like Tootsie-Pops or they were short squat nubbins with no stalk. And the older rats alone had a lot of these nubbin spines, so could there be various lollipop shapes depending on experience in a lonely deprived animal? Could the lollipop spines go unused and eventually collapse into gnarled old nubbins? This is her statement of what the primary mechanism is of either brain enrichment or brain impoverishment, that it has to do with changes that are produced in the dendritic spines which affect the process of neural communication and pathways in the brain. She then cites the work of Richard Coss on page 27. Bees that made one single flight out into the meadows were very different in what had happened to their dendritic spines than bees that had remained in the hive permanently. The Coss team found that a number of spine shapes, not just lollipops and nubbins, depending on the bees' level of stimulation from the outside world. I would like you to look at this. This is very important. Experience, even an hour or two of flying through the meadow, had a dramatic enlarging effect on a bee's dendritic spines. Coss found similar changes in the dendrites of socially enriched and deprived jewelfish. Another team found changes in young Myna birds, and so on. So this is really important.


On page 29 there is a marvelous quote from Richard Coss, who says, "an animal is only as smart as it needs to be." And Diamond goes on to add that a nurse bee inside the hive just apparently doesn't need to be as smart as the worker buzzing through the meadows and orchards. So, "just as the muscles are programmed to grow smaller and weaker with disuse, the dendritic trees and spines will shrivel and the cortex grow thinner with lack of mental activity," she tells us also on page 29. So the implications of this are clear, I believe, that we really need throughout the lifecycle to think about this question of the enrichment environment because it is the environment and our relationship with the environment which is the key overriding factor in determining what kinds of changes will or will not happen in our dendritic spines, which in turn affect neural pathways, which in turn affect every aspect of our human life experience from the maintenance of our intelligence, to our motor coordination, to our interest in life, to our interaction with others, and so on.


In page 30 under the heading "Rats Revisited," she gives on the next two pages quite a good summary of the work of the Diamond lab group at UC Berkeley. They studied enrichment and impoverishment with great intensity. They wanted to learn everything. So they split animals into three groups:

1) A standard intermediate condition with three rats in a small cage with no toys,

2) Impoverishment conditions with a solitary rat in a small cage without toys, and

3) An enrichment condition in which 12 rats inhabit a much larger cage with a rotating array of toys such as exercise wheels, platforms, and ladders.


She tells us on page 30 the findings are potentially valid for students in dormitories, prisoners in solitary confinement, senior citizens living together in comfort or in poverty, for children treated well or abused. And so with the three cage types they formulated the basic principles of brain enrichment and these are on page 31. I would like you to study these and think about them and use them as a basis perhaps for your viewpoints and responses. Remember also that the Wiki project, which I have asked you all to start thinking about during the past weekend this week, the Wiki project asks you in some way, whatever your chosen topic and problem formulation is, in relation to human development, asks you in some way to relate it to the concept of the enriched environment. So what she says on page 31, "the impact of a stimulating or boring environment is wide-spread throughout the regions involved in learning and remembering." How interesting, a stimulating environment or a boring environment. I ask myself, is this the limit of the different kinds of environments that one could have? I ask, for instance, what about the type of environment that prisoners at Abu Ghraib had where they were subjected to many forms of humiliation and torture? They were certainly being stimulated in many cases, it certainly wasn't boring, and so we could certainly have a broader discussion of environments. But stimulating or boring is probably a good place to begin. Neurons in other parts of the brain besides the cerebral cortex can also respond. I should tell you that there has been peer-reviewed work showing that actually new neurons can be generated in the adult phase of the lifecycle even though Diamond's model focuses primarily on the dendritic spines and this seems to be the key area. The paradigm shift has been so great in brain research, the older view that the brain with no more neurons growing after a very early age and development and then the death of 100,000 cells a day. You might hear this in the popular press. You might hear this by people with different kinds of theoretical or social axes to grind, but in fact even at the level of new neuron production it is clear now that, not only in humans but also in other organisms, entirely new neurons can be produced in the adult phase of the lifecycle. I'll try to put up an electron micrograph picture of one of these for you.


Enriching the environment of a pregnant female rat can result in newborn pups with a thicker cerebral cortex. Now that's interesting, isn't it? Nursing rat pups show the effects of enrichment on the brain and the impact of boredom in young and adolescent rats, a boring environment had a more powerful thinning effect on the cortex than an exciting environment had on cortex thickening. Now what are the implications of this for the kinds of education that we are giving our children? One of the mathematics teachers, a third grade math teacher with 22 years experience, complained about the kind of impoverished environment for teaching mathematics that is now mandated because of the dominance of the standardized testing and she said, in her words, "what we do now is drill and kill." In her school, pardon my small diversion here but some of you might want to talk about this in your viewpoints and responses, that in effect for these third graders school has become an experience where they are tested and the testing becomes much more important than the learning process to the despair of good teachers and to the confusion of new teachers who may begin to wonder what they got themselves into. In this third grade school not only do they have the week or more of standardized tests but they have trimester tests given three times a year, each one of which takes a week to prepare the students for the standardized tests. They have pre-testing and post-testing and they also have individual teachers' tests. So this is a situation, widespread in American education, where assessment has replaced learning. Assessment is the goal, learning becomes secondary. I wonder about the effect of the boredom that I would imagine that this is having for the students who have to adapt to something in these classrooms that is presenting itself to them as education. Of course, what about adolescence? I would be interested to have some of your views on this, speaking from your own experience.


And the last one, brain changes were found in young adult rats, middle-aged rats, and even in rats the equivalent of 90-year-old humans. Use it or lose it. The question remained, does a thicker cortex mean a smarter animal? The answer the Berkeley group says according to its data, "Yes!" And she gives examples of that.


That really sums up the essence of this argument that Diamond makes about brain enrichment. I would like you to read and study her article carefully. Think about this in relationship to the other parts of Unit One and Unit Two, the importance of birth bonding, the nature of attachment bonding, all of these kinds of questions. Now we have a third perspective on human development based on the concept of brain enrichment or brain impoverishment and that is really all that I will talk about today. Thank you.  more

Question 1)Rene Spitz on hospitalism.

What were the patterns of development observed in infants and young children in the Foundling Home? What are some of the reasons for this? What implicati...ons does this have for understanding the mother-infant relationship? The importance of the surrounding environment? How does Spitz's early work (1945) relate to Bowlby's later development of attachment theory (discussed in Porter, with additional connections in the McKenna and Donahue-Carey articles)?





Form and requirements:
1) It must be at least 3 paragraphs long (it can be more, but not less)
2) Each paragraph must be at least 8 substantial sentences - full sentences, not sentence fragments.
3 There must be an empty, blank line between paragraphs.
4) You must check your spelling and grammar. Please use spellcheck, which means writing your essay in a word processing format and then posting it in Blackboard - an essay filled with spelling errors will not gain credit.
5) Your essay must contain DETAILED discussion, analysis and response to the reading in question. This means that I need to see at least two actual citations (more are even better) from the article - with page numbers from each citation (not from the same page). Actually citing a few words or a sentence from the article in quotes is REQUIRED as is the page number.
6) Writing a Viewpoint Essay for a particular reading must choose their citations from different pages. In other words, if you are writing on an author, you cannot use the same page numbers for your citations as those who have posted before you have done.


Example of a viewpoint essay: Use this as an example :


David S. Ludwig identifies four phases of the childhood obesity epidemic. He claims that the first phase began in the 1970s. The epidemic crosses cultural and economic classes as far as increase in average weight(s) overall. Ludwig asserts, A"Today, about one in three children and adolescents is overweight and the proportions approaches one in two in certain minority groups. One in three is a huge number if we look at the American population of kids. (pg 2325) He points out that many of these kids remain and appear healthy for years, thus have no (apparent) influence on public health. Ludwig describes phase two is the phase he defines us being at presently. He states that this phase is distinguished by considerable weight related problems. Fatty liver related to being over weight, previously unrecognized in pediatric literature before 1980 has been reported as one in three- among the obese children population at the time of his article. He states, A"The incidence of type 2 diabetes among adolescents, though still not high, has increased by a factor of ten in the past two decades and may now that of type 1 diabetes among African American and Hispanic adolescents. (pg 2325)

Phase three is defined as life threatening. Coronary heart disease, high risk for limb amputation, kidney failure requiring dialysis, and premature death are some of the consequences of childhood obesity at this juncture. He further points out, A"Fatty liver will progress to hepatitis and cirrhosis, which may remain asymptomatic until irreversible organ damage has occurred. (pg 2325)Ludwig believes that stage four has irreversible possibilities and outcomes. Children that are obese as children will most likely be obese into and throughout adulthood. He asserts, A"Carrying excessive weight in early in life may elicit irreversible biologic changes in hormonal pathways, fat cells, and the brain increase hunger and adversely affect metabolism. Ludwig goes as far as to say that a parents obesity can affect the Body Mass Index (BMI) of their newborn. In short, he terms this phenomenon perinatal programming. (pg 2326)

According to Ludwig, if childhood obesity is not prevented- the following consequences are eminent. He found that obese children tend to isolate and introvert in their childhood and into adulthood. Furthermore, he found that they are prone to live in poverty and not to complete education beyond high school. This is apparently an outcome of high anxiety and depression. He and his colleagues predict, A"Pediatric obesity may shorten life expectancy in the United States by 2-5 years by mid-century- and affect equal to that of all cancers combined. (pg 2325) This article on childhood has direct implications on our communities. Wherever we live and whatever our economic status, we are all related to and/or have people that we love, care about, and are close to. Ludwigs findings and reports can and will affect each and every one of us somehow. When he stated that he and his colleagues predict childhood obesity to equal the affect to that of all cancers combined, I had to do a double take. I have had two aunties in my immediate family and my grandmother battle with cancer. My grandmother actually died from stomach cancer partly because she didnt like hospitals and failed to report her condition. That is three people close to just me. For every A"me there is a A"you. Me and you makes a A"we. We need to take heed of this article and others like it in order to live and share a full- healthy life for ourselves and with others.





There are faxes for this order.  more

Ethical Analysis of Airbrushing
- According to the National Eating Disorders Association, upwards of 10 million women and 1 million men suffer from one of the three most common eating disorders: a...norexia, bulimia, and binge eating disorder. While these disorders are complex psychological conditions, partial blame for these high numbers is commonly placed on the unrealistic body expectations created by popular media. This led Englands Liberal Democrats in 2009 to call for a ban on airbrushing in material aimed at children under the age of 16 and a required warning stating where what retouching occurred on images aimed at adults. In reply to the partys proposal the Advertising Standards Authority, Britains advertising self-regulatory organization, responded by saying that while they always investigate and remove misleading and irresponsible ads, that the Liberal Democrats proposal would not only be nearly impossible to enforce, but would violate companies rights to use an accepted creative practice.
--Paper is to be at least 1500 words with word count included at end of paper (not including cover and bibliography words)
--Paper must include 1-2 pages of analysis and application of ONE philosopher or theory from these choices: Thomas Hobbs, Immanuel Kant, Aristotle, Carol Gilligan, John Rawls, Milton Friedman, Karl Marx, Theodore Hiebert, Vandana Shiva, Peter Singer,  more

Using the teacher's definition of health "Health is the quality of ones response to life physically, mentally, socially, and spiritually," is Morrie Schwartz healthy? Use many specific examples from t...he book. Draw conclusions at the end of each area of health. Divide the paper into 5 sections.

A. Physically:
1. How is morrie eating? 3-5 examples
2. How is morrie talking? 3-5 examples
3. How is morrie sleeping? 3-5 examples
4. How is morrie breathing? 3-5 examples
5. Is morrie in pain? 3-5 examples
6. How is morrie losing the use of his hands? 5-10 examples
7. How is morrie losing the use of his legs? 5-10 examples
8. Conclusion on physical health

B. Mentally:
1. Is morrie mentally tough? 3-5
2. Evaluate his ability to cope.
3. Evaluate his ability to make decisions.
4. 3-5 examples of morrie's intelligence.
5. 3-5 examples of morrie's thoughts.
6. Are morries thoughts positive? 3-5 examples
7. Are morries thoughts negative? 3-5
8. Is he optimistic of pessimistic? 3-5
9. What are his three goals?
10. Is morrie depressed? 3-5 examples
11. Conclusion on mental health

C.Emotionally
1. What makes morries happy, sad, angry? examples
2. What does morrie love, hate?
3. What are his 3 major fears?
4. Conclusion on mental heatlh

D. Social Health
1. Relationship with Mitch? What did they teach each other, how did the feel about each other?
2. Relationship with Ted Koppel
3. Relationship with his wife (her name)
4. Relationship with his sons (names)
5. Relationship with other people, other teachers, & students
6. What is a living funeral?
7. Conclusion on social health

E. Spiritual Health
1. What is his spirit?
2. What are his thoughts about religion?
3. What are his thoughts at the end of the book?
4. What are the three E's? His energy, excitement, and enthusiasm? examples
5. What are examples of morrie's three V's? Vim, Vigor, and Vitality?
6. Conclusion on spiritual health.

The essay should be divided into 5 more or less equal parts. There does not need to be a central argument that ties each section together, they stand alone. I read the book, but I work full time and simply do not have the time to write this paper. I thank you in advance.  more

Students will complete a 5 page research paper. The paper should be typed in Times New Roman 12 pt font, double-spaced, with one inch margins and saved as a Microsoft Word document. All references n...eed to come from peer reviewed journal articles and references should be cited using APA format. Websites of any kind are NOT acceptable references and the text book should not be used as a main reference. If students have any questions about acceptable references or APA format, they should contact their instructor or campus library personnel to clarify. Any student who fails to cite the work of another author will receive a zero on the paper. (See the Academic Integrity statement for more on plagiarism). The paper will be submitted electronically via VISTA assignments. I encourage you to have another student/friend edit your paper before submission. Points will be deducted for poor grammar and punctuation. Late papers will NOT be accepted. The paper is worth 40 points.

TOPIC: Select one of the following disorders; then choose two to three of the following assessments and explain, with supporting research, why these measures would be appropriate to assess this particular disorder.

If you choose a disorder or measure that is NOT listed below, you will receive a ZERO on your paper.

Disorders (Choose ONE)
Antisocial Personality Disorder
Dysthymic Disorder
Histrionic Personality Disorder
Autistic Disorder
Borderline Personality Disorder
Generalized Anxiety Disorder
_____________________________________________________________________________________________
Assessments: Choose 2-3 of the following assessments & Explaing with supporting research, why these measures would be appropriate to asses this disorder.
WISC-IV/WAIS-IV (depending on age)
MMPI-2
MCMI-III
Rorschach
Mental Status Examination
WMS-IV  more

To Whom it May Concern:

This is John Thomas. Your company wrote a juvenile crime paper for me. I need a couple of changes and don''t know how much you will charge me for them. I need to ad...dress the idea that juveniles of a very young age do not have the mental capacity to be charged as adults so therefore they should not. I thought this was perfectly clear in the paper but I need a more detailed idea of what to do with six year old killers. Since they do not have the mental capacity for sound reasoning you cannot charge them as adults. I also need a section on how politically motivated this subject is and the idea of building more prisons than schools. Personally, I think this is off the topic but whatever someone wants, someone gets. Public safety is important so this idea that we don''t spend as much money on schools as on prisons is a little like comparing apples and oranges. I don''t feel the need to have a public education debate so the paper should address these issues peripherally. I also need the paper to explain how the victims benefit from having juvenile cases in adult courts. In fact, I need the paper to develop the protection of rights much more fully. The paper should also acknowledge the causes of crime and what can be done. It should also address the fairness of the adult court system in comparison with the juvenile court system. I need these changes in three days if you can do them. Please send me an estimate on how much this will cost. Thanks for all your help.  more

This report must be based on the issues presented at the following websites:
1. Strauss and Stone 2001
http://aera.net/pubs/er/index.htm
Volume 30, October 2001
RESEARCH NEWS & COMMENTS:
J. E. Stone - Comment on "An Open Letter to Reid Lyon"
pp. 31-32
Steven L. Strauss - Methodology, Medical Metaphors and
Mental Health: A Reply to J. E. Stone
pp. 32-33
2. Quigley 1995
http://www.publiceye.org
BROWSE Topics - Public Eye Magazine
Browse Lead Articles - Vol. IX, No. 1
(The Roots of the I.Q. Debate; Eugenics & Social
Control)

This report must focus on one of the following dimensions:
1. ALTERNATIVE - The alternative arguments about what motivates
teachers and other educators.
2. PRINCIPLES - The values, assumptions, and other principles of
one side.
3. LEGACY - The extent to which one argument has a significant
legacy for the debate: who cares?
4. EVIDENCE - What type of evidence is available to answer the
primary questions involved.
(The intended dimension must be very clearly emphasized in the title or heading.)

**Any consistent and clear citation format may be used.

I would like to have this paper on religion as the subject area, God as the subject, The effect God has on people as the topic, and the thesis as: Churches encourage people to attend church every Sunday to keep faith in god, but are people really worshipping a god.

I want to use Anselm and his views on the proofs of God''s exixtence and Aquinas to prove the other side that God is just a mental existence. It has to be a argumentative paper and show both sides. I would like to see the paper broken down into three parts such;
1. no- the exixtence of God then 2-3 pages on this
2. yes- the existence of God and 2-3 pages on this
3. the last part on your point of view of the exixtence of god. 2-3 pages

Please remember this paper has to be argumentative on the exixtence of God and show both sides. Please let me know if there are any questions. Thanks.

Norma

PHD Dissertation writers only!

Please email snrcs1@aol.com for 5 files sent by customer.

The effects of massage on depression in newly widowed elderly females

This is a part...ial thesis- does not include data collection, study, analysis.
I am 46 years old, have been a nurse for 26 years.
Detailed instructions follow. I will also e-mail you a file with eleven articles that you can use as a start, a reference list, and a document with three tools/ instuments for depression which could be used. I believe the GDS is probably the best one for use with this study.
The professor said that usually proposals are 10 pages or so and the bibliography for the lit search makes up "several more pages", hence the attached bib. Should follow APA 5th edition style.
It is a nursing research paper, so it is important that references be from nursing sources and that the conceptual framework follow a nursing mid-range theorist. Perhaps M. Rogers? If you have questions, please don''''t hesitate to contact me.

Hypothesis- The use of massage in elderly, newly widowed women has a positive effect on depressive symptoms. (or something like that)???

Problem- The effects of massage on depression in the elderly, widowed woman????

SYLLABUS AND GUIDELINES-
SCHOOL OF NURSING
GRADUATE PROGRAM

NUMBER AND TITLE: Nursing Research
CREDITS: 3 (theory)
DESCRIPTION:

This advanced research course builds on the knowledge base developed in basic nursing research courses. The major purpose of the course is to assist students in designing a research proposal. Concepts developed in this course may serve as the basis for students'''' research proposal. Students relate nursing research to theory, critique studies, evaluate instruments, analyze data, and discuss opportunities for disseminating findings. In addition, students explore ethical issues in health research, nursing research priorities, epidemiological trends, computer analysis of data including accessing national data sets, and collaborative approaches to research.

OBJECTIVES:

1.Design a research proposal to address a nursing phenomenon.
2.Relate trends, ethical issues, importance of the problem, and feasibility to decisions about conducting clinical research in nursing.
3.Appraise gaps or discrepancies in scientific knowledge as bases for setting priorities and future directions in nursing research.
4.Debate ethical issues and dilemmas inherent in conducting research with human subjects.
5.Analyze research studies to determine their use in nursing practice, education or administration.
6. Select computer methods for analysis of data.
7. Analyze computerized national data sets.
8. Propose ways to disseminate research findings to a professional audience.

TEXTBOOKS:
Required
Polit, D. & Hungler, B. (1999) Nursing research: Principles and methods (6th edition) Phil: Lippincott

Recommended
Author, (1995) The American Psychological Association manual of style. 5th edition, APA

Munro, B. (1997) Statistical methods for health care research (3rd ed.) Phil: Lippincott (recommended for the statistically challenged)

Presentation of proposal
Each student will present their proposal for 20-30 minutes on April 5th. Each student should prepare an abstract of 2-3 paragraphs (no more than 1 typewritten page) covering the main points of their proposal. See sample abstracts in research articles for a model on how to do this. 2 randomly selected students and the instructor will evaluate the presentation.



SCHOOL OF NURSING
GRADUATE PROGRAM
GUIDELINES FOR THE THESIS PROPOSAL
THE RESEARCH SEQUENCE
A student prepares the proposal as a course requirement which is usually taken during the spring semester early in the course of studies. The proposal is a formal written paper which describes the problem to be addressed, the significance of the problem, a formal literature review with discussion and implications of potential findings or contribution. The content of the proposal is written in the future tense following a defined chapter outline, which is based on the suggested outline. The faculty member teaching NS ___ grades the project proposal.
The thesis is organized into three chapters and related materials:
Table of Contents
Abstract of the Research project
Chapter I. Introduction
Chapter II. Review of the Literature
Chapter III. Methods
Appendices

Chapter I. Introduction
This chapter includes the description of the research problem, including information about the background and importance of the problem to nursing. This is a rationale or justification for the study, so discussion of the information about how widespread the problem is, the population affected, and why the problem needs study is useful for clarifying the problem statement.
Students who either have or will complete a concept analysis in NS___, may explore the concept(s) further in their research proposal, and now identify the theoretical rationale (or conceptual framework) for the study. The conceptual framework is to be appropriate for the problem under study and the concepts reviewed in the literature.
In Chapter I, the student may explain any assumptions and state reasons why they are necessary in conducting the research. An assumption is some idea or condition which the researcher is "taking for granted," but which other persons may or may not assume. Some nursing research textbooks list assumptions common to nursing research and practice. Chapter I ends with a statement of the purpose for the study.

Chapter II. Review of the Literature
The review of the literature contains a discussion of all the concepts used and the variables under study which are presented in a critical summary of relevant scholarly literature. Rather than listing or describing individual studies from the literature, the student compares, contrasts, draws conclusions, and/or summarizes studies that are pertinent to the research being conducted. Similarly, an amount of detail reported about a study must correspond with its importance to the research.
Generally, three sections comprise a review of the literature. The introductory section describes the organization of content in the review. For example, the student would identify any premises, state what topical areas and which literature sources were reviewed, list the span of years the review covers, and note classic references from primary sources. As part of the introduction, the student presents concepts (or conceptual framework), major variables, aspects of the hypothesis(es), and any pertinent areas for the reader''''s attention. The depth and scope of the literature review will vary with the research design, the number of concepts and variables, and the topic of the research.
A second section of the review of the literature is where the student develops the topics and discusses the literature, including gaps in scientific knowledge. In this section, the student uses pertinent literature on the topic and citation of primary sources to support or argue the study. A description of previously conducted research and findings in relevant areas includes critical discussion about how the research and findings in the literature relate to this particular study.
At any level of research, the student uses the third section as a summary of the review of the literature. The summary indicates the implications of research findings reported in the literature for the problem under study. When a study contains multiple concepts, problems or variables, the summary may be more complex. An unbiased, impartial, scientific, and scholarly tone allows the student to build a credible research argument without editorializing or use of opinion, and to present the major findings clearly and concisely. The literature review should build to the research question, which is asked at the end of this chapter.

Chapter III. Methods Design
An introductory paragraph identifies the research design and methods explicitly. The design must fit with the research problem, be consistent with the research question(s), and reflect how the hypothesis (es), if used, will be tested. Early in this chapter, the student discusses controls used for the design and/or decisions about the methodology. Usually, a description of the research methods contains sufficient detail so that other researchers who would desire to replicate the study could use it.
All of the variables contained in the research question(s) and hypothesis(es) are placed in context and defined. Two levels of definition are needed for all relevant variables: a conceptual definition and an operational definition. The operational definition provides precise information about how the variable is "operationalized" or used in the study. The operational definition also contains a description of how the variable will be measured in the study, such as by using a specific instrument and the range of scores on that instrument. The reliability and validity of the instrument are reported.

Setting for the Research
The student identifies the type of setting and explains why it was chosen for study of the problem under investigation. A description of the setting for conducting the research includes discussion about how the procedures and process of collecting data were necessary to answer the research question(s). Whether the research setting is a clinical practice site, a laboratory or artificial environment, an institutional facility, or a community site, certain factors influenced the choice of setting. For example, cost, access, time schedules, availability of a study population, and other factors influence the student''''s rationale for selecting a setting for conducting the research. Letters of agreement, such as to obtain access to a setting, or other documents are noted and included in the Appendix to the research project.

Sample or Study Population
The population from which the sample will be chosen is identified and must be appropriate for the problem under investigation. This section describes the study sample as fully as possible. The content includes details about the criteria for inclusion or exclusion in the study, the number of persons comprising the study population, their accessibility, a rationale for selecting the sample, justification when the sample includes children or persons from a vulnerable population.

Obtaining a study population may become a difficult situation when the student is not informed about limited access to the population or aware of the numbers of persons available within the time and resource limitations of the research process. The student must inquire, review, and make estimates to determine how reasonable it is to select a particular study population.

Sampling procedures also need to be described and are not the same as descriptions of the study population, but rather a discussion about how the student will accomplish the sampling. Detailed information is provided about the type of sample, means of sample selection, size of the sample, and estimates about the sampling process in a manner that explains their relationship with the research problem. How the sample size will be determined is a topic of special interest and may vary considerably with the research design. For example, a student conducting a qualitative phenomenological study may have a sample size often persons, while another student using a correlational design may require 70 persons. Randomization procedures are described. If a convenience sample is used, rationale needs to be offered.

The description of the sampling procedure addresses such situations as maintaining controls, degrees of randomness, and means of managing sample size when participants leave the study population. Power analyses seldom are necessary for determining sample size in research for a master''''s research project.

Informed consent and approval for human subjects research are addressed and how the subjects were protected, whether participation was voluntary and the IRB''''s from which approval was obtained. A copy of the letter seeking approval from the IRB and the letter of informed consent are placed in the Appendix.

Data Collection
The method(s) used for collecting data are described in detail, specifically how the student will collect, record, and manage the data. This section indicates the rationale for using a particular method or procedure, cites limitations or unique features of data collection methods, such as use of methods with persons from differing cultures, and demonstrates objectivity in the process. Additional information about how the student will approach the subjects or participants in the research may be included here, especially when the method was used to prevent bias and increase comparability of findings.
With a qualitative research methodology, the researcher may describe the method of using self as research instrument, such as with participant observation. Thus, the student prepares detailed descriptions of observations, field notes, categories, rankings, ratings, and other techniques. As with other portions of the methodology, the description of the data collection process contains sufficient information for others who may choose to evaluate and/or replicate the process.

Instruments or Tools
Instruments and tools are means of acquiring data. Examples include rating scales, attitudinal differential scales, self-reports, surveys, questionnaires, equipment to measure and record physiological responses, checklists, written or verbal tests, and others. The most crucial points in selecting an instrument or tools are those to assure they are capable of providing information about the phenomenon under study and that they measure what they were designed to measure. Instruments must be precise and sensitive as well. The student addresses the reliability and validity or standardization of all instruments or tools; separate descriptions are written for each instrument or tool. If a researcher develops his/her own instrument, the development process, as well as the reliability and validity, both before and following data collection, are described in detail. The time involved in developing the measurement may be too lengthy or costly for the researcher.
However, researchers have developed many instruments and tools and made them available for possible use in research. The Nyselius Library contains several books and computerized data bases which are prepared specifically for assisting researchers to locate existing measurements. Some instruments or tools are protected by copyright. Although a student must obtain permission to use an instrument or tool as professional courtesy, the researcher must obtain written permission from the holder of the copyright. A student may need to search several sources for permission since the holder of the copyright may not be the person(s) who prepared the instrument.

Whenever an instrument or tool constructed by someone else is used, the original author is given credit in the text and references. In addition, the researcher describes any modifications or adaptations made to the instrument or tool, including a rationale for the changes and discussion about whether the measurements were affected. Copies of instruments or tools are in the Appendix unless they are too complicated or lengthy, in which case a sample sufficient for understanding or representing the instrument or tool is provided. Also included in this section is the demographic data to be collected. This too is included in the Appendix.

Data Analysis
The data to be collected can neither be used nor interpreted until they have been reduced, categorized, summarized or otherwise prepared, and they have meaning related to the phenomenon under study. The analysis of data section includes a description of the descriptive and/or inferential statistics related to the major variables, extraneous variables, and demographic data. Additionally, this section describes the amount and type of data relative to satisfying the research question(s) and/or hypothesis(es) and specific analytical techniques. The level of significance set a priori is clearly stated. When common statistical tests or measures are used, such as t-test or Pearson''''s, the step-by-step procedures are not described;
however, with less usual statistical approaches, the steps would be described in more detail. Regardless, the method(s) to be used for analysis of data must be appropriate for the level of study and type(s) of data. Inferential and descriptive statistical information is important to describe. Be sure to state the level of measurement of each variable and the appropriate statistic to be used to analyze the data.

Limitations
All research studies have limitations, those factors that limit the scope of the project. A section in Chapter III contains a discussion of limitations, such as confounding or extraneous variables, sample selection, and any factors, which may influence the generalizability of the results or findings from the study. Limitations are stated and all intervening variables that have potential to influence the research findings receive comments, including those which are project limitations. When controls are lacking, the student addresses any potential limitations that may stem from the effects of intervening or extraneous variables upon the study results here.

Implications for Practice and Research
When a student replicates, or uses an investigation as a portion of a study examining similar problems, the findings from the research may contribute to the professional literature, regardless of whether the student''''s research settings or populations differ from those in the original study. Discussion of the implications of the study that relate directly to nursing and practice should be clear and definitive. Finally, a short closure or summary paragraph summarizes the entire study.

References
The most current APA style provides citations for the references. References list all studies and sources cited in the scholarly project. Lists of bibliographic entries, if used, are separate and follow the references in the scholarly project.

Appendix(ces)
Items included in the Appendix are lettered with capital letters (A, B, C, and so forth) and arranged in chronological order as they are presented in the body of the project. An index and title for each item in the Appendix is in the Table of Contents. The Appendix contains only information that is relevant and necessary to the project, such as a research instrument or letters of permission.

Abstract of the Project
The student is expected to prepare an abstract of the project that is between 250 - 350 words in length and lists no more than four key words. The abstract is a concise preview of the project that contains information about the type of study, the study population and setting, data collection instruments and methods within several sentences.
Outline of the Thesis
Thesis proposals should have the following sections in the following order.

Title
Abstract
Table of Contents
Chapter I.
Introduction
Purpose
Theoretical Rationale/Assumptions
Chapter II.
Review of the Literature
Development of Concept or Theory
Research Question
Chapter III.
Methods
Research Design
Hypothesis/es
Conceptual Definitions of each variable
Operational Definitions of each variable
Setting
Sample/Population
Selection of Sample/Process
Informed Consent/IRB
Data Collection Procedures
Instruments/Tools
Design for Data Management
Analysis of Data/Results
Limitations
Implications for Nursing
Implications for Research
Summary
References
Appendices


EVALUATING THE MASTER''''S THESIS
Students are encouraged to seek peer review from each other in their study groups before submitting the completed thesis. Asking a fellow student to evaluate your proposal according to the following point system may be helpful.

Grading criteria- worth 2-5 point each (noted after each)
Chapter 1 Introduction:
Clearly described problem 2
Provided information about the background 2
Discussed how widespread the problem is 2
Identified the population affected 2
Discussed why the problem needs study 2
Identified assumptions/theoretical rationale 2
Theoretical rationale appropriate for study 2
Stated the purpose of the study 3

Chapter 2 Review of the Literature:
Introduced major concepts 3
Compared and contrasted studies 3
Discussed each concept adequately 3
Discussed how the literature relates to your study 3
Summarized the literature 3
Studies recent and relevant 3
Primary sources used 3
Stated research question correctly 3

Chapter 3 Methods:
Identified appropriate research design 3
Hypothesis stated correctly 3
Variables defined conceptually 3
Variables defined operationally 3
Setting described 3
Population identified 3
Selection of sample described 3
Protection of subjects described 3
Data collection plan described 3
Instruments described with normative data 3
Level of measurement of data & statistics to be used 5
Limitations 5
Implications for practice 3
Implications for research 3
Scholoarly & APA format 5
Organization and writing style 5
Appropriate appendix materials included 3


Presentation of the Thesis
At the close of the course, each student presents her/his research proposal to members of the class


Nursing Research
Spring 2003
Evaluation of Presentation

Presenter?s Name:
Title of Proposal: _______________________________________________________

Using the scale of A = Excellent, B = Very Good, C = Average. D = Poor, and
F = Not At All. Rate the student?s presentation in the following areas:

Distributed abstract to the class A B C D F
Described the research problem to be investigated A B C D F
Significance of the research to nursing is addressed A B C D F
Identified the conceptual framework A B C D F
Gave a brief overview of the literature A B C D F
Clearly stated the research question A B C D F
Identified the research design to be used A B C D F
Identified the variables in the study A B C D F
Described how the variables will be measured/operationalized A B C D F
Identified the setting for the study A B C D F
Described the population and how the sample will be selected A B C D F
Identified how data will be collected A B C D F
Stated the statistics or the way the data will be analyzed A B C D F
Identified limitations of the study A B C D F
Ideas are logically developed A B C D F
Spoke clearly so the entire group could hear A B C D F
Presented the topic in a professional way A B C D F
Looked up at audience and did not just read from paper A B C D F
Held my interest throughout A B C D F
Was able to answer questions and respond A B C D F
Kept presentation to 30 minutes A B C D F

Evaluator?s Signature ____________________________

Date: ____________________  more

critically examine video I AM SAM. identify and analyses the
significant values present in the work and examine the appropriateness
of social welfare intervention including a discussion of the
conditions, focus and approaches. (from a Australian counsellor point
of view).

identify central ideas and frameworks for understanding love, sex and
intimancy in relationships. eg define what each framework means, an
example of some framework are addition, depence, intimancy and
psychoanalytical.

identify values around love, sex and intimancy and the impact on
relationships. eg Sam honessty and fairness.
assess the appropiateness of the worker intervention in primary
relationships. eg a lot of assumptions in the video. no full detail of
sam,s illness.

assessthe appropiatness of worker intervention in primary relationships.
eg a person going to court in Australia would get legal aid this is not
the case in America.

demonstrate an understanding of the ethical dilemmas condrounting
workers in dealing with primary relationships. eg ethical dilemmas in
general terms and then specific to the video.

all the essay is to be done from a Australian point of view working as
a counsellor with knowledge of psychology.

(Lab 11) Final Project Review & Questions ***This is the final Guideline to my paper
Step 1
First identify a research issue that you find interesting (I hope this isn?t difficult ). It ...can be any topic that has psychological content or psychological consequences. The specific research you will focus on should consist of only 2 variables that represent either a cause and an effect (e.g., soldiers? wartime trauma on psychological well-being) or an expected relationship (e.g., intelligence and mating behavior). Often the former type of relationship deals with group differences and is explored with experiments (i.e., control everything between groups except for the IV manipulation, then measure the DV between groups), and the latter type of relationship deals with individual differences is explored with correlations. The length of your paper should be 10-12 pages of main text (10 pts off if it is less than 10 full page or greater than 12 pages). Main text refers to the body of the paper (not your references section, not the cover page, and tables/figures aren?t required but if you put them in there they do not count as main text).

? Make sure you have only 2 variables: 1 IV→1 DV:
o Good Example:
The effects of divorce on children?s well-being
o Bad Example:
The effects of divorce and alcoholism on children?s well-being
 Why bad? 2 IV?s
The effects of divorce on children?s well-being depending on how old the children are when parents get divorced
 Why bad? Again 2 IV?s
The effects of divorce on children?s well-being and future relationships
 Why? 2 DV?s
In other words, keep it very simple. Your two-variable study may be influenced by other variables, which you may want to acknowledge (e.g., divorce may affect children?s well-being for boys differently than for girls), but these ?third variables? won?t be measured in your study.







Step 2
Perform a review of the literature using the electronic resources available from the library:

Point your web browser to http://er.lib.msu.edu/. Then under ?All Resources Arranged by Subject? go down to ?Psychology? and click on GO. You can then use databases such as PsychInfo, and you can browse electronic journals. Skim the journal titles for topics that interest you, or some journals that contain a wide range of literature reviews are Psychological Review, Psychological Bulletin, and Psychological Science.

This will help you to identify previous literature that has investigated the issue you are interested in researching (or related issues). If you find the literature has already found an answer to the question, you might still be able to extend what has already been researched. In other words, maybe you see that you are able to propose additional research that will develop a more complete and accurate answer to the research question. Alternatively you could look for an entirely different research area, and see whether that literature has addressed a question in that area you want to propose. The TAs can give you some general guidance if you are completely stumped (they won?t give you a topic, you have to find it).

? Use the library sources from the psych databases
o Best sources:
 Journal articles: usual scientific tests of ideas similar to yours that can help you refine your ideas
 Recent journal articles: easier to get full-text or in library
 Major journals: more likely to be available
o Not as good sources:
 Books from psych databases: long reads, not usually scientific studies
 Dissertation abstracts: not held in library, difficult to get
o Bad sources (unacceptable):
 TV programs, newspaper and magazine articles: subject to more biases, often not scientific studies
 Internet information: not subject to validation or review, credibility often questionable



? Ways to improve search:
o Use psychological terms for names of variables of interest
 For instance, if you are interested in the effects of how children were raised and the outcome on adult relationships, enter terms like ?attachment style?
o When you find a good article, look at their references to find other good articles
? You will collect 3-5 relevant articles and use the specific information from what you read in the articles, and the general information you have learned in lab, to begin to write your introduction to your topic. Remember that the references must come from established scholarly psychology journals and/or books ? NOT from the Internet, television, radio, magazines, etc.

Here is an example of a reference to a journal article:

Dinkus, B., Petes, G. O., & Kuhn, D. (2000). Memory in toddlers: A review. Journal of Consulting and Clinical Psychology, 112, 56-73.

?and here is an example of a reference to a book:

Ghiselli, E. E., Campbell, J. P., & Zedeck, S. (1981). Measurement theory for the behavioral sciences. San Francisco, CA: Freeman.

Remember that to get full credit in providing your references: (1) they need to be in APA format as shown above, (2) you need to provide copies of all the materials you use: the full article, or if you use a book, please provide stapled copies of the title/author/table of contents and relevant book pages.

By October 31, you should have searched and reviewed the literature. If you want your lab instructor to review your topic, you may do that between October 15 and October 31.

Step 3
Develop your research question into a falsifiable scientific hypothesis consisting of both a null and an alternative hypothesis.

? Best way to state hypotheses:
o After you have described why your research is important, what your ideas are and how they fit in with what has been done before, specifically state the hypotheses being tested at the end of the introduction
o Good example:
H0: There is no relationship between divorce and children?s well-being in the population
H1: There is a negative relationship between divorce and children?s well-being in the population
 Bad ways to state hypotheses:
o In the middle of the introduction
o Not specifically: ?I am interested in the relationship between divorce and well-being.?
 This is a research idea that can be stated earlier in the introduction, but it is not a hypothesis

o Directionals as hypotheses:
H0: Divorce and well-being will be negatively related
H1: Divorce and well-being will be positively related
 The null hypothesis should state that there is no relationship in the population
 The alternative hypothesis states that there is some sort of relationship in the population. Usually your theory will suggest the nature/direction of the relationship in your alternative hypothesis. However, if your theory is weak and you?re just exploring the data, then perhaps your alternative hypothesis is not directional, and it simply says there will be statistically significant differences between groups (in either direction) or a statistically significant correlation (either positive or negative)

 Only include your 2 variables in your hypotheses; don?t include any potential confounding variables (?third variables? mentioned before) because you are not testing for these (even though you might acknowledge their potential influence in the text)

Step 4
Now that you have identified a research topic, performed a literature review, and formulated scientific hypotheses, it is time to construct your introduction. This section should probably be about 1/3 the total length of your paper.

By November 14, you should have the introduction written. If you want your lab instructor to review the introduction, you may do that between November 1 and November 14.

What to include in your introduction:
 Research idea in first paragraph: ?I am interested in studying the effect of psychotherapy on depressed people in urban populations.?
 State why your research is important:
o ?Psychotherapy could potentially prevent serious problems (Stevens, 1958).?
 Use citations whenever you are stating any facts. Why?
 Include information on what past research has found in this area based on your literature review:
o ?Psychotherapy has proven effective to depressive populations in suburban (Smith, 1986) and rural areas (Baker, 1999).?
 What your study can add to the research in the area
 Hypotheses

What not to include in the introduction:
 Sweeping general statements:
o ?Everyone knows that the media influences our perceptions.?
 Don?t make claims that can?t be backed up by previous research or are too broad to apply to your study
 Opinion and personal statements that add little to your research idea:
o ?This topic is very interesting to me because when I was younger it made a big impact on my life.?
? Your methods and results: save until later
? Don?t mention you research design or what statistical tests you will use until you get to the Methods section

Step 5

Now that you have completed the introduction where you reviewed the existing literature and presented your hypotheses, it is time to develop the methods that you will use to evaluate the research question. In this section of the paper you should describe all aspects of your research design. How will you design your research to address the research question? Will you use an observational design, a true experiment, or a quasi-experimental design? If you use an experimental or quasi-experimental design, how will you manipulate the independent variable to examine its effects on the dependent variable? How many levels of the independent variable will you use?

? Explicitly state your research design:
? Good example:

The effects of anxiety were examined on math test performance. Participants were randomly assigned to receive an anxiety manipulation or a control condition. Anxiety was manipulated by informing participants that the results of the test would determine future income, while those in the control condition were simply told to try their best. A randomized two-group experimental design was used.



? Bad example:

Some participants in this study were made anxious and others weren?t and then took a test. I think that the anxious ones might do worse.

Step 6
Next, you should describe your sampling plan for the experiment in detail. To what population do you hope to generalize the results of your research? Who will be the participants in your research? How will you sample them? What will be the conditions for their participation (extra credit, money, etc). How will you ensure that you do not violate their rights as human subjects in your research?

? Good example:

One hundred fifty undergraduates from a large Midwestern university participated for partial course credit. Participants were recruited by experimenters from large lecture classes. This was a convenience sample. Half of the participants were females while half were male. One hundred were white, forty were African-American, and ten were Asian-American. They ranged in age from 18-27 years with a mean of 20.4 (standard deviation = 2.1 years). These demographic figures closely match those of the university and therefore results will likely generalize to the university population. Participants filled out surveys anonymously and were assured that their responses would be kept confidential and their names would never be reported with any of their data.

? Bad example:

Students filled out surveys in the study and didn?t have to put their names on them. They were all college students in psychology.

Step 7
Now that you have a research design and sampling plan in place for your research, how will you measure the relevant variables for your research? If you use an observational design, you will need to measure both the independent and the dependent variables. If you use an experimental or quasi-experimental design, you will manipulate the independent variable and measure the dependent variable. You should use the literature to identify existing measures of the constructs in your research. If you find measures in the literature, you should report any reliability and validity data available to support the use of the measures. If you cannot find existing measures in the literature, you will need to discuss the process by which you would develop the measures and give an example item or process to demonstrate the measure. You would then need to discuss how you would collect reliability and validity data to support the use of the measures in your research.

? Report all measures that you will use.
? If you are using existing measure:
? List a few sample items ? if you can?t do that (if you can?t find the item content), then give a few examples of what the items might be like.
? Cite it.
? Report reliability statistics such as test-retest or internal consistency.
? Report validity statistics such as correlations to other measures of the same construct (convergent validity)
? If reliability or validity information is not available for an existing measure, describe how you would obtain such information.
? If you are creating your own measure:
? List a few sample items.
? Describe what type of a measure it is (e.g. Likert scale, semantic differential scale)
? State the number of items and how scores will be calculated (e.g. summated rating scale)
? Describe how you would obtain both reliability and validity statistics.

Step 8
Identify the statistical procedure that you will use to evaluate your research hypothesis. Will you use correlation/regression techniques, t-tests, or the Analysis of Variance to statistically analyze your data?

? Refer to the lecture and discuss with your TA: Which statistical tests are used with which design? Which should you use for your design?

Step 9
At this point, you can write up your Method section consisting of the research design, sampling plan, measurement processes, and statistical analysis. This section should require approximately 1/3 the total length of the paper to complete.

By December 2, you should have the methods section written. If you want your lab instructor to review the methods section, you may do that between November 15 and December 2.

Step 10
Now, you won?t actually collect data to test your research hypothesis. However, I?d like you to first assume that your results failed to support your research hypothesis. What might have gone wrong in your research to yield this result?

When you don?t get the results you?ve predicted, there are a few possibilities:
1. The Null Hypothesis is true: There is no relationship between your 2 variables
? This does not require discussion
2. Problems with the research design or manner in which the data was collected may have eliminated the effects of a genuine relationship:
? Sampling could have been ineffective: Describe how
? The manipulation may have been too weak or manipulated something other than the independent variable: Describe how
? The measures may have been invalid or unreliable. This is more likely when using new measures or those measures previously reporting low validity or reliability
? Random assignment could have failed
? The sample size was too small
? The results may only apply in particular settings
? Other ideas??


Step 11
Finally, assume that all went well and your results support your research hypothesis. What are the internal and external threats to validity that might lead you to draw the wrong conclusion about your research results?

When you get the results that you?ve predicted, there are a few possibilities:
1. The Null Hypothesis should be rejected: there is a relationship between the 2 variables in the population.
? You don?t need to discuss this.
2. One or more threats to validity accounts for the relationship between the 2 variables (we have covered threats in earlier labs, so review those materials):
? External validity - Although these results were obtained for the sample, they may not hold for the population. Why?
? Internal validity - One of the many threats may have interfered with the relationship between the independent and the dependent variable. Describe any likely possibilities depending on the design such as regression to the mean, testing, experimenter expectancy effects, history, etc.

Step 12
Complete the assignment by writing up steps 10 and 11 (call Step 10 ?Lack of Support for Research Hypothesis? and Step 11 ?Support for Research Hypothesis). This section should require the remaining 1/3 the length of the entire paper.  more

I the research methodology section of my research proposal wriiten, demonstrating a familiarity with alternative methods of research and an argument in favour of the methods I have chosen. I have outl...ined the research question and the methods I intend to use below, and have also put some additional information about the project.


Research Question:
To determine what information carers of people with dementia want at the time of diagnosis, to examine the discrepancies between carers of people with dementias need for information and the information they currently receive.

Research Design and Methods

The purpose of this research is to describe and analyze the perspectives of carers regarding their information needs, the central questions being:
To determine what information carers of people with dementia want at the time of diagnosis and to evaluate the impact of a dementia carer education programme on carers responses to the diagnosis and their interactions with community agencies. Exploring the impact that different styles of information giving might have on carers.
These questions will be investigated through a multiple research design, which will consist of interviews and statistical data collection. A qualitative approach is best suited to answering questions which require a greater depth of detail.
Participants

The study will follow three groups of carers through three separate Positive Caring Courses and will use face-to-face interviews and participant observation.

The sample group will consist of approximately 30carers of people in the early stages of dementia

The inclusion criteria will be:

? Being the primary carer of a person with dementia irrespective of whether the carer lives with the person or not.
? Not participating in any other support group or educational programme linked to dementia awareness during the period of the research.
? The person being cared for will have had a diagnosis of dementia (the type of dementia will not be considered relevant for the purpose of this study) and will be no more than two years post diagnosis


Participants will be recruited via the Positive Caring Project, as coordinator of the project I have access to the group and have permission from both the local Alzheimer?s Branch and regional Alzheimer?s Office to carry out the study with these groups. The majority of the referrals to the project come from the Julian Hospitals Memory Clinic, referrals from the memory clinic tend to be early post diagnosis, and permission has also been sought from the Memory Clinic to approach people to participate in the research.

Whilst most of the projects have been held on the outskirts of the city of Norwich the geographical intake has been very wide, covering much of the county. This indicates that participants are likely to come from both urban and rural settings and that their background will vary. Age range too will be varied, although it is expected that many of the carers will be over 65, some might have partners with early onset dementia whilst there may also be people who are caring for parents or other older relatives. Figures from the last nine projects indicate an expected age range of 45 to 75 and a gender mix of 40% male and 60% female.

A repeated measure design will be used, the same participants will be examined at two points in time, two weeks before the project starts and four weeks after the project has finished. This will allow time for the immediate influences of attending the project to wear off.

The Positive Caring Project takes place three times a year; the study will recruit ten participants who fulfill the criteria from each project.



Unstructured Interview

The choice of method used in this study is dictated by the information required, the aim of the study being to elicit a greater depth of information about carers needs from the carers perspective. The use of unstructured but guided interviews will draw out more detailed material and allow carers to have a positive input as to how information should be based upon their needs. The primary strengths of unstructured interviews are that they give participants the opportunity to clarify and explain issues in a face-to-face setting; unstructured interviews are useful for permitting participants respond in their own words, allowing them to talk about what is of central significance to them within a guided framework. No questionnaire will be used within the interviews but a framework will be established around which the interview will be guided. The framework will cover key areas
1. How carers are told about diagnosis
2. What information was given at the point of diagnosis?
3. How carers think information about diagnosis should be delivered
4. How carers feel about the diagnosis and prognosis
5. What carers think would be the most useful information they could be given at the point of diagnosis
6. How carers feel professionals can help them.
7. What practical suggestions do carers have to improve services?
8. What carers feel about services that are available to them (do they know what services are available)
Areas 3 to 8 will be repeated in the post project interviews.

This framework which encompasses the identified aims of the project will ensure that all of the topics considered crucial to the research are covered, the frame work will also help in eliminating interviewer bias, it is difficult to eliminate bias completely but awareness of it and a level of self-discipline will serve to minimize it, the interviewer will avoid ?leading? and will aim for objectivity.

Interviews will be taped and will take place in the participant?s home at a time which is convenient to them, each interview will last about one hour, participants will be told in advance how long the interview is likely to last.

Previous experience with face-to-face interviews has taught me that this method does require extra time. Face-to-face interviews require the researcher to travel to the participant?s home and to conduct the interview in that setting. The time required for this is long, face-to-face interviews could be particularly difficult for geographically dispersed cases. Considering these issues it is unlikely that more than two interviews could be carried out in one day.

Secretarial support from an experienced audio typist will be required to transcribe the recorded interviews. As data analysis and storage will be computer based, transcripts will have to be into a word processing programme, which is compatible with the data analysis software.

Data Collection

I will be collecting statistical data i.e., prevalence of dementia in the UK, numbers of people with dementia in each Primary Health Care trust and comparing these figures to the service provisions available within each primary Health Care Trust.


Evaluation Forms

Throughout the project carers are asked to fill out evaluation forms at the end of each session, these forms look at how the carer felt about the information given within the session, the length of the session and the teaching techniques used within the session, Carers involved in the research will be made aware that these forms will form part of the data for the research

Data management

This study will generate a large volume of information, hard copy management may prove difficult therefore data will be stored and analyzed on computer, making it easier to manage, store and retrieve. Transcripts from the interviews will be continually evaluated in order to identify common themes and to develop an insight into the perceived needs and experiences of the carers involved in the study thereby clarifying relationships amongst concepts as they emerge

The computer will be password sensitive and two copies of the data will be kept in separate but secure locations.

Strengths and Weaknesses of the Research

The strengths of the study are that it will elicit a great depth of information from the carer?s perspective whilst also allowing carers voices to be heard. The data will be directly from the individual?s experiences; these insights could contribute to changing practice amongst community services

The weaknesses in many ways reflect the strengths, the depth and complexity of data gathered will make analyse more difficult and additional time will need to be spent on analysis. Those carers who are referred to the project will tend to be people who are predisposed towards seeking out information; consequently study will not be investigating those carers who do not for one reason or another readily seek information.


Ethical Issues

Considering that the participants of this research would be attending the project whether they were involved with the research or not there does not seem to be a real potential for harm. It is difficult to know in advance which issues have the potential to cause harm but it is unlikely that research participants will be exposed to greater mental or physical harm than they would encounter in the course of their everyday lives.

Additional Information for writing the methodology:

Aims

As carers needs for information often remain unmet a number of interventions have been developed to support and provide them with more information. One initiative ? The Positive Caring Programme, which is run by the Alzheimer?s Society, consists of six weekly sessions each session lasting approximately two hours. Each session aims to cover a different topic and carers receive teaching from various professionals about the caring role, dementia, benefits and legal issues and local services as well as some practical acre advice on how to look after their own needs. Efforts are made to provide ongoing support for carers by developing relationships with other carers in the group.

Using multiple research methods this study will ascertain in detail what carers perceive their information needs to be and will evaluate whether a structured education programme such as the Positive Caring Project could go towards meeting carers information needs, the study will focus on the following areas:


? Understanding whether carers of people in the early stages of dementia who have access to clear information at the point of diagnosis will find it easier to request access and accept help from community agencies and be able to interact in a more positive way with the appropriate agencies.

? Understanding how carers of people with dementia gain access to community services and determining potential barriers for carers

? Exploring the impact that different styles of information giving can have of the carers perception of the diagnosis, their awareness of the prognosis and how they plan for the future.

The objectives of this study are to answer the following questions:

? What information do carers currently receive at the point of diagnosis?
? Where and from whom do carers receive information?
? How carers accessed the information
? What help is the carer currently receiving and is there need for more help?
? What do carers feel about the quality of the information and help they received at the point of diagnosis?
? What will be the impact of a structured programme of information on carers understanding of:

1. Dementia, care, treatments and prognosis.
2. Benefits and legal issues such as enduring power of attorney
3. Community Services, what is available and how to access them

The research whilst replicating some of the aims and methods used in other studies will differ in two main ways:

? It will focus on the information needs of carers of people in the early stages of dementia.

For the purpose of this study the early stages of dementia will be identified as a maximum of two years post diagnosis. There is often a reluctance amongst carers and suffers alike to acknowledge that there are memory problems for several months (and sometimes years) pre diagnosis, this takes into account that the individual may have been symptomatic of dementia for some time prior to diagnosis.

? The study will follow carers through a structured information giving process.  more

This report deals with the book by: Hartmann, Thom. Last Hours of Ancient Sunlight: Waking Up to Personal and Global Transformation. New York: Three Rivers Press, 1999.

This report must inclu...de some quotes, and paraphrases. Documentation must be included in the report body. Please cite using the APA format.

Many scholars, argued that racist ideology and discourse develops in the context of a violent/domination relationship between groups. In the context of a violent relationship, the dominating group develops stereotypes and racist discourses that rationalize its violence against the subordinated group. These racist discourses promote, and manifest as, institutionalized racism that degrades the material conditions of the subordinated group.

In the book The Last Hours of Ancient Sunlight, Hartmann suggests that racism, sexism, and ways of looking at the world that legitimates ecological destruction are part of a dominator mentality that began arising and spreading as human beings shifted from tribal life to city/state life.

1) Explain Hartmann?s argument connecting the ?younger culture? mentality/way of life to the rise of violence between groups of people (e.g. ?races? and genders) and against Nature.

2) At the end of Hartmann?s book he presents his ideas for solutions to the human cultural/ecological crisis. Summarize and critique at least two of Hartmann?s solutions.

3) Finally, develop and describe a personal way of thought (a mentality, a level of consciousness, a ?story? about who we are and why we are here, and how we are related to each other and other forms of life) that, if taken up by a critical mass of people, could resolve the human crisis that Hartmann describes.  more