Examine the concepts of heteronormativity and homophobia and cisnormativity and transphobia to gain an understanding of how trans youth are influenced by these factors.

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Watch the film “Gun Hill Road” (available on Netflix) and write a comprehensive
biopsychosocial about Michael. This will include a diagnostic assessment for Michael, so your
analysis of the information you’re presenting should be present throughout, as should a
demonstrated understanding and a critical analysis of the diagnostic criteria. Your
biopsychosocial assessment should include the following:
!
I. Identifying data (age, race, gender, sexual orientation, employment, housing, school, etc.),
family background and developmental history, social environment, legal issues, substance use
history, medical history, psychiatric/mental health history, any relevant diagnoses for Michael.
!
II. Remember that many diagnoses are the subject of controversy; we have reviewed multiple
perspectives concerning the origins and treatment of diagnoses related to trans people. Address
this from your own perspective, and make a case for your diagnosis (or for not diagnosing, if you
choose to do so). Potential diagnoses should be considered from all categories of the DSM-5,
not just related to gender and sexuality.
!
III. Contextualize the character’s experience within relevant macro and micro systems, within the
sociopolitical climate of the time, and societal issues such as racism, sexism, class, heterosexism,
cisnormativity.
!
IV. Conclude with a brief treatment recommendation. What kinds of services do you think
Michael would benefit from, therapeutically or otherwise? If you were providing therapy for
Michael, what do you think would be the appropriate modality and/or focus for treatment?

Use the following references and more but these should guide you
RECOMMENDED BOOK: !
Mock, J. (2014). Redefining realness: My path to womanhood. New York, NY: Atria Books,
Simon & Schuster. Inc.
___________________________________________________________________________ !
COURSE OUTLINE: !
CLASS 1 (3 hours): !
*Green, J. (2013, May 27). Parents of transgender children are faced with a difficult decision,
and it’s one they have to make sooner than they ever imagined. New York Magazine.
Retrieved from http://nymag.com/news/features/transgender-children-2012-6/
*Padawer, R. (2012, August 8). What’s so bad about a boy who wants to wear a dress? The
New York Times. Retrieved from http://www.nytimes.com/2012/08/12/magazine/whatsso-
bad-about-a-boy-who-wants-to-wear-a-dress.html?_r=0
*Pyne, J. (2011). Unsuitable Bodies: Trans People and Cisnormativity in Shelter Services.
Canadian Social Work Review, 28 (1), 129-137.
!
*Smith, H. (2008). Search for Kinship: The Creation of Street Families Among Homeless Youth.
American Behavioral Scientist, 51, 756-771. !
Topics included:
-Vocabulary 101 (within a practice frame)
-Heteronormativity and homophobia & Cisnormativity and transphobia
-family rejection & homelessness among LGBTQ youth (causes and effects); intersectionality of
race and class !
Objectives:
1. Learn basic language and vocabulary that are appropriate when working with trans youth in an
agency setting.
2. Examine the concepts of heteronormativity and homophobia and cisnormativity and
transphobia to gain an understanding of how trans youth are influenced by these factors.
3. Gain an understanding of how the intersectionality of race and class, policy and practice, and
family rejection and correlate to trans youth homelessness, which will be examined through a
trauma lens.
4. Provide examples of how language and attitudes of cisnormativity have come up in your work
with clients, and discuss what potential interventions have or could be utilized directly with
your clients and agencies. !!
CLASS 2 (3 hours):
*de Vries, A. L. C & Cohen-Kettenis, P. T. (2012). Clinical Management of Gender Dysphoria in
Children and Adolescents: The Dutch Approach. Journal of Homosexuality, 59 (3),
83-94.
* Langer, S. & Martin, J. (2004). How Dresses Can Make You Mentally Ill: Examining Gender
Identity Disorder in Children. Child and Adolescent Social Work Journal, 21(1), 5-23.
* Wakefield, J. (2013). DSM-5: An Overview of Changes and Controversies. Clinical Social
Work Journal, 41, 139-154.
*Zucker, K. J. (2006). Commentary on Langer and Martin’s (2004) “How Dresses Can Make You
Mentally Ill: Examining Gender Identity Disorder in Children.” Child & Adolescent
Social Work Journal, 23(5-6), 533-555.
!
Topics included:
-DSM-IV & DSM-5: Gender Identity Disorder through Gender Dysphoria (the clinical debate on
diagnosis and pathology of trans populations)
-transgender youth and identity formation through a developmental lens !
Objectives:
1. Become familiar with the difference in the DSM-IV and DSM-5 diagnostic categories for
transgender people.
2. Conceptualize how diagnosis pathologizes trans people, while also gaining an understanding
for the medical necessities of these diagnoses for some trans people.
3. Examine identity formation for trans youth and gain a sense of how this experience impacts
overall development.
4. Discuss how to provide the best services for trans youth in your agency settings. We will
examine challenges have you may have encountered (including both topics that trans youth
bring to treatment and the overall agency’s response to serving trans youth populations), and
we will brainstorm ways handle these situations in the future, so you can preserve healthy
relationships with your clients. !!
CLASS 3 (3 hours):
*Donatone, B. & Rachlin, K. (2013). An Intake Template for Transgender, Transsexual,
Genderqueer, Gender Nonconforming, and Gender Variant College Students Seeking
Mental Health Services. Journal of College Student Psychotherapy, 27(3), 200-211. !
*Edwards-Leeper, L. & Spack, N. P. (2012). Psychological Evaluation and Medical Treatment of
Transgender Youth in an Interdisciplinary ‘Gender Management Service’ (GeMS) in a
Major Pediatric Center. Journal of Homosexuality, 59 (3), 321-336.
*Green, E. R. (2010). Shifting Paradigms: Moving Beyond “Trans 101” in Sexuality Education.
American Journal of Sexuality Education, 5(1), 1-16. !
*Kuklin, S. (2014). Cameron: Variables & Nat: Something Else. Beyond magenta: Transgender
teens speak out. (p. 91-45). Massachusetts: Candlewick Press. !
*Morrow, D. F. (2004). Social Work Practice with Gay, Lesbian, Bisexual and Transgender
Adolescents. Families in Society (Jan-Mar 2004), 85(1), 91-99.

In this assignment you will learn to calculate a monthly census report for a health care organization.Use the Census Data Assignment Instructions to complete the monthly census report in the Excel file provided to you.

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In this assignment you will learn to calculate a monthly census report for a health care organization.Use the Census Data Assignment Instructions to complete the monthly census report in the Excel file provided to you. Here is a key for the abbreviations in the spreadsheet file:

A/C means adults and children
Nb means newborns

Trf In means transfers in
Trf Out means transfers out
b means births

Census Data Assignment:

READINGS

Read and understand the inpatient census data pg 426-430 of the Statistic chapter (LaTour chapter 15).

Understand the following:

-Hospital Inpatients-a hospital patient who is provided with room, board, and continuous general nursing service in an area of the hospital where patients generally stay at least overnight.

-Hospital Newborn-a hospital patient who was born in the hospital at the beginning of the current inpatient hospitalization (normal or with some kind of pathologic condition).

Geographic Organization of the Facility:

Inpatient beds-accommodations with supporting services for inpatients excluding those for newborn nursery.

Newborn bassinets-accommodations with supporting services for newborn (possibly bassinets, cribs, incubators, isolettes in a regular nursery or NB-ICU).

Medical care units-an assemblage of inpatient beds (or newborn accommodations) and related facilities and assigned personnel in which medical services are provided to a defined and limited class of patients according to their particular medical care needs.

Special care unit-a medical care unit in which there is appropriate equipment and a concentration of physicians, nurses, and others who have special skills and experience to provide optimal medical care for critically ill patients, or continuous care of patients in special diagnostic categories (ICU, CCU, NB-ICU).

Labor and delivery-a special unit in which there is appropriate equipment and a concentration of physicians, nurses, and others who have special skills and experience to provide services related to the labor and delivery of maternity patients.

Operating room-an area of a hospital equipped and staffed to provide facilities and personnel services for the performance of surgical procedures but not considered a unit or counted for inpatient census.

Events of Inpatient Hospitalization–the units of measurement in the census statistical system:

Inpatient hospitalization-a period in a person’s life during which he is an inpatient in a single hospital without interruption except by possible intervening leaves of absence.

Inpatient admission-the formal acceptance by a hospital of a patient who is to be provided with room, board, and continuous nursing service in an area of the hospital where patients generally stay at least overnight.

Hospital live birth-the complete expulsion or extraction from the mother, in a hospital facility, of a product of conception, irrespective of the duration of the pregnancy, which, after such expulsion or extraction, breathes or shows any other evidence of life, such as:  Beating of the heart, pulsation of the umbilical cord, or definite movement of voluntary muscles whether or not the umbilical cord has been cut or the placenta is attached; heartbeats are to be distinguished from transient cardiac contractions, respirations from fleeting respiratory gasps.

Inpatient discharge-the termination of a period of inpatient hospitalization through the formal release of the inpatient by the hospital (includes leaving against medical advice (AMA) or death).

Fetal death-death prior to the complete expulsion or extraction from its mother, in a hospital facility, of a product of human conception, fetus and placenta, irrespective of the duration of pregnancy; the death is indicated by the fact that after such expulsion or extraction, the fetus does not breathe or show any other evidence of life such as beating of the heart, pulsation of the umbilical cord, or definitive movement of voluntary muscles.
Stillbirth-after 20 completed weeks of gestation
Abortion-before 20 completed weeks of gestation

Neonatal death-death of a liveborn infant within the first 27 days, 23 hours, and 59 minutes of life.

Admission and Discharge or A&D-an inpatient hospitalization for which the patient is admitted and discharged during one 24-hour period (midnight to midnight) census day.

Leave of absence-a day or period of hours occurring after the admission or prior to the discharge of a hospital inpatient when they are no longer formally accepted by the hospital as an inpatient because they are absent from the facility for personal reasons (vs clinical reasons) and which are not counted if occurring over the census-taking hour.

Intrahospital transfer-a change in medical care unit for an inpatient.

Discharge transfer-the disposition of an inpatient to another health care institution at the time of discharge.

Swing beds-hospital-based acute care beds that may be used flexibly to serve as long-term care beds.

Inpatient census-the number of inpatients present at any one time (census).

Daily inpatient census-the number of inpatients present at the census-taking time each day plus any inpatients who were both admitted and discharged after the census-taking time the previous day.

Inpatient service day-a unit of measure denoting one 24-hour period of inpatient service (but appearing sometimes less than 24 hours and including A&Ds).

Total inpatient service days-the sum of all of the inpatient service days for each of the days in the period under consideration.

Computation of the Census

-Counting of patients in a status of admission at the same “time” every day.

-To census of the previous day, add admissions and intrahospital transfers in, subtract discharges and intrahospitals transfers out to get census today (Balancing!).

ASSIGNMENTS

Complete the census data spreadsheet in Excel. Submit completed copy to instructor.   (25 pts)

Solve thèse problems with STATA software

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Solve thèse problems with STATA software

1. You will find the data for this question in a file called wage.dta. The data are a sample of 300 male manual workers from the UK. We are interested in the regression of ln wage (wage) on education (educ):
lnwi =α+βedui+εi (1)
(a) Regress ln wage (wage) on education (educ). Interpret your results.
(b) Can you reject the hypothesis that an additional year of schooling increases wages by 1%?
(c) What is the R2 of the regression? Give the formula and explain what it is in words.
(d) Add years of experience (exp) to the regression. What happens to the estimated effect of educa- tion? Explain why this happens.

2. You have data from an extensive medical survey on health and economic status. A cross section of 500 men provides information on earnings w in £ per week, age in years a and an index of fitness f .
(a) You run the following regression of ln earnings on the fitness index:
ln w = 6.1 − 0.31 f + u R2 = 0.05 (2)
(3.7)
Here, and below, figures in parentheses are absolute t values and u is an error term. Calculate a
95% interval for the coefficient on the fitness index.
(b) You then add age to the regression with the following results:
lnw = 5.3+0.07a+ 0.12 f +u R^2 = 0.09 (3)
(4.8) (0.91)
Explain carefully why and how adding age to the regression can change the size and sign of the estimated fitness effect. Do the results indicate that age must be negatively or positively correlated with fitness in this sample?
(c) What economic reasons might there be to expect age and fitness to affect earnings? To what extent do you regard these results as supporting the contention that they do?

Use the professor’S corrected paper and feedback as a guideline, and revise the paper. That is, do not simply attempt to accept his corrections,make some improvement

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Use the professor’S corrected paper and feedback as a guideline, and revise the paper. That is, do not simply attempt to accept his corrections,make some improvement. NOTE: no more than. 525 words.

Assignment 2

Your employer, like many people, is concerned by the rising cost of healthcare premiums. (Note: healthcare is spelled as one word as an adjective, and as two words—health care—as a noun.) Even with the reforms enacted by Congress, premiums are ever more costly for some companies, even as more and more workers require extensive and expensive medical care.

Many workers require additional care because of illnesses and chronic conditions that are considered to be lifestyle-related, the product of smoking, drinking alcohol in excess, being overweight or obese, and the like. This added care results in added costs for your employer, who pays half of the premiums as part of an employee’s benefits package.

Your employer is considering instituting a policy requiring employees who incur extra costs because of those lifestyle-related causes to pay them. To accomplish this, he plans to charge those workers an additional 10 percent over the premiums that other workers pay.

Your employer asks you, as an economist, to justify this differential, and he wants to be able to argue from the basis of an economic principle or concept. What is that governing idea? If the differential is wrong somehow from that economic point of view, then he wants to know that, too.

Your employer will deliver his decision in a speech before stockholders and employees. You are to write the speech for him. It must be 500 words—no more than 525, no fewer than 475—to accommodate the time he has reserved for it.