BUSI 352 Case Study 2 Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts. · He earns $80,000 annually. · His wage replacement ratio has been determined to be 80%. · He expects inflation will average 3% for his entire life expectancy. · He expects to work until 68, and live until 90. · He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time. · He has been saving $3,000 annually in his 401(k) plan. · Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000. 1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%. 2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68. 3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven. 4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative. Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods. 5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68. 6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68. 7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods. 8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why? Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers. Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7. Running head: the relevance of Sexual identity and orientation 1 the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation Paula King Walden University Diversity in Child/Adolescent Development and Learning Dr. Virginia Salzer March 30, 2019 \ The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.

1. BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with
retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life
expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate
of return and expects to continue to earn the same return over
time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him
that his annual retirement benefit, in today’s dollars will be
$26,000.
1. Using calculations, explain to Steven why it is realistic to use
a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven
will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources
to achieve his retirement goal? Using calculations, show and
explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement
goal. In doing so, use calculations to show the impact of each
alternative.
Before hiring you as his financial planner, Steven was going to
another planner. He mentions that the other planner calculated
this retirement needs another way, so he asks you to calculate
his retirement needs using other methods.
5. Using the capital preservation method, calculate how much

2. capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate
how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and
disadvantages of each method and explain why the amounts
calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and
disadvantages of 2 investment instruments that are used
specifically to save for retirement. Which would you
recommend and why?
Your completed Case Study must contain a minimum of 700
words and 2 citations in current APA format. Acceptable
sources are personal finance journals, magazines, or
newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of
Module/Week 7.
Running head: the relevance of Sexual identity and orientation
1
the relevance of Sexual identity and orientation 5The
Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019

3. The issues of diversity in the classrooms are prominent
especially in the modern learning setting as the composition of
students continues to change and diversify radically
(Gruenewald, 2014; Meyer, 2010). This aspect has promoted the
inclusion of various demographic groups such as the female
students that were previously barred from accessing such
services in the traditional societies and systems. Such trends
show that gender influences have been crucial in the
development of specific perspectives of the educators and the
students as well as the effectiveness of the education systems
(Francis, 2016). This aspect calls for the educators to develop
adequate and research-based techniques that would help the
learners to overcome the challenges and value cultural diversity
(Deakins, 2009).
The topic of sexual identity or orientation in the classrooms is
crucial for analysis when evaluating the matters of cultural
diversity because it would help in analyzing the different
experiences of the females and other sexual identities in the
male-dominated learning settings (Pincus & Pincus, 2011). It
would also reveal the experiences of the male students as they
engage and interact with the females in the learning processes.
Sexual orientations in modern societies have diversified with
the recognition of different groups such as lesbians, gays,
bisexual, and transgender (Gorski, Davis, & Reiter, 2013).
Therefore, many scholars perceive the need for educators to
recognize the existence of such groups and to acknowledge their
implications to the learning processes (Banks, 2012; Kosciw,
Palmer, & Kull, 2015; Jones, Smith, Ward, Dixon, Hillier, &
Mitchell, 2016). Research-based teaching emphasizes the use of
culturally sensitive approaches for instruction to avoid
offending some cohorts of the learners or providing unequal
learning opportunities because of upholding the traditional

4. instruction models (Flores, 2015). Adequate understanding of
the sexual orientation and identity of the students would help
the instructors to recognize the most popular and most effective
instruction models that would help the learners to grasp the
education content and apply it in their daily life scenarios.
References
Banks, J. A. (Ed.). (2012). Encyclopedia of diversity in
education. Sage Publications.
Deakins, E. (2009). Helping student’s value cultural diversity
through research‐based teaching. Higher Education Research &
Development, 28(2), 209-226.
Flores, I. M. (2015). Developing Preservice Teachers' Self-
Efficacy through Field-Based Science Teaching Practice with
Elementary Students. Research in Higher Education Journal, 27.
Francis, D. A. (2016). Troubling the teaching and learning of

5. gender and sexuality diversity in South African education.
Springer.
Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An
examination of the (in) visibility of sexual orientation,
heterosexism, homophobia, and other LGBTQ concerns in US
multicultural teacher education coursework. Journal of LGBT
Youth, 10(3), 224-248.
Gruenewald, D. A. (2014). Place-based education: Grounding
culturally responsive teaching in geographical diversity. In
Place-based education in the global age (pp. 161-178).
Routledge.
Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., &
Mitchell, A. (2016). School experiences of transgender and
gender diverse students in Australia. Sex Education, 16(2), 156-
171.
Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting
resiliency: Openness about sexual orientation and gender
identity and its relationship to well-being and educational
outcomes for LGBT students. American Journal of Community
Psychology, 55(1-2), 167-178.
Meyer, E. J. (2010). Gender and sexual diversity in schools
(Vol. 10). Springer Science & Business Media.
Pincus, F. L., & Pincus, F. L. (2011). Understanding diversity:
an introduction to class, race, gender, sexual orientation, and
disability. Colorado, CO: Lynne Rienner.
Running head: and connection to substance abuse 1
comorbidity and connection to substance abuse 6Literature
Review
Comorbidity and Its Connection to Substance Abuse, Treatment,
and Relapse
Paula King
Walden University

6. Capstone
Dr. Jane Lyons
June 23, 2019
Comorbidity and Its Connection to Substance Abuse,
Treatment, and Relapse
Comorbidity is considered as two or more conditions that occur
in one person. These disorders can happen one after another or
at the same time. Comorbidity has a strong connection with
substance abuse, treatment, as well as relapse (Kelly & Daley,
2013). It is essential to note that many of those who suffer from
substance use disorder usually develop other mental disorders,
which is a similar case to many of those diagnosed with mental
disorders. Research indicates that about half of those
experiencing mental illnesses have a high probability of
experiencing substance abuse disorders at some time in their
life. Some few research have been conducted on children, and
the result indicates that youths with substance abuse disorder
typically have a high rate of co-occurring mental diseases like
anxiety and depression (Child, 2012). Clinicians must find an
effective way to treat individuals with substance use and
addictions mental health disorders. To be effective they need to
prescribe the right medication to treat alcohol, opioid, and
nicotine addiction and there are also medications to alleviate

7. symptoms of mental disorders. There are some behavioral
therapies that have promise in treating comorbid conditions.
The programs are tailored for the clients according to age, drug
misused, and other factors, which can be used alone or with
medication. Some effective therapies for treating comorbid
conditions: cognitive behavioral therapy, Dialectical therapy,
assertive community treatment, therapeutic communities, and
contingency management (Kelly & Daley, 2013).
According to Woody and Blaine (1979) for over 25 years
there has been a correlation between substance abuse illnesses
and other mental disorders is not a visible indication that one
resulted in another, albeit one came after another.
Understanding the directionality or causality can sometimes be
difficult because of different reasons. For instance, emotional or
behavior issues may not be severe enough to raise the alarm for
diagnosis. However, sub-clinical mental health concerns may
prompt abuse of drugs. The main factors that contribute to
comorbidity between mental illnesses and drug abuse disorders
include the aspect of conventional risk factors, the possibility of
mental diseases contributing to addiction and drug abuse, and
the possibility of drug abuse and addiction contributing to the
growth of mental health disorders (Bukstein & Horner, 2015).
Drug use and mental health illnesses can result from coinciding
aspects such as epigenetic and genetic exposures, concerns with
related parts of the brain, and environmental factors like the
early experience of trauma or stress. Most of the vulnerabilities
come from composite connections with several genes and
genetic relations with environmental factors. For instance,
regular use of marijuana during the youthful stage may cause
various complications during adulthood, especially among those
carrying a given gene variant. Environmental aspects such as
trauma, stress, and unfavorable childhood experience increase
the risk of both mental illnesses and disorders associated with
drug use (Ouimette & Brown, 2016). Treatment patients with
substance use and psychiatric comorbidity is a challenge
because they may resist psychiatric or additional treatment.

8. They could relapse or stop treatment entirely, and placing those
with substance abuse and mental disorders rehabilitation
facilities (Bukstein & Horner, 2015).
Research has established that those with mild, severe, or
sub-clinical mental disorders may tend to use drugs for self-
medication. Even though drugs can reduce the symptoms of
mental illnesses temporarily, they can as well worsen the
symptoms, both in the long run and acutely. For instance, proof
indicates that the use of cocaine can aggravate bipolar disorder
symptoms and lead to the advancement of the disorder (Ross &
Peselow, 2014). When one develops a mental disorder, the
resultant changes in the brain may intensify the susceptibility
for challenging substance abuse use by increasing their positive
impacts, lowering awareness of the harmful effects, or lessening
the unfavorable signs of the mental illness and the side effect of
the medications utilized in its treatment. For instance,
neuroimaging connects ADHD with the neurobiological
alterations in the circuit of the brain which are linked with drug
yearnings, and this can partially explain why those with
substance abuse disorders experience higher cravings when they
have comorbid ADHD (Ross & Peselow, 2014). It is also
essential to note that substance abuse and addiction has the
capability of causing the development of mental illnesses. The
use of drugs can cause alterations in certain parts of the brain,
which are affected by other mental illnesses like anxiety,
impulse control, or mood illnesses (Ross & Peselow, 2014).
Treatment for comorbidity normally entails collaboration
between clinicians and organizations that offer supportive care.
Treatment of the problem should focus on substance abuse and
mental illness disorder together instead of focusing on one.
There are effective medications and behavioral therapies to deal
with addiction and mental illnesses. Relapse usually happens
70% of the time for substance use, identifying the
characteristics associated with the patient relapsing and adjust
the treatment program (Andersson, Wenaas, & Nordfjaern,
2018).

9. References
Andersson, Helle Wessel, Wenaas, Merethe, & Nordfjaern,
Trond (2018). Relapse after inpatient substance use treatment:
A prospective cohort study among users of illicit substances.
https://reader.elsevier.com/reader/pii/SO30640318308542?token
=4D108E6999079029E
Bukstein OG & Horner MS. (2015) Management of the
adolescent with substance use disorders and comorbid
psychopathology. Child Adolescent Psychiatric Clinics North
America 19(3):609-623. doi:10.1016/j.chc.2010.03.011.
Child, J. (2012). Adolescent Substance Abuse. 2012 Jul 1;
21(4): 310–322. doi:10.1080/1067828X.2012.709453/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3923628/
Kelly, TM, Daley, DC. Integrated Treatment of Substance Use
and Psychiatric Disorders. Soc Work Public Health. 2013;
28(0): 388-406. doi: 10.1080/19371918.2013.774673
Ouimette, P. E., & Brown, P. J. (2016). Trauma and substance
abuse: Causes, consequences, and treatment of comorbid
disorders. American Psychological Association.
Ross S. & Peselow E. (2014) Co-occurring psychotic and
addictive disorders: neurobiology and diagnosis. Clin
Neuropharmacol. 35(5):235-243.
doi:10.1097/WNF.0b013e318261e193
Woody GE, Blaine J. Depression in narcotic addicts: Quite
possibly more than a chance association. In: Dupont RL,
Goldstein A, O’Donnell J, Brown B, editors. Handbook on Drug

10. Abuse. Washington, DC: U.S. Government Printing Office;
1979. pp. 277–285