Proposal Identification

/in /by

This assignment is one in a progression of assignments that will move you toward your final research proposal. Refer to the Final Research Proposal document for information about the final proposal.

 

Continue with the type of treatment that you began researching in Module 1 (i.e., individual treatment, group treatment, or family treatment with male adolescents who have received a diagnosis of conduct disorder), write a paper (500-750 words) that addresses the following:

 

  1. Using the one research question that you identified in the previous module’s research project assignment, or a new one that you would like to use for this assignment, write a proposal that identifies one nonexperimental design method that you could use to study the question.
  2. Justify the choice of this nonexperimental design as a means of studying the question or hypothesis.
  3. Describe the methods (e.g., sampling, measurement, procedures) you would use to conduct the experiment.

Include at least two scholarly references in addition to the textbook in your paper.

 

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

What are the influences of language, culture, and education on popular measures of intelligence?

/in /by

In a minimum of 300 words, respond to the following:

  • What are the differences between verbal and performance measures in intelligence testing, including verbal comprehension, perceptual reasoning, working memory, and processing speed? Compare and contrast using examples.
  • What are the influences of language, culture, and education on popular measures of intelligence?
  • What are the major neuropsychological tests used to determine left and right hemispherical brain damage? Explain with examples and a rationale.
  • Presents the grading criteria and rubric for this assignment.

Cognitive Neuroscience Research, Intelligence, And Memories

/in /by

Week 3 – Discussion

No unread replies.No replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Cognitive Neuroscience Research, Intelligence, and Memories

Prior to beginning this discussion, please read the Frost and Lumia (2012) and the  Rhodes, Rodriguez, and Shah (2014) required articles as well as the following selections from your required text:

  • “Attention in Cognition and Early Learning” (pp. 71-77)
  • “Cognition and Emotion” (pp. 78-84)
  • “Memory” (pp. 85-91)
  • “Intelligence” (pp. 92-98)
  • “Concept learning” (pg. 99-103)

Review the information in The Critical Thinking Community (Links to an external site.)Links to an external site.. In your initial post, you will apply what you learned from each of the five articles from your text, but you will discuss the findings and implications for just one of these articles. The articles are assigned based on the first letter of your last name. Please see the list below to determine which of the articles you will focus on for your initial post. Last name begins with:

  • A through E: “Intelligence”

Explain the empirical findings presented in your assigned article, applying appropriate citations and references. Describe, in your own words, how the research relates to your own experiences as well as how this area of neuroscience may have affected your past or current beliefs about knowledge development. Do the research findings refute or support your current beliefs, and in what ways? Are there variables about knowledge development for which you were unaware based on your article?

Based on the information presented in the five articles from the text, how prevalent are false autobiographical memories in your own life? In your own words, describe how emotion and episodic memory development affect these memories. Apply the basic research findings from the “Intelligence” article (Sternberg, 2010) that intelligence is highly inheritable and fixed to your own experiences and compare them with the suggestions you drew from the findings of your assigned article. Apply skeptical inquiry to the potential problems that might arise from the premise of fixed intelligence. Provide a rationale for whether or not this premise is valid and/or appropriate based on the findings reported by the assigned articles: “Attention in Cognition and Early Learning,” “Cognition and Emotion,” “Memory,” “Intelligence,” and “Concept Learning.” It is recommended that you research articles in the Ashford University Library to support your assertions should the required articles not provide sufficient information.

Guided Response: Review several of your colleague’s posts and respond to at least two of your peers who were assigned a different article than you were by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies early each week to stimulate more meaningful and interactive discourse in your discussions. Are the rationales provided by your peers well supported? Do your peers’ explanations provide a complete and elaborate understanding of findings and implications of their article’s research findings to the field of learning and cognition? What clarifications would you recommend? Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post. Be sure to also respond to your instructor’s comments to you in this forum by Day 7. Peer responses may vary in length but should be detailed and thought-provoking. Your grade will reflect both the quality of your initial post and the depth of your responses

End Of Life Care

/in /by

End-of-Life Care and Social Work Practice

The death of an elderly individual may occur in a variety of settings and circumstances. For example, an individual may die painlessly at home surrounded by the support of many loved ones, or an individual may suffer severe pain for months before dying in a health facility with little social support. In addition, it is possible that many health and helping professionals may interact with the dying person and his or her family.

For this Assignment, you consider a social worker’s role in end-of-life care. In addition to reading this week’s resources, conduct your own research and obtain at least one additional journal article that addresses how a social worker might support clients as they plan end-of-life care.

 

Submit by Day July 8, 2017  a 2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis.

 

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

o    Chapter 1, “Introduction to human behavior and the social environment: The strengths perspective” (pp. 13)

o    Chapter 14, “Biological Aspects of Later Adulthood” (pp. 654-684)

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

o    “Working With the Aging: The Case of Francine” (pp. 39–41)

 

Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & … Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care. Palliative Medicine,24(1), 79–87.
Retrieved from the Walden Library databases

 

Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life. Health & Social Work, 34(1), 17–27.
Retrieved from the Walden Library databases.

Dosser, I., & Kennedy, C. (2012). Family carers’ experiences of support at the end of life: Carers’ and health professionals’ views. International Journal of Palliative Nursing, 18(10), 491–497.
Retrieved from the Walden Library databases.

 

 

Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study. Journal of Social Work in End-of-Life & Palliative Care, 7(4), 383-406.
Retrieved from the Walden Library databases.