Week 4 Assignment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Murray, C., Pope, A., & Willis, B. (2017) and/or American Psychological Association (2014).  Assignments should adhere to graduate-level writing and be free from writing errors. Please follow the instructions to get full credit.

Assignment – Week 4

Family Life-Cycle Stages

Although every individual experiences family life cycle transitions in unique ways, common challenges and experiences often arise at these transition periods. For example, many couples experience changes in their sexual relationship after they become parents. Likewise, adults’ understanding of what it means to have “positive” sexual functioning may differ at different stages in the family life cycle. It is important for counselors to pay attention to the unique needs of the individual clients they serve, while also keeping in mind these common challenges and experiences that may arise.

For this week’s Assignment, use the Sexuality in Adulthood Across the Family Life Cycle chart provided in this week’s Learning Resources to describe both:

· At least two common sexuality-related transitions or concerns at each stage.

· At least two examples of how research and theory characterize positive sexual functioning during each stage.

The family life-cycle stages you will consider for this assignment are:

· Single adulthood

· Committed, long-term relationships

· Becoming parents

· Divorce/relationship termination and remarriage/re-partnering

· Older adulthood

The Assignment (2- to 3-page paper):

For the five family life-cycle stages:

· Describe two common sexuality-related transitions or concerns at each stage.

· Provide two examples of how research and theory characterize positive sexual functioning during each stage.

· Briefly describe how you might intervene or use this information to assist clients.

Support your Assignment with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.

Required Resources

· Course Text: Murray, C., Pope, A., & Willis, B. (2017). Sexuality counseling: Theory, research, and practice. Thousand Oaks, CA: Sage

· Chapter 5, “Lifespan Development and Sexuality”

· Chapter 8, “Sexuality and Intimate Relationships”

· Article: Aalgaard, R. A., Bolen, R. M., & Nugent, W. R. (2016). A literature review of forgiveness as a beneficial intervention to increase relationship satisfaction in couples therapy. Journal of Human Behavior in the Social Environment, 26(1), 46–55. Retrieved from the Walden Library databases.

· Article: Brotto, L. A., Chivers, M. L., Millman, R. D., & Albert, A. (2016). Mindfulness-Based sex therapy improves genital-subjective arousal concordance in women with sexual desire/arousal difficulties. Archives Of Sexual Behavior, 45(8), 1907–1921. Retrieved from the Walden Library databases.

· Article: Faircloth, C. (2015). Negotiating intimacy, equality, and sexuality in the transition to parenthood. SOCIOLOGICAL RESEARCH ONLINE, 20(4). Retrieved from the Walden Library databases.

· Handout: Sexuality in Adulthood Across the Family Life Cycle

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Psychology

As you delve further into Psychology, there are so many topics that can be of interest to you!  A great place to explore and learn about different topics is through TED talks, as many TED talks are created by prominent researchers in their fields.  For this assignment, you will choose a TED talk from the list provided below, and write a 3-page reflection paper on it.

 

Instructions: In your reflection paper, you will address the following six (6) content components:

 

1. Summarize the main ideas presented in the TED talk. 2. Discuss something new that you learned. 3. State whether you agree or disagree with the main ideas presented in the talk, and explain why you agree or disagree. 4. Discuss how you might apply what you’ve learned to your own life. 5. Research additional information related to this topic, and include a discussion of what you found most interesting. Include the link to the source you have chosen. 6. Discuss at least one idea/question for follow-up research on this topic.

 

Requirements:

 

• This reflection paper should be a minimum of three (3) full pages in length.  The page requirement does not include the title and reference pages.   • Writing should be in paragraph form, double-spaced, with one-inch margins on all sides. • Reference the TED Talk you viewed using the following format:

 

Presenter Surname, First Initial, Second Initial. (Year of publication, Month Day). Title of the TED talk [Video file]. Retrieved from http://www.ted.com/restofaddress

 

 

 

PSY101 – Fundamentals of Psychology I

TED Talk Reflection Paper

List of TED Talks to choose from:

 

 

Alter, A. (2017, April). Why our screens make us less happy [Video file]. Retrieved from https://www.ted.com/talks/adam_alter_why_our_screens_make_us_less_happy

 

 

Dunn, E. (2019, April). Helping others makes us happier — but it matters how we do it [Video file]. Retrieved from https://www.ted.com/talks/elizabeth_dunn_helping_others_makes_us_happier_but_it_matters_ how_we_do_it

 

 

Feldman Barret, L. (2017, December). You aren’t at the mercy of your emotions your brain creates them [Video file].  Retrieved from https://www.ted.com/talks/lisa_feldman_barrett_you_aren_t_at_the_mercy_of_your_emotions_ your_brain_creates_them?language=en

 

 

Genova, L. (2017, April). What can you do to prevent Alzheimer’s? [Video file]. Retrieved from https://www.ted.com/talks/lisa_genova_what_you_can_do_to_prevent_alzheimer_s?language =en

 

 

Gopnik, A. (2011, July). What do babies think? [Video file]. Retrieved from https://www.ted.com/talks/alison_gopnik_what_do_babies_think

 

 

Gorgens, K. (2018, June). The surprising connection between brain injuries and crime [Video file]. Retrieved from https://www.ted.com/talks/kim_gorgens_the_surprising_connection_between_brain_injuries_a nd_crime

 

 

Little, B. (2016, February). Who are you, really? The puzzle of personality [Video file]. Retrieved from https://www.ted.com/talks/brian_little_who_are_you_really_the_puzzle_of_personality

Longden, E. (2013, February). The voices in my head [Video file]. Retrieved from https://www.ted.com/talks/eleanor_longden_the_voices_in_my_head?language=en

 

 

Martin, R. (2018, August). Why we get mad — and why it’s healthy [Video file]. Retrieved from https://www.ted.com/talks/ryan_martin_why_we_get_mad_and_why_it_s_healthy

 

 

TEDx Talks. (2011, December 8). TEDxTerryTalks – Laura Bain – Living with bipolar type II [Video file]. Retrieved from https://www.youtube.com/watch?v=8Ki9dgG3P5M

250-350 Words

The video clip from “Further Off the Straight and Narrow” identifies several different phases of media coverage of lesbians and gay men. In your post, answer these questions:

· Are the stereotypes discussed here still a problem?

· Find an example from the recent media (be specific and refer to it) to illustrate or challenge the idea that stereotypes are still a problem.

Video: https://www.youtube.com/watch?time_continue=5&v=Q-kDkJN72-Q&feature=emb_logo

posts are 250-350 words

Qa

Identify two quality improvement strategy to improve health. How could you apply it to your current nursing practice? How does the assimilation of quality improvement strategies enhance leadership?

Campaign Flyer

Assistance with creating a campaign flyer

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Core Principles Of The American Revolution

Respond to the following in a minimum of 175 words:

In Week 1, we will learn about how the American system of government was designed as a republic based on the principles of representative democracy. Prior to the start of the American revolution, the American revolutionaries agreed on some core principles that necessitated the independence of the colonies from the Monarchy.

List at least four core principles of the American Revolution. How do these core principles apply in our modern Republic? As you further reflect on the nature of a Republic, how is it different from a Democracy? What form of government do we actually have? Finally, one might state that a democracy is a government by the people. If you do not engage in the political process, are you a good citizen? Why or Why not? If the majority of citizens do not participate in the political process, is it still a democracy? Why or why not?

PICO(T) Question

Part 1

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

To Prepare:

· Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.

· Review the Resources for guidance and develop a PICO(T) question of interest to you for further study. (1-2 pages)

Part 2

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Unit 1: Experiment

How to Proceed

  • Read through the introductory materials below.
  • Open the Unit 1 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 1 Exercise 1 – The Scientific Method (~30-45 min)
    • Experiment 1 Exercise 2A – pH of Common Materials (~30-45 min)
    • Experiment 1 Exercise 2B – pH and Buffers (~45-60 min)
  • Save your completed Unit 1 Experiment Answer Sheet and submit it no later than Sunday midnight CT.

The Scientific Method – Introduction

The Scientific Method is the basis for almost all scientific research. If you click on the Unit 1 Overview page, you can read about how the Scientific Method is conducted. You can also read about the process in your book on pp 14-17. One area of confusion often involves the difference between a hypothesis and a prediction. This is because many people use these terms interchangeably, but in fact, they are different. Here is how your book discerns the two:

Hypothesis – an answer to a question or explanation of an observation (p 14).

Prediction – an expected outcome if our hypothesis is correct; often worded as “if…then” (p15).

The purpose of this first exercise is to have you use the Scientific Method yourself. We will use the following web site. Be sure that you can access it and use it:

Glencoe/McGraw Hill. No date. The Scientific Method
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html  (Links to an external site.)

When you are ready to begin, use the instructions in the Unit 1 Experiment Answer Sheet and work through the exercise.

pH of Common Materials – Introduction

This unit we are also learning about some of the chemistry that is important in biological systems, such as pH. Be sure you have read pp 32-33 in your book and our online lecture this unit before beginning this exercise. The pH scale ranges from 0 to 14; a pH less than 7 is considered acidic and a pH greater than 7 is basic. The pH scale is logarithmic, which means that a solution with a pH of 3 is ten times more acidic than a solution with a pH of 4 and a hundred times more acidic than a solution with a pH of 5.

Acids and bases are not necessarily a bad thing. Many of the materials that we handle and eat and drink everyday vary in pH. Some of these materials are safe to handle, such as “weak” acids (e.g., soda, coffee). Stronger acids (e.g., battery acid) and bases (e.g., ammonia) can be quite caustic and damaging. One way to measure the pH of liquids is to use pH indicator paper; paper that turns a particular color depending on the pH of the solution. Anyone with a swimming pool or hot tub is probably familiar with such paper.

We will use a virtual lab to examine the pH of common solutions that you might have around the house. You will use the following website; be sure you are able to access and use it:

Glencoe/McGraw Hill. No date. pH of Common Solutions
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html  (Links to an external site.)

When you are ready to begin, open the Unit 1 Experiment Answer Sheet and follow the instructions to complete this exercise.

Buffers – Introduction

As you saw in the previous exercise, the pHs of common solutions vary across the pH scale! Yet our body is constrained to work within a very narrow pH range. Small changes in pH can alter the function of biologically important molecules such as enzymes, by breaking hydrogen bonds and denaturing these proteins. For this reason, in most organisms (such as ourselves), pH is very closely regulated. pH can be kept relatively constant by the use of buffers, chemicals which can absorb or release hydrogen ions to maintain a relatively steady pH.

In most vertebrate animals, blood pH must be maintained between 7.35 and 7.45. There are several biological buffers that work to maintain this pH; one of the more important being the carbonic acid – bicarbonate system:

H2O + CO2 <–> H2CO3 <–> H+ + HCO3-

In the reactions above, the double headed arrows indicate that each step is reversible. If carbon dioxide (CO2) levels increase in our blood, it can combine with water to form carbonic acid (H2CO3), which can break down to form bicarbonate (HCO3-) and hydrogen ions. This would shift the pH towards the acidic end. If the acidity levels become too high, the whole process will reverse, such that hydrogen ions are removed and carbon dioxide is produced; thereby shifting the pH towards the alkaline end. This is only one example of a biological buffer; there are several other systems involved, but they all operate in a similar manner.

The purpose of this exercise is to help you understand the chemistry of buffers. Be sure that you have read through the material on pp 32-33 in your book and this unit’s online lecture on The Chemistry of Life. For this exercise, you will use the following website (be sure your speakers are on):

McGraw-Hill Education. No date. Buffers
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf  (Links to an external site.)

You may need to download and install a plugin to use this simulation, so test this simulation early in the unit in case you run into problems. When you are ready, open the Unit 1 Experiment Answer Sheet and follow the instructions there to complete this exercise.

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Results Section For Research Paper

Formulate the results section for a research paper.

State the findings or outcomes of the relationship between smoking and lung cancer.

Provide data and table that demonstrate the findings.

Also, provide data that suggests that DNA will be damaged and gene-carcinogens will be activated if tobacco is used frequently