Nursing

Write a five-paragraph essay that conforms to the requirements below. The paper must be at least 1,000 words in length (excluding title and reference pages) and formatted according to APA style. The paragraphs of your essay should conform to the following guidelines:
Introduction
The introduction should clearly state the ethical question under consideration, and define the essential issues. You may build upon the question and introduction you provided in the Week One Assignment; or you may choose a different question, but it must be based off the list of acceptable topics. Your introduction should include a brief remark about the kind of theory you will be using to approach this question. The last sentence of the introduction should briefly summarize the or position on the issue you think is best supported by this theory and succinctly state what the objection will be. Bear in mind that your essay will not be concerned with your own position on this issue, but what someone reasoning along the lines of the chosen theory would conclude; this may or may not be the position you took in the Week One Assignment.
Body Paragraphs
Each paragraph in the body should start with a topic sentence that clearly identifies the main idea of the paragraph.
Theory explanation
Explain the core principles or features of the deontological or utilitarian theory and the general account of moral reasoning it provides.
You must quote from at least one required resource other than your textbook that defends or represents that theory. Refer to the .
Application
Demonstrate how the principles or features of the deontological or utilitarian theory apply to the question under consideration and identify the specific conclusion that results from applying the reasoning characteristic of that kind of approach.
Your application should clearly show how the conclusion follows from the main principles and features of the theory as addressed in the previous paragraph. Please see the associated guidance for help in fulfilling this requirement.
Objection
Raise a relevant objection to the argument expressed in your application. An objection articulates a plausible reason why someone might find the argument problematic. This can be a false or unsupported claim or assumption, fallacious reasoning, a deep concern about what the conclusion involves, a demonstration of how the argument supports other conclusions that are unacceptable, etc. You should aim to explain this objection as objectively as possible, (i.e., in a way that would be acceptable to someone who disagrees with the argument from the previous paragraph).
Note that this does not necessarily mean that the objection succeeds, or that the conclusion the theory supports is wrong. It may be an obstacle that any adequate defense of the conclusion would have to overcome, and it may be the case that the theory has the resources to overcome that obstacle. Your task here is simply to raise the objection or present the “obstacle.”
Conclusion
The conclusion should very briefly summarize the main points of your essay.
Resource Requirements
You must use at least two resources to support your claims.
At least one of the resources should be one of the Required or Recommended Resources that represent the theory you have chosen, and must be drawn from the list of acceptable resources available in your online classroom.
The other source should pertain to the particular issue you are writing about and should be drawn from the required or recommended readings in the course, or be a scholarly source
You are encouraged to use additional resources, so long as at least two conform to the requirements above.
The textbook does not count toward satisfying the resources requirement.
To count toward satisfying the requirement, resources must be cited within the body of your paper and on the reference page and formatted according to APA style

Assignment: Complexities in Current Healthcare
Assignment: Complexities in Current Healthcare
Question Description
Help me study for my Science class. I’m stuck and don’t understand.
How would you describe the complexity of the health industry in terms of workforce environment, and societal expectations and how would a health leader’s mastery of competencies, including interpersonal relationship building, influence processes, power, motivation and communication capabilities are necessary to successfully navigate that complexity?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment: Discussion Rogerian Therapy
Assignment: Discussion Rogerian Therapy
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Assignment: Discussion Rogerian Therapy
Similar to Freud, Carl Rogers developed his theory from his extensive work with his patients. However, unlike Freud, he believed that people are typically healthy; being mentally healthy is the normal state. Although there are unhealthy people, they are not the norm or what one has to accept and live with throughout one’s life. Furthermore, Rogers believed that each person has one primary motivation—to realize his/her full potential or to be self-actualized. Finally, he posited that neurosis stems from incongruence between one’s real self and one’s ideal self. He applied this to his theory of counseling in the development of three therapeutic criteria that he felt were both necessary and sufficient to help the patient. These three qualities are now the foundation for modern person-centered therapy.
The three qualities that form the foundation of Rogerian therapy are empathy, congruence, and unconditional positive regard. These will be relatively easy to express for people you naturally like but can be difficult to express for people whom you do not like nor agree with.
Imagine that you are a psychologist working with a population of individuals that tend to be more difficult to work with, such as sex offenders, elderly patients with dementia, or mentally challenged children. Use the Internet, Argosy University library resources, and your textbook to research the concepts of Rogerian therapy and respond to the following questions:
Realistically, do you think it is possible to be congruent and to extend empathy and unconditional positive regard to these clients in a psychotherapeutic context? Why or why not?
How do you think clinicians practicing Rogerian therapy would approach these concepts for these clients?
How might Rogerian therapy be a helpful strategy for these clients?
Is it possible these concepts of Rogerian therapy could hinder treatment?
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
RESPOND TO:
Realistically I do not think that it is possible to be congruent and to be able to extend empathy as well as unconditional positive regard to these types of clients in a psychotherapeutic context. I state this, because there needs to be trust and understanding between both the client and the counselor. If the sex offender does not want or believe that he/she needs counseling, he/she is least likely to admit the need to be there, and display low regard to the counselor for making them sit through a session. If we are dealing with a client that does not want the therapy of their own free will, they are not likely to express themselves at a normal level, and the contact will be impersonal, and the information superficial (Gazzola, 1997). For an elderly client with dementia, he/she may want to be there, but without the ability to hold and maintain information from one session to another; how likely would they be in believing what their therapist is telling them? They would not remember how they felt towards their therapist and if the trust was established or not. Each session would be a work in progress in laying the ground work for trust. The chance to reach a deeper understanding does not seem likely. Then depending on how mentally challenged the child is how likely are they to hold a child’s attention? Most “normal” children come across as having a difficult time in being patient. If the mentally ill child does not want to viewed a specific way and the therapist thinks that there are showing the correct type of empathy; then the child could be offended. The therapist could misinterpret what it is that the child is trying to tell them.
Since each client is different and no two cases are the same, it would depend on how far into their therapy sessions each client has received in their stages. Saying that the trust was built between the counselor and the sex offender, it is best that the counselor try to think in the mind of the client. How are they feeling? In what ways would he/she react in a positive light to change a part of their situation? The counselor wants to make sure to interpret the information correctly and therefore, if the client has expressed guilt in sexually assaulting a child, then they have an understanding and can work based on that guilt. This would be the ground work for their sessions.
For the elderly patient with dementia it would help the therapist to be empathic toward his/her situation. This would help the counselor ease the client’s discomfort and allow him/her to open up in each session. The most important thing counselors have to remember, is to not judge and also not relay their feelings or emotions onto the client. Studies have shown that when a client is comfortable in their surroundings, as well as with the therapist, that they are more likely to open up about their problems and work together to try and “solve the issue at hand (Smith, 1963).
For the mentally ill child, it would be useful to show congruence and be a real, genuine person. This would show the child that you care about what he/she might be feeling and are being honest in their expressions (Feist, 2008). At the same time, it would be useful to show unconditional positive regard toward the child, because this will help elicit “a warm and positive attitude toward the client” (Feist, 323). This would also allow the relationship to grow, and allow for psychological growth to occur (Feist, 323).
It is possible that Rogerian Therapy could hinder treatment among clients, because no therapy is one hundred percent effective. This is one of the reasons why we explore so many different methods of treatment for clients in school, because certain aspects of one treatment may work well together for a particular client, while another coupling of treatments might work best for another client. It depends on the case by case basis, and I already mentioned before no two clients are going to experience a situation in the exact same way. The world does not work that way, and everyone is unique. There is no simple cookie cutter routine for every situation, and each theorist has their own ideas for how psychological growth can occur.
RESPOND TO:
In the cases all of these cases of sex offenders, dementia patients, and other mentally ill that are difficult to deal with it is entirely possible to have positive regard and empathy for them. To put on in one’s shoes is the concept of empathy, emotionally being able to relate. Being able to relate to a sex offender my be the most difficult, but according to roger’s the incongruence to one’s sense of self can lead these people to feel they must sex offend. That their stages of development as children was somehow distorted and the balance of their self and what the self is supposed to be is some how skewed.
Therapist in the Rogeran theory would approach their therapy techniques with empathy and unconditional positive regard. What this means is that their emotional output is genuine and their positive regard for their health and
success is also organic. With someone who is not genuine in their approach will turn off a client with a quickness and the focus and work put forth to their mental health will be wasted because the client wont be able to feel they can truly convey their emotions and feeling s to the therapist.
I feel Rogerian therapy is very helpful for these patients because his approach to therapy is very down to earth, he sees patients as human being s that have genuine need for acceptance and recognition, and he sees them as people with potential and not just neurotic or psychotic. His approach speaks form a stand point that therapist have to be genuine in their practice and the patient has to feel that and then the client-patient relationship can develop and once that develops, the progress of the patient’s self-actualization can develop. Congruence in therapy include awareness, feeling, and expression when incongruence occurs, the awareness and feeling is stifled and the expression is hard to express for lack of positive regard and empathy from the counselor.
I feel the hindering of treatment would be from the lack of positive regard and empathy towards certain clients, like a sex offender or any other patient that can be difficult to handle. The difficulty can lead to personal bias, frustration, and annoyance. If someone is feeling empathy but not positive self regard in the sense that their feelings and motives aren’t genuine the client will feel that. If the relationship is rocky in anyway then the progress wont be there. If I personally had a sex offender as a client, from personal issues of my own, it would be difficult to have empathy for that patient. I would have to excuse myself from treatment and find another therapist to assist them.
Feist, J., & Feist, G. (2008). Theories of Personality, 7th Edition. [VitalSource Bookshelf version]. Retrieved from

Assignment: Presentation and Social Perception
Assignment: Presentation and Social Perception
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Assignment: Presentation and Social Perception
From your perspective, how does the material in your textbook on the topics of self-presentation and social perception relate to the passage from Matthew 7:3-5, in which Jesus asks: “Why do you look at the speck of sawdust in your brothers’s eye and pay no attention to the plank in your own eye? How can you say to your brother, ‘Let me take the speck out of your eye,s’ when all the time there is a plank in your own eye? You hypocrite, first take the plank out of your own eye, and then you will see clearly to remove the speck from your brothers’s eye.”
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.
What is social perception in psychology?
Social perception (or person perception) is the study of how people form impressions of and make inferences about other people as sovereign personalities. People learn about others’ feelings and emotions by picking up information they gather from physical appearance, verbal, and nonverbal communication.

Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
Question Description
I’m stuck on a Sociology question and need an explanation.
Assessment of Community-Level Barriers
For the second written assignment of the course, you will continue in the design of your proposed model program by demonstrating your understanding of your selected population’s challenges, which negatively impact this group’s health and well-being. Based on this week’s research, conduct an assessment of the barriers, limitations, and other distinguishing features, as they exist within your community. Your paper, at a minimum, must contain the following elements:
a. A description of at least three critical barriers that impact the health and well-being of a chosen group; one must be a micro-level (individual) barrier that is financial, one must be a macro-level (community/state) barrier that relates to access and funding for care, and the third barrier may be one of your choosing.
b. An analysis of the regulatory, legal, ethical, and accreditation requirements/issues that relate to these barriers (you are required to use outside sources, such as those found in the Ashford University Library, to address this section in sufficient detail).
c. Identify and describe at least one proposed solution for each barrier. Your solution for the micro barrier must include an analysis of various potential funding options (both independent and integrated). Your solution for the macro barrier must include an analysis of financing resources for health care.
Your assignment should be a minimum of three- to- four pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines as outlined in the Ashford Writing Center. Please note: All assignments in this course are progressive; therefore you should use the same population selected in your Week Two assignment
Here is Last Week’s Assignment to build off of:
In my vulnerable population summary and proposed program paper, I will focus on abused individuals. I will cover the statistics and facts of this group, along with the social, economical, and political factors that affect this group. Furthermore, I will wrap up with a proposed program for my community of Rapides Parish to aid in the prevention of sexual abuse on children.
The largest impact on abused individuals directly correlates with age and gender; being children (the youngest), elders (the oldest), and women. Starting with the children statistics in accordance with the 2006 report from the Abuse Victim Hotline: boys and girls are equally abused, 80% of abuse is by a parent or guardian, children under the age of four account for 75% of all child abuse deaths, neglect occurs more frequently than abuse and is equally damaging and deadly, 30% of child fatalities are due to neglect, 1,500 abused children receive intensive mental health services annually. In 2005, 30,000 children were reported abused just in Colorado; and out of that number 9,000 cases for proven guilty: 21% suffered physical abuse, 46.6% neglect, 1.4% medical neglect, 11.5% sexual abuse, 5% psychological maltreatment, and 18% of unknown abuse (Abused Victim Hotline, 2007). Our next vulnerably abused group is the elderly. According to a 2004 study, self neglect accounts for approximately 38% of elder abuse; 20% is caregiver neglect and 15% due to financial exploitation (Abuse Victim Hotline, 2007). What I truly found sad about this group was that 33% of abusers were actually the victim’s adult children and 22% of cases were other family members of the elderly victim (Abuse Victim Hotline, 2007). And the last breakdown of the highly abused group is women. Annually approximately 1,200 women are killed and 503,485 are stalked by an intimate partner; and of the women between 15-19 murdered each year, 30% are their husband or boyfriend (Abuse Victim Hotline, 2007). While conducting my research I came across this fact that really hit me hard: “One in three women across the globe has been beaten, coerced into sex, or otherwise abused during her lifetime” (Abuse Victim Hotline, 2007). That fact is jaw dropping to me, but then on the other hand the whole reason this group really interest me is because I was abused at the age of 22. So this fact proves to me that one, I am not alone; and two, that this group needs to be supported due to this pandemic.
After revealing the statistics of the three most highly abused individuals, I want to turn my focus on the children. Children are our future; they are our leaders of tomorrow. It is up to us to prevent the abuse, also known as maltreatment, of these innocent beings. The impact that abuse has on children is forever lasting. So for starters, let me define child abuse and all that it entails; so that we are all on the same page. Child abuse includes any type of maltreatment or harm inflicted upon children and young people in interactions between adults, which include neglect; physical abuse and non-accidental injury; emotional abuse; sexual abuse; bullying and domestic violence (Lazenbatt, 2010). Evidence states that the experience of maltreatment can have major long-term effects on all aspects of a child’s health, growth, intellectual development, mental well-being, and that it can impair their functioning as adults. A wide range of many complex social and economic problems, with an increased likelihood of mental disorders, health problems, education failure and unemployment, substance addiction, crime and delinquency, homelessness and an intergenerational cycle of abuse and neglect (Lazenbatt, 2010). All of this being said; let me explain in more detail the affects of the social, economic, and political factors for and against maltreated children.
The factors of social and economic go hand-in-hand, in my opinion, when reviewing the affects of abused children. Childhood abuse impacts several long-term socioeconomic outcomes that affect their well-being as an adult. Maltreated children are more likely to complete less schooling, experience victimization again in adulthood, and have physical and/or mental health problems that interfere with their job (Zielinski, 2005). Later problems resulting from earlier victimization include impaired physical and mental health, substance abuse, criminality and incarceration, and teen pregnancy (Zielinski, 2005). These problems could severely limit your ability to work and contribute to society and the economy. Not to mention, in their adult lives they would be a burden on society. The maltreatment victims’ increased likelihood for being unemployed would result in greater reliance on state unemployment insurance and lost economic productivity; and with their higher risk for falling below the poverty line would further indicate lost income and sales tax revenue, as well as increased reliance on Temporary Assistance for Needy Families (TANF) and other welfare programs such as Food Stamps and WIC (Zielinski, 2005).
Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
On the political factor affecting maltreated children, simply put, we need more compassionate and truly dedicated support from high status leadership. Children and youth issues are much more likely to gain political attention when office seekers believe that they can gain public approval by supporting pro-children policies. According to Tennyson Center for Children in Colorado, since 2004 one of Tennyson’s strategic partners in making kids a nonpartisan, national political priority has been Every Child Matters Education Fund, a non-partisan 501(c)(3) organization focused on making the needs of children and youth a national political priority and promoting the adoption of smart policies for children, youth and families (Tennyson Center for Children, 2014). Our political leaders have to truly recognize the trauma, the special needs, and the barriers that maltreated children must overcome to avoid homelessness, criminal behavior, and the continued cycle of abuse; thus making an all around better political, social, and economical world.
Moving into a proposed plan for my community, I did some research to see what resources were in my community. After reviewing all of the child abuse programs locally, I noticed there were not any programs offered for parents or adults to help prevent sexual abuse against children. So, I want to propose a prevention plan for the adults in my community to aid them in diminishing our community’s childhood sexual abuse. I want to focus on prevention through education and communication. These type programs acknowledge that educating children or potential victims alone cannot prevent the perpetration of child sexual abuse; but true primary prevention of child sexual abuse calls for the prevention of perpetration and a societal investment (NSVRC, 2011).
Justification for this type program could come from a few pieces of research and evaluations. For example, the Adverse Childhood Experiences (ACE) Study is a decade-long and ongoing study created to explore the childhood origins of our society’s health and social problems; the ACE Study calls for a multidisciplinary and integrated approach to prevention and intervention of childhood abuse and neglect (NSVRC, 2011). A great example is an evaluation done by Child Assault Prevention Project after a parent educational workshop in 2002 that used lecture techniques linking community resources and communication exercises between children and parents; the main topics were child sexual abuse myths, signs of abuse, and how to react appropriately to abuse with a duration of two hours. The evaluation found that for parents it increased prevention knowledge, more able to suggest appropriate interventions, more able to suggest appropriate interventions, ore likely to encourage children to use prevention strategies, more likely to seek out agencies for help, increased knowledge about how to emotionally support children; and for the children with involved parents it showed an increase in prevention skills (NSVRC, 2011).
A program I would like to offer would be like a school-based program that the children receive from school, but it would include the parent’s and/or guardian’s of the children. This would include education, orientation, role playing, and family games that would encourage closeness, openness, and good communication. Also, I would like to offer stand-alone parent education programs that involve the community on prevention, along with integrating home-visitation programs for those families who are high-risk for abuse. This will conclude my vulnerable population summary and proposed program paper.
References
Abuse Victim Hotline (2007). Abuse Statistics. 2006. Abuse Victim Hotline. Retrieved from http://www.avhotline.org/abuse/statistics/#national
Lazenbatt, Ann (2010). The impact of abuse and neglect on the health and mental health of children and young people. National Society for the Prevention of Cruelty to Children.February 2010. Retrieved from http://www.nspcc.org.uk/Inform/research/briefings/impact_of_abuse_on_health_pdf_wdf73369.pdf
Zielinski, David PhD. (2005). Long-term Socioeconomic Impact of Child Abuse and Neglect: Implications for Policy. Cornell University. Retrieved from http://familyimpactseminars.org/s_nmfis02c03.pdf
Tennyson Center for Children (2014). Educate and Advocate, We Make Children a Priority. Colorado Christian Home. Retrieved from http://www.childabuse.org/educateadvocate
National Sexual Violence Resource Center, NSVRC (2011). Programs for Adults. Child Sexual Abuse Prevention.Retrieved from http://www.nsvrc.org/sites/default/files/Publications_NSVRC_Guide_Child-Sexual-Abuse-Prevention-programs-for-adults.pdf
Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Connecting Your Learning
Discussion: Connecting Your Learning
Permalink:
Photosynthesis is a biological process that occurs in plants, some bacteria, and some protists. This process relies on pigments, most importantly chlorophyll, to capture light energy and drive the chemical reaction of photosynthesis. This lab involves the extraction of several plant pigments that convert light energy into glucose. Discussion: Connecting Your Learning
Resources and Assignments
Multimedia Resources
None
Required Assignments
Lesson 5 Lab 5
Required Materials
From the Lab Kit:
· 1test tube
· 4 strips of chromatography paper
· 10 mL syringe
· 2 Phenol red tablets
· Test tube stopper
· 2 Micropipettes
· 2 paper clips
· Rubber band
· 100 mL graduated cylinder
· Mortar and pestle
· Bag of sand (about 2 teaspoons)
· Goggles
· Metric ruler
· Hole punch
· Straw
· Forceps
Student Supplied:
· Acetone (either nail polish remover or acetone from paint section of a hardware or home improvement store)(Acetone is flammable so be certain to keep it away from open flames.) Discussion: Connecting Your Learning
· Light source (lamp with 75W or greater light bulb)
· Scissors
· 1/4 teaspoon baking soda
· 2 cups plus 50 mL distilled water
· Liquid dish soap
· 10 Spinach leaves (large, standard-sized leaves; do not use small, baby spinach leaves) Discussion: Connecting Your Learning
· 1 large glass jar with lid
· Paper towel
· 2 Glass bowls
· 2 Cups or Glasses (4 oz.)
· Hairdryer
· Pencil
· Stopwatch or clock
· Tape
· Marker or Pen
Focusing Your Learning
Lab Objectives
By the end of this lab, you should be able to: Discussion: Connecting Your Learning
1. Study the nature of light and its effect on biological systems.
2. Provide the chemical reaction for photosynthesis.
3. State the importance of pigments to photosynthesis.
4. List variables which affect the rate of photosynthesis.
5. Describe the separation of photosynthetic pigments by chromatography.
6. State the purpose of determining Rf values. Discussion: Connecting Your Learning
7. Calculate Rf values.
Background Information
Energy from the sun travels in waves, similar to the way that waves move across the ocean. All waves share characteristics, such as a crest, the highest part of a wave, and a trough, the lowest part of a wave. The distance measured between either the crests or troughs of two successive waves is knows as wavelength. Discussion: Connecting Your Learning
Waves of energy from the sun are comprised of photons. Low energy photons travel in longer wavelengths while high energy photons travel in shorter wavelengths. Wavelength is measured in nanometers (1 nm = 1 billionth of a meter). Photosynthetic organisms absorb light of wavelengths between approximately 380 and 750 nanometers. Discussion: Connecting Your Learning
Waves of radiant energy are organized according to the electromagnetic spectrum. The portion of the electromagnetic spectrum that is visible to the human eye is called the visible spectrum and ranges in wavelength from 400 nm to 700 nm. Different wavelengths of light are viewed as different colors. Wavelengths of 700 nm are seen as red light, while wavelengths of 400 nm are seen as violet light. From highest wavelengths to lowest, the visible colors are red, orange, yellow, green, blue, indigo, and violet. This order is often abbreviated as ROYGBIV, from the first letter of each color. Beyond the visible spectrum are other forms of energy, such as infrared and gamma rays, which are undetectable without specialized equipment. Discussion: Connecting Your Learning
Pigments are molecules that absorb only photons of specific wavelengths of light. Photons that are not absorbed are reflected back as a color.Chlorophyll a and chlorophyll b reflect wavelengths of approximately 510 nm, which appear green in color. Carotenoids reflect wavelengths of 650 nm (red), 590 nm (orange), and 570 nm (yellow). Xanthophylls reflect wavelengths of 650 nm (red) and 570 nm (yellow).
Click on image to enlarge.
Plants absorb sunlight and convert the solar energy into chemical energy in the form of glucose as a food source through a process called photosynthesis. Photosynthesis is the process of combining water and carbon dioxide in the presence of light energy to produce glucose and oxygen. The chemical equation for photosynthesis is:
Click on image to enlarge.
The process of photosynthesis is carried out in the chloroplasts of plant cells, which are concentrated in the interior of the leaves. Gas exchange of carbon dioxide and oxygen occurs through small openings in the leaf called stomata . The figure below details the location of the stomata in comparison to the chloroplasts in a leaf.
Click on image to enlarge.
All life on earth is either directly or indirectly dependent on photosynthesis. Each chloroplast consists of a double membrane. The inner membrane houses a chamber filled with a fluid called stroma . Suspended in the stroma are membranous sacs called thylakoids , which are stacked into structures called grana . Below is an image that details the structure of a chloroplast.
Click on image to enlarge.
Chloroplasts appear green in color due to the presence of a light-absorbing pigment called chlorophyll , which is found in the thylakoid membranes. The process of photosynthesis mainly employs two types of chlorophyll ( chlorophyll a and chlorophyll b ), each activated by a different wavelength of light. In order for the process to proceed, the plant cell must absorb (take in) the particular color (wavelength) of light needed to activate chlorophyll. Chlorophyll a and b absorb blue and red light while they reflect green light; giving leaves their green appearance.
While chlorophyll is required for photosynthesis, it is not the only pigment that plants contain. Many plants contain accessory pigments, including carotene (orange) and xanthophyll (yellow). Even though these pigments do not directly participate in photosynthetic reactions, they do transfer the energy they receive to chlorophyll, which, in turn, uses the energy for photosynthesis. Because these pigments absorb light at different wavelengths, the presence of accessory pigments allows a plant to maximize the amount of sunlight captured. Another pigment is anthocyanin (red or purple), which helps protect the plant from ultraviolet damage. These accessory pigments contribute to the colors found in fall foliage. As chlorophyll levels decline in the fall, the accessory pigments are able to be seen, producing the vivid orange, yellow, and red colors seen in leaves. Discussion: Connecting Your Learning
The first part of this lab will involve a demonstration of CO2 use in photosynthesis. To test if plants require CO2 for photosynthesis, an experiment will be conducted using phenol red. Phenol red is an indicator that turns yellow in the presence of CO2. If the CO2 is removed, phenol red returns to its original color (red). Discussion: Connecting Your Learning
In the second experiment in this lab, four pigments found in plant leaves will be identified through the process of chromatography . The four pigments to be observed include carotene (yellow-orange color), xanthophyll (yellow color), chlorophyll a (blue-green color), and chlorophyll b(yellow-green color). The pigments will be extracted using one-way paper chromatography. To conduct this type of chromatography, an extract of the compound must first be obtained. The chromatography paper must be marked with a pencil, as ink will dissolve in the solvent used in this experiment and will also travel up the paper. At the conclusion of the experiment, the Rf factor will be calculated for each pigment.
In chromatography, chemicals can be compared to one another based on their Rf values. Rf stands for “ratio of fronts” and is characteristic for any given chemical. Rf values are calculated using the following equation:
Rf =
Distance the pigment traveled
Distance the solvent traveled (solvent front will be near the paper clip)
For example, if the solvent travels 10 cm, and the pigment travels 3 cm, the Rf value for that pigment would be:
3 cm/10 cm = 0.3000
Note that the Rf value should be calculated to four decimal places. For example, if the result is 0.345678, the Rf value should be documented as 0.3457.
The higher the Rf factor, the more soluble that pigment is in the particular solvent.
As will be demonstrated in this experiment, pigments have different Rf values. This occurs because pigments travel at different rates depending on their solubility in the solvent, molecular mass, and affinity for bonding with the paper (or their chemical charge). In general, the less chemically charged and lighter pigments will travel further up the paper. Those that are heavier (have a higher molecular weight) and are chemically charged travel a shorter distance. If the pigment does not travel, it is NOT soluble in the particular solvent.
The final experiment will determine the influence of light intensity and carbon dioxide concentration on the rate of photosynthesis in plant leaves. Plant leaves contain extracellular spaces that are filled with gases that enter and exit the leaves. Recall that the overall reaction for photosynthesis includes an input of carbon dioxide gas and an output of oxygen gas. As described earlier in the lab, these gases are exchanged through small openings in plant leaves called stomata. Air that is found in the extracellular spaces of leaves gives them buoyancy, causing them to float on water. In the experiment, a solution of baking soda and water will be used to supply a source of carbon for photosynthesis. Circular disks will be cut from spinach leaves for the experiment. The air will be extracted from the extracellular space of the spinach leaves and replaced with water, which will cause the leaves to sink in a sodium bicarbonate solution. If cells in the leaves are performing photosynthesis, oxygen gas will be generated as a by-product, causing the leaves to float in the solution.
The amount of time it takes for the disk to float will be used as a measure of photosynthetic activity. In order to account for variability in photosynthetic rates between the disks, the time required for 50% of the disks to float (five disks) will be determined. This rate can be determined by constructing a graph that plots the number of disks floating as a function of time, and then determining the time at which 50% of the disks floated. In other words, the number of disks will be on the y axis and the time will be on the x axis, as seen below. The more time it takes for 50% of the disks to float, the slower the rate of photosynthesis and vice versa. This lab will investigate the effects that different concentrations of carbon and different light intensities have on the rate of photosynthesis in the disks.
Click on image to enlarge.
Procedures
1. Demonstrate the use of CO2 in plants for photosynthesis.
A. Pour distilled water into the graduated cylinder to the 50 mL level.
B. Add one phenol red tablet to the graduated cylinder and stir until dissolved.
C. Place a straw into the graduated cylinder and blow slowly and steadily, until the phenol red changes to a yellow color. BE CAREFUL NOT TO BLOW TOO HARD OR THE SOLUTION MAY SPLASH INTO THE FACE.
D. Place a small piece of spinach leaf into the test tube.
E. Pour the phenol red solution from the graduated cylinder into the test tube to the top of the tube.
F. Carefully put the tube cork into the test tube, leaving no air bubbles.
G. Place the test tube in front of a light source (light or window) for 30 minutes. Record results of any observed color change.
2. Chromatography
Remember, acetone is flammable so be certain to keep it away from open flames.
A. Wrap a rubber band around the jar lengthwise so that the mouth of the jar has a stretch of rubber band around it. The chromatography paper strip will be attached to this rubber band so be certain that it is centered across the opening of the jar.
B. Attach two paper clips to the rubber band so that they hang loosely in the opening of the jar.
C. Using the forceps to minimize handling, remove one chromatography strip and while holding it at the terminal end (straight edge), attach the chromatography strip to the paper clip. Note: Only handle the chromatography paper by the extreme edges (as opposed to the flat surfaces) or at the terminal portion of the end that will not go into the acetone/water as the oils present on skin will inhibit the absorption of the pigments and can potentially skew the results.
D. The strip should not touch the bottom of the inside of the glass jar. If it does, it may be necessary to fold over the top of the strip. The strip should hang no more than one cm from the bottom of the jar because the solvent (acetone) needs to be poured into the jar. Only the very tip of the chromatography strip should touch the solvent. Once the strip is positioned, remove it from the paper clip and place it on a paper towel. Use this strip to make any adjustments to the second strip. The remaining strip may be cut to size, or the top may be folded over so that it is the same size as the test strip. Place both strips on a clean paper towel and set it aside.
E. Place a small piece of tape on each of the two bowls. Using a marker or pen, label the first bowl “acetone” and the second bowl “water.”
F. Remove two, large spinach leaves. Use the scissors to cut up the leaves, or use clean hands to tear the spinach into small bits and place the pieces into the mortar. Be sure to use only the leaves of the spinach and not the stems.
G. Cover the leaf tissue with 10 mL of acetone and add 1/2 teaspoon of fine sand. Using the pestle and sand, grind the spinach leaves until the entire mixture becomes a slurry of a dark liquid (about five to seven minutes). Add additional acetone (no more than 5 mL) and grind for another minute. Let the solution stand for a few minutes (about five) to be sure the pigments are extracted. A very dark pigment solution should be formed.
H. Carefully pour the liquid into the bowl labeled “acetone.”
I. Repeat steps E-G, this time using water to cover the plant leaves and pouring the liquid into the bowl labeled “water.”
J. Using a pencil (ink cannot be substituted as it will migrate along with the solvent) and the metric ruler, draw a horizontal line across each strip about 1 to 1 1/2 centimeters from the tip (bottom). Label one strip “A” for acetone and the second strip “W” for water to identify the solvent used to extract the pigment.
K. Using a micropipette, draw up a small volume of the spinach/acetone slurry and add a small drop to the center of the pencil line on the chromatography paper labeled with the “A.” Attempt to keep the spot as small as possible to prevent the pigment from spreading across the paper.
L. Repeat step J a second time, using the second chromatography strip (labeled with the “W”) and the spinach/water slurry.
M. Allow the spots to dry (use of a hairdryer on a low setting may facilitate the drying process). Repeat steps J and K several more times until a deep green spot is achieved.
N. Pour acetone into the jar to a height of about 1 to 1 1/2 cm.
O. Place the jar in a location where it will not be subject to shaking or vibration. If the jar is bumped, or disturbed in any way, the solvent will quickly migrate up the paper and the pigments will not be removed.
P. Attach the prepared chromatography strips to the paper clips. The strips should hang so that only the extreme end of the chromatography strip touches the solvent (acetone). DO NOT ALLOW THE PIGMENT LINE TO TOUCH THE SOLVENT.
Q. Cover the jar with the lid. The solvents will begin to migrate up the strip, carrying the pigments along with them.
R. Watch the strips carefully as the process can proceed rapidly. Check the strips every minute or so and remove the strips as soon as all four pigments are visible. Be very careful not to let the pigments or solvent reach the paper clip.
S. Remove the paper strips and place them on the paper towel. Using a pencil, immediately draw a freehand line across the paper to identify the solvent front (end location of the acetone or water), as well as the location where each pigment was extracted (the top of the solute line).
T. Measure and record the distance for the solvent front (end distance of acetone), as well as the distance for each pigment from the starting point to the top of the respective pigment line.
U. Calculate the Rf value for each pigment by dividing the distance from the origin (slurry spot) to the top of the pigment line, by the distance from the origin (slurry spot) to the solvent front.
V. Record the values obtained.
3. Factors That Affect the Rate of Photosynthesis
A. Prepare a 0.8% bicarbonate solution. Take one plastic cup and label it 0.8%. Using the 100 mL graduated cylinder, pour a total of 150 mL of distilled water into the labeled cup. Add ¼ teaspoon of baking soda and stir until dissolved.
Click on image to enlarge.
Click on image to enlarge.
B. Take a second plastic cup and label it 0.2%. Using the 100 mL graduated cylinder, measure out 50 mL of the 0.8 mL solution and pour it into the cup labeled 0.2%. Using the 100 mL graduated cylinder, add an additional 100 mL of distilled water to the cup.
Click on image to enlarge.
C. Add a few drops of dish soap to each cup and stir.
D. Using a hole punch, cut 30 leaf disks from fresh spinach leaves, trying to avoid any major veins.
Click on image to enlarge.
E. Remove the plunger from a 10 mL syringe. Place 10 disks into the body of the syringe and then gently re-insert the plunger. Take care not to damage the leaf disks when inserting the plunger.
Click on image to enlarge.
F. Insert the syringe into the 0.2% bicarbonate solution and draw up about 8 mL. The disks should be floating at this time.
Click on image to enlarge.
G. Hold the syringe upward (tip up) and slowly depress the plunger to remove any excess air.
H. Cover the tip of the syringe with the thumb and with the opposite hand, pull back on the plunger to create a partial vacuum and move air out of the disks. Hold for 10 seconds.
Click on image to enlarge.
I. Simultaneously release the thumb and the plunger. Tap the side of the tube to dislodge any bubbles. The disks should start to sink.
Click on image to enlarge.
J. Repeat steps H and I until all of the disks sink to the bottom of the syringe (Note: Be patient as this may take several attempts).
K. Place the syringe upright under a light source 10 cm from the syringe and start a stopwatch or record the time.
Click on image to enlarge.
L. After the end of one minute, invert the syringe to agitate the disks and then immediately return the syringe to its position under the light source. Record the number of disks that are floating in the syringe.
Click on image to enlarge.
M. Repeat step L after each one minute interval, until all of the disks are floating.
Click on image to enlarge.
N. Empty the contents of the syringe, including the solution and the disks, down the drain of a sink. Flush the syringe with tap water.
O. Repeat the process two more times, beginning with step F. The first time, modify the experiment by using the 0.8% solution. For the last trial, modify the experiment by using the initial 0.2% solution, but place the syringe 15 cm away from the light source.
P. Calculate the rate of photosynthesis (as indicated by 50% of the disks floated for each trial) by graphing the number of disks that floated as a function of time and extrapolating the point of time where 50% of the disks were floating.
Assessing Your Learning
Compose answers to the questions below in Microsoft Word and save the file as a backup copy in the event that a technical problem is encountered while attempting to submit the assignment. Copy the answers from Microsoft Word by simultaneously holding down the Ctrl and A keys to select the text, and then simultaneously holding down the Ctrl and C keys to copy it. Then, click on the link below to open up the online submit form for the laboratory. Paste the answers into the online dialog box by inserting the cursor in the submit box and simultaneously holding down the Ctrl and V keys. The answers should now appear in the box. Repeat this process for each question. Review all work to make sure that all questions have been answered and then click on the Submit button at the bottom of the page.
LAB 5
1.
a. What is the name of the pigment that captures light? (2 points)
b. Why does the pigment appear green? (2 points)
2. List two variables besides the wavelength (color) of light which might affect the rate of food production in plants. (4 points)
a.
b.
3. Why is chlorophyll important for all biological life? (5 points)
4.
a. In Part I of the procedure, what is the name of the indicator used to identify the presence of CO2? (2 points)
b. What color did the indicator turn after blowing air into the water through the straw? (2 points)
5.
a. What color did the indicator turn after the tube was placed under a light source for 30 minutes? (2 points)
b. Why did this occur? (3 points)
6. List the four common pigments found in plants and their functions. (4 points)
a.
b.
c.
d.
7. If the Rf factor of a pigment is .8400 and the distance that the solvent traveled is 12 cm, how far did the pigment travel? (5 points)
8. List the pigments extracted from the spinach leaves and their corresponding Rf values, from lowest to highest Rf value (4 points).
a. pigment, Rf value
b. pigment, Rf value
c. pigment, Rf value
d. pigment, Rf value
9. Based on the results, which pigment has the highest molecular weight? (5 points)
10. From the chromatography lab, which pigments were soluble in the acetone? (5 points)
11. The earth’s early atmosphere did not contain oxygen. This changed dramatically once the early cells underwent photosynthesis. Explain why photosynthesis could have occurred in such an atmosphere and how it eventually affected the evolution of other organisms. (10 points)
12.
a. In reviewing the data from the floating disk experiment, which factor had a greater impact on the rate of photosynthesis (light intensity or concentration of carbon dioxide)? (5 points)
b. How did the student come to this conclusion? (5 points)
**INFORMATION NEEDED TO COMPLETE THE FOLLOWING PROBLEMS**
Independent Variable: This is the cause.
Dependent Variable: This is the response or effect.
One hundred samples of several different plants were placed in each of six sealed containers with water in them. At the end of two days the amount of oxygen produced was measured. Results are shown in the table below.
Container
Plant
Height of Plant
Light Intensity
Source of Light
Distance from Light
mL O2 Produced
1
Iris
4?
High
Artificial
6?
16
2
Iris
4?
High
Natural
6?
13
3
Iris
6?
Low
Artificial
5?
12
4
Carnation
6?
High
Natural
4?
13
5
Carnation
6?
Low
Natural
4?
9
6
Carnation
4?
Low
Artificial
5?
14
13. Based on the data presented in the table, which two containers could be correctly used to compare the rate of photosynthesis at two different light intensities? (5 points)
a. 1 and 2
b. 2 and 3
c. 1 and 5
d. 5 and 6
e. 4 and 5
14. Compare Containers 1 and 2. What independent variable is tested by this comparison? (5 points) Discussion: Connecting Your Learning
a. Kind of plant
b. Height of plant
c. Light intensity
d. Distance from light source
e. Light source
15. Which container had the slowest rate of photosynthesis? (5 points) Discussion: Connecting Your Learning
a. 1
b. 2
c. 3
d. 4
e. 5
f. 6
16. (Application) How might the information gained from this lab pertaining to photosynthesis and pigments be useful to the student or how can the student apply this knowledge to everyday life as a non-scientist? The application paragraph will be graded according to the rubric below. (20 points)
EXCELLENT
VERY GOOD
GOOD
FAIR
NEEDS IMPROVEMENT
CRITICAL THINKING AND APPLICATION OF INFORMATION (20 points)
18-20
16-17
14-15
12-13
Below 12

Discussion: Assessing Muscoskeletal Pain
The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provide the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.
In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case
Case 2: Ankle Pain
A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottowa ankle rules to determine if you need additional testing?
To prepare:
With regard to the case study you were assigned:
· Review this week’s Learning Resources, and consider the insights they provide about the case study.
· Consider what history would be necessary to collect from the patient in the case study you were assigned.
· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.
By Day 3
Post
· an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources.
· Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.
· List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.

Group and Family Dynamics Assignment
Group and Family Dynamics Assignment
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When working with families and groups the priority is for the social worker to understand the process that is taking place. In both situations there is the overt (clearly stated) dynamics and the covert (hidden) dynamics. The content (what is being said) in both settings is what is open and stated. The process (how it is being said) is the unspoken information; what is underneath the interaction is what the social worker needs to explore in both groups and family systems.
For this Discussion, watch the video segments of a group and a family session provided in required resources.
Post the following:
Describe the group dynamic (communication, cohesion, social integration, influence) of the group shown in the required media.
Explain how this group’s dynamics may influence treatment.
A description of the family dynamic (communication, cohesion, social integration, influence) of the family shown in the required media.
Explain how this family’s dynamics may influence treatment.
Explain any similarities or differences when assessing dynamics in a group versus a family and how those dynamics may affect treatment.When working with families and groups the priority is for the social worker to understand the process that is taking place. In both situations there is the overt (clearly stated) dynamics and the covert (hidden) dynamics. The content (what is being said) in both settings is what is open and stated. The process (how it is being said) is the unspoken information; what is underneath the interaction is what the social worker needs to explore in both groups and family systems.For this Discussion, watch the video segments of a group and a family session provided in required resources.

Moral and Legal Status Abortion
Moral and Legal Status Abortion
Q8. Kant’s claim: “Until one achieves a permanent change in the will’s orientation . . . a revolution in which moral righteousness is the nonnegotiable condition of any of one’s pursuits, all of one’s actions that are in accordance with duty are nevertheless morally worthless.”
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Topic: “The Moral and Legal Status of Abortion” Please respond to the following:
Q9. Discuss Mary Anne Warren’s distinction between being human and being a person. Do you agree that being a person is a necessary condition for having a right to life? If we believe that there could be persons that are not human, or vice versa, what is the end result of that view? Who has the power to determine if a person is human or not?
Q10. Explain the statement: “Abortion is morally wrong.” Provide reasons and examples to support why a person would hold to this position.
Topic: “Social Action and Fairness” Please respond to the following:
Q11. Debate It. Take a position for or against Singer’s claim that each person has a serious moral obligation to do something about world hunger. Provide reasons and examples to support your view.
Q12. Evaluate Fullinwider’s claim that a company’s record of discrimination will keep reproducing itself in spite of its good intentions not to discriminate. Provide reasons and examples to support your view.
Q8. Kant’s claim: “Until one achieves a permanent change in the will’s orientation . . . a revolution in which moral righteousness is the nonnegotiable condition of any of one’s pursuits, all of one’s actions that are in accordance with duty are nevertheless morally worthless.”
Topic: “The Moral and Legal Status of Abortion” Please respond to the following:
Q9. Discuss Mary Anne Warren’s distinction between being human and being a person. Do you agree that being a person is a necessary condition for having a right to life? If we believe that there could be persons that are not human, or vice versa, what is the end result of that view? Who has the power to determine if a person is human or not?
Q10. Explain the statement: “Abortion is morally wrong.” Provide reasons and examples to support why a person would hold to this position.
Topic: “Social Action and Fairness” Please respond to the following:
Q11. Debate It. Take a position for or against Singer’s claim that each person has a serious moral obligation to do something about world hunger. Provide reasons and examples to support your view.
Q12. Evaluate Fullinwider’s claim that a company’s record of discrimination will keep reproducing itself in spite of its good intentions not to discriminate. Provide reasons and examples to support your view.

Latino/Hispanic Ethnic Group Paper
Latino/Hispanic Ethnic Group Paper
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Write a 1,050- to 1,400-word paper, including the following:
The Latino/Hispanic group is the only ethnic category counted separately by the United States Census. According to the U.S. Census, a Latino/Hispanic person can be of any race. Describe the variability within the larger “Latin American” group, as defined by the U.S. Census, including the racial differences.
COVER ALL POINTS! Include in the paper:
When this census category became official (the first time it was used in the United States Census)
At least five distinctive subgroups that belong under this broad category
How people from Africa, both slaves and freemen, became part of the Latino population in Mexico, Central and South America, and the U.S.
How Africans in Mexico, Central and South America were absorbed into the Hispanic population, while generally being kept separate in the U.S.
How colorism affects membership within the Hispanic/Latino group today (i.e. a Mexican who is Black)
The role of language
The role of religion
The role of culture
Format your paper consistent with APA guidelines.
The Latino/Hispanic group is the only ethnic category counted separately by the United States Census. According to the U.S. Census, a Latino/Hispanic person can be of any race. Describe the variability within the larger “Latin American” group, as defined by the U.S. Census, including the racial differences.
COVER ALL POINTS! Include in the paper:
When this census category became official (the first time it was used in the United States Census)
At least five distinctive subgroups that belong under this broad category
How people from Africa, both slaves and freemen, became part of the Latino population in Mexico, Central and South America, and the U.S.
How Africans in Mexico, Central and South America were absorbed into the Hispanic population, while generally being kept separate in the U.S.
How colorism affects membership within the Hispanic/Latino group today (i.e. a Mexican who is Black)
The role of language
The role of religion
The role of culture