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English discussion

English discussion

English discussion

Examine the embedded advertisement

Locate one fallacy.
Name the fallacy.
Explain how it relates to the pictorial element(s) in the advertisement.
Post must be a minimum of 250 words.
Comment on a minimum of two peer posts in at least 100 words, discussing the following:
Fallacy selected;
appropriateness of fallacy;
thoroughness of application;
whether it does or does not appear to suit the advertisement;
any helpful praise or suggestions.

Fallacies
A fallacy is a logic error created by poor use of evidence or a flawed inference. That is, if you
have too little evidence (quotations, data, statistics, anecdotes, etc.), it is easy to misinterpret or
make too much out of what you have. There are a number of fallacies that are traditionally
faulty ways of making logical leaps based on too little evidence. Many of the problems of our
world, including racism, nationalism, sexism, and the attitudes that create terrorism, can be
linked to fallacious thinking. Learning what the fallacies are is important so that you can spot
them in your thinking and in arguments you read or hear. If you want a general rule to
follow, however, to make sure that you do not litter your thinking with fallacies, remember
that all you need to do is have enough general and specific evidence to support what you are
saying. If you do enough research, you will not jump to ridiculous conclusions, which is what
fallacies ultimately are.
Below are a number of fallacies, but they are certainly not all of the fallacies. There are too
many of these to cover in a basic English class, but you might encounter many more of them in
a philosophy or logic course. Think of these as the beginning of what you should know.
These are based on misunderstandings of logic, emotions, or ethics.
Lack of Logic
Faulty Use of Authority—This fallacy occurs when the writer states that a concept is true
simply because an expert has stated that it is true. Expertise can help develop your credibility,
but you should not think of experts as infallible. To say that someone is an expert is to
acknowledge that that person has a good deal of learning and experience in a particular field,
but that is not the same thing as arguing he or she is always right. So, while writers might
begin by quoting experts, they must then follow by explaining and proving the point they are
trying to make with logic and direct evidence. When you are writing, remember that the point
of writing a paper is to explain a concept, and if all you do is say that something must be true
because your expert said so, you are not explaining a concept.
Biased Sample—Statistics are an important part of many arguments; however, gathering
statistics is a difficult job meant for professionals. Often these statistics are badly gathered.
When writing, you should be sure to explain where you get your statistics, and when listening
to arguments, you should demand to know where arguers get their statistics, how they are
gathered, and who the population is. For example, someone might argue that most people
enjoy drinking and gambling. But if that statistic were gathered exclusively in a casino, that
statistic would be unfairly biased.
Post Hoc Ergo Prompter Hoc (Faulty Cause)—This fallacy suggests that because one event
occurred before another event, the first event must have caused the second event. Now, it
might be true that the first event caused the second event, but as a critical thinker, you should
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show and demand to be shown how the first event is the agent of change for the second. All
superstition is based on post hoc ergo prompter hoc. Some people pick up a penny, and then
something good happens to them. They assume that the penny caused the good thing to
happen because it happened first.
This logic is obviously flawed, but it is no less flawed than the argument that states that
President X entered office and then there was inflation; therefore President X caused the
inflation. It might be true that President X caused the inflation, but the evidence for that chain
of events must be shown.
Equivocation-When people commit the equivocation fallacy, they have a word meaning one
thing at one point and another thing later. English is a complex language, and words often
have dual even conflicting meanings. When writers use this fact to change the meaning of
their concepts according to the whim of their arguments, then they are equivocating.
For example, the word “good” means both “talented” and “morally righteous.” If the writer
uses it to mean one thing at one time and another later, he or she is equivocating.
False Analogy—Analogies, metaphors, and other figures of speech can make writing more
vivid and accessible. However, there is a danger in using them. Sometimes when comparing
two things, the analogy is inaccurate, and what the comparison suggests does not make sense.
For example, often when discussing the politics of war, we are warned that we will be
entering another Vietnam War. Such thinking is dangerous because the conditions that
existed during the Cold War in the United States and Vietnam do not exist in the same way
today, and if we continue to fight previous wars, we will ignore the truths that exist today.
Begging the Question—When writers beg the question, they make a statement that suggests
that the question being argued has been proved. That is, the phrasing of the statement or the
question asked is slanted in such a way that if the basic premise of the question or statement is
taken at face value, there is one possible conclusion. For example, if someone is arguing for
the death penalty and makes the following statement, he or she is guilty of begging the
question: “The death penalty is just because the state executes people who deserve to die.” Of
course, the point of the paper is to prove that some people deserve to die, but the premise of
the statement assumes that very idea.
The classic example of begging the question is asking leading questions such as, “Have you
stopped robbing people yet?” This kind of question is not allowed in a court of law because it
is impossible to answer in such a way that suggests innocence.
Non-Sequitor—The term “non-sequitor” means “it does not follow.” This is a basic misstep of
logic where a writer’s evidence does not suggest or prove what is being argued.
For example, the idea that Nando is a good doctor only if he has made a good deal of money
in his profession does not logically follow. Whether or not someone has made money has to
do with money management skills, not moral or ethical values or professional skills.
The argument that nuclear weapons are safe because they prevented a war with the Soviet
Union does not logically follow. The weapons are either safe or not because they have or do
not have safeguards. The war with the Soviet Union is another matter entirely.
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Appeal to Tradition—Some people believe that if a concept has stood the test of time, it must
be a good idea. This is not logically sound. Of course, traditions are often valuable, but that is
not to say that tradition makes an idea more or less valuable. There are any number of
traditional ways of thinking that are clearly wrong or immoral, such as slavery, despotism,
sexism, and nationalism. Do not fall into the trap of thinking that because generations of
people you admired believed something, you should believe that same thing.
Misuses of Emotion
False Dilemma—A dilemma is a choice between two things, but very seldom in life do true
dilemmas exist. There simply are not many times when we must choose between two
extremes. More often, gray areas exist, and most people’s ideas are more moderate than
extreme. However, in a political system that stresses two parties, political arguments are often
framed as being either completely liberal or conservative, and people with loyalty are
expected to abandon their middle views and take on the extreme view of their party. Do not
feel pressured to choose between two views.
For example, the menu choice of soup or salad is a true dilemma. However, the idea that you
must either believe that marijuana should be completely legalized or should be made
completely illegal under all circumstances is a false dilemma. There are certainly more
options between those two extremes.
Slippery Slope—This fallacy suggests that one small event will inevitably lead to some larger
consequence. Those who make this argument have the belief that if one small thing happens,
somehow the people of the world will lose the ability to make reasonable choices on this
subject in the future. The argument that banning military assault weapons will inevitably lead
to people banning hand guns for personal protection is an example of the slippery slope
fallacy. Clearly, the for banning these weapons are different, and someone trying to ban both
of them would have to make two very different arguments.
Other people argue that we should not allow gay marriage because it will lead to marriage to
animals. This argument assumes that if we allow gay marriage, we will all suddenly lose the
ability to reason.
Ad Populum—The ad populum fallacy makes an argument that is meant to appeal to the
presumed shared values of the target audience. This same fallacy happens all the time in
advertising when advertisers suggest that buying their product is in some way American.
Some go so far as to suggest that we buy a certain brand of cheese because it is from
California. While there might be some aspect of California cheese that is better than any other,
the advertiser does not explain this idea, and we are left with the idea that if we love our
neighbors, we should buy their cheese.
Faulty Emotional Appeal—While emotion may have a part to play in any argument, your
emotions can be used to deceive or confuse you. If the emotion takes over the argument to the
point that the logic of the argument has become irrelevant or secondary, the arguer is
committing the faulty emotional appeal fallacy. At most, the emotional appeal should be
secondary or tertiary. It should never overwhelm the audience.
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Disingenuous charities often use this technique. They will show you images or tell stories of
people who are in great need. Your first reaction will be one of guilt, but what you should be
asking yourself and the charity is whether or not those people who you are meant to feel sorry
for will be receiving money. Often, the answer is no.
Appeal to Fear—Appeal to fear is a special kind of faulty emotional appeal, and it is used
quite often. In this fallacy, we are made to believe that we should be reacting quickly and with
extremity because something is menacing us. These sorts of arguments are used in politics
very often. When Candidate Vinnick wants us to vote for her, she will often frame the
argument as being a choice between some terrifying future and peace. Politicians who claim
to be tough on crime or tough on anything sometimes use this technique. Unscrupulous
politicians will often use some groups or minorities as the object of fear. Thus, discussion of
topics such as immigration is often framed in terms of fear instead of logic.
Band-wagon—This fallacy suggests that if many people do something, then there must be
great value in it. Most people have succumbed to peer pressure in their lives. Band-wagoning
takes peer pressure to an extreme. Think of the number of times you have been asked to buy
products because many other people own that product. The people who use this fallacy
suggest that there is great value in being exactly like everyone else in the world or that if an
idea is commonly believed, it must be true.
Misleading Vividness—This kind of fallacy occurs when a writer describes an individual event
in great detail that is an exception to what generally actually happens. Because the event is
dramatic and confounding, it is memorable, but it does not represent what is actually
happening. Very often when the news reports crime, it reports individual events without
discussing statistics. Because individual crimes are dramatic, we could have the
misconception that crime is all around us constantly, and of course, that belief improves the
news shows’ ratings. However, if the stories are taken out of context, then they do not reflect
the reality of crime, and they are not truly news.
Questionable Ethics
Ad Hominem—An ad hominem attack ignores the ideas of an argument entirely and attacks the
person who is making the argument on personal grounds. For example, someone might argue
that an idea is not true because the arguer is an alcoholic or does not follow a certain religion.
If you are a serious thinker, you should attack the idea, not the person. This fallacy is similar
to the faulty use of authority fallacy where someone says that idea must be true if an expert
says that it is. This is the opposite. It suggests that if someone is repugnant enough, nothing
he or she says can be believed.
For example, “Hitler was a vegetarian; therefore, I eat meat.” This statement plays on our
condemnation of the atrocities of the Second World War, but vegetarianism has nothing to do
with those events.
Poisoning the Well—Closely related to the ad hominem fallacy, poisoning the well occurs when
someone starts a statement by presenting negative information about an arguer. This
information might be true or false, but because the argument is framed as coming from
someone who has faults, the focus is off the argument and on the faults of the person.
8
For example, “Senator X was caught with a stripper last week, and this week he is arguing that
we should have more family-friendly television shows.” The first part of the argument is a
distraction and has absolutely nothing to do with the actual argument, but it is meant to
confuse the reader or listener into thinking that nothing Senator X has to say could possibly be
true.
Double Standard—This fallacy suggests that different people should be held to different
criteria. For example, women are often held to a higher standard in the workplace than men
are. They are expected to have a different dress code and moral code.
Red Herring—You probably call the red herring fallacy “dodging the question.” The original
metaphor refers to the practice of drawing smelly fish across a person’s trail to throw off dogs
that are tracking him. It is another way to say the same thing. In the red herring fallacy, the
arguer will ignore the question entirely and try to change the premise of the argument.
For example, if a person is arguing about the morality of the death penalty and then switches
the discussion to state that the death penalty is an expensive option, then that person has
committed the red herring fallacy. It is important to stay focused on the same topic and the
same terms of an argument.
Straw Man—In the straw man fallacy, a person’s original argument is distorted, making it
seem ridiculous, extreme, and easier to refute. For example, if Billy argues that the pro-life
argument is an excuse to take away women’s rights, he is making a straw man out of that
position. He is exaggerating the position of his opponents, making them seem irrational,
hateful, and mean simply to attack them more easily. Think of this fallacy as building a straw
man just to knock it down.
Two Wrongs Make a Right—When people make the argument that two wrongs make a right,
they are beginning with the premise that they are wrong. This is a foolish way to begin an
argument, and it is self-defeating (or at least it should be). This fallacy argues that what the
arguer believes is wrong, but others were wrong before and their wrongness justifies the
arguer’s wrongness.
The argument that states that heroin should be legal because tobacco is legal commits this
fallacy. It starts with the notion that heroin legalization is bad, but that other bad things have
happened too.
Hasty Generalization—A hasty generalization asks people to assume a conclusion before all
the facts are in. For example, if you see someone who is overweight and happy, and you
assume that all overweight people are happy, you are committing a hasty generalization. The
only way to know if all overweight people are happy is to get to know every single
overweight person. Until this happens, you have not gathered all the evidence necessary to
make that judgment. All racism, sexism, nationalism and other types of prejudice are based
on this fallacy.
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Guilt by Association—Similar to ad hominem, this fallacy assumes that if bad people believe
something, it must be wrong. For example, some people believe that vegetarianism cannot be
a good thing because Hitler was a vegetarian, but Hitler’s penchant for destruction had
nothing to do with his distaste for meat. Be careful. You will often see arguments framed in
terms of who is for or against them. These arguments should have no bearing on whether you
think an idea is right or wrong. Very good people can be wrong, and very bad people can be
right.

Present and Future Values, and Expected Returns

Present and Future Values, and Expected Returns

Present and Future Values, and Expected Returns

Present and future value

Journal

Present and Future Values, and Expected Returns
We examined two important topics in finance this week: (a) present and future values and (b) security valuation.

Critically reflect on the importance of present and future values. What factors must be considered when calculating present and future values? What other qualitative factors play into present and future value decisions? Perhaps you have opportunities in your professional life to use present and future values. What are some real or potential applications of these concepts?

We also looked at expected returns. Why do bond values go down when interest rates go up? Is this true in the opposite direction?
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

process that ensures the best alignment of interventions with client needs and desired outcomes Social Work 301

process that ensures the best alignment of interventions with client needs and desired outcomes Social Work 301

process that ensures the best alignment of interventions with client needs and desired outcomes

Social Work 301
Professional Practice Paper Value: 40% Cummins, Sevel and Pedrick (2012) state that, “preparing for client treatment is an important step in the helping process that ensures the best alignment of interventions with client needs and desired outcomes” (p. 236). They also state that “treatment applications should vary from client to client” and that “the selection of intervention and treatment modalities should be in alignment with the goals and time frames set out in the contract with the client” (Cummins, Sevel & Pedrick, 2012, p. 236). Using the case scenario described below complete the assessment and contracting process with this client and choose a treatment modality that you believe will be effective in addressing this client’s situation. Selection of a treatment option does not need to be limited to only those discussed in Chapter 11 of your textbook (I WILL SEND YOU THIS). You are encouraged to explore other treatment interventions that reflect evidence-based practice informed by research. Use the following headings: Title (of paper – under which you would provide the introduction/intent of the paper) Assessment Problem Identification Contracting Treatment and Intervention Summary References Identifying Information Client Name: Kathy Claybourne Age: 45 years old Ethnicity: Caucasian Educational Level: B.S. degree in nursing Marital Status: Divorced Children: Tommy, age 14; Betty, age 12 Intake Information Kathy Claybourne is a 45-year-old single mother who contacted the Family Counseling Center concerning counselling for herself and perhaps, later, for her two children. She stated that she feels “very alone right now” and needs someone to talk to about “how my life is going.” She didn’t want to go into the reason for an appointment with a counsellor over the telephone. The intake worker scheduled an appointment for her with you, her counselor, for the following week. Kathy arrived on time for her appointment with you. Intake Interview Kathy presents as a polite, well-groomed, middle-aged woman who smiles and shakes hands with you in the waiting room. She says that she is very glad to have someone to discuss things with after spending much of her time talking to her children. Kathy indicates that she has been divorced for the past 3 years. She works as a nurse for four nephrologists in town who also have a kidney dialysis center connected to their practice. She has been a nurse for the past 20 years and loves her profession but lately has been feeling “burned out” on the job and has had difficulty concentrating on her work. She feels that since her divorce, her life has been going downhill. A year after her divorce, her mother died of liver cancer, and several months later, her father was diagnosed with prostate cancer. She took care of her mother during her illness and is currently caring for her father. Over the past 2 years, she has felt increasingly despondent, isolated and “blue” most of the time. She states that many of her “so-called friends” rejected her following the divorce because they were also friends with her ex-husband. She also feels that she hasn’t had much time for a social life since her part-time job became full-time following the divorce. When you ask her about her mood, she tells you it’s generally been “blue.” “I don’t seem to have any energy some days. It’s just hard to get up and face the day.” Kathy states that she feels lethargic most of the time and has difficulty doing everyday tasks that she once found easy to accomplish. “How has your sleeping been over the past year?” you ask. Kathy states that she has had difficulty falling asleep. She wakes up very early in the morning hours and is unable to get back to sleep. Approximately 6 months ago, Kathy reports “feeling so bad that I went to my physician to see if anything was really wrong with me.” She states that he found nothing physically wrong and recommended she get some exercise. At that time, she joined a health club and began working out. “I think I felt better for a while when I was going to the club, but after about 2 months, it became too much of an effort to get myself there to exercise.” She rubs her forehead and states that she probably should go back but doesn’t feel she has the energy. She also tells you that her biggest worry is that she’s not really “present” for her children. She has a hard time focusing on her children’s activities and has lost interest in what they are doing. “I just feel bored with everything – my children, my job, my life. I’m too tired to cook when I get home from work so I often stop at McDonald’s and get them hamburgers, which they’re happy with, but I don’t even feel like eating. I’ve lost about 20 pounds in the last year without even trying.” When you ask for background information, Kathy states that the problems she has been experiencing began shortly after her divorce from her husband approximately 2 ½ years ago. However, she suggests that she often struggled with feeling down and despondent throughout her 30s, prior to her divorce. She attributes those feelings to communication problems with her husband and states that she just couldn’t “give in to them because of the children.” “I got married right after I finished nursing school at the age of 21 and moved from my parents’ home to my husband’s home. He was 10 years older than I was and already had established business and social relationships that I was invited to participate in. At the time, it seemed great to me, and I thought the world revolved around him since he seemed older and wiser and could take care of me. I worked part-time as a nurse, not because I had to, but because I wanted to have a profession. Gradually, I began feeling like our relationship was falling apart. He began traveling a lot on business, and I was home with the children. He didn’t seem interesting in anything but work. We socialized with friends that he knew because of his business, and I felt that he just wanted me around to make him look good. This didn’t all happen overnight, you understand, but by my mid-30s I was having periods of utter despair over the kind of distant relationship I had with my husband and the total responsibility for my kids. His only goal in life was to make money, and he didn’t care about anything or anyone else.” Kathy states that from the age of 32 onward, she can’t really remember a time when she felt like her old self. “When I was a teenager, I was happy, outgoing, and enthusiastic about life. When I got into my 30s, everything seemed dreary most of the time.” Kathy states that she never was unable to function at her job or as a mother, but always felt sad and negative about the future. Kathy also tells you that she thinks her mother suffered from the same type of problem when Kathy was growing up. “If my mother could find a negative way to view a situation, she would find it.” She remembers her mother would often tell her and her sister that they had to go outside to play because her mother had to take a nap. “I always thought it was strange that she was sleeping in the middle of the day, but for my mother, it was normal for her to always be tired.” Despite the problems her mother may have had, Kathy states that she had a good childhood and often felt happy and full of life. “It seems like adulthood has ruined my mood,” Kathy says glumly. During your interview, Kathy often looks out the window, rather wistfully, when recalling the happier days of her childhood. She seems overwhelmed and obviously has difficulty coping with her feelings. She summarizes that she is requesting help with her overall mood and that she is able to function adequately but not up to the level that she has in the past. She seems concerned about not being an adequate mother for her children and the activities in which they are engaged. She spends most of the interview twisting the straps on her purse and only makes eye contact a few times throughout the session. She has apparently been experiencing these feeling for an extended length of time and is seeking help at this point because she worries about her job and her children. She doesn’t see the future as being very bright at the present time. You schedule another appointment for her in a week. She states as she leaves your office “I’m so glad I finally made the decision to get some help. That was the hardest thing to do.” Adapted from: Pomeroy, E. & Wambach, K. (2003). The clinical assessment workbook: Balancing strengths and differential diagnosis. Pacific Grove, CA: Brooks/Cole. Grading rubric: Topic Criteria Points/40 Assessment Includes (each with its own sub-heading under assessment) multidimensional assessment sub-headings: …physical functioning and well-being, cognitive functioning, spirituality and religious functioning, emotional functioning, behavioral functioning, family and social support functioning, suicide risk assessment. (With this last heading describe how you would assess for suicide risk using a suicide risk assessment tool or process that includes the tips on page 204 of your text; describe what you would do if suicide risk was assessed as high). Whether data in the case scenario is present or not, all of the above areas MUST be commented upon. Inclusion and comment on all multidimensional assessment areas and discussion of why each area is useful in “understanding the presenting problem, client, and situation so that the social worker, in collaboration with the client, can construct a plan of action to alleviate or at least mitigate the problem” (Cummins, Sevel & Pedrick, 2012, p. 180). Includes a discussion about the use of strengths-based and person-in-the-environment perspectives when conducting assessments (e.g. why both are important to consider). Briefly includes discussion on how the assessment approach may differ if Kathy were, instead: (a) a man, (b) a “blue collar” laborer, (c) elderly, (d) a member of an historically stereotyped, oppressed group (e.g. what biases can potentially enter that might influence the identification of the problem and its resolution)? HINT: when commenting, ensure you tie in to your course material from the textbook (esp. Ch 9) by using properly referenced quotes supporting your responses to each heading in the assessment phase. 10 Problem Identification Choose one main problem/issue that has been identified. Clearly outlined how the multidimensional assessment has led to the identification of the “real” problem to be addressed/treated and how this may be different from the presenting problem/symptoms (e.g. “I’m depressed – presenting problem; Unemployed – real problem); using the case scenario data, described the client interaction process leading to “real” problem identification (which subsequently informs the planning and contracting stages (see pgs. 214- 219 Cummins, Sevel & Pedrick, 2012). 5 Contracting Based on the problem identified proceed to discuss the steps you would take in the development of a service contract. Describes in detail the principles used in informing the contracting process as well as short and long term achievable goals with proposed activities; clearly identifies the process in choosing the intervention technique(s) to be used; describes the time frames and the summative evaluation process (how will we evaluate progress as we continue to move forward on the plan) see pgs. 225-232 (Cummins, Sevel & Pedrick, 2012) 5 Treatment/Intervention Choose a treatment/intervention technique you believe will effectively address the assessed problem. Has shown from the literature that this treatment intervention has been contextually appropriate and effective for this problem by citing no less than 5 different references from books and/or scholarly journals with publication dates no earlier than 1995. Demonstrates critical thinking in the process of selecting and applying the treatment modality. 15 (Scholarly Presentation) Summary References Not less than 15 and not more than 20 double spaced pages (inc. references); uses APA style precisely in the body of the paper as well as citations; correct grammar, spelling and sentence structure; easily readable with concise and logical ordering of ideas: provides an introduction for the reader that effectively describes the intent of the paper; provides a summary that is reflective of conclusions obtained about the effectiveness of the intervention chosen and implications for future research directed at resolving the identified problem. 5

File #1

Professional Practice Paper

Value: 40%

Cummins, Sevel and Pedrick (2012) state that, “preparing for client treatment is an important step in the helping process that ensures the best alignment of interventions with client needs and desired outcomes” (p. 236). They also state that “treatment applications should vary from client to client” and that “the selection of intervention and treatment modalities should be in alignment with the goals and time frames set out in the contract with the client” (Cummins, Sevel & Pedrick, 2012, p. 236).

Using the case scenario described below complete the assessment and contracting process with this client and choose a treatment modality that you believe will be effective in addressing this client’s situation. Selection of a treatment option does not need to be limited to only those discussed in Chapter 11 of your textbook. You are encouraged to explore other treatment interventions that reflect evidence-based practice informed by research.
Use the following headings:

Title (of paper – under which you would provide the introduction/intent of the paper) Assessment
Problem Identification Contracting
Treatment and Intervention Summary
References

Identifying Information

Client Name: Kathy Claybourne Age: 45 years old
Ethnicity: Caucasian Educational Level: B.S. degree in nursing
Marital Status: Divorced Children: Tommy, age 14; Betty, age 12

Intake Information

Kathy Claybourne is a 45-year-old single mother who contacted the Family Counseling Center concerning counselling for herself and perhaps, later, for her two children. She stated that she feels “very alone right now” and needs someone to talk to about “how my life is going.” She didn’t want to go into the reason for an appointment with a counsellor over the telephone. The intake worker scheduled an appointment for her with you, her counselor, for the following week. Kathy arrived on time for her appointment with you.

Intake Interview

Kathy presents as a polite, well-groomed, middle-aged woman who smiles and shakes hands with you in the waiting room. She says that she is very glad to have someone to discuss things with after spending much of her time talking to her children. Kathy indicates that she has been divorced for the past 3 years. She works as a nurse for four nephrologists in town who also have a kidney dialysis center connected to their practice. She has been a nurse for the past 20 years and loves her profession but lately has been feeling “burned out” on the job and has had difficulty concentrating on her work.

She feels that since her divorce, her life has been going downhill. A year after her divorce, her mother died of liver cancer, and several months later, her father was diagnosed with prostate cancer. She took care of her mother during her illness and is currently caring for her father.
Over the past 2 years, she has felt increasingly despondent, isolated and “blue” most of the time. She states that many of her “so-called friends” rejected her following the divorce because they were also friends with her ex-husband. She also feels that she hasn’t had much time for a social life since her part-time job became full-time following the divorce.

When you ask her about her mood, she tells you it’s generally been “blue.” “I don’t seem to have any energy some days. It’s just hard to get up and face the day.” Kathy states that she feels lethargic most of the time and has difficulty doing everyday tasks that she once found easy to accomplish.

“How has your sleeping been over the past year?” you ask. Kathy states that she has had difficulty falling asleep. She wakes up very early in the morning hours and is unable to get back to sleep.

Approximately 6 months ago, Kathy reports “feeling so bad that I went to my physician to see if anything was really wrong with me.” She states that he found nothing physically wrong and recommended she get some exercise. At that time, she joined a health club and began working out. “I think I felt better for a while when I was going to the club, but after about 2 months, it became too much of an effort to get myself there to exercise.” She rubs her forehead and states that she probably should go back but doesn’t feel she has the energy.

She also tells you that her biggest worry is that she’s not really “present” for her children. She has a hard time focusing on her children’s activities and has lost interest in what they are doing. “I just feel bored with everything – my children, my job, my life. I’m too tired to cook when I get home from work so I often stop at McDonald’s and get them hamburgers, which they’re happy with, but I don’t even feel like eating. I’ve lost about 20 pounds in the last year without even trying.”

When you ask for background information, Kathy states that the problems she has been experiencing began shortly after her divorce from her husband approximately 2 ½ years ago. However, she suggests that she often struggled with feeling down and despondent throughout her 30s, prior to her divorce. She attributes those feelings to communication problems with her husband and states that she just couldn’t “give in to them because of the children.”

“I got married right after I finished nursing school at the age of 21 and moved from my parents’ home to my husband’s home. He was 10 years older than I was and already had established business and social relationships that I was invited to participate in. At the time, it seemed great to me, and I thought the world revolved around him since he seemed older and wiser and could take care of me. I worked part-time as a nurse, not because I had to, but because I wanted to have a profession. Gradually, I began feeling like our relationship was falling apart. He began traveling a lot on business, and I was home with the children. He didn’t seem interesting in anything but work. We socialized with friends that he knew because of his business, and I felt that he just wanted me around to make him look good. This didn’t all happen overnight, you understand, but by my mid-30s I was having periods of utter despair over the kind of distant relationship I had with my husband and the total responsibility for my kids. His only goal in life was to make money, and he didn’t care about anything or anyone else.”

Kathy states that from the age of 32 onward, she can’t really remember a time when she felt like her old self. “When I was a teenager, I was happy, outgoing, and enthusiastic about life. When I got into my 30s, everything seemed dreary most of the time.”

Kathy states that she never was unable to function at her job or as a mother, but always felt sad and negative about the future. Kathy also tells you that she thinks her mother suffered from the same type of problem when Kathy was growing up. “If my mother could find a negative way to view a situation, she would find it.” She remembers her mother would often tell her and her sister that they had to go outside to play because her mother had to take a nap. “I always thought it was strange that she was sleeping in the middle of the day, but for my mother, it was normal for her to always be tired.” Despite the problems her mother may have had, Kathy states that she had a good childhood and often felt happy and full of life. “It seems like adulthood has ruined my mood,” Kathy says glumly.

During your interview, Kathy often looks out the window, rather wistfully, when recalling the happier days of her childhood. She seems overwhelmed and obviously has difficulty coping with her feelings.

She summarizes that she is requesting help with her overall mood and that she is able to function adequately but not up to the level that she has in the past. She seems concerned about not being an adequate mother for her children and the activities in which they are engaged.
She spends most of the interview twisting the straps on her purse and only makes eye contact a few times throughout the session. She has apparently been experiencing these feeling for an extended length of time and is seeking help at this point because she worries about her job and her children. She doesn’t see the future as being very bright at the present time.

You schedule another appointment for her in a week. She states as she leaves your office “I’m so glad I finally made the decision to get some help. That was the hardest thing to do.”

Adapted from: Pomeroy, E. & Wambach, K. (2003). The clinical assessment workbook: Balancing strengths and differential diagnosis. Pacific Grove, CA: Brooks/Cole.

Grading rubric:

Topic Criteria Points/40
Assessment Includes (each with its own sub-heading under assessment) multidimensional assessmentsub-headings:
…physical functioning and well-being, cognitive functioning, spirituality and religious functioning, emotional functioning, behavioral functioning, family and social supportfunctioning, suicide risk assessment. (With this last heading describe how you would assess for suicide risk using a suicide risk assessment tool or process that includes the tips on page 204 of your text; describe what you would do if suicide risk was assessed ashigh).

Whether data in the case scenario is present or not, all of the above areas MUST be commented upon. Inclusion and comment on all multidimensional assessment areas and discussion of why each area is useful in “understanding the presenting problem, client, and situation so that the social worker, in collaboration with the client, can construct a plan of action to alleviate or at least mitigate the problem” (Cummins, Sevel & Pedrick, 2012, p. 180). Includes a discussion about the use of strengths-based and person-in-the-environment perspectives when conducting assessments (e.g. why both are important to consider). Briefly includes discussion on how the assessment approach may differ if Kathy were, instead: (a) aman,
(b) a “blue collar” laborer, (c) elderly, (d) a member of an historically stereotyped, oppressed group (e.g. what biases can potentially enter that might influence the identification of the problem and its resolution)?
HINT: when commenting, ensure you tie in to your course material from the textbook (esp. Ch 9) by using properly referenced quotes supporting your responses to each heading in the assessment phase. 10

Problem Identification Choose one main problem/issue that has been identified. Clearly outlined how the multidimensional assessment has led to the identification of the “real” problem to be addressed/treated and how this may be different from the presenting problem/symptoms (e.g. “I’m depressed – presenting problem; Unemployed – real problem); using the case scenario data, described the client interaction process leading to “real”problem identification (which subsequently informs the planning and contracting stages (see pgs. 214- 219 Cummins, Sevel & Pedrick,2012). 5
Contracting
Based on the problem identified proceed to discuss the steps you would take in the development of a service contract. Describes in detail the principles used in informing the contracting process as well as short and long term achievable goals with proposed activities; clearly identifies the process in choosing the intervention technique(s) to be used; describes the time frames and the summative evaluation process (how will we evaluate progress as we continue to move forward on the plan) see pgs. 225-232 (Cummins, Sevel & Pedrick, 2012) 5
Treatment/Intervention Choose a treatment/intervention technique you believe will effectively address the assessed problem. Has shown from the literature that this treatment intervention has been contextually appropriate and effective for this problem by citing no less than 5 different references from books and/or scholarly journals with publication dates no earlier than 1995.
Demonstrates critical thinking in the process of selecting and applying the treatment modality. 15
(Scholarly Presentation) Summary
References Not less than 15 and not more than 20 double spaced pages (inc. references); uses APA style precisely in the body of thepaper as well as citations; correct grammar, spelling and sentence structure; easily readable with concise and logical orderingof ideas: provides an introduction for the reader that effectively describes the intent of the paper; provides a summary that is reflective of conclusions obtained about the effectiveness of the intervention chosen and implications for future research directed at resolving the identifiedproblem. 5

Basic Statistics

Basic Statistics

Basic Statistics
follow instructions to the key! 2. Print a list of functions you used to calculate all values. 3. Provide explanation for each function you used 4. Ensure that your work is neat, tidy and easy to read. 5. Use extra pages to show your work and answers. 6. Print this instructions and use it as a cover pages for your CS. 7. No hand writing. All work must be done on a computer. 8. Staple you CS.

Explain “grit” and describe how it relates to the study of personality. Next describe how the Big 5 and the Bioecological Model can help one understand grit on a deeper level. Lastly, what kind of grit research should be conducted next? Create your own study.

Explain “grit” and describe how it relates to the study of personality. Next describe how the Big 5 and the Bioecological Model can help one understand grit on a deeper level. Lastly, what kind of grit research should be conducted next? Create your own study.

What is GRIT

Explain “grit” and describe how it relates to the study of personality. Next describe how the Big 5 and the Bioecological Model can help one understand grit on a deeper level. Lastly, what kind of grit research should be conducted next? Create your own study.

Internet Abuse Investigation

Internet Abuse Investigation

Internet Abuse Investigation

forensics again
Understanding key aspects of specific computer forensics investigation cases are important. For your assignment submission, provide effective procedures in how to follow through with each of the following cases:

Internet Abuse Investigation
E-mail Abuse Investigation
Attorney-Client Privilege Investigation
Industrial Espionage Investigation
Your completed essay should have at least three (3) FULL pages total (each item should be at least 3-4 paragraphs in length). Proofread your completed essay to ensure proper spelling, grammar, capitalization, punctuation, and sentence structure. Include at least one library or web reference (in addition to your text and/or supplemental material provided) that is presented in proper APA format that supports your submission.
Assignment Objectives:

Analyze the investigation process for computer crime.

Describe how to conduct a computer forensic investigation.

Apply a systematic approach for computer forensic investigations.

Counter current mechanism of urine formation

Counter current mechanism of urine formation

Counter current mechanism of urine formation
1. Write a small assignment (not less than 4 pages) on the given topics:
2. The assignment should cover the following points:
? Suitable diagrams.
? Details of the topics
? Flow charts if any.
? Mechanisms in details.
3. Source of information could be books, scientific journal, internet websites
4. The assignment should have topics in the following order :
Title 1: Glomerular Filtration Rate (GFR) and
factors affecting it
Title 2: Counter current mechanism of urine
formation
Functional Anatomy
? Functional anatomy of the renal system.
? Structure of the nephron.
? Structure of the filtration membrane.
Functional anatomy
? Functional anatomy of the renal system.
? Structure of the nephron.
Physiology
? Definition of GFR with normal values and
values in different stages of renal failure.
? Determinants of GFR.
? Factors affecting GFR.
Physiology
? Role of different nephron regions in urine
formation.
? Counter current mechanism of urine formation.
? Formation of dilute and concentrated urine.
Application
? Factors decreasing the GFR rate.
? Kidney specific factors increasing renal
vulnerability to nephrotoxins.
Application
? Common therapeutic agents causing
nephrotoxicity.
? Tubulopathies.
References References
Title 3: Diuretics Title 2: Regulation of acid base balance
Functional Anatomy
? Functional anatomy of the renal system.
? Structure of the nephron.
Functional anatomy
? Structure of the nephron.
Physiology
? Renal tubule transport mechanisms.
? Mechanism of action of diuretics. (Thiazide,
loop, osmotic, potassium sparing and
carbonic anhydrase inhibitors)
Physiology
? Important renal buffers
? Secretion of H+ ions & reabsorption of HCO3-
ions by the kidney.
? Renal correction of acid base imbalance.
Application
? Clinical applications of diuretics.
Application
? Clinical causes of acid base disorders.
? Drug induced acid base balance.
References References
5. The cover page should have the topic name, name of the student, academic number and name of the
supervisor. ( A sample cover page is provided which can be used as same or can be modified but without
changing the information needed)
6. The paper should be submitted as:
? Computer generated (Typed on computer) on A4 sheet with page border.
? Font face : Calibri
? Text Alignment : Justify
? Font Size : 12
? Line Spacing: Multiple at 1.15
7. A rubric for evaluating the assignment is attached. The assignment will be evaluated by two examiners
based on the rubrics and the average of the points is considered as final scores. Point to mark conversion is
provided for the student’s reference. Copies of rubrics should be attached to the submitted assignment.
8. Suggested references: Basic Clinical Pharmacology by Ring & Dale, Comprehensive Pharmacy by
Goddmann and Gilmann, Textbook of Medical Physiology by Guyton & Hall.

example of a scenario that demonstrates the appropriate time / situation to use a recovery option to return a Windows 8.1 system to a functional state. Identify the recovery option you would use for your provided example, and provide a rationale for its selection. Suppose you would like to keep your personal data, Windows Store apps, basic settings, personalization settings, BitLocker settings, and wireless settings after your Windows 8.1 computer is recovered. You would also like to retain your traditional apps and their associated settings without reinstalling them. Describe the recovery option(s) that you would use to achieve this goal. Provide a rationale for your selection(s).

example of a scenario that demonstrates the appropriate time / situation to use a recovery option to return a Windows 8.1 system to a functional state. Identify the recovery option you would use for your provided example, and provide a rationale for its selection. Suppose you would like to keep your personal data, Windows Store apps, basic settings, personalization settings, BitLocker settings, and wireless settings after your Windows 8.1 computer is recovered. You would also like to retain your traditional apps and their associated settings without reinstalling them. Describe the recovery option(s) that you would use to achieve this goal. Provide a rationale for your selection(s).

Discussion1
Provide at least one (1) example of a scenario that demonstrates the appropriate time / situation to use a recovery option to return a Windows 8.1 system to a functional state. Identify the recovery option you would use for your provided example, and provide a rationale for its selection.
Suppose you would like to keep your personal data, Windows Store apps, basic settings, personalization settings, BitLocker settings, and wireless settings after your Windows 8.1 computer is recovered. You would also like to retain your traditional apps and their associated settings without reinstalling them. Describe the recovery option(s) that you would use to achieve this goal. Provide a rationale for your selection(s).
Discussion 2
Compare and contrast the process of adding JavaScript and a Cascading Style Sheet to a Website. Determine if they can be used simultaneously in a page. If so, explain which of the two takes precedence over the other.
Imagine that you designed a Website for a client using JavaScript to make animated snowflakes fall on the page. When you test the page, the animations do not work. Predict what the problem could be and propose a solution.
Discussion 3
Analyze some of the limitations a Web designer should be aware of before adding JavaScript to a Website. Determine if these limitations outweigh the benefits of using JavaScript. Explain your decision.
From the second e-Activity, identify a company (bank, car wash, travel agency, nonprofit, restaurant, etc.). Keeping that company in mind, select the client-side or server-side scripting you would most likely use, and why. Or you can explain the client-side or server-side scripting you would not use, and why not

Mr. Beridon received your requests for information and returned data which you have compiled in an Microsoft® Excel® spreadsheet (see document template). He also said, “We grow sod and trees at Jeemp Farms. We sell the sod mainly to home builders in the area, although we sell to some individuals who are purchasing square footages to re-sod their yard. Many home builders will purchase to sod an entire subdivision. They then may come back to us to purchase trees for the yards. It really is a package deal. For builders like that, we are a one-stop-shop. In most cases, however, we sell the trees to orchards and some individuals. The purchaser is responsible for all shipping costs related to their product. “Our production process is different for each product. For sod, we plant the seed, irrigate, cut, and roll the sod and then transport it. For the trees, we plant the root stock, graft the tree, water until a particular maturity and then dig it up and sell it. We inspect the plants as needed to make sure we are producing a quality product that is disease-free.

Mr. Beridon received your requests for information and returned data which you have compiled in an Microsoft® Excel® spreadsheet (see document template). He also said, “We grow sod and trees at Jeemp Farms. We sell the sod mainly to home builders in the area, although we sell to some individuals who are purchasing square footages to re-sod their yard. Many home builders will purchase to sod an entire subdivision. They then may come back to us to purchase trees for the yards. It really is a package deal. For builders like that, we are a one-stop-shop. In most cases, however, we sell the trees to orchards and some individuals. The purchaser is responsible for all shipping costs related to their product. “Our production process is different for each product. For sod, we plant the seed, irrigate, cut, and roll the sod and then transport it. For the trees, we plant the root stock, graft the tree, water until a particular maturity and then dig it up and sell it. We inspect the plants as needed to make sure we are producing a quality product that is disease-free.

A++ work

Mr. Beridon received your requests for information and returned data which you have compiled in an Microsoft® Excel® spreadsheet (see document template). He also said, “We grow sod and trees at Jeemp Farms. We sell the sod mainly to home builders in the area, although we sell to some individuals who are purchasing square footages to re-sod their yard. Many home builders will purchase to sod an entire subdivision. They then may come back to us to purchase trees for the yards. It really is a package deal. For builders like that, we are a one-stop-shop. In most cases, however, we sell the trees to orchards and some individuals. The purchaser is responsible for all shipping costs related to their product.
“Our production process is different for each product. For sod, we plant the seed, irrigate, cut, and roll the sod and then transport it. For the trees, we plant the root stock, graft the tree, water until a particular maturity and then dig it up and sell it. We inspect the plants as needed to make sure we are producing a quality product that is disease-free.
“We have delayed purchasing some machinery that reduces time for the planting of the trees because it is a large up-front cost and we don’t want to have a huge outlay of cash if our profits keep going down”.
“The grass does not require as much irrigation as the trees, as it is at a lower elevation than the tree acres and is closer to the creek; it gets a lot of the run off”.
“Historically, we have always been able to sell everything we produce. Hopefully, that will continue since Houston is expanding rapidly”.

Compute the product costs for the sod and trees under traditional and ABC costing using the Microsoft® Excel® spreadsheet.

Justify whether Mr. Beridon should cut the sod portion of his company.

Basic Information

Trees Sod
Selling Price Per Unit $12.99 $0.38
Direct Materials Per Unit $0.99 $0.01
Direct Labor Per Unit $2.00 $0.09
Direct Labor Hours Per Unit 0.2 0.009
Estimated Annual Production and Sales units

Estimated Overhead (last year’s numbers)
Planting 47,000
Irrigation 19,000
Product Support 19,046
Harvesting 21,567
Inspections 4,564
Property Taxes 6,754
TOTAL 117,931

Estimated Total Direct Labor Hours DO NOT ROUND
Predetermined Overhead Rate DO NOT ROUND

Traditional Costing
Sales
Direct Materials
Direct Labor
Manufacturing Overhead
Product Margin

per unit

Environmental Hazards

Environmental Hazards

Environmental Hazards
: Students will write a term paper on the topic of their choice and present an in-depth perspective in regards to the effects on a specific environment. Criteria by which papers will be graded include (but are not limited to): Organization, Clarity, Quality of the Discussion, Conclusion, Citation/reference agreement and proper grammar and spelling.