Assignment: Gender Influences in Relationships

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Assignment: Gender Influences in Relationships

A person’s relationships are usually significant contributors to his or her life happiness, well-being, and mental health throughout the life span. At each stage of life, different levels and types of relationships are developed, nurtured, and in some cases, terminated. Relationships are complicated and though there may be norms within specific cultures for relationships these norms may be changing.

Think about how technology has changed the process of dating and forming intimate relationships. Do online dating sites increase or decrease the common sexual scripts, or norms that men and women have traditionally held in relationship formation and sexual interactions (e.g., men initiate, women react). Also, think about how recent sensations such as the “50 Shades of Grey” phenomenon may result in changing images of female sexuality and what are considered acceptable sexual processes. Do you think these are positive changes?

To prepare for this assignment:

  • Review Chapter 9 & 10 in the course text, Gender: Psychological Perspectives. Focus on the gender-related differences and similarities in the different levels and types of relationships: friendship, love, dating, marriage and committed relationships, and dissolution of relationships.
  • Review the articles, “’Double Crap!’ Abuse and Harmed Identity in Fifty Shades of Grey”, “’Where Have All the Good Men Gone?’ Gendered Interactions in Online Dating”, and “Tinder and the Dawn of the ‘Dating Apocalypse’.”

The assignment (3–5 pages):

  • Discuss what have been the traditional expectations for men and women in dating relationships and sexual behavior according to the Week’s Resources and your own research.
  • Then, discuss how these roles may be affected by the current popularity of online dating sites and images of sexuality portrayed in current literature and other media forms.
  • Explain how these changing roles may impact individuals and society.
  • Discuss your thoughts on whether these changing roles will lead to an increase or decrease in gender differences in intimate relationships, and why or why not.

Note: Support the responses within your Assignment with evidence from the assigned Learning Resources, including in-text citations. Provide a reference list for resources you used for this Assignment.

By Day 7

Submit your assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

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http://www.vanityfair.com/culture/2015/08/tinder-hook-up-culture-end-of-dating 

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create a html web page 1

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ITE 115 (Fall 2019)

HTML Web Project Instruction

1. Down load the zipped folder “my_webProj” from Canvas (click Module. Student Data files) to you computer and unzip the folder. The folder “my_webProj” contains files (project instructions, HTML code, pictures and CSS files) that you need to start the project.

2. To create the HTML file, use Notepad++ or Notepad to enter the code in the file “course_Intro1.jpg”, and “course_Intro2.jpg” and save the file under the name “course _Intro.html” in the same folder .

Notepad++ is easier to use than Notepad. If your computer does have Notepad++, you can install it free. Just search “Down load Notepad++” in Google, follow the instruction to install it to your computer.

Note:You can copy the hyperlink below when you type the Image hyperlink in the file “course_Intro2.jpg”:

href=”https://www.google.com/search?q=GO%21+with+Microsoft+Office+2016%2C+Volume+1%2C+1st+Edition&ie=utf-8&oe=utf-8&client=firefox-b-1″

3. Use browser to open the file “course _Intro.html” to display the web page (double click it. If it does not work, right-click the file, select Open With, select Firebox). Check the web page to make sure it is working properly (title, CSS style (external , internal and inline), order list, hyperlink, image hyperlink ….). Refer to the file “Web page screenshot – Introduction to ITE 115.pdf”.

4. In notepad++ (or Notepad), open “course _Intro.html”, save the fileas “my_ course_Intro.html”.

5. Modify the file “my_ course _Intro.html “ to introduce one of the courses you are taking or took (e.g. Math 111) as follows:

  • Replace the comment with your personal information (name, class and section, …).
  • Change the title to “your name Web Page”. For example “John Smith Web Page”)
  • Change “ITE 115 Course Introduction” to your course (such as” Math 111 Course Introduction”).
  • Replace the Course Content Summary with your Course Content Summary (you may search for it in the NVCC website)
  • Change the course topic and order list to the course of your choice.
  • Change the content of table to your course. Add more rows as needed.
  • Option: Change the hyperlink to one of your favor academic links.
  • Option: Replace the textbook picture with a picture of your course’s textbook (you may down load a picture from online or take one yourself) and change the hyperlink to the corresponding website. Make sure to type the name and the extension of the picture file correctly.
  • Save the file “my_ course_Intro.html”.

6. Test the web page in the browser to make sure it works properly, then close the file.

7. In Notepad, open the file “my_ course_Intro.html”, print it (HTML file). Close the file.

8. Double click the file “my_ course_Intro.html” to open it in a browser, print the web page.

9. Turn in both printouts on in last class before final exam week.~Web page screenshot – Introduction to ITE 115.pdf

 

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Explain the difference between an adjustment disorder and anxiety disorder.

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Anxiety Disorders, PTSD, and Related
Disorders
Anxiety disorders are common in both primary care and psychiatric practice. Clients with anxiety disorders including generalized anxiety disorders, agoraphobia, and other specific phobias will present to the PMHNP’s office with a significant level of distress. Successful recognition and treatment of anxiety disorders includes an accurate diagnostic assessment with a treatment plan that includes a combination of psychopharmacology and psychotherapy. Although psychoanalytic theories are based on the concept of anxiety, the more recent standard of care is with the cognitive-behavioral therapies.
Assignment
· Explain the difference between an adjustment disorder and anxiety disorder. Provide examples to illustrate your rationale.
· Explain the diagnostic criteria for your assigned anxiety disorder. Which is “Generalized Anxiety Disorder”
· Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned anxiety disorder. Which is “Generalized Anxiety Disorder”
· Compare differential diagnostic features of anxiety disorder
· Support your rationale with recent references (<5yrs) to the Learning Resources or other academic resource.
Learning Resources
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 9, “Anxiety Disorders” (pp. 387–417)
· Chapter 11, “Trauma- and Stressor-Related Disorders” (pp. 437–451)
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
· Chapter 16, “Panic Disorder”
· Chapter 18, “Social Anxiety Disorder (Social Phobia)”
· Chapter 19, “Generalized Anxiety Disorder”
· Chapter 20, “Specific Phobia”.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
· “Anxiety Disorders”
· “Trauma- and Stressor-Related Disorders”
Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.
To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.
Anxiety
Generalized anxiety disorder
Panic disorder
alprazolam amitriptyline amoxapine buspirone chlordiazepoxide citalopram clomipramine clonazepam clonidine clorazepate cyamemazine desipramine diazepam dothiepin doxepin duloxetine escitalopram fluoxetine fluvoxamine gabapentin (adjunct) hydroxyzine imipramine isocarboxazid lofepramine
loflazepate lorazepam maprotiline mianserin mirtazapine moclobemide nefazodone nortriptyline oxazepam paroxetine phenelzine pregabalin reboxetine sertraline tiagabine tianeptine tranylcypromine trazodone trifluoperazine trimipramine venlafaxine vilazodone
alprazolam citalopram desvenlafaxine duloxetine escitalopram fluoxetine fluvoxamine mirtazapine paroxetine pregabalin sertraline tiagabine (adjunct) venlafaxine
alprazolam citalopram clonazepam desvenlafaxine escitalopram fluoxetine fluvoxamine isocarboxazid lorazepam mirtazapine nefazodone paroxetine phenelzine pregabalin reboxetine sertraline tranylcypromine venlafaxine
Posttraumatic stress disorder
Reversal of benzodiazepine effects
Social anxiety disorder
citalopram clonidine desvenlafaxine escitalopram fluoxetine fluvoxamine mirtazapine nefazodone paroxetine prazosin (nightmares) propranolol (prophylactic) sertraline venlafaxine
flumazenil
citalopram clonidine desvenlafaxine escitalopram fluoxetine fluvoxamine isocarboxazid moclobemide paroxetine phenelzine pregabalin sertraline tranylcypromine venlafaxine
Maples-Keller, J. L., Price, M., Rauch, S., Gerardi, M., & Rothbaum, B. O. (2017). Investigating relationships between PTSD symptom clusters within virtual reality exposure therapy for OEF/OIF veterans. Behavior Therapy, 48(2), 147–155. doi:10.1016/j.beth.2016.02.011
Hayes, J. P., Logue, M. W., Reagan, A., Salat, D., Wolf, E. J., Sadeh, N., & … Miller, M. W. (2017). COMT Val158Met polymorphism moderates the association between PTSD symptom severity and hippocampal volume. Journal of Psychiatry & Neuroscience: JPN, 42(2), 95–102. doi:10.1503/jpn.150339
Quinn, B. L., & Peters, A. (2017). Strategies to reduce nursing student test anxiety: A literature review. Journal of Nursing Education, 56(3), 145–151. doi:10.3928/01484834-20170222-05
Required Media
Wolpe, J. (Producer). (n.d.). Joseph Wolpe on systematic desensitization [Video file]. Mill Valley, CA: Psychotherapy.net
Optional Resources
Acosta, M. C., Possemato, K., Maisto, S. A., Marsch, L. A., Barrie, K., Lantinga, L., . . . Rosenblum, A. (2017). Web-delivered CBT reduces heavy drinking in OEF-OIF veterans in primary care with symptomatic substance use and PTSD. Behavior Therapy, 48(2), 262-–276. doi:10.1016/j.beth.2016.09.001
Substance Abuse and Mental Health Services Association (SAMHSA). (2014). TIP 57: Trauma-informed care in behavioral health services. Retrieved from: http://store.samhsa.gov/product/TIP-57-Trauma-Informed-Care-in-Behavioral-Health-Services/SMA14-4816
.

 

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IS THIS THE ASSIGNMENT FOR THIS INSTRUCTIONS Instructions Using the assumptions

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IS THIS THE ASSIGNMENT FOR THIS INSTRUCTIONS
Instructions
Using the assumptions and statistical inference results of the Practice Activity 4, you will write up the qualitative description based on the obtained data from your analysis. This will include describing the assumptions that you tested associated with the appropriate method, describing the statistical results, and narratively summarizing the findings with conclusions and discussion of limitations/future directions that were outlined in Practice Activity 4.

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Instructions
Using the assumptions appeared first on homework handlers.