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health and human services delivery of care by examining scholarly sources

health and human services delivery of care by examining scholarly sources

Alcoholism paper

Apply your knowledge of U.S. health and human services delivery of care by examining scholarly sources (e.g., government sources, etc.) that provide information on best practices that examine some aspect of your social issue. Thus, you will be asked to do the following:

Describe two to three examples of interventions, approaches, or techniques that have been demonstrated to be effective in addressing your social issue. While specific examples of best practices will vary based upon the topic, areas to consider can include, but are not limited to:
Case management approaches
Preventive services
Clinical intervention/therapies
Educational initiatives
Analyze elements pertinent to the best practices that you have identified. These include:
An overview of each practice (i.e., what they are, specific elements, how and where they are used, etc.).
Examination of evidence in the form of research studies that support the effectiveness of the practices (i.e., description of study, methods, and findings).
Evaluation of their strengths and areas for improvement.

Lastly, provide a brief (no more than one page) proposal for a model intervention (i.e., program, service, or initiative) that you would like to develop that incorporates one of your selected best practice methods. This intervention must be unique and original. Do not propose an intervention that is currently being used to address your social issue. Elements for discussion include:
A brief description of proposed intervention.
Rationale for its application to your issue.
Where/how the best practice method will be used.
3 Pages in length.

Discuss the physical-social and intellectual features

Discuss the physical, social, and intellectual features of the earliest civilizations of Mesoamerica. Relate how their agricultural technology differed from that of Europe and Asia

Principals of Accounting

Principals of Accounting

1. The time period for classifying a liability as current is one year or the operating cycle, whichever is

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probable.

possible.

longer.

shorter.

2. Which one of the following is not a typical current liability?

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Interest payable

Mortgages payable

Current maturities of long-term debt

Salaries payable

3. Buttner Company borrows $88,500 on September 1, 2017, from Harrington State Bank by signing an $88,500, 12%, one-year note. How much is accrued interest at December 31, 2017?

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$10,620

$2,655

$3,540

$4,425

4. How is the market value of a bond issuance determined?

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By computing the present value of the principal.

By computing the present value of the interest payments.

By adding the present value of the principal amount to the present value of the interest payments.

By adding the face value of the principal amount to the stated value of the interest payments.
5. If the contractual rate of interest is lower than the market rate of interest, bonds will sell at a premium.

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True

False

6. What is the effect of amortizing a bond discount?

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It decreases bond interest expense.

It decreases the maturity value of the bonds.

There is no effect on the bond interest expense.

It increases the carrying value of the bonds.

7. Cuso Inc. issues 10-year bonds with a maturity value of $200,000. If the bonds are issued at a premium, what does this indicate?

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The market interest rate exceeds the contractual interest rate.

No relationship exists between the market and contractual rates.

The contractual interest rate exceeds the market interest rate.

The contractual interest rate and the market interest rate are the same.

8. When a bond is sold at a premium, at what amount is it reported on the balance sheet?

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Premium value

Interest value

Market value

Carrying value

9. Tanner, Inc. issued a 10%, 5-year, $100,000 bond when the market rate of interest was 12%. At what value will the bond sell?

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Par

A discount

A premium

Face value

10. Which of the following is not a commonly used method of presenting current liabilities on the balance sheet?

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Listing currently maturing long-term debt first.

In order of magnitude or size.

Listing current debt in the order of oldest first and then chronologically.

In order of their maturity.

What is our cultural attitude toward diversity? Do you think college students value diversity? Why or why not? 2. Look for evidence of our cultural attitudes toward diversity (think TV, movies. music, social media. media. advertising, products, etc.). How do these things shape our attitudes toward diversity? 3. How do we (on our campus, in our community, in our county, and/or in our world) encourage (or fail to encourage) acceptance of diversity? Is this effective? Why or why not? 4. ls it important to embrace diversity? It is possible to see everyone as equal? Why or why not? Why is this significant to us today?

Diversity

Research and Reflection 5: Diversity Student Name
[TC 109 – First Year Seminar Sectioa to
We live in a diverse world. and we are diverse in a multitude of ways. You may consider any
type of diversity that you find interesting and relevant to your past/presentffuture.
Remember that you can draw on our class discussions and class readings for this assigmnent. but
it is also required that you search for 1-2 other information sources to enhance your learning and
make connections to your personal interests and concerns All sources (both class assigned and
those you research on your onn) must be properly cited both in text and on a worlu cited page.

1. What is our cultural attitude toward diversity? Do you think college students
value diversity? Why or why not?

2. Look for evidence of our cultural attitudes toward diversity (think TV, movies.
music, social media. media. advertising, products, etc.). How do these things
shape our attitudes toward diversity?

3. How do we (on our campus, in our community, in our county, and/or in our
world) encourage (or fail to encourage) acceptance of diversity? Is this effective?
Why or why not?

4. ls it important to embrace diversity? It is possible to see everyone as equal? Why
or why not? Why is this significant to us today?

2 IZ’E “H l I In. °l

5. In what ways have you experienced diversity in your own life? What have you
learned from these experiences? What would you like to teach others based on
what you, you rself, have learned?

6. We often are so busy in our day-to-day lives that we forget to notice our
surroundings Using the Wadsworth Quick Guide to Diversity Article in DZL, take a
walk around campus. Maybe sit in the Union or your residence hall for a period
oi time. Follow the directions listed in the article (pl30-l31) and simply note
what you think and see during your observation. Tell me in detail, about your
experience.

7. Has discussing Diversity and completing Harvard implicit tests impacted your
awareness of other lifestyles/experienceskulnires? Why or why not? Could you
do to expanding your awareness of various types of diversity?

Case Study: Aging Canine Welfare Research

Refer to the Case Study: Aging Canine Welfare Research
Refer to the Case Study: Aging Canine Welfare Research, located in Additional Resources.

Create an ARE (Activity Resource Estimate) for the project.

Identify the effects of resource leveling, and describe how it may affect the project, strategies for mitigating the leveling, and any possible risks the use of those strategies presents.

BMGt364 Assignment 2: Planning the Future at Galaxy 2017

discuss a SWOT analysis and provide a detailed explanation of what considerations led to the determination of the SWOT components

BMGt364 Assignment 2: Planning the Future at Galaxy 2017
Purpose:

In the second assignment, within a report, you will create a SWOT analysis, discuss a SWOT analysis and provide a detailed explanation of what considerations led to the determination of the SWOT components. You will then make recommendations and explain what factors were considered in making the recommendations.

Note: Not all critical company information is provided, so it is impossible to complete a financial analysis but instead students will focus on the first elements of the P-O-L-C, planning.

Outcome Met by Completing This Assignment:

integrate management theories and principles into management practices
employ effective planning processes to develop strategies, goals, and objectives in order to enhance performance and sustainability
identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes
Instructions:

Step 1: Preparation for the Assignment

Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:

Review “How to Analyze a Case Study” under Week 6 Content. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.

Read the grading rubric for the assignment. Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade.

In writing this assignment, you will read and following these tasks:

Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:.quickanddirtytips.com/education/grammar/first-second-and-third-person”>http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
.quickanddirtytips.com/education/grammar/first-second-and-third-person”>Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.
.quickanddirtytips.com/education/grammar/first-second-and-third-person”>You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link:.wisc.edu/Handbook/QPA_paraphrase2.html”>https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
.wisc.edu/Handbook/QPA_paraphrase2.html”>You are responsible for APA only for in-text citations and a reference list. If there is a page number, then the page number must be used, otherwise use the paragraph number.
.wisc.edu/Handbook/QPA_paraphrase2.html”>You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than two (2) external resources can be used in completing the assignment. No book references are allowed. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper and the How to Cite and Reference file located under Week 4 content.
.wisc.edu/Handbook/QPA_paraphrase2.html”>In completing the assignment, students are expected to use the facts from the case scenario and company profile paired with the weekly courses readings to develop the analysis. View the company profile here:Galaxy Toys, Inc. Company Profile.
Step 2: How to Set Up the Paper

Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 6-8 pages in length excluding the title page and reference page and appendix. You may not exceed eight (8) pages so it is important to write clearly and concisely.

Use the following format:

Create a title page with title, your name, the course, the instructor’s name and date;
Introduction
SWOT Analysis
Strengths & Weaknesses
Recommendation
Short-term Production Goals and Objectives
Step 3: Part One: Read critically and analyze the following scenario:

The toy industry is very fickle and innovation is critical. Sales for January 2017 showed only a 3% rise over January 2016 leaving the company managers concerned about meeting projected sales targets for 2017. In a 30-month plan, George Jepson, Jr., as CEO, together with Edward Mercury, CFO, set long-term goals for the company to include the following:

increase sales unrelated to NASA toys by 22 percent;
reduce company-wide costs by 5 percent within 15 months and 11.2 percent by the end of the plan;
create new technology based action toys;
use innovative technology in production to increase efficiency;
reduce carbon footprint by 5 percent.
In November 2016, the long term planning team began to select the newest Galaxy product line. The choice of the right product design will hopefully stop the slump in sales and jump start growth. Tomorrow, February 4, 2017 is the final meeting of the planning team. The team will choose between three options:

produce 2 million Payload Nine toys or MMTJE1 for Christmas 2018;
produce 1 million Payload Nine toys for Christmas 2017 and 1 million MMTJE1 for Christmas 2018;
produce 1.5 million MMTJE1 toys for Christmas 2018.
The products have different production requirements. Payload Nine is designed to complement the International NASA Space Station series. Payload Nine is geared to the 7-10 age groups and contains building blocks to make the space shuttle with emphasis on the cargo hold and its loading arm.

Focus group results suggest that Payload Nine will sell well but it is not a “wow” product in the eyes of the group. It is not a trendsetting toy. The introduction of Payload Nine is estimated to jump NASA sales by 6.8%. Payload Nine requires little change on the production floor and supplies are easily obtainable. Production could begin May 1, 2017 and completed in time for the Christmas toy market. No additional personnel would be needed and existing production would not be delayed. Production costs would fit within the current year’s budget.

The other project “Moon Mission to Jupiter’s Europa” (MMTJE1)is a 3D engineered of the Curiosity vehicle used to. explore Mars. The toy is operated remotely allowing a child and parent to launch the capsule “Juno 1” craft, 500 ft. in the air, unload the rover called Galileo and move it along all terrain surfaces. Galileo takes pictures remotely and sends them to a cell phone. The toy is geared for the age 11-15 market but can be used with younger children as long as there is adult supervision. The toy is made from a 3D printer and consists of a plastic capsule and rover base with electronics added separately in production. [Not sure what 3D printing is, view.com/what-is-3d-printing/”>http://3dprinting.com/what-is-3d-printing/]

Focus group results suggest that it is a “wow” product and would also encourage sales of related toys and books as Jupiter’s Moon Europa has been deemed by scientists as the most accessible and likely place to support habitable life as we know it to be. Children can view pictures and imagine a Moon currently covered in ice as a new space frontier adventure. An interactive video game is also envisioned. It will be the first intergalactic action toy that Galaxy Toys has ever produced. MMTJE1is estimated to bring a 15% increase in unrelated NASA sales if rolled out in 2017 and 21.6% increase if rolled out in 2018. However, MMTJE1 is not production-friendly at this point.

The new production equipment, electronics, computer programming and trained personnel would not see production beginning before November of 2017. Anticipated budget costs of $450,000 necessitating a budget increase of $300,000 over all five plants would be needed. In order to meet the October deadline for Christmas 2017 sales additional labor would be needed with a cost increase of 20% over the projected $450,000 budget costs. In addition, the push would necessitate significant rescheduling of current production and likely require factory workers to put in overtime. Finally, the rush would be predicated on the assumption that production problems would not occur.

Keith Wisternick, VP of Production, has the job of aligning all the production teams for Galaxy Toys, and more specifically, he is the person that ensures that each of the plants are capable of producing toys that meet the quality standards of Galaxy Toys in an efficient and cost-effective manner. Also, part of Keith’s job is to provide valuable input into the long-term planning process of the company. Every two years, Keith and his counterparts in the other departments meet to determine the new product line for the upcoming two years. They are presented with new ideas that have been developed by the Design and Engineering Department.

After soliciting input for recommendations on the toys that would most likely meet the company’s future objectives, the Board of Directors narrowed the choices to Payload Nine and Moon Mission to Jupiter’s Europa 1 (MMTJE1).

As VP of Production, Keith is very aware that his recommendation and vote lends great influence to the outcome. Lucky for Keith, he is not expected to provide his recommendation without first delegating some researching responsibilities to others. One person that he relies upon for research and analysis is Itza Yu who is a Production Manager. Yu has been tasked with creating a SWOT analysis for Keith’s review. However, Yu has not had any prior experience with creating this type of information. Keith has provided the following source to help him:

.mindtools.com/pages/article/newTMC_05.htm”>https://www.mindtools.com/pages/article/newTMC_05.htm

Step 4:Create the introductory paragraph. Within this paragraph, provide a brief overview of the scenario. Then, provide a thesis statement and tell the reader the main topics covered in the paper. The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website to learn how to write an introductory paragraph:.writing.ucsb.edu/faculty/donelan/intro.html”>http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 5: SWOT Analysis

Assume the role of Itza Yu. Using the facts that have been provided in the case scenario and the Company Profile as well as your own research on the toy industry, create a SWOT analysis table for Keith. If you need to know how to create a table, view:.wikihow.com/Insert-a-Table-in-a-Microsoft-Word-Document”>How to Insert a Table in a Microsoft Word Document.

Important note:To be clear, the SWOT analysis must be focused on the company as a whole and must not be transformed into a method of evaluating the pros and cons of the Payload Nine or the MMTJE1. This analysis (the pros and cons) will be included later in your analysis.

Step 6: Strengths & Weaknesses

Task 1: To assist further Keith, Itza Yu must also provide a detailed explanation as to what considerations led to the determination that certain facts should be classified as “strengths” while others were classified as “weaknesses.” In other words, it’s not enough to list various strengths and weaknesses, but instead, Itza Yu must explain “why” these facts were included in the analysis.

Step 7: Recommendation

Lastly, Itza Yu must recommend the best long-term planning decision for Keith’s approval. In this report, Yu must explain the analysis and factors used in evaluating the vision, mission, long-term goals and SWOT analysis of the company that led to the conclusions that formed the basis of the decision. Here is where you will make the decision as to which toy(s) will be manufactured and when they will be produced/sold. Remember that you will use the information contained in your SWOT analysis to identify and evaluate the pros and cons of the alternatives before selecting the best choice. Remember, what Yu present has to be accurate and well supported since Keith will make this recommendation to the Long-term Planning Committee.

.

Step 8: Part Two:Short Term Production Goals and Objectives

Read critically and analyze the following scenario:

The Board of Directors has decided to accept the recommendation to roll out the “Moon Mission to Jupiter’s Europa 1” for the holiday season of 2018. In a virtual meeting, led by Itza Yu, the production managers have had a “brainstorming” session and have created a list of short-term goals and objectives.

In reviewing the list, Itza Yu noted that some of the items on the list are sound short-term goals and objectives while others are not and therefore, should be removed. He also noted that some of the items do not fit well with the company’s vision and mission and will need to be eliminated.

Assuming the role of Itza Yu, students must determine whether the items on the list are “goals” or “objectives” and whether they should be adopted or abandoned. The list is as follows:

Short Term Goals and Objectives List

Production of quality MMTJE1 toys must start February 20th, 2018.
Production of quality MMTJE1 toys must start by July 1, 2018.
Establish timelines for starting production.
Establish timelines for hiring new personnel.
MMTJE1 quality toys production.
Additional personnel must be hired by February 20th 2018.
Materials must be state of the art.
Establish timelines for purchasing (and receiving) materials
3D printers must be purchased by February 20th, 2018.
3D printers must be purchased and installed by November 1, 2018.
The first MMTJE1 toys should be produced by December 1, 2017.
QC should evaluate first toys by December 31, 2017.
Completion dates for QC standards will be determined by QC.
Safety standards should be determined by QC by May 1, 2017.
Materials must be purchased by and delivered by July 1, 2017.
New packages should be palletized by May 1, 2018.
Personnel for all production functions must be organized by March 31, 2017.
Shipping should begin immediately upon final inspection from Quality Control.
Shipping should begin July 1, 2018.
Shipping start dates should be determined.
IT must confirm programming for 3D printers is complete by June 1, 2017.
3D machine operators must be trained by October 31, 2017.
Establish timelines for completion of 3D programming, training and installation.
Maintenance for 3D printers must be done daily.
Personnel must be cross trained on the 3D printers.
Training on new equipment must be done by October 31, 2017.
Marketing will determine shipping start date.
Task 1: Answer the following required elements for Part Two making sure that the facts of the scenario and the course readings support the reasoning of the answers provided.

From the list above, students should generate a table with three sections. Label the first section, “Appropriate Short-term Goals.” Label the second section “appropriate objectives”. The third section should be those other goals and objectives that have to be abandoned.

Task 2: Take each item from the list above and place the item into the appropriate column. In completing this task, Yu is expected to demonstrate an understanding of the difference between “goals” and “objectives” and their choices should reflect this understanding.

(G) A goal is defined as being a broad aim and spells out what needs to be done generally.
(O) An objective is defined as a specific and measurable action needed to meet the goal.
An abandoned item is one that does not fit with the timeline of the project. Hint look at the pattern of the tasks and dates to achieve them.
For the goals and objectives that are abandoned, Yu must explain why they were abandoned and how they might be revised to be more appropriate.
Task 3: Yu will clearly explain the reasoning for the categorization of the goals and objectives as this analysis will be very helpful to Keith Wisternick and the Board of Directors of Galaxy Toys, Inc.

Step 9: Write the summary paragraph

Write the summary paragraph. A summary paragraph restates the main topics of the paper. Make sure to leave a reader with a sense that the paper is complete. The summary paragraph is the last paragraph of a paper and does not need a heading.

Step 10: Proofread the report for spelling and grammatical issues, and third person writing.

Use the spell and grammar check in Word as a first measure;
Have someone who has excellent English skills to proof the paper;
Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4-6 areas that may need improvement.53

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

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.

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
5
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.
6
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.
7
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.
9
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.

human health and how it impacts us as well.

human health and how it impacts us as well.

DOCUMENTARY RESPONSE

I just need a 1-2 page double spaced MLA format reaction to the video “Bag It” by Suzan B. It is DUE TONIGHT BY 11:30!

My computer wasn’t working all week so I couldn’t post earlier. I am so sorry for the inconveince.

REQUIREMENTS: A brief summary of the film, which provides enough information to not only let me know that you watched and paid attention to it, but provides enough information about the film so that someone who hadn’t seen it could make sense of your review; a brief reaction to the film which explains why you liked or didn’t like it, and what you learned from it/what you found most interesting; and an attempt to connect the content of the film to the content of class discussion or course reading.

Class discussion to connect it to would be: human health and how it impacts us as well.

Develop a 10- to 12-slide PowerPoint Presentation (excluding title slide and reference slide) that cover each of the above topics. In the slide notes, include your explanations for each topic above. You must use a minimum of two scholarly sources. Format the presentation and cite your resources according to the APA style guide as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.