INITIAL INTERVIEW 1
Intake Report for George Wesley
David Evans
School of Behavioral Sciences, Liberty University
Identifying Information
· George Wesley
· 1234 Fair Oaks Boulevard, Sacramento, CA 95825
· 1 (252) 867-3294
· January 10, 1977
· Male
· Divorced
· Firefighter/Pastor
· California Department of Fire Emergency Services
· No work phone recorded
· Esther Nadene Wesley (daughter)
· August 30, 2022
Reason for Referral
George W. Wesley was referred by Bishop Boyd. Bishop Boyd presides over the Northern Virginia Baptist Convention. Bishop Boyd is considering Pastor George for a position leading a large city congregation. Bishop Boyd believes this evaluation will aid in determining whether George is a good fit for the Senior Pastor job of a large city church. George has never presided over a congregation of more than 200 persons. All of his pastoral roles were in smaller congregations with congregants over age fifty. These villages were mostly in rural areas. George reported having no prior experience with millennials.
Current Situation and Functioning
George is well-dressed and groomed, and has a lean, athletic build. Throughout the interview, he kept eye contact and articulated ideas well. However, he had moments where he appeared fearful about his lack of experience to lead an assembly of that magnitude. He admitted to being concerned about the interview because it could jeopardize his opportunity to move into the new role. In other moments during the interview, George spoke candidly with confidence the interview. He considered himself an experienced pastor and had the knowledge and training to back it up. George was attentive to all interview questions and responded astutely.
He denies having any difficulties in his daily life. He constantly tapped his leg and asked if he could switch on the ceiling fan. Although he frequently devotes his free time to church activities, his long working hours allow him to hide his anxieties and avoid church concerns. George sees this as a major weakness and knows he needs to “work on it.” When he gets stressed, he talks to his mother. He considers being able to quickly recognize his stress triggers a strength. He loves reading, which helps him when he cannot sleep on holiday nights.
Relevant Medical History
George appears to be in good health with the exception to the discoloration of the eyes. His doctor recommended that he take a multivitamin, during his most recent check-up. The doctor reported that George’s Prostate-specific Antigen, cholesterol, glycated hemoglobin, kidney, and liver all show healthy functionality or fell within healthy limits. George was nervous about the stress test, but it also yielded favorable results.
George was hospitalized in 2017 after going unconscious and falling from a ladder during training. During this incident, he tore his meniscus (left knee). He denies losing consciousness and being hospitalized. He has no other medical issues. He has a sister who suffe ...
Pmr English Essay | English Language | Literacy. Bite an English per day: PMR English Essay Questions for Literature .... English essay pmr my family. Sample essay report pmr - Essay Examples Pmr - English Essay Pmr. Pmr English Essay | PDF. Past Year Pmr English Essay | Essays | Communication. Essay writing pmr english | Boar's Head Brand Employee Relief Fund. PMR English. Essay writing samples pmr - South Florida Painless Breast Implants by .... Sample essay about myself pmr in 2021 | Research paper, Essay tips, Essay. PMR English Language Examination Seminar (Paper 1). Project A+: Model English Essays For PT3 PMR & SPM Enhance Writing .... PMR essay sample entitled A school sport day. essay pmr | Weight Management | Dieting. Model essay pmr 2012 - frankensteincoursework.x.fc2.com. PMR English Language Examination Seminar (Paper 2: Section C). SAMPLE ESSAYS FOR PMR PAPER 2 | Recycling | Reuse. Argumentative essay example pmr in 2021 | Essay examples, Argumentative .... PPT - PMR ENGLISH PAPERS ANSWERING TECHNIQUES PowerPoint Presentation .... Pmr report essay - dissertationguides.web.fc2.com. Pmr essay how to save the environment - stallone.pl. PMR - English Language (Section A) Module - ESL worksheet by shida_ronaldo. Essay Guided Writing Pmr - Pmr English Essay Guided Writing. PMR Writing Tips - Brainstorming for ideas | Teacher Nuha's English Blog. Pmr English Guidance | Idiom | Verb. Bite an English per day: PMR English Test. Essay Report Pmr. pmr spm essay part 2.docx | Nelson Mandela | African National Congress. Letter essay format pmr - Essay Speech Format Pmr - Speech essay pmr format Pmr English Essay
For this assignment, you will refer to the section Course Case St.docxzebadiahsummers
For this assignment, you will refer to the section "
Course Case Study
"(below). Reread the case study, looking specifically at issues related to cultural competence. Examine the ACA's and APA's ethical guidelines related to the issue of cultural competence and respond to the following:
Describe the ethical issues related to cultural competence.
Examine the influence of your own personal values as related to the diversity issues presented in this case. Reflect on how you felt as you read the case study, how your values came into play, and how you would handle your values in a situation such as this.
Make recommendations based on your readings and the
APA
or
ACA
ethics codes.
Be sure to apply specific ethical principles.
Paper should be atleast 2 pages long not including title and reference page. Use APA format.
Course Case Study
Joe, a thirty-five-year-old, male mental health counselor, received a client referral, thirty-five-year-old Jill,
from a community counseling clinic. He began providing counseling services to her. Jill's complaint was that
she was unsatisfied with her current job as a bank teller and was experiencing mild anxiety and depression.
Joe had been providing services to Jill for three weeks when she disclosed that she was confused about
her sexuality because she experienced sexual attraction toward some women. Joe immediately responded
to Jill with wide eyes and a shocked look. He told Jill that he was a traditional Catholic, who felt that this
type of feeling was immoral and wrong. He informed her that she should avoid thinking about this and pray
for forgiveness. He also told her that he felt uncomfortable talking about the issue any further. Jill continued
to talk to Joe about dealing with her family issues.
Joe had recently read about a new technique and immediately became excited about trying it. He explained
to her that he had read an article in a magazine about a new technique called rebirthing. The new technique
was being used in Europe to help people change their views about their relationships with their family. Joe
said, "It is supposed to be really effective in almost wiping out your memory of your family; it is like
hypnosis." "I would really like to try it on you today, what do you think?" Jill declined his offer and continued
to talk about her family. Joe thought to himself that even though Jill said no, he was still going to try to
hypnotize her as they talked because he thought she could benefit from the technique.
Jill disclosed that she was raised in a traditional Asian American home with many cultural influences and
culture-specific rules and behavior. Jill was struggling with balancing her individualism and her cultural
heritage. Joe explained to her that because he was living and working in a rural community, mostly
consisting of people of East European descent, he could not relate to Jill’s culture and the issues with which
she was .
Pmr English Essay | English Language | Literacy. Bite an English per day: PMR English Essay Questions for Literature .... English essay pmr my family. Sample essay report pmr - Essay Examples Pmr - English Essay Pmr. Pmr English Essay | PDF. Past Year Pmr English Essay | Essays | Communication. Essay writing pmr english | Boar's Head Brand Employee Relief Fund. PMR English. Essay writing samples pmr - South Florida Painless Breast Implants by .... Sample essay about myself pmr in 2021 | Research paper, Essay tips, Essay. PMR English Language Examination Seminar (Paper 1). Project A+: Model English Essays For PT3 PMR & SPM Enhance Writing .... PMR essay sample entitled A school sport day. essay pmr | Weight Management | Dieting. Model essay pmr 2012 - frankensteincoursework.x.fc2.com. PMR English Language Examination Seminar (Paper 2: Section C). SAMPLE ESSAYS FOR PMR PAPER 2 | Recycling | Reuse. Argumentative essay example pmr in 2021 | Essay examples, Argumentative .... PPT - PMR ENGLISH PAPERS ANSWERING TECHNIQUES PowerPoint Presentation .... Pmr report essay - dissertationguides.web.fc2.com. Pmr essay how to save the environment - stallone.pl. PMR - English Language (Section A) Module - ESL worksheet by shida_ronaldo. Essay Guided Writing Pmr - Pmr English Essay Guided Writing. PMR Writing Tips - Brainstorming for ideas | Teacher Nuha's English Blog. Pmr English Guidance | Idiom | Verb. Bite an English per day: PMR English Test. Essay Report Pmr. pmr spm essay part 2.docx | Nelson Mandela | African National Congress. Letter essay format pmr - Essay Speech Format Pmr - Speech essay pmr format Pmr English Essay
For this assignment, you will refer to the section Course Case St.docxzebadiahsummers
For this assignment, you will refer to the section "
Course Case Study
"(below). Reread the case study, looking specifically at issues related to cultural competence. Examine the ACA's and APA's ethical guidelines related to the issue of cultural competence and respond to the following:
Describe the ethical issues related to cultural competence.
Examine the influence of your own personal values as related to the diversity issues presented in this case. Reflect on how you felt as you read the case study, how your values came into play, and how you would handle your values in a situation such as this.
Make recommendations based on your readings and the
APA
or
ACA
ethics codes.
Be sure to apply specific ethical principles.
Paper should be atleast 2 pages long not including title and reference page. Use APA format.
Course Case Study
Joe, a thirty-five-year-old, male mental health counselor, received a client referral, thirty-five-year-old Jill,
from a community counseling clinic. He began providing counseling services to her. Jill's complaint was that
she was unsatisfied with her current job as a bank teller and was experiencing mild anxiety and depression.
Joe had been providing services to Jill for three weeks when she disclosed that she was confused about
her sexuality because she experienced sexual attraction toward some women. Joe immediately responded
to Jill with wide eyes and a shocked look. He told Jill that he was a traditional Catholic, who felt that this
type of feeling was immoral and wrong. He informed her that she should avoid thinking about this and pray
for forgiveness. He also told her that he felt uncomfortable talking about the issue any further. Jill continued
to talk to Joe about dealing with her family issues.
Joe had recently read about a new technique and immediately became excited about trying it. He explained
to her that he had read an article in a magazine about a new technique called rebirthing. The new technique
was being used in Europe to help people change their views about their relationships with their family. Joe
said, "It is supposed to be really effective in almost wiping out your memory of your family; it is like
hypnosis." "I would really like to try it on you today, what do you think?" Jill declined his offer and continued
to talk about her family. Joe thought to himself that even though Jill said no, he was still going to try to
hypnotize her as they talked because he thought she could benefit from the technique.
Jill disclosed that she was raised in a traditional Asian American home with many cultural influences and
culture-specific rules and behavior. Jill was struggling with balancing her individualism and her cultural
heritage. Joe explained to her that because he was living and working in a rural community, mostly
consisting of people of East European descent, he could not relate to Jill’s culture and the issues with which
she was .
CASE STUDYMr. Jones is a 65-year-old man whose wife died 6 month.docxtroutmanboris
CASE STUDY
Mr. Jones is a 65-year-old man whose wife died 6 months ago after a long illness. The couple had been married 45 years, and they were devoted to each other. They had three children who are now in their 30s. Two of the children live several hundred miles away, but one son lives with his wife and two preschool children less than 1 mile from Mr. Jones’s home.
Mr. Jones provided much of the care for his wife during her illness. Although her care was time-consuming and fatiguing and kept him at home much of the time, he was grateful that he could care for her. He now is alone in their home, is very lonely and uninterested in preparing meals or eating, and lacks energy to return to his former community and social activities or even to interact with his son and family.
The hospice nurse contacted Mr. Jones for follow-up bereavement counseling. She told him that although he had “passed” a routine physical examination the week before, she was concerned about his continuing sadness and lack of energy. The nurse reassured him that it was not uncommon to grieve for many months after a major loss. She asked him if he thought his wife would have had a similar experience if he had been the first to die. His response was that his wife would have had an even more difficult time adjusting. The nurse and Mr. Jones then spent some time reflecting on his loss and feelings, and talking about his response. The nurse’s initial question and Mr. Jones’s resulting insight that his grief was not as bad as his wife’s would have been helped him transcend his immediate experience of loss and find some meaning in his grief.
This illustration is an example of an inward expansion of self-boundaries indicative of self-transcendence. Other expressions of self-transcendence might help Mr. Jones facilitate his own healing and regain a measure of well-being.
In terms of outward expansion, Mr. Jones, with some encouragement, might reach out to his son’s family to begin to reconnect to the world outside himself. Walking to and from his home to theirs could expand his sensory world and provide opportunities to interact with other people and with nature along the way. Spending time with his grandchildren could be enlivening through the joy young children can bring to an older person, as could a sense of satisfaction derived from being helpful to his son and daughter-in-law.
Offering at a future time to use the skills he learned while caring for his wife through volunteering with hospice would be an example of transcending temporally. Integrating his memories of Mrs. Jones into his current life would be another example of temporal self-transcendence.
Transpersonal self-transcendence is another important experience for Mr. Jones. Although he was unable to attend church services for several years, he had in the past found worshiping with others a source of comfort. His spiritual life might even be expanded to consider new spiritual dimensions such as that found in the p.
Submission Ide e45a3aa1-d9e0-45e7-b8c7-24618c878bba73 SI.docxdarwinming1
Submission Ide: e45a3aa1-d9e0-45e7-b8c7-24618c878bba
73% SIMILARITY SCORE 29 CITATION ITEMS 15 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 0%
Institution 73%
Beri Sunjo
CASESTUDY WK4.docx
Summary
1624 Words
Running Head: CASE STUDY 1
CASE STUDY 2
CASE STUDY
Grand Canyon University
BERI SUNJO
PHI 413V
06/12/2020
Abstract
CASE STUDY 3
Student: Submitted to Grand Canyon University
Spelling mistake: amyotrophic
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Three successive sentences begin with...: In
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Spelling mistake: Fallenness Falseness
Student: Submitted to Grand Canyon University
According to the case study, George is a very prosperous advocate in his mid-fifties.
He is disappointed after discovering the early signs and symptoms of amyotrophic lateral
sclerosis (ALS). This diagnosis left George thinking about his life and how the illness will
affect his lifestyle. He saw himself as a burden, having to live in a wheelchair, unable to talk,
and live independently. The world that we live in is full of uncertainty and suffering. Nobody
can be safe and completely free from pain. Suffering has become a part of human existence.
It draws us closer to our creator. In addition, it enables us to appreciate good health and life.
In Christian worldwide, God through the Lord Jesus Christ is a source of healing and
restoration. In this paper, I will discuss George suffering in light of the Christian narrative
and Christian viewpoint.
Question 1
When God created the earth and Heaven sin as well as suffering was not thought of in
his creation. Sin has become a part of human beings. As a result of sin by Adam and Even
suffering befell the world based on the holy bible teaching on creation in the book of Genesis.
Although Christians see sin as a result of sin. It is not in God’s will for human beings to
undergo suffering. The book of Genesis states that man was created in the image and
likelihood of God. This shows that it is not God's original thought for a man to suffer.
George's suffering is a result of the great fall of man and not exactly the result of his
actual sin. Christians all over the world inspire, encourage, and give Christians hope with the
thought of life after death. George's suffering is a test of faith. Therefore, putting faith and
belief in God is very important since he is the only source of restoration and healing.
Fallenness as well as suffering experiences in the world that are inescapable. Adam and Eve
lived in the garden of Eden and they were responsible for taking care of God’s creation. After
they ate the forbidden fruit they were chased out of the garden ...
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docxjasoninnes20
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
In this Week’s Discussion, you will demonstrate your skills related .docxannettsparrow
In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client.
Please see attachment
1.Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
2 .Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
3. Explain to the client what intervention(s) you would recommend and why.
4. Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.
Jake Levy
Identifying Data:
Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.
Presenting Problem:
Jake, an Iraq War veteran, came to the Veterans Affairs Health Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.
Family Dynamics:
Jake was born in Alabama to a Caucasian, Eurocentric family system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household. Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not.
PSYCHOLOGICAL EVALUATIONCONFIDENTIALPlease note The informati.docxpotmanandrea
PSYCHOLOGICAL EVALUATION
CONFIDENTIAL
Please note: The information in this report has been disclosed to you from records which are privileged Confidentiality is protected by Georgia State Law. No further disclosure of this information should be made without the written permission of the person or parents/guardian of the person to whom it pertains.
Identifying Data:
SS: xxx-xx-xxxx
Date of Birth: 08/12/1986
Age: 23
Sex: Female
Race; Caucasian
Marital Status: Single
Education: Twelfth grade in regular classes
Date of Evaluation: 02/13/09
Assessment Techniques: Mental Status, WAIS-3, WRAT-3, MCMI-3.
Information Reviewed: File from previous evaluation on 12/11/07.
Issue: Diagnostic update and approval to work.
Transportation: Brought to the evaluation by her great aunt but was
unaccompanied.
Medications: Lola did not bring her medications but said that she is
prescribed medication to regulate her menstrual cycle.
Psychologist: James Taylor, Ph.D.
Psychometrist: Kate Markowitz, LMSW
Vocational Rehabilitation Counselor: Jack Johnson
BACKGROUNDINFORMATION:
Lola was seen in this office on 12/11/07 for a psychological evaluation. She had a history of having been a slow learner in school. Testing with the WAIS-3 suggested low average intelligence with stronger word recognition skills than computational skills. She also was noted to be a rather anxious individual who sometimes had difficulty getting along with others.
As was previously noted, Lola was born in Huntsville, AL to Cindy and John Copacabana. She has a brother. Her father did roofing work and her mother was a daycare worker. She said that her father was often away and her mother worked. Her parents were separated and Lola mostly stayed with her grandparents. Lola has not married nor does she report children. Psychiatric hospitalization is denied. Lola said that she went to mental health on one occasion but has never been treated on a regular basis. She has never abused alcohol or drugs. She has never been in trouble with the law. She said that she was injured while riding a four-wheeler but she feels as though she has recovered. She reports that she has no medical concerns.
In regards to employment history, Lola last worked at Second Baptist church taking care of children. She was employed for a couple of months but lost her job in January. She said that she was told that she was no longer needed. Prior to that, she had worked for a couple weeks at two different daycare centers. At one of them she was told that she needed more experience with children to be effective in their program. Kroger's Grocery Store employed her for about four months in 2007. She was a C.N.A. for four or five months at a nursing home around 2005. Lola depends on her mother for support.
Lola lives with her mother and 12-year-old brother in a two-bedroom apartment. She usually gets up by around 10:00. She makes her bed and does a few chores around the house. She may wash dishes or take ...
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docxdomenicacullison
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, .
InstructionsReview the following ethical dilemmasJohn Doe.docxvanesaburnand
Instructions
Review the following ethical dilemmas:
John Doe has decided to clone himself. He is sterile. He cannot find anyone to marry him. He wishes to have children. He knows that he will not be able to love a child that is adopted or not connected directly to him biologically. He will be making use of a new procedure that involves taking his skin cells to produce a twin. The twin starts out as an embryo and grows into a child. The child in this case will have the same genetic information as John Doe. John Doe and his child will be twins.
Jane Doe is eighteen. For as long as she can remember she has been sexually attracted to other females. Her parents belong to a religion that has a religious text stating that God forbids one to be a lesbian. This religion goes on further to say that lesbians will be punished in the afterlife. Jane Doe is debating whether she should tell her parents about her sexual attraction. She has not yet decided if she should come out to her parents and live as a lesbian now that she is a legal adult.
Joe and Mary are a couple. Before becoming sterile, they had a child. This child died of a rare disease. Joe and Mary miss their child terribly. They have heard that there is a new IVF procedure that can ensure that they can have another child. However, their religion forbids using IVF.
Use the resources assigned for this week and additional research,
Instructions
Select two of the situations above and then address 2 of the following:
What is the relation between ethics and religion? Formulate and investigate the relation.
For each case, determine the ethical path of conduct. Then, determine what paths of conduct would be unethical
For each case, what would an emotivism say to appraise what you determine is the ethical form of conduct?
For each case, would a natural law ethicist agree with what you say is the ethical form of conduct? Why or why not?
Articulate, explain, and evaluate in each case an approach that makes use of divine command ethics.
.
An Example of an A paper for you to see Class, T.docxnettletondevon
An Example of an "A" paper for you to see
Class,
This is a former student's final assessment. While it isn't 100% perfect or everything you will need until
week 5, I do recommend you look at the assignment instructions and then look at this paper. The
student has allowed us to share this paper (and it isn't a character or historical figure we will use in our
class, but you can see how well each item is addressed and the types of information to include in each
section). The purpose of providing this paper is to give you an example of an "A" assessment. Do be
sure not to plagiarize as it has been put into TurnItIn.
Buzz Aldrin-Psychological Report
Student’s Name
PSY303
Instructor’s Name
Date
Buzz Aldrin-Psychological Report
I. Identifying Information
Name: Buzz Eugene Aldrin
Sex: Male
Gender Identity: Male
Sexual Orientation: Heterosexual
Age: 85
Date of Birth: January 20, 1930
Ethnicity: European American of Scottish, Swedish and German Ancestry
Occupation: Astronaut (currently retired)
Location of current residence: Los Angeles, CA USA
II. Chief Complaint/Presenting Problem
Mr. Aldrin began experiencing some marital difficulties and contemplated divorce from his first wife and
marriage to a woman he was having an affair with (Aldrin & Abraham, 2009). His list of complaints
included feelings of despair, stress, and tiredness; he also complained of shoulder and neck pain (Aldrin
& Abraham, 2009). The immense amount of distress caused by the emotions of these events may have
been the reason for his suffering.
III. Symptoms
Mr. Aldrin showed signs of depression with his symptoms of extreme low moods, not wanting to get out
of bed, irritability and emotional indifference towards family and friends, and the increasing pain in his
shoulder and arm (Aldrin & Abraham, 2009). Mr. Aldrin also began drinking heavily which often
exacerbated his symptoms of depression (Aldrin & Abraham, 2009). His depression seemed to improve
for short periods of time but returned with similar symptoms (Aldrin & Abraham, 2009). This suggests
that his depressive disorder may be what is termed Dysthymia, a persistent form of depression that
typically last a few years but can continue indefinitely (Getzfeld& Schwartz, 2014).
Culture and genetics can play a role in the health of an individual. The possible presence of mood
disorders which resulted in the suicide of Mr. Aldrin’s mother and grandfather suggests that there may be
an inherited factor (Getzfeld & Schwartz, 2014). The cultural aspect of living with a parent who routinely
showed symptoms of depression may also have played a role in the way Mr. Aldrin chose to deal with his
emotional upsets. It is not known whether Mr. Aldrin’s mother or grandfather had a challenge with
alcohol consumption but if they did this might also have been a factor for his alcoholic tendencies.
IV. Personal Hi.
Assignment 3 Case Study Analysis IThe first step in understanding.docxastonrenna
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Of the substance disorders, alcohol-related disorders are the most p.docxarnit1
Of the substance disorders, alcohol-related disorders are the most prevalent even though only a small percentage of individuals actually receive help. Recidivism in the substance treatment world is also very high. As research into treatment has developed, more and more evidence shows that genes for alcohol-metabolizing enzymes can vary by genetic inheritance. Women have been identified as particularly vulnerable to the impacts of alcohol. Native Americans, Asians, and some Hispanic and Celtic cultures also have increased vulnerability to alcohol misuse.
Even with these developments, treatment continues to spark debate. For many years, the substance use field itself has disagreed with mental health experts as to what treatments are the most effective for substance use disorders and how to improve outcomes. The debate is often over medication-assisted treatment (MAT) versus abstinence-based treatment (ABT). Recently the American Psychiatric Association has issued guidelines to help clinicians consider integrated solutions for those suffering with these disorders. In this Discussion, you consider your treatment plan for an individual with a substance use disorder.
To prepare:
Read the case provided by your instructor for this week’s Discussion and the materials for the week. Then assume that you are meeting with the client as the social worker who recorded this case.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Describe the assessment(s) you would use to validate the client’s diagnosis, clarify missing information, or track her progress.
Summarize how you would explain the diagnosis to the client.
Explain how you would engage the client in treatment, identifying potential cultural considerations related to substance use.
Describe your initial recommendations for the client’s treatment and explain why you would recommend MAT or ABT.
Identify specific resources to which you would refer the client. Explain why you would recommend these resources based on the client’s diagnosis and other identity characteristics (e.g., age, sex, gender, sexual orientation, class, ethnicity, religion, etc.).
Note:
You
do not
need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You
do
need to include an APA reference for the assessment tool and any other resources you use to support your response.
Case of Jordan
Intake: June 2020
IDENTIFYING/DEMOGRAPHIC DATA:
Jordan (31) an.
13022 1 BIOL 315 Salmonella and Typhoid fever CicelyBourqueju
1/30/22
1
BIOL 315: Salmonella and
Typhoid fever
Dr. Sean Murray
Western Blot
Typhoid Fever
Typhoid Fever
• Salmonella Typhi: only infects humans
• CDC estimates 21 million cases per year world wide
with 200,000 deaths
• 400 cases per year in USA (most traveled to developing
countries)
Gastroenteritis
• Salmonella Typhimurium: broad host range
• CDC estimates 6.5 million cases a year in USA
with ~9,000 deaths from gastroenteritis
• 1/3 of all gastroenteritis infections caused by
Salmonella
• CDC: 15 Salmonella infections per 100,000
people in USA
Typhoid Fever
• Salmonella Typhi
• Fecally contaminated food/water
• 1-4 weeks post-ingestion for symptoms
• Multiply in spleen, liver
• High fever, chills, convulsions, delirium, and
anorexia for 2-3 weeks
• Pass from liver to gall bladder to intestine,
where it may ulcerate the intestinal mucosa
(fatal)
• Treatment: antibiotics
1/30/22
2
Typhoid Mary, early 1900s
• Salmonella can persist in the gall
bladder, and may be shed in feces
• Chef Typhoid Mary was a carrier
• She infected many people as she
worked at hotels, restaurants, hospitals
• Arrested twice, spent the rest of her life
in prison after the second arrest
Gastroenteritis
• Salmonella Typhimurium
• Contaminated poultry/eggs
– Caesar salad, raw eggs
• Nausea, vomiting 6-24 hours post ingestion
• Followed by abdominal pain, diarrhea, fever
• Symptoms last 1 week
• Shed Salmonella in feces for up to 3 months
• 1-3% of people shed for 1 year
• If enters bloodstream, septic shock (rare)
• Antibiotics not normally prescribed
Species infected by Salmonella
• Humans (Typhi)
• Humans, mice, cows, most mammals,
C. elegans (Typhimurium)
Salmonella Invasion of intestinal epithelium
1/30/22
3
TIIISS injects proteins into mammalian
cells that are NOT normally phagocytic to
induce phagocytosis of bacterium
Galan and Wolf-Watz, Nature, 2006
Type III-secretion system (TIIISS)
Galan and Wolf-Watz, Nature, 2006
Secretion protein complex is sequentially assembled
starting with the inner membrane, outer membrane,
periplasm, and finally the extracellular domains
Galan and Wolf-Watz, Nature, 2006
Invasion of intestinal epithelium
1/30/22
4
Holden, Traffic, 2002
Invading
macrophages
Paul (Ed.), Fundamental Immunology, 2003
Holden, Traffic, 2002
Salmonella
Containing
Vacuoles
Holden, Traffic, 2002
Salmonella Pathogenicity Islands SPI-1 and SPI-2
encode two different TIIISS that were horizontally
acquired (different GC content than chromosome);
pSLT is self-transmissible
pSLT
Spi-1
Spi-2
Salmonella
chromosome
Genome = chromosome plus plasmid
How does Salmonella adapt to
being inside or outside host cells?
In bacterial
membrane:
In bacterial
cytoplasm:
PhoQ
PhoP
(sensor)
(transcription factor)
1/30/22
5
PhoQ is activated by molecular signals inside ...
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CASE STUDYMr. Jones is a 65-year-old man whose wife died 6 month.docxtroutmanboris
CASE STUDY
Mr. Jones is a 65-year-old man whose wife died 6 months ago after a long illness. The couple had been married 45 years, and they were devoted to each other. They had three children who are now in their 30s. Two of the children live several hundred miles away, but one son lives with his wife and two preschool children less than 1 mile from Mr. Jones’s home.
Mr. Jones provided much of the care for his wife during her illness. Although her care was time-consuming and fatiguing and kept him at home much of the time, he was grateful that he could care for her. He now is alone in their home, is very lonely and uninterested in preparing meals or eating, and lacks energy to return to his former community and social activities or even to interact with his son and family.
The hospice nurse contacted Mr. Jones for follow-up bereavement counseling. She told him that although he had “passed” a routine physical examination the week before, she was concerned about his continuing sadness and lack of energy. The nurse reassured him that it was not uncommon to grieve for many months after a major loss. She asked him if he thought his wife would have had a similar experience if he had been the first to die. His response was that his wife would have had an even more difficult time adjusting. The nurse and Mr. Jones then spent some time reflecting on his loss and feelings, and talking about his response. The nurse’s initial question and Mr. Jones’s resulting insight that his grief was not as bad as his wife’s would have been helped him transcend his immediate experience of loss and find some meaning in his grief.
This illustration is an example of an inward expansion of self-boundaries indicative of self-transcendence. Other expressions of self-transcendence might help Mr. Jones facilitate his own healing and regain a measure of well-being.
In terms of outward expansion, Mr. Jones, with some encouragement, might reach out to his son’s family to begin to reconnect to the world outside himself. Walking to and from his home to theirs could expand his sensory world and provide opportunities to interact with other people and with nature along the way. Spending time with his grandchildren could be enlivening through the joy young children can bring to an older person, as could a sense of satisfaction derived from being helpful to his son and daughter-in-law.
Offering at a future time to use the skills he learned while caring for his wife through volunteering with hospice would be an example of transcending temporally. Integrating his memories of Mrs. Jones into his current life would be another example of temporal self-transcendence.
Transpersonal self-transcendence is another important experience for Mr. Jones. Although he was unable to attend church services for several years, he had in the past found worshiping with others a source of comfort. His spiritual life might even be expanded to consider new spiritual dimensions such as that found in the p.
Submission Ide e45a3aa1-d9e0-45e7-b8c7-24618c878bba73 SI.docxdarwinming1
Submission Ide: e45a3aa1-d9e0-45e7-b8c7-24618c878bba
73% SIMILARITY SCORE 29 CITATION ITEMS 15 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 0%
Institution 73%
Beri Sunjo
CASESTUDY WK4.docx
Summary
1624 Words
Running Head: CASE STUDY 1
CASE STUDY 2
CASE STUDY
Grand Canyon University
BERI SUNJO
PHI 413V
06/12/2020
Abstract
CASE STUDY 3
Student: Submitted to Grand Canyon University
Spelling mistake: amyotrophic
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Three successive sentences begin with...: In
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Spelling mistake: Fallenness Falseness
Student: Submitted to Grand Canyon University
According to the case study, George is a very prosperous advocate in his mid-fifties.
He is disappointed after discovering the early signs and symptoms of amyotrophic lateral
sclerosis (ALS). This diagnosis left George thinking about his life and how the illness will
affect his lifestyle. He saw himself as a burden, having to live in a wheelchair, unable to talk,
and live independently. The world that we live in is full of uncertainty and suffering. Nobody
can be safe and completely free from pain. Suffering has become a part of human existence.
It draws us closer to our creator. In addition, it enables us to appreciate good health and life.
In Christian worldwide, God through the Lord Jesus Christ is a source of healing and
restoration. In this paper, I will discuss George suffering in light of the Christian narrative
and Christian viewpoint.
Question 1
When God created the earth and Heaven sin as well as suffering was not thought of in
his creation. Sin has become a part of human beings. As a result of sin by Adam and Even
suffering befell the world based on the holy bible teaching on creation in the book of Genesis.
Although Christians see sin as a result of sin. It is not in God’s will for human beings to
undergo suffering. The book of Genesis states that man was created in the image and
likelihood of God. This shows that it is not God's original thought for a man to suffer.
George's suffering is a result of the great fall of man and not exactly the result of his
actual sin. Christians all over the world inspire, encourage, and give Christians hope with the
thought of life after death. George's suffering is a test of faith. Therefore, putting faith and
belief in God is very important since he is the only source of restoration and healing.
Fallenness as well as suffering experiences in the world that are inescapable. Adam and Eve
lived in the garden of Eden and they were responsible for taking care of God’s creation. After
they ate the forbidden fruit they were chased out of the garden ...
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docxjasoninnes20
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
In this Week’s Discussion, you will demonstrate your skills related .docxannettsparrow
In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client.
Please see attachment
1.Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
2 .Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
3. Explain to the client what intervention(s) you would recommend and why.
4. Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.
Jake Levy
Identifying Data:
Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.
Presenting Problem:
Jake, an Iraq War veteran, came to the Veterans Affairs Health Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.
Family Dynamics:
Jake was born in Alabama to a Caucasian, Eurocentric family system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household. Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not.
PSYCHOLOGICAL EVALUATIONCONFIDENTIALPlease note The informati.docxpotmanandrea
PSYCHOLOGICAL EVALUATION
CONFIDENTIAL
Please note: The information in this report has been disclosed to you from records which are privileged Confidentiality is protected by Georgia State Law. No further disclosure of this information should be made without the written permission of the person or parents/guardian of the person to whom it pertains.
Identifying Data:
SS: xxx-xx-xxxx
Date of Birth: 08/12/1986
Age: 23
Sex: Female
Race; Caucasian
Marital Status: Single
Education: Twelfth grade in regular classes
Date of Evaluation: 02/13/09
Assessment Techniques: Mental Status, WAIS-3, WRAT-3, MCMI-3.
Information Reviewed: File from previous evaluation on 12/11/07.
Issue: Diagnostic update and approval to work.
Transportation: Brought to the evaluation by her great aunt but was
unaccompanied.
Medications: Lola did not bring her medications but said that she is
prescribed medication to regulate her menstrual cycle.
Psychologist: James Taylor, Ph.D.
Psychometrist: Kate Markowitz, LMSW
Vocational Rehabilitation Counselor: Jack Johnson
BACKGROUNDINFORMATION:
Lola was seen in this office on 12/11/07 for a psychological evaluation. She had a history of having been a slow learner in school. Testing with the WAIS-3 suggested low average intelligence with stronger word recognition skills than computational skills. She also was noted to be a rather anxious individual who sometimes had difficulty getting along with others.
As was previously noted, Lola was born in Huntsville, AL to Cindy and John Copacabana. She has a brother. Her father did roofing work and her mother was a daycare worker. She said that her father was often away and her mother worked. Her parents were separated and Lola mostly stayed with her grandparents. Lola has not married nor does she report children. Psychiatric hospitalization is denied. Lola said that she went to mental health on one occasion but has never been treated on a regular basis. She has never abused alcohol or drugs. She has never been in trouble with the law. She said that she was injured while riding a four-wheeler but she feels as though she has recovered. She reports that she has no medical concerns.
In regards to employment history, Lola last worked at Second Baptist church taking care of children. She was employed for a couple of months but lost her job in January. She said that she was told that she was no longer needed. Prior to that, she had worked for a couple weeks at two different daycare centers. At one of them she was told that she needed more experience with children to be effective in their program. Kroger's Grocery Store employed her for about four months in 2007. She was a C.N.A. for four or five months at a nursing home around 2005. Lola depends on her mother for support.
Lola lives with her mother and 12-year-old brother in a two-bedroom apartment. She usually gets up by around 10:00. She makes her bed and does a few chores around the house. She may wash dishes or take ...
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docxdomenicacullison
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, .
InstructionsReview the following ethical dilemmasJohn Doe.docxvanesaburnand
Instructions
Review the following ethical dilemmas:
John Doe has decided to clone himself. He is sterile. He cannot find anyone to marry him. He wishes to have children. He knows that he will not be able to love a child that is adopted or not connected directly to him biologically. He will be making use of a new procedure that involves taking his skin cells to produce a twin. The twin starts out as an embryo and grows into a child. The child in this case will have the same genetic information as John Doe. John Doe and his child will be twins.
Jane Doe is eighteen. For as long as she can remember she has been sexually attracted to other females. Her parents belong to a religion that has a religious text stating that God forbids one to be a lesbian. This religion goes on further to say that lesbians will be punished in the afterlife. Jane Doe is debating whether she should tell her parents about her sexual attraction. She has not yet decided if she should come out to her parents and live as a lesbian now that she is a legal adult.
Joe and Mary are a couple. Before becoming sterile, they had a child. This child died of a rare disease. Joe and Mary miss their child terribly. They have heard that there is a new IVF procedure that can ensure that they can have another child. However, their religion forbids using IVF.
Use the resources assigned for this week and additional research,
Instructions
Select two of the situations above and then address 2 of the following:
What is the relation between ethics and religion? Formulate and investigate the relation.
For each case, determine the ethical path of conduct. Then, determine what paths of conduct would be unethical
For each case, what would an emotivism say to appraise what you determine is the ethical form of conduct?
For each case, would a natural law ethicist agree with what you say is the ethical form of conduct? Why or why not?
Articulate, explain, and evaluate in each case an approach that makes use of divine command ethics.
.
An Example of an A paper for you to see Class, T.docxnettletondevon
An Example of an "A" paper for you to see
Class,
This is a former student's final assessment. While it isn't 100% perfect or everything you will need until
week 5, I do recommend you look at the assignment instructions and then look at this paper. The
student has allowed us to share this paper (and it isn't a character or historical figure we will use in our
class, but you can see how well each item is addressed and the types of information to include in each
section). The purpose of providing this paper is to give you an example of an "A" assessment. Do be
sure not to plagiarize as it has been put into TurnItIn.
Buzz Aldrin-Psychological Report
Student’s Name
PSY303
Instructor’s Name
Date
Buzz Aldrin-Psychological Report
I. Identifying Information
Name: Buzz Eugene Aldrin
Sex: Male
Gender Identity: Male
Sexual Orientation: Heterosexual
Age: 85
Date of Birth: January 20, 1930
Ethnicity: European American of Scottish, Swedish and German Ancestry
Occupation: Astronaut (currently retired)
Location of current residence: Los Angeles, CA USA
II. Chief Complaint/Presenting Problem
Mr. Aldrin began experiencing some marital difficulties and contemplated divorce from his first wife and
marriage to a woman he was having an affair with (Aldrin & Abraham, 2009). His list of complaints
included feelings of despair, stress, and tiredness; he also complained of shoulder and neck pain (Aldrin
& Abraham, 2009). The immense amount of distress caused by the emotions of these events may have
been the reason for his suffering.
III. Symptoms
Mr. Aldrin showed signs of depression with his symptoms of extreme low moods, not wanting to get out
of bed, irritability and emotional indifference towards family and friends, and the increasing pain in his
shoulder and arm (Aldrin & Abraham, 2009). Mr. Aldrin also began drinking heavily which often
exacerbated his symptoms of depression (Aldrin & Abraham, 2009). His depression seemed to improve
for short periods of time but returned with similar symptoms (Aldrin & Abraham, 2009). This suggests
that his depressive disorder may be what is termed Dysthymia, a persistent form of depression that
typically last a few years but can continue indefinitely (Getzfeld& Schwartz, 2014).
Culture and genetics can play a role in the health of an individual. The possible presence of mood
disorders which resulted in the suicide of Mr. Aldrin’s mother and grandfather suggests that there may be
an inherited factor (Getzfeld & Schwartz, 2014). The cultural aspect of living with a parent who routinely
showed symptoms of depression may also have played a role in the way Mr. Aldrin chose to deal with his
emotional upsets. It is not known whether Mr. Aldrin’s mother or grandfather had a challenge with
alcohol consumption but if they did this might also have been a factor for his alcoholic tendencies.
IV. Personal Hi.
Assignment 3 Case Study Analysis IThe first step in understanding.docxastonrenna
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Of the substance disorders, alcohol-related disorders are the most p.docxarnit1
Of the substance disorders, alcohol-related disorders are the most prevalent even though only a small percentage of individuals actually receive help. Recidivism in the substance treatment world is also very high. As research into treatment has developed, more and more evidence shows that genes for alcohol-metabolizing enzymes can vary by genetic inheritance. Women have been identified as particularly vulnerable to the impacts of alcohol. Native Americans, Asians, and some Hispanic and Celtic cultures also have increased vulnerability to alcohol misuse.
Even with these developments, treatment continues to spark debate. For many years, the substance use field itself has disagreed with mental health experts as to what treatments are the most effective for substance use disorders and how to improve outcomes. The debate is often over medication-assisted treatment (MAT) versus abstinence-based treatment (ABT). Recently the American Psychiatric Association has issued guidelines to help clinicians consider integrated solutions for those suffering with these disorders. In this Discussion, you consider your treatment plan for an individual with a substance use disorder.
To prepare:
Read the case provided by your instructor for this week’s Discussion and the materials for the week. Then assume that you are meeting with the client as the social worker who recorded this case.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Describe the assessment(s) you would use to validate the client’s diagnosis, clarify missing information, or track her progress.
Summarize how you would explain the diagnosis to the client.
Explain how you would engage the client in treatment, identifying potential cultural considerations related to substance use.
Describe your initial recommendations for the client’s treatment and explain why you would recommend MAT or ABT.
Identify specific resources to which you would refer the client. Explain why you would recommend these resources based on the client’s diagnosis and other identity characteristics (e.g., age, sex, gender, sexual orientation, class, ethnicity, religion, etc.).
Note:
You
do not
need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You
do
need to include an APA reference for the assessment tool and any other resources you use to support your response.
Case of Jordan
Intake: June 2020
IDENTIFYING/DEMOGRAPHIC DATA:
Jordan (31) an.
13022 1 BIOL 315 Salmonella and Typhoid fever CicelyBourqueju
1/30/22
1
BIOL 315: Salmonella and
Typhoid fever
Dr. Sean Murray
Western Blot
Typhoid Fever
Typhoid Fever
• Salmonella Typhi: only infects humans
• CDC estimates 21 million cases per year world wide
with 200,000 deaths
• 400 cases per year in USA (most traveled to developing
countries)
Gastroenteritis
• Salmonella Typhimurium: broad host range
• CDC estimates 6.5 million cases a year in USA
with ~9,000 deaths from gastroenteritis
• 1/3 of all gastroenteritis infections caused by
Salmonella
• CDC: 15 Salmonella infections per 100,000
people in USA
Typhoid Fever
• Salmonella Typhi
• Fecally contaminated food/water
• 1-4 weeks post-ingestion for symptoms
• Multiply in spleen, liver
• High fever, chills, convulsions, delirium, and
anorexia for 2-3 weeks
• Pass from liver to gall bladder to intestine,
where it may ulcerate the intestinal mucosa
(fatal)
• Treatment: antibiotics
1/30/22
2
Typhoid Mary, early 1900s
• Salmonella can persist in the gall
bladder, and may be shed in feces
• Chef Typhoid Mary was a carrier
• She infected many people as she
worked at hotels, restaurants, hospitals
• Arrested twice, spent the rest of her life
in prison after the second arrest
Gastroenteritis
• Salmonella Typhimurium
• Contaminated poultry/eggs
– Caesar salad, raw eggs
• Nausea, vomiting 6-24 hours post ingestion
• Followed by abdominal pain, diarrhea, fever
• Symptoms last 1 week
• Shed Salmonella in feces for up to 3 months
• 1-3% of people shed for 1 year
• If enters bloodstream, septic shock (rare)
• Antibiotics not normally prescribed
Species infected by Salmonella
• Humans (Typhi)
• Humans, mice, cows, most mammals,
C. elegans (Typhimurium)
Salmonella Invasion of intestinal epithelium
1/30/22
3
TIIISS injects proteins into mammalian
cells that are NOT normally phagocytic to
induce phagocytosis of bacterium
Galan and Wolf-Watz, Nature, 2006
Type III-secretion system (TIIISS)
Galan and Wolf-Watz, Nature, 2006
Secretion protein complex is sequentially assembled
starting with the inner membrane, outer membrane,
periplasm, and finally the extracellular domains
Galan and Wolf-Watz, Nature, 2006
Invasion of intestinal epithelium
1/30/22
4
Holden, Traffic, 2002
Invading
macrophages
Paul (Ed.), Fundamental Immunology, 2003
Holden, Traffic, 2002
Salmonella
Containing
Vacuoles
Holden, Traffic, 2002
Salmonella Pathogenicity Islands SPI-1 and SPI-2
encode two different TIIISS that were horizontally
acquired (different GC content than chromosome);
pSLT is self-transmissible
pSLT
Spi-1
Spi-2
Salmonella
chromosome
Genome = chromosome plus plasmid
How does Salmonella adapt to
being inside or outside host cells?
In bacterial
membrane:
In bacterial
cytoplasm:
PhoQ
PhoP
(sensor)
(transcription factor)
1/30/22
5
PhoQ is activated by molecular signals inside ...
12620, 10(28 AMBritish Jury Delivers First Conviction for FeCicelyBourqueju
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 1 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
https://nyti.ms/2UzfDiq
By Palko Karasz and Anna Schaverien
Feb. 1, 2019
LONDON — A woman in London was convicted on Friday over the genital cutting of her daughter, becoming
the first person to be successfully prosecuted under the country’s law banning the practice.
The 37-year-old woman was found guilty of committing female genital cutting in August 2017, when her
daughter was 3. The girl’s father, 43, was cleared of charges. Neither parent was identified because of
reporting restrictions placed on the case.
“Female genital mutilation has an appalling physical and emotional impact on victims that usually lasts their
entire life,” said Lynette Woodrow, a deputy chief crown prosecutor, in a statement. “A 3-year-old has no power
to resist or fight back.”
A jury in London heard the girl was “deliberately cut and her injuries amounted to F.G.M.,” the statement from
prosecutors said, referring to female genital cutting, the practice of a girl’s genitalia being cut and removed.
The mother, originally from Uganda, where the practice is also illegal, claimed her daughter’s injuries were
caused when she fell from a kitchen counter onto an open metal lined cupboard door. None of the medical
experts who testified supported that assessment, the prosecutors said. The statement did not describe the
woman’s possible motives.
The girl was taken to a hospital and lost a significant amount of blood because of her injuries, jurors were told,
according to the BBC.
“I come before thee today with tears in my eyes, fear in my heart,” the woman wrote in her diary, according to
prosecutors. “My mother, I made a choice in my life. With that choice I could be going to jail.”
Aisha Gill, a professor of criminology at the University of Roehampton, said in a phone interview that the
verdict was “significant because it sends out a message to affected communities that these kinds of harmful
practices will not be tolerated.”
Calling it “a landmark case,” she added, “We need to see that the law will be operational and effective to
enable victims to come forward when necessary.”
British Jury Delivers First Conviction
for Female Genital Cutting
https://www.nytimes.com/
https://www.nytimes.com/by/palko-karasz
https://www.nytimes.com/by/anna-schaverien
https://www.cps.gov.uk/london-north/news/mother-first-be-convicted-female-genital-mutilation
https://www.bbc.co.uk/news/uk-england-47094707
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 2 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
Female genital cutting has been illegal in Britain since 1985, but previous prosecutions have l ...
12621, 1000 PMOriginality ReportPage 1 of 6httpsclasCicelyBourqueju
1/26/21, 10:00 PMOriginality Report
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NURS-6521D-5/NURS-6521N-5/NURS-6521A-5-Adv… • SafeAssign Drafts
%%63Total ScoreTotal Score:: High risk
Dera Ogudo
Submission UUID: ee4ea50b-fd85-24bc-6924-a746b0154e78
Total Number of ReTotal Number of Re……
1
Highest MatchHighest Match
63 %
WK8Assgn_Ogudo.docx
Average MatchAverage Match
63 %
Submitted onSubmitted on
01/26/21
09:48 PM CST
Average Word CountAverage Word Count
813
Highest: WK8Assgn_Ogud…
%%63Attachment 1
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22 Student paperStudent paper 55 Student paperStudent paper 44 Student paperStudent paper
1
3
Alzheimer’s Case Study Analysis
Dera Ogudo
Walden University
January 26, 2021
Alzheimer’s Disease Case Study It can be a daunting task for a skilled practitioner to carry a diagnosis of Alzheimer’s disease (AD). Diagnosis of
dementia must have at least two major cognitive functions for it to be affected sufficiently to impede daily routines. These entail the capacity
to reason, language skills, memory, visual protection, and ability to solve problems. Diagnosis of dementia does not have a definite test, thus,
there is a need for clinicians to conduct several assessments like neurophysiological and cognitive tests in order to determine judgment, cogni-
tion, memory, attention, vocabulary, and thinking. The case study entails a seventy-six-year-old man who is suspected of having Alzheimer’s
disease. The case conclusion is derived on the information that is presented by his son and there lacked organic illness process during inspec-
tion. His behavioral changes began 2 years ago, which comprised of apathy, changes in his personality, which was later followed by diffi-
culties when speaking and loss of memory. When conducting a clinical interview, confabulation was also detected, self-ascertained eu-
thymic mood and speech. The patient also showed signs of impaired insight and judgment and also lacked impulse control. The pa-
tient does not show signs of suicide ideation and he is diagnosed with a condition called neurocognitive disorder that is linked to Alzheimer’s
11
22
33 44
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=e560c6e4-8f80-47de-ba1e-bf571388590b&course_id=_16782097_1&download=true&includeDeleted=true&print=true&force=true
1/26/21, 10:00 PMOriginality Report
Page 2 of 6https://class.waldenu.edu/webapps/mdb-sa- ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& CicelyBourqueju
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
13-1 Final Project Milestone One IntroductionCicelyBourqueju
1
3-1 Final Project Milestone One: Introduction
January 19,2022
Sierra Club
Sierra Club is an environmental organization that operates in all the US states, promoting the importance of preserving the environment. The environment is primarily polluted, and Sierra Club is doing all it can to bring people together to develop solutions for protecting the environment. Sierra Club has organized over four thousand rallies and events for different causes like racism, mainly focusing on environmental issues (About the Sierra Club, n.d.). Sierra Club, over recent years, they have been lobbying the government to promote environmentally friendly practices by implementing policies that promote environmental conservation (About the Sierra Club, n.d.). Sierra Club focuses on promoting environmental sustainability, solving and preventing further global warming and its effects, and using coal by large manufacturing companies. Sierra Club does not only deal with ecological protests; they organize outdoor activities like rock climbing, camping, and wilderness excursions for its members. Sierra Club’s vision states that they envision themselves being an inclusive, diverse, and knowledgeable movement that has achieved a sustainable environment making their achievement an inspiration to other communities (About the Sierra Club, n.d.). Its mission includes exploring and protecting the wild areas of the earth, promoting effective and responsible use of the environment and its resources, and educating people on protecting and restoring the natural environment (About the Sierra Club, n.d.).
Disney Corporation
The Walt Disney Company, popularly known as Disney corporation, is a multinational entertainment company that aims at entertaining and inspiring its viewers. Disney began as an animation production company, and with time it grew its products and services. Disney products and services include Walt Disney Pictures, responsible for several film production companies (About the Walt Disney Company, n.d.). The products and services also include the ABC broadcast network, several cable services like Disney Chanel, Live streaming services like Disney+, several theme parks in the country hotels and cruise ship lines (About the Walt Disney Company, n.d.). Disney focuses on innovation to create new and customized products for its customers due to the high competition in the film production industry and live streaming services. The vision of Disney is to be among the leading producers, entertainers, and information in the world (About the Walt Disney Company, n.d.). Disney’s mission is to entertain and inform its users through storytelling using innovation and technology, making Disney the premium entertainment company globally (About the Walt Disney Company, n.d.).
Miami-Dade County Florida
Miami-Dade County in southeastern Florida is the largest county in Florida State. Miami-Dade County has more than two million five hundred people makin ...
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.00170.000.000.45319.00186.001.800.85380.00174.001.800.35350.00180.000.000.30300.00180.000.000.70400.00180.000.001.90350.00190.000.000.25350.00180.000.000.10319.00186.00-1.800.15380.00186.00-1.803.90350.00180.003.000.00380.00174.00-1.800.55350.00180.000.000.00350.00180.00-3.000.05319.00174.00-1.800.40319.00174.001.804.30380.00186.001.800.00350.00180.000.00
13.9Size (Square feet) Rent ($)65519756631581718142966513507151633903180770816327851528955180052512066301421731187069418586851782675175075014406101212531117675012706751503725159582017956609985351080628133743410757751574707155670213008721400578120047014507701590784152587215756751478768145079717506001150660185092516506501275550110066513989161600850135075015509001300690160057413008001500775140087316508141575739160082014256651270
13.10MovieOpening Weekend Gross ($mil)YouTube Trailer Views (millions)The Mummy32.24657.897It Comes At Night6.00110.785Megan Leavey3.76810.099Captain Underpants: The First Epic Movie23.8528.725Wonder Woman103.25184.205Pirates of the Caribbean: Dead Men Tell No Tales62.98334.990Baywatch18.50421.764Everything, Everything11.7275.550Diary of a Wimpy Kid: The Long Haul7.1263.836Alien: Covenant36.16145.615Snatched19.5427.791King Arthur: Legend of the Sword15.37128.187Lowriders2.4044.496Guardians of the Galaxy Vol. 2146.51057.324How to Be a Latin Lover12.2527.394The Circle9.03411.145Sleight1.70211.175Born in China4.7900.508Free Fire0.9941.061Unforgettable4.7855.387The Promise4.0966.354Phoenix Forgotten1.8167.714The Fate of the Furious98.78730.870The Case for Christ3.9680.280Going in Style11.9322.645Smurfs: The Lost Village13.2108.124The Boss Baby50.19952.292The Zookeeper's Wife3.2893.886Ghost in the Shell18.67631.055CHIPS7.7237.081Life12.50213.550Power Rangers40.30059.296Beauty and the Beast174.75180.077The Belko Experiment4.1375.546Kong: Skull Island61.02535.309The Shack16.1722.532Logan88.41244.196Before I Fall4.6904.989Get Out33.3776.630Rock Dog3.7050.942Collide1.5132.258The Great Wall18.47011.327Fist Fight12.2028.966A Cure for Wellness4.35715.177John Wick: Chapter 230.43613.714The LEGO Batman Movie53.00331.231Fifty Shades Darker46.60752.612Rings13.00316.235The Space Between Us3.7766.884A Dog's Purpose18.22311.698Gold3.4712.827Resident Evil: The Final Chapter13.60223.075Split40.01112.60620th Century Women1.3850.826xXx: Return of Xander Cage20.13027.536The Founder3.4047.273The Resurrection of Gavin Stone1.2073.323Monster Trucks10.9514.267Sleepless8.3443.790Patriots Day11.6147.597The Bye Bye Man13.50112.912Live By Night5.1067.067Silence1.9855.020Hidden Figures22.8007.739Underworld: Blood Wars13.68916.795A Monster Calls2.0807.643
MGMT 101
DISSCISSON QUESTIONS- 200 WORDS EACH AND BE SURE TO PUT THE REFRENCES UNDER EACH ANSWER.
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12622, 935 PM Module Four Assignment Guidelines and Rubric CicelyBourqueju
1/26/22, 9:35 PM Module Four Assignment Guidelines and Rubric - ACC-201-R3909 Financial Accounting 22EW3
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Overview
Internal controls are methods and strategies used to keep informa�on and inventory safe from the� and to easily tell if something is compromised or missing. In this assignment, you
will recommend internal controls for safeguarding inventory from an accoun�ng perspec�ve and explain which financial statements are affected by missing inventory.
Scenario
One of your friends has opened a new wholesale electronics business and wants your help figuring out some inventory issues they are facing.
One night last week, there seemed to be fewer HD televisions in the warehouse than they expected. The last �me they were in the warehouse was a week earlier, and they hadn’t
no�ced anything amiss.
As they looked around, they saw that the evening warehouse worker was filling the last orders of the day. The delivery driver and day warehouse worker were gone for the day, and the
delivery van keys were on the desk that the warehouse workers shared. The doors to the loading dock were open, as was the door to the office area where the accountant, two
customer service specialists, and the owner worked.
Knowing that you are familiar with accoun�ng principles, they asked for your help in figuring out how to prevent this in the future.
Prompt
Based on what you have learned about internal controls, provide recommenda�ons on what controls the business owner should put in place to prevent loss of inventory and ensure
that any losses are reported immediately. Also, specify which parts of the financial statements are affected by these losses.
Specifically, you must address the following rubric criteria:
Role of Internal Controls
Explain the role of internal controls in business se�ngs. Also explain how not having internal controls in place may impact the accurate analysis of any wrongdoing.
Recommenda�ons
Recommend at least two internal controls that should be put in place to prevent inventory from going “missing,” no�ng any assump�ons you are making about the root
cause of the missing products and how your recommenda�ons will help address them.
Recommend at least one control that should be put in place to alert the owner if something is actually missing.
Financial Statements
If you found that two $400 HD televisions were missing, explain which financial statements you would correct and how. Be specific as to accounts and amounts.
Guidelines for Submission
Submit a 1- to 2-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.
Module Four Assignment Rubric
Criteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
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CLC Assignment: COMPANY ANALYSIS
Group 3
Professor Stephen Weiss
ACC. 371
January 31, 2021
Introduction
The GAAP provided new guidelines regarding revenue recognition, in order to simplify the financial statements. The objective of the new guidance is to establish the principles to report useful information to users of financial statements about the nature, timing, and uncertainty of revenue from contracts with customers. This paper will discuss the revenue recognition criteria of various companies and how they comply with rules of FASB codification.
The Analysis
Microsoft Corporation: Microsoft corporation is the largest company that deals with the manufacturing and sale of electronic devices like iPhones, iPads, laptops and other extra devices in the world. It is the leading company in the production of personal computer software. Its financial statements signify a good performance in the investment sector. From the balance sheet, the short-term investments in the financial year 2020 were $136,527, in 2019 the investments were $133,819 and in 2018 the investments totaled to $133,768 this can be estimated to be 2.02%, 0.04% and 0.59% percentage growth of the company from the previous years, (Warren et al,, 2020).
The notes show that the company has invested $150 in the production of more units of the electronic devices supplied. Investing in workforce and in the security exchange in the purchase of share in the stock exchange. An approximate amount of $100 was invested in the purchase of share and reinvestment of dividends in 2019, (Mayes, 2020).
FASB which refers to the financial accounting standards board has laid out new policies that ought to be followed by every company. For instance, Microsoft corporation follows the principle of impracticability in its operations as required by FASB as it believes excessive costs are included in the principle, (Tysiac, 2018, p.105). Additionally, the company follows the exchanges productive assets which states that the accounting of non monetary transactions should be based on fair values of the assets. According to Microsoft corporation when non-monetary transactions lack commercial substance, they are exempted in accordance with FASB standards. Therefore, Microsoft has made investments in the company in both short-term and long-term investments and follows the FASB standards correctly when preparing their financial statements.
Amazon: Amazon is the second most valuable company in the United States trailing Apple. The company is worth over $1.7 trillion and continues to grow. Amazon recognizes revenue when these four criteria are met, evidence of an arrangement or contract exists, delivery has occurred or services have been rendered, the selling price is fixed or determinable, and collectability is assured (sec.gov). From there they determine if they should report the revenue as gross sales and related costs or the net amount as commission sales. When discount offers a ...
12622, 930 AM Full article Strategic Management in the PubCicelyBourqueju
1/26/22, 9:30 AM Full article: Strategic Management in the Public Sector: How Tools Enable and Constrain Strategy Making
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Volume 21, 2018 - Issue 5
International Public Management Journal
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Articles
Strategic Management in the Public
Sector: How Tools Enable and Constrain
Strategy Making
,Linda Höglund ,Mikael Holmgren Caicedo &Maria Mårtensson
Fredrik Svärdsten
Pages 822-849 | Accepted author version posted online: 24 Jan 2018, Published online: 01 Mar 2018
Download citation https://doi.org/10.1080/10967494.2018.1427161
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ABSTRACT
Strategic management (SM) has become prominent on the agenda in several public
organizations due to new public management (NPM) reforms. Nevertheless, there are
few studies investigating how public organizations apply SM in practice and what tools
are used. As a result, calls have been made for such studies. This article can be seen as
an attempt to meet this call by presenting a qualitative case study of how SM has been
applied in the Swedish Transport Administration (STA), a central government agency in
Sweden, and what tools it used in strategy making. By analyzing the micro processes of
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SIMILARITY INDEX
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STUDENT PAPERS
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Exclude quotes Off
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PepsicoInternationalizationCulture.edited.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to UK College of Business and
Computing
Student Paper
Submitted to Kaplan University
Student Paper
Submitted to Central Queensland University
Student Paper
FINAL GRADE
12/0
PepsicoInternationalizationCulture.edited.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
This is a very general statement
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Article Error You may need to use an article before this word. Consider using the article
the.
P/V You have used the passive voice in this sentence. You may want to revise it using the
active voice.
Comment 2
(date)
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 3
Which organisation?
Comment 4
The reader needs to know some background to a specific company and its operation in a
second country and the frameworks you will introduce to analyse the IHRM issues that
arise.
Article Error You may need to use an article before this word. Consider using the article
the.
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 5
This is the first mention of the company you are analysing. Some background needed to
their operation is needed.
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 6
Why are you introducing the Philippines here?
Comment 7
assumed?
Comment 8
Are you discussing China or the Philippines?
PAGE 2
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
P/V You have used the passive voice in this sentence. You may want to revise it using the
active voice.
Article Error You may need to use an article before this word.
Article Error You may need to use an article before this word.
Comment 9
You really need to focus on one host country.
PAGE 3
QM
S/V This subject and verb may not agree. Proofread the sentence to make sure the subject
agrees with the verb.
PAGE 4
Strikethrough.
Comment 11
Reference
APA please
You must use APA version 6. Consider using Refworks or click HERE to read the guidance
provided by the library.
http://www.library.auckland.ac.nz/subject-guides/bus/topicguides/apa_for_business.htm
International Human Resource Management: BUSMGT 761
Week 3
5
th
July 2021
Sourcing human resources
for global markets
It can be concluded that an adequate understanding of the cultural context, as it impacts on the behavior of an organization’s employees, is of critical impo ...
13 Business and Global GovernanceMarc FudgeCase ScenCicelyBourqueju
13 Business and Global
Governance
Marc Fudge
Case Scenario: Zach and Zoey discuss their future 367
Introduction 369
Global Governance 369
Three Important IGOs Not Directly Related to Business 371
Three IGOs Related to Business 372
Criticisms of International Trade and Financial Organizations 379
Factors of Economic Growth and the Role of Governments
and Governance 382
Analytical Case: The BRICS Development Bank 392
Practical Skill: Leveraging international resources 393
Summary and Conclusion 394
CHAPTER CONTENTS
CASE 13 SCENARIO
Zach and Zoey discuss their future
Zach wanted to share something with Zoey and invited her out to dinner at Tyler’s
uncle’s restaurant on Main Street. As they leave Happy Paws and walk past the vet
office, Splurge jewelers, and the U Scream Ice Cream shop, Zach begins talking.
He mentions that he and Zoey are both busy running successful businesses. Zoey
has opened two more Happy Paws stores, one across the state line and the other
in Anyplace, the town next to the City of Somewhere. Zach has taken over all
operations of the Double Z Beauty product line and the Double Z pet product
line. His grandparents are enjoying their retirement years traveling and have even
been able to visit Zoey’s sister Zara in China. Tyler is full time now at Good Buddy
E-
Solution
s, watching over the websites and several employees himself. Between
the three of them, they have been able to hire a number of people. Profits are
up and life is looking pretty good. Zoey remarks that life is indeed good, and
there’s not much more she could ask for. But at the door of the restaurant, Zach
acts unsettled and says things could be better. Upon hearing that, Zoey raises
her eyebrows.
Tyler has been keeping stats on website traffic for both Happy Paws and the
Double Z Beauty products. He mentioned to Zach that a number of repeat clients
are from Asia and Europe and have increasingly expressed interest in Zach opening
distribution facilities, perhaps in Tokyo and Madrid. One customer has even offered
to work for Double Z in Japan. Tyler provides some reports from international
finance institutions such as the World Trade Organization and International Monetary
Fund on targeted countries, which are very informative and surprisingly easy to
read. Zach never envisioned that the beauty and pet product lines would ever grow
to the level they have and therefore had never considered opening any facilities
overseas. Until now.
Zach is intrigued about the growth prospects of opening facilities in other
countries. He recalled his former economics professor saying that recent global
economic growth has risen substantially, and while the US had improved, it was
Asia’s developing nations where the greatest increase occurred, at something like
6+ percent.
As they make their way to their table, Zoey remarks that she supposes things
could be better, but first they’d have to find out about the employment laws that
are in place for each ...
13-1 IntroductionThe Galleon Group was a privately owned hedge fCicelyBourqueju
13-1 Introduction
The Galleon Group was a privately owned hedge fund firm that provided services and information about investments such as stocks, bonds, and other financial instruments. Galleon made money for itself and others by picking stocks and managing portfolios and hedge funds for investors. At its peak, Galleon was responsible for more than $7 billion in investor income. The company’s philosophy was that it was possible to deliver superior returns to investors without employing common high-risk tactics such as leverage or market timing. Founded in 1997, Galleon attracted employees from prestigious investment firms such as Goldman Sachs, Needham & Co., and ING Barings. Every month the company held meetings where executives explained the status and strategy of each fund to investors. In addition, Galleon told investors that no employee would be personally trading in any stock or fund the investors held.
In 2009 Raj Rajaratnam, the head of Galleon, was indicted on 14 counts of securities fraud and conspiracy, as well as sued by the Securities and Exchange Commission (SEC) for insider trading. He and five others were accused of using nonpublic information from company insiders and consultants to make millions in personal profits. Rajaratnam’s trial began in 2011, and although he pleaded not guilty, he was convicted on all 14 counts, fined over $158 million in civil and criminal penalties, and is currently serving an 11-year sentence.13-2 Raj Rajaratnam
Rajaratnam, born in Sri Lanka to a middle-class family, received his bachelor’s degree in engineering from the University of Sussex in England. In 1983 he earned his MBA from the University of Pennsylvania’s Wharton School of Business. With a focus on the computer chip industry, he meticulously developed contacts. He went to manufacturing plants, talked to employees, and connected with executives who would later work with Galleon on their companies’ initial public offerings.
In 1985 the investment banking boutique Needham & Co. hired Rajaratnam as an analyst. The corporate culture at Needham & Co. profoundly influenced Rajaratnam and his business philosophy. George Needham was obsessive about minimizing expenses, making employees stay in budget hotel rooms and take midnight flights to and from meetings. The company also urged analysts to gather as much information as possible. They were encouraged to sift through garbage, question disgruntled employees, and even place people in jobs in target industries. Analysts went to professional meetings, questioned academics doing research and consulting, and set up clandestine agencies that collected information. At Needham & Co., Rajaratnam developed an aggressive networking and note-taking research strategy that enabled him to make accurate predictions about companies’ financial situations.
Rajaratnam rose rapidly through the ranks at Needham to become president of the company by 1991. Rajaratnam’s personality also began to impact the company’s cu ...
13 Assessing Current Approaches to Childhood ImmunizatioCicelyBourqueju
13
Assessing Current Approaches to Childhood Immunizations
Department of Psychology, Grand Canyon University
PSY-550: Research Methods
Dr. Shari Schwartz
May 19, 2021
Introduction
Immunization is the process in which an individual is protected against disease, and it is done via vaccination. On the other hand, vaccination is the action of a vaccine being introduced into the body to produce immunity to a particular disease. A vaccine is a product that arouses the immune system of an individual, thus the production of immunity to a particular disease. The immunity thus protects the individual from that disease. Immunity is the protection from a disease that is infectious. Child immunization is the primary public health approach in the reduction of child mortality and morbidity. Assessment of the current approaches that are linked to the immunization of a child is essential. Globally, primary immunization is estimated to prevent approximately 2.5 million childhood deaths annually from tetanus, diphtheria, measles, and pertussis (Dube et al., 2013). Immunization succession is always accompanied by rejection of public health practices, and reasons for these have never been straightforward. Some of the motivations are religious, scientific, or even political. To reduce the incidence and prevalence of vaccine-preventable diseases, vaccination programs depend on a high uptake level. Vaccination offers protection for vaccinated individuals. When there are high vaccination coverage rates, the indirect protection rate is stimulated for the overall community (Dube et al., 2013).Literature Review
Despite this massive use, immunization coverage in countries still developing has been reported to be still low. If mothers were educated on the importance of these vaccine services to their children, all the children would receive immunization as per the Expanded Program on the Immunization schedule, hence preventing mortality and morbidity. According to Thapar et al., in 2014, approximately an 18.7million children could not get the third dose of the Diphtheria-Pertussis-Tetanus (DPT3) vaccine. The total percentage of children who are one year and below and have to receive their dosses of DPT3 vaccine is seen as a proxy indicator regarding full immunization. The DPT3 estimates assess the health system performance and measure the immunization program effectiveness regarding service delivery. These strategies are thus used in the implementation of strategies for the elimination and eradication of diseases. According to Thapar et al., the global coverage for DPT1 and DPT3 was 90% and 86%, respectively, while that of measles first dose at 86%.
The above estimates thus do not replicate the seen differences in vaccine coverage. The coverage of DPT1 and DPT3 varied from 84% and 76% in Africa and 97% and 94% in the European countries. In India, the routine has been lower than in the rest of the countries. Following the 2013 outbreak in Israel, many paren ...
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Women Veterans Mental Healthcare during Pregnancy
Student Name
Student Affiliation (For Example, Department + Institute Name)
Course Name and Number
Instructor Name
Date
Women Veterans Mental Healthcare during Pregnancy
Pregnancy in women veterans is often associated with anxiety, depression, and other stress disorders. The incidence of these diseases is high in women veterans due to significant endeavors during military services (Creech et al., 2019). The implementation plan for pregnant veterans includes providing financial aids and sufficient resources to improve their mental health during pregnancy. The proposed change plan comprises certain strategic interventions to reduce the ongoing incidence of mental health problems during pregnancy in women veterans.
Distinguish organizational strategies needed to implement and maintain the change plan.
The proposed change plan comprises certain modifications in the management of pregnant veterans by providing them with adequate funds, quick medical access, and paid pregnancy leaves. Similarly, the organization should pay attention to the fault lines of the already implemented plan. To maintain the change, there should be active leadership that prioritizes the success and sustenance of the change plan. The other strategy that can make the implementation plan easy and productive is empowering women veterans through effective communication and negotiation. This strategy will ultimately help to reduce the mental stress and grievances of pregnant veterans. Hence, the change plan can categorically operate.
Identify the stakeholders needed to support the implementation of the proposed plan.
The major stakeholders are healthcare professionals such as doctors, nurses, allied health professionals, paramedical staff, and pregnant veterans as a patient of prime focus for this change plan. Additionally, hospital management and leadership also play a significant role in implementing the proposed change plan (Nillni et al., 2021). Similarly, there are certain private investors and NGOs that work for the mandate of the organization and patient care. Insurance companies are also one of the key stakeholders of the implementation plan. Similarly, pharmaceutical firms and government subsidies are also supportive elements for the implementation plan. All these stakeholders will provide affordable health care costs and quality medical care for pregnant veterans.
Explain how these stakeholders are vital to implementing the change plan.
Doctors and nurses are the first-line workers to assist the patient and provide the baseline for effective implementation. Efficient staff will introduce interventions that will improve the mental health of the veterans. Similarly, the insurance companies and other private investors directly fund the patient and hospital management to increase the plan's efficacy. This strategy will ensure the safe delivery and life of the child and mother (Nillni et al., 2021 ...
1234 Oak StreetComment by Author Good letter format that fCicelyBourqueju
1234 Oak Street Comment by Author: Good letter format that follows the sample.
Tyler, Texas 75703
October 6, 2015
Mayor Martin Heines
City of Tyler
P.O. Box 2039
Tyler, TX, 75710
Dear Mayor Haynes:
The continuance of America’s heritage hinges on the involvement of each generation in the political and civic spheres of society. Today, this hinge is rusty and in need of repair. Richard Fry, a senior researcher for Pew Research Center, writes that “this year, the ‘Millennial’ generation is projected to surpass the outsized Baby Boom generation as the nation’s largest living generation.” Yet the Millennial generation, aged eighteen to thirty-four years old this year, is cynical towards government and apathetic towards voting and civic involvement.
In a study released April 29th by Harvard University’s Institute of Politics entitled “Survey of Young Americans’ Attitudes Toward Politics and Public Service,” only 21% of young Americans view themselves as “politically engaged” and 34% “volunteer in community service.” These facts are troubling. As of this year, an overwhelming majority of this new largest generation of Americans is not politically involved and does not volunteer in the local community. It is time for local government to step in and do what it can to engage its new constituent majority. I suggest that a new city-wide initiative be adopted, targeted toward the Millennial generation’s age group as potential members, for which the City of Tyler may provide an executive committee, office and staff structure, and financial grants, with the mission of providing a way to bring together, activate, and empower Tyler’s young adults to become increasingly involved in their community and participate in the political sphere.
In order to achieve this proposal, the Tyler City Council must adopt an initiative to attract young leaders in the community and engage their involvement. This would include setting up an organizational structure consisting of an executive committee with a Tyler City Council member as chair. It might also be helpful to install you as an honorary co-chair in this committee. There would be standing committees governing specific departments necessary to the project such as a marketing committee, membership committee, and events committee. Temporary committees may be formed as needed. Full-time staff would be necessary to put the committee’s decisions into action, establishing partnerships within the community such as nonprofits and elected officials, and sponsoring education initiatives for political involvement. The staff would take full advantage of social media including Facebook, Twitter, and Instagram—favorite outlets and sources of information for Millennials. These networks can be used to further spread the word about events and opportunities made available. Memberships would be granted free of charge to Tyler residents, and others who have a vested interest in Tyler. They must be willing to sign a pledge to be ...
1/25/2017 PlayPosit
Name: Date:
Francisco Gonzalez
Light
1. In what ways does Mr. Gonzalez monitor student progress?
2. Notice that Mr. Gonzalez has a firm understanding of the challenges of his content area. He recognizes that comparisons or connections to something familiar must be made in order to ensure understanding.
3. In what ways is Mr. Gonzalez using music in his lesson?
4. Take note how Mr. Gonzalez maximizes instructional time by gathering and passing out materials while students are engaged in academic conversations with their peers.
Also watch for how he regains their attention.
5. Mr. Gonzalez has demonstrated several ways of regaining student attention following peer collaboration. Explain how Mr. Gonzalez' attention getting strategies are implemented and why they are effective.
6. How has Mr. Gonzalez significantly increased the cognitive level at which his students are working?
7. Watch for Mr. Gonzalez' reference to vocabulary commonly used on the state assessment and how he relates the term to a topic outside of the topic of light.
8. Here Mr. Gonzalez addresses common misconceptions and provides real-time, immediate examples to illustrate his point.
9. How has Mr. Gonzalez extended the learning for his students?
10. Think back over the entire lesson. Describe the many ways Mr. Gonzalez has maintained student engagement throughout his lesson.
11. What just happened here? Why is it significant?
12. Consider the part of the lesson cycle. Did Mr. Gonzalez include all of the necessary lesson components in today's lesson? Explain.
13. Effective teachers always reflect on the lesson, and lesson outcomes. Go back to the beginning of the video and rewatch Mr. Gonzalez' reflection. Listen as the he reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.
CLASSROOM OBSERVATION:
Francisco Gonzales is a science teacher who uses music to teach his science concepts. He is working in a high poverty, bilingual school. Watch as he gains student attention, uses strategies to increase critical thinking, and keeps students engaged by working together to complete a challenging activity.
TASK- View video and complete observation reflection
Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.
*****RECORD YOUR ANSWERS ON THE ATTACHED DOCUMENT – OBSERVATIONAL REFLECTION
>>>>> VIEW VIDEO HERE
...
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. INITIAL INTERVIEW 1
Intake Report for George Wesley
David Evans
School of Behavioral Sciences, Liberty University
Identifying Information
· George Wesley
· 1234 Fair Oaks Boulevard, Sacramento, CA 95825
· 1 (252) 867-3294
· January 10, 1977
· Male
· Divorced
· Firefighter/Pastor
· California Department of Fire Emergency Services
· No work phone recorded
· Esther Nadene Wesley (daughter)
· August 30, 2022
Reason for Referral
George W. Wesley was referred by Bishop Boyd. Bishop Boyd
presides over the Northern Virginia Baptist Convention. Bishop
Boyd is considering Pastor George for a position leading a large
city congregation. Bishop Boyd believes this evaluation will aid
in determining whether George is a good fit for the Senior
Pastor job of a large city church. George has never presided
over a congregation of more than 200 persons. All of his
pastoral roles were in smaller congregations with congregants
over age fifty. These villages were mostly in rural areas. George
reported having no prior experience with millennials.
2. Current Situation and Functioning
George is well-dressed and groomed, and has a lean, athletic
build. Throughout the interview, he kept eye contact and
articulated ideas well. However, he had moments where he
appeared fearful about his lack of experience to lead an
assembly of that magnitude. He admitted to being concerned
about the interview because it could jeopardize his opportunity
to move into the new role. In other moments during the
interview, George spoke candidly with confidence the
interview. He considered himself an experienced pastor and had
the knowledge and training to back it up. George was attentive
to all interview questions and responded astutely.
He denies having any difficulties in his daily life. He constantly
tapped his leg and asked if he could switch on the ceiling fan.
Although he frequently devotes his free time to church
activities, his long working hours allow him to hide his
anxieties and avoid church concerns. George sees this as a
major weakness and knows he needs to “work on it.” When he
gets stressed, he talks to his mother. He considers being able to
quickly recognize his stress triggers a strength. He loves
reading, which helps him when he cannot sleep on holiday
nights.
Relevant Medical History
George appears to be in good health with the exception to the
discoloration of the eyes. His doctor recommended that he take
a multivitamin, during his most recent check-up. The doctor
reported that George’s Prostate-specific Antigen, cholesterol,
glycated hemoglobin, kidney, and liver all show healthy
functionality or fell within healthy limits. George was nervous
about the stress test, but it also yielded favorable results.
George was hospitalized in 2017 after going unconscious and
falling from a ladder during training. During this incident, he
tore his meniscus (left knee). He denies losing consciousness
and being hospitalized. He has no other medical issues. He has a
3. sister who suffers with diabetes, which he believes is due to
obesity. All other siblings are otherwise healthy.
Psychiatric Treatment History
George denies that his family has a history of mental illness. He
has been diagnosed with Acute Stress Disorder (ASD) twice.
Both instances were tied to traumatic work experiences. He
believed he could have saved the children if he had driven faster
or busted down the door. He has completed all employer
mandated individual and group treatments. George also received
30 days of paid leave for each event. He underwent treatment
for six months, the most recent being two years ago. George
was prescribed lorazepam (Ativan) for anxiety and zolpidem
(Ambien) to help him sleep two years ago. He is faithful taking
his multivitamin but refuses to take any prescribed medication.
George reported no psychiatric or substance abuse challenges
with any of his siblings or immediate relatives.
Family History
George's mother lives in Central California near his brothers.
George's mother was a nurse. His father was murdered when he
was 11 years old. His father was a police officer killed in
action. George’s mother is 78 years old. His maternal
grandparents are alive and well. They are 98 (grandfather) and
94 (grandmother) years of age respectively. At 99 years old,
George’s paternal grandfather is still alive as well. His maternal
grandmother has previously passed away. He has three sisters
who are 50, 53 and 55 years old. Brothers aged 58 and 56.
George is the youngest.
Both of his grandfathers were ministers. His mother's father was
the pastor of the largest church in Youngsville, LA. As a child,
he remembers how kind and loving they were and how they
never lost their cool. His grandmother was very patient and a
good cook. For as long as George can remember, his Sunday
lunch was at his grandparents' house. His mother's family
reunites twice a year, and his father's family once. He never
misses his family events. George’s most memorable childhood
4. experience was helping on a farm. He liked to pick green beans
and tomatoes. George hated it when his grandmother sent him to
get eggs.
Social Development and History
George sees himself as an introvert who adapts to the needs of
those around him. He prefers to stay home alone. George
attributes this to the fact that he is always among people. He
shared his bedroom with his brother until he went off to college.
He loves the Lord and finds refuge through salvation in Christ.
He finds peace reading the Bible and listening to Christian
music. He lacks a social life and feels that this affects him a lot;
he often works extra shifts as a distraction. George’s work as a
Fire Chief requires him to be on shift for 24-hours a day for
several consecutive days. George’s last relationship was
mentally draining, and he currently has no desire to date. He
dated a selfish woman, and he feels God revealed to him the
woman's selfish character over time. George believes she did
not understand her role as a First Lady and was unwilling to
take on the virtue of being a Christian woman. George still co-
parents with his ex-wife raising their daughter who is currently
a junior in college.
Education and Occupational History
George graduated from high school at the age of 16. He was a
Junior Reserve Officer Training Corps (JROTC), United States
Army. Although he participated and competed in the JROCT All
3 years of high school, George decided not to join the military.
George discovered a sudden interest in becoming a Firefighter
instead. George’s mom encouraged him to attend college before
applying for firefighting jobs. George decided to attend a junior
firefighting program offered by the county during his junior
year of college. He received all the training necessary to
become a volunteer firefighter. He holds a BA in Fire Science
5. with a minor in Biblical Studies from Central North Carolina
University. He earned a master's degree in fire protection
engineering from the University of Maryland. He earned a
doctoral degree in theology from the Baptist Bible College.
After being hired in 2003, he received additional training from
his current job. His on-the-job training included training as a
paramedic. George passed his paramedic certification exam in
2007. That license is current. During his 19 years, he served
with the District of Columbia's Fire and Emergency Services.
As Fire Chief, George oversees and directs the duties of the 32
men and women assigned to their assigned fire department. He
is responsible for the safety of all assigned employees during
his shift. George is a highly decorated firefighter and an
excellent fire captain and always gets good performa nce
reviews. The only occupational injuries he claims are the case
of his torn meniscus and the acute stress injury, resulting in two
separate medical leave statuses.
Cultural Influences
George’s Haitian heritage could cause a grading challenge. To
establish which culture he most closely identifies with, an
acculturation test maybe necessary. George was raised with a
heavy cultural influence that was not indicative of his own. His
parents were Haitian, but he was raised in a rural African
American community. His primary language is French Creole.
However, he also speaks English fluently. These facts may need
further consideration and possible testing for validation, as
client behavior is a crucial part of determining if any further
assessments/testing is necessary.
Mental Status Exam
Appearance and Behavior/Psychomotor Activity
George showed up on time and looked well put together.
Although Mr. Wesley spoke strongly about his Haitian
background, he presented himself with more of a western
culture, wearing ironed khaki pants and a button-down shirt. His
hair was methodically combed, as if this is where his confidence
6. lies. Although you could sense that the physicality associated
with Mr. Wesley’s firefighting background maybe the culprit
behind his slow movement, he did not move quite as slowly as
the other men his age (45). He did not exhibit any signs of
agitation or enthusiasm. Mr. Wesley seemed even keel mostly.
During the interview, George expressed himself frankly and
with self-assurance regarding the interview. He believed that his
years of experience, along with his education and training,
qualified him to serve as a pastor. When responding to the
interview questions, George demonstrated attentiveness and
perceptiveness. Mr. Wesley revealed his tension by tapping his
left thigh with his right hand, but other than that, he lacked any
peculiar habits or tics.
Attitude toward Examiner
Mr. Wesley visited the workplace and acted in a manner that
was not just supportive but also courteous and attentive. He did
not make any excuses or attempt to deflect responsibility as he
answered each question.
Affect and Mood
George disclosed that he was experiencing anxiety in response
to the query; he apologized before proceeding to transparently
admit that he was feeling a little nervous, but he did not exhibit
any signs of melancholy, rage, or grief. The affects that Wesley
had mirrored his disposition.
Speech
The volume of Mr. Wesley's voice fell within the typical range
for when he was answering inquiries. The content of his speech
was moderate, and his delivery was somewhat clear and
succinct. George provided an explanation for his response by
indicating whether he agreed or disagreed with the question. It
did not appear as though Mr. Wesley was under any kind of
pressure to respond to the question, which he volunteered.
7. Perceptual Disturbances
There were no hallucinations or other alarming experiences
reported by Mr. Wesley. Aside from the darkening in his eyes,
he appeared to be in good health.
Thought
George did not appear to have any difficulty forming thoughts.
His pace, flow, and connections between thinking processes all
seemed congruent with what might be considered typical. Mr.
Wesley did not suffer from any mental blocks, such as
obsessions, delusions, or preconceived conceptions, which
would have prevented him from thinking clearly. George denied
having suicidal/homicidal intentions during the time of the
interview.
Orientation
Mr. Wesley was aware of the day and time of the appointment,
as well as the location he was in and the people in the
immediate vicinity. George did not show any deficiencies
connecting time to relative events taking place.
Memory
Mr. Wesley’s memory seemed to be sharp, he knew what he had
for lunch and for breakfast and his remote memory seemed good
as well as he recalled situations from his childhood. He again
highlighted his childhood memories of working on the farm and
other family interactions. Mr. Wesley seems to have a high
regard for his closest kinships.
Concentration and Attention
During the meeting, Wesley's ability to concentrate or pay
attention was not hindered, and he seemed to be present without
any preoccupations or distractions. George seemed to be
prepared mentally to be present and engaged in what was being
discussed during the interview.
8. Information and Intelligence
It is fully within Mr. George's capabilities to deal with the
mental hurdles that come with having the background and
education level that he possesses. His well thought out
responses, articulation, and value added, directly reflect his
intellect.
Judgement and Insight
George embodies social justice skills. He is aware that he
experiences anxiety over things that may have an impact on his
life. He is aware that his anxiety is what hinders complete
fulfillment in certain areas of his life, while it also compels him
to try finding solutions to those challenges. George recognizes
the impact that this dynamic is having on him. Mr. Wesley is
motivated to finding solutions for the challenges that he faces.
Reliability
Mr. George was able to present his circumstance in a very clear
and concise manner; in addition, his talk was extremely well
thought out, and he spoke with full assurance regarding the
subject matter.
Learning objectives
Participants will be able to:
Understand different ways of summarizing data
Choose the right table/graph for the right data and audience
Ensure that graphics are self-explanatory
Create graphs and tables that are attractive
Speaker notes
9. By the end of this session, participants should be able to:
[READ BULLETS]
*
Data Presentation, Interpretation and Use
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Do you present yourself like this?
Speaker notes
Do you present yourself like this? [HAVE AUDIENCE
ANSWER QUESTION.]
Why would you not present yourself like this? Do you think
this man is taken seriously? What do you think would happen if
he tried to speak to someone in the Ministry of Health about
some information related to a BCC campaign? Would he even
be let in?
So, if you know that you would not be taken seriously if you
presented yourself like this, then . . .
*
So why would you present your data like this?
10. Speaker notes
Why would you present your data like this? Would most people
be able to get the message from this data if it was presented in
this STATA output? [ALLOW COMMENTS]
No, it is too busy and it is difficult to interpret.
The way you present your data can greatly affect how usable the
data will be.
*
Or this?
Speaker notes
And why would you present your data like this? Can anyone
tell me what some problems may be with this chart?
POSSIBLE ANSWERS
No title
No axis labels
The colors are difficult to read. (You should never put a dark
color on a dark background.)
The green color is too bright.
*
This is Better!
*
Use of ITNs in Zambia
11. Speaker notes
What is improved in this slide compared to the last one? (other
than the data points themselves)
POSSIBLE ANSWERS
Title
Axis labels
Data labels
The colors are easy to read.
*
Chart1% of children under 5 who slept under an ITN last
night% of children under 5 who slept under an ITN last night%
of children under 5 who slept under an ITN last night% of
women 15-49 who slept under an ITN last night% of women 15-
49 who slept under an ITN last night% of women 15-49 who
slept under an ITN last night
2001-02 DHS
2007 DHS
Column1
7.3
28.5
8
28.2
Sheet12001-02 DHS2007 DHSColumn1% of children under 5
who slept under an ITN last night7.328.5% of women 15-49
who slept under an ITN last night828.2To resize chart data
range, drag lower right corner of range.
Effective presentation
Clear
Concise
12. Actionable
Attractive
Speaker notes
Regardless what communication formats you use, the
information should be presented in a clear, concise way with
key findings and recommendation that are actionable.
*
Effective presentation
For all communication formats it is important to ensure that
there is:
Consistency
Font, Colors, Punctuation, Terminology, Line/ Paragraph
Spacing
An appropriate amount of information
Less is more
Appropriate content and format for audience
Scientific community, Journalist, Politicians
Speaker notes
An appropriate amount of information will be determined by
your audience and format.
Policymakers may do better with direct and concise summaries
of key points, whereas the scientific community will want more
detail.
On a PowerPoint slide, try to limit to six lines with no more
13. than six words per line, balance text with graphics, and make
sure that there are not too many slides.
One way to ensure that you create consistent materials is to
decide on a template for the document/presentation/graph, etc.,
before you produce it. You can then give these guidelines to
the different people involved in the process, and then only have
to do minor formatting at the end.
*
Summarizing data
Tables
Simplest way to summarize data
Data is presented as absolute numbers or percentages
Charts and graphs
Visual representation of data
Usually data is presented using percentages
Speaker notes
The two main ways of summarizing data are by using tables and
charts or graphs.
A table is the simplest way of summarizing a set of
observations. A table has rows and columns containing data
which can be in the form of absolute numbers or percentages, or
both.
Graphs are pictorial representations of numerical data and
should be designed so that they convey at a single look the
general patterns of the data. Generally, the data in a table is in
the form of percentages. Although they are easier to read than
tables, they provide less detail. The loss of detail may be
replaced by a better understanding of the data.
14. Tables and graphs are used to
Convey a message;
Stimulate thinking; and
Portray trends, relationships, and comparisons.
The most informative graphs are simple and self-explanatory.
Tables can be good for side-by-side comparisons, but can lack
visual impact when used on a slide in a presentation.
*
Points to remember
Ensure graphic has a title
Label the components of your graphic
Indicate source of data with date
Provide number of observations (n=xx) as a reference point
Add footnote if more information is needed
Speaker notes
To make the graphic as self explanatory as possible there are
several things to include:Every table or graph should have a
title or headingThe x- and y-axes of a graph should be labeled,
include value labels such as a percentage sign, include a
legendCite the source of your data and put the date when the
data was collected or publishedProvide the sample size or the
number of people to which the graph is referringInclude a
footnote if the graphic isn’t self-explanatory
These points will pre-empt questions and explain the data. In
the next several slides, we’ll see examples of these points.
15. *
Tips for Presenting Data in PowerPoint
All text should be readable
Use sans serif fonts
Gill Sans (sans serif)
Times New Roman (serif)
Use graphs or charts, not tables
Keep slides simple
Limit animations and special effects
Use high contrast text and backgrounds
*
Rikki Welch (RSW) - edit
Speaker notes
All text should be readable. Try to avoid having text in less
than 25 point font. There are exceptions, of course (especially
when creating and using graphs and charts), but try to make
sure that everything is readable from the back of the room.
Use no more than 2 typefaces per presentation. In PowerPoint
slides, a sans serif typeface can be more readable than a serif
typeface.
Nothing in your slides should be superfluous (no extra doodads
for decoration).
Limit the use of animations and other special effects. Use them
sparingly, if at all.
Ideally, there should be no more than 6 lines per slide, with six
16. words per line.
Resist the urge to add too many slides.
A light background with dark text (such as this one) will show
up better a light-filled room than a slide with a dark background
and light text.
*
Choosing a Title
A title should express
Who
What
When
Where
Speaker notes
A title should most of the time express who, what, when, and
where.
*
Tables: Frequency distribution
YearNumber of cases20004 216 53120013 262 93120023 319
33920035 338 00820047 545 54120059 181 22420068 926
05820079 610 691
17. Speaker notes
Frequency distribution is a set of classes or categories along
with numerical counts that correspond to each one such as
number cases in a given year.
What should be added to this table to provide the reader with
more information?
POSSIBLE ANSWERS
Better labels-What type of cases? Malaria cases
Title
reference
Source of text on tables and graphs: Pagano M and Gavreau K.
Principles of Biostatistics. 1993.
*
Percent contribution of reported malaria cases by year between
2000 and 2007, Kenya
Source: WHO, World Malaria Report 2009
Tables: Relative frequencyYearNumber of malaria cases
(n)Relative frequency (%)20004 216 531820013 262
931620023 319 339720035 338 0081020047 545 5411520059
18. 181 2241820068 926 0581720079 610 69119Total51 400
323100.0
Speaker notes
In this table, we already had the total number of observations
(or n) in the second column but we added a title and the source
of the data. Note that this table includes both a title and a
reference. The citation is one area where it is acceptable to have
typeface that is fairly small in relation to the rest of the text.
You do want to have the citation on the slide so that people can
know where the data is from if they want that information, but
the citation is not the most important part of the slide. You want
to draw attention to the data, not the citation itself.
We also added relative frequencies to this table. Relative
frequency is the percentage of the total number of observations
that appear in that interval. It is computed by dividing the
number of values within an interval by the total number of
values in the table then multiplying by 100. It is the same as
19. computing a percentage for the interval.
To analyze this table, we should look at the relative
frequencies. What do they tell us? There is an increasing trend
in the number of reported malaria cases and in the relative
frequency of cases.
Does this mean that there is an increase in malaria cases? What
would this say about our programs?
It is important to take into account what we already know when
interpreting these data. We know that since 2000 there has been
an increased effort towards malaria control. During this time
period, the quality of treatment has improved and the quality of
routine information systems has improved.
When taking this knowledge into account how would we
interpret these data?
From 2000-2007, the number of reported malaria cases
increased. This may not reflect an actual increase in cases, but
an increase in care seeking and reporting. Due to improved case
outcomes seen after the introduction of ACTs in Kenya in 2004,
individuals with fever began to seek care at formal medical
facilities at higher rates. Furthermore, the routine information
system improved during this period of time and thus reported
more complete information.
Source of text on tables and graphs: Pagano M and Gavreau K.
Principles of Biostatistics. 1993.
*
20. Use the right type of graphic
Charts and graphs
Bar chart: comparisons, categories of data
Histogram: represents relative frequency of continuo us data
Line graph: display trends over time, continuous data (ex. cases
per month)
Pie chart: show percentages or proportional share
Speaker notes
We’re going to review the most commonly used charts and
graphs in Excel/PowerPoint. Later we’ll have you use data to
create your own graphics which may go beyond those presented
here.
Bar charts are used to compare data across categories.
A histogram looks similar to a bar chart but is a statistical graph
that represents the frequency of values of a quantity by vertical
rectangles of varying heights and widths. The width of the
rectangles is in proportion to the class interval under
consideration, and their areas represent the relative frequency of
the phenomenon in question A histogram is a histogram,
not just because the bars touch. In the bar graph bars in a bar
graph can touch if you want them to ... but they don't have to.
Touching bars in a bar graph doesn't mean anything.
In a histogram, however, the bars must touch. This is because
the data elements we are recording are numbers that
are grouped, and form a continuous range from left to right.
There are no gaps in the numbers along the bottom axis. This is
what makes a histogram.
21. Line graphs display trends over time, continuous data (ex. cases
per month)
Pie charts show percentages or the contribution of each value to
a total. When there are more than 4 categories it is best to go to
a bar chart so that it is readible
*
Bar chart
Speaker notes
In this bar chart we’re comparing the categories of data which
are any net or ITN.
What should be added to this chart to provide the reader with
more information?
Add a title and data labels. You could also add the source of the
data but it isn’t necessary if all of your tables and graphs are
derived from the same source/dataset.
On the next slide we see how the graph has been improved and
is now self-explanatory.
*
Bar Chart
Source: Quarterly Country Summaries, 2008
Speaker notes
Note that this chart has a title, axis labels , data labels, and a
source. It is best if you limit the bars to 4-8 to keep it readable,
22. especially if it is to be used in a PowerPoint presentation.
*
Stacked bar chart
% Children <5 with Fever who Took Specific Antimalarial,
2007-2008
Speaker notes
A stacked bar chart is often used to compare multiple values
when the values on the chart represent durations or portions of
an incomplete whole, such as the percentage of children taking
each type of medication for fever when not all children received
medication at all.
*
Histogram
Speaker notes
This is a histogram. At first glance, histograms look a lot like
bar charts. Both are made up of columns and plotted on a graph.
However, there are some key differences. The major difference
is in the type of data presented on the x (horizontal) axis. With
bar charts, each column represents a group defined by a
categorical variable. This variable could be types of sports,
different football teams, health facilities, or provinces. These
are all categories.
23. A histogram presents quantitative variables; the groups on the
chart are always made up of numbers or something that could be
turned into numbers. This could be age, height, weight, the
number of minutes women wait in a queue, years, or months of
the year. These groupings are sometimes called “bins.” The bin
label can be a single value or a range of values. For example,
you could split out the time spent waiting in line by the minute
(5 minutes, 6 minutes, 7 minutes) or you could split it into
chunks (less than 5 minutes, 6-10 minutes, 11-15 minutes).
*
Bar Chart v. Histogram
*
Data fabricated for illustration
Speaker notes
The columns in a typical bar chart can be arranged however you
want to arrange them, alphabetically, by height, or the order in
which you received the data—it doesn’t really matter. No matter
which column comes first in this presentation, the idea
presented does not change.
*
Chart1221529
Northwestern
Copperbelt
Central
Average Clinic Wait Time in Minutes, by Province, 2012
24. Sheet1NorthwesternCopperbeltCentral221529To resize chart
data range, drag lower right corner of range.
Bar Chart v. Histogram (cont.)
*
Data fabricated for illustration
Rikki Welch (RSW) - edit
Speaker notes
The order of the columns in a histogram is very specific, and
the columns cannot be rearranged. The columns are arranged
from low to high. A bar chart does not have a “high” end and a
“low” end. A histogram does. You can see on this chart that the
data is “skewed” toward the high end. It would NOT make sense
to rearrange the columns on this chart.
*
Chart10-1011-2021-3031-40Over 40
Series 1
Average Waiting Time, in Minutes
Percent of Total
Clinic Waiting time in Eastern Province, 2012
2
3
10
30
55
Sheet1Series 10-10211-20321-301031-4030Over 4055To resize
chart data range, drag lower right corner of range.
25. Population Pyramid: Country Z, 2008
Speaker notes
This is a population pyramid. It is basically two histograms
presented side by side. On the right you can see males and on
the left you see females. The bins shown are five-year age
categories. Population pyramids are useful for presenting
descriptive data about your population of interest or study
population. On your disc, you will find a template for producing
a population pyramid. All that you need is the data on age and
sex and this excel worksheet will automatically produce a
pyramid.
*
Line graph
*Includes doctors and nurses.
Number of Clinicians* Working in Each Clinic During Years 1-
4, Country Y
Speaker notes
A line graph should be used to display trends over time and is
particularly useful when there are many datapoints. In this case
we have 4 datapoints for each clinic.
By adding a label to the y-axis, a title and a footnote. In some
settings, clinicians may only mean doctors but to be clear the
footnote let’s the reader know that in this case we are referring
to both doctors and nurses.
*
Chart1Year 1Year 1Year 1Year 2Year 2Year 2Year 3Year 3Year
26. 3Year 4Year 4Year 4
Clinic 1
Clinic 2
Clinic 3
Number of clinicians
4.3
2.4
2
2.5
4.4
2
3.5
1.8
3
4.5
2.8
5
Sheet1Clinic 1Clinic 2Clinic 3Year 14.32.42Year 22.54.42Year
33.51.83Year 44.52.85To resize chart data range, drag lower
right corner of range.
Caution: Line Graph
Number of Clinicians* Working in Each Clinic During Years 1-
4, Country Y
*Includes doctors and nurses.
Speaker notes
What is wrong with this line graph? If you look closely you can
see that the X axis should be years, but instead it is clinics.
Make sure that the right data is always charted on the axes, or
else you may end up with a graph that cannot be interpreted like
this one.
*
27. Chart1Clinic 1Clinic 1Clinic 1Clinic 1Clinic 2Clinic 2Clinic
2Clinic 2Clinic 3Clinic 3Clinic 3Clinic 3
Year 1
Year 2
Year 3
Year 4
Number of clinicians
4.3
2.5
3.5
4.5
2.4
4.4
1.8
2.8
2
2
3
5
Sheet1Clinic 1Clinic 2Clinic 3Year 14.32.42Year 22.54.42Year
33.51.83Year 44.52.85To resize chart data range, drag lower
right corner of range.
Pie chart
Speaker notes
A pie chart displays the contribution of each value to a total. In
this chart, the values always add up to 100.
What should be added to this chart to provide the reader with
more information?
What should be changed about this chart to make it more
28. readible?
POSSIBLE ANSWERS
The color scheme, which is currently too bright
The title should be more specific and indicate whether these are
numbers or percentages.
If these are percentages, that should be listed on the data and
the n, or number of cases should be indicated to provide
context.
*
Chart11st Qtr2nd Qtr3rd Qtr4th Qtr
Females
Malaria Cases
59
23
10
8
Sheet1Females1st Qtr592nd Qtr233rd Qtr104th Qtr8To resize
chart data range, drag lower right corner of range.
Pie chart
N=257
Percentage of all confirmed malaria cases treated by quarter,
Country X, 2011
Speaker notes
A pie chart displays the contribution of each value to a total. In
this case we used the chart to show contribution of each quarter
to the entire year. For example, the first quarter contributed the
largest the percentage of enrolled patients.
29. To improve the understanding of the pie chart, we’ve added a
more descriptive title and added value labels. On the previous
chart, we couldn’t tell if the values are numbers or percentages.
Adding the sample size let’s us know the total number of
observations. For example
It is also important to have charts that are attractive, easy to
look at and easy to read. The chart on the previous page was so
colorful that it was distracting, the colors were so bright that it
was hard to look at the chart, let alone read it. While these
colors are not the most interesting, they let the reader focus on
the chart. The last chart was an exaggeration, but be sure to
make sure that you do not make the same mistake on a smaller
level.
Limit the slices to 4-6. For extra pizzazz, contrast the most
important slice either with color or by exploding the slice.
*
Chart11st Qtr2nd Qtr3rd Qtr4th Qtr
Females
0.59
0.23
0.1
0.08
Sheet1Females1st Qtr59%2nd Qtr23%3rd Qtr10%4th Qtr8%To
resize chart data range, drag lower right corner of range.
How should you present…
Prevalence of malaria in 3 countries over a 30 year period?
Data comparing prevalence of malaria in 10 different countries?
Data on reasons why individuals not using ITNs (out of all
individuals surveyed who own an ITN and are not using it)?
30. Distribution of patients tested for malaria by parasite density
Speaker notes
How should you present the following data?
1. Line graph
2. Bar Chart
3. Pie Chart
4. Histogram
*
Summary
Make sure that you present your data in a consistent format
Use the right graph for the right data and the right audience
Label the components of your graphic (title, axis)
Indicate source of data and number of observations (n=xx)
Add footnote for more explanation
Speaker notes
In summary, [READ BULLETS]
*
Creating Graphs
Speaker notes
Now that we know a little bit about the main types of graphs,
we are going to try our hand at making some in Excel. We are
31. including a few helpful hints in this section on more advanced
graphing. If you are already very good at making graphs in
Excel, please help your neighbors complete the task after you
are finished with your work.
*
Learning objectives
Understand basic chart terminology
Create charts in PowerPoint using data in Excel
Give a description of the data presented in each chart
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Pie Chart
Source: MEASURE Evaluation, Retention, Use and
Achievement of “Universal Access” Following the Distribution
of Long Lasting Insecticide Treated Nets in Kano State,
Nigeria, 2009
Speaker notes
Please open the file called graphs from the data presentation
folder on your cd. We are going to use the data there to create
this and the other charts and graphs in this session. For all of
these charts, I want you to try to duplicate the chart shown in
the PPT slide exactly. This is not to say that this chart is
perfect; however, trying to copy this exactly will allow you to
explore some of the chart making functionality in Excel.
32. Go over making this chart with the participants. Show them how
to do it using the standard chart layouts in Excel (this is
layout 6 in Excel 2007) and also how to adjust aspects such as
the legend, data labels and colors of the chart using the layout
tab.
*
Individual Work: Bar Chart
Source: Tanzania HIV and Malaria Indicator Survey, 2008
Speaker notes
Please now try to create this chart on your own. You may not
know how to add the confidence intervals. If that is the case,
please finish the other aspects of the chart and I will then give
you a demonstration of how to add the CI.
They will need to create this chart in excel and export it to PPT.
It should look almost exactly like this chart and include the
error bars which they will need to be instructed on. Each
participant has the data needed to create this chart in an excel
file in the folder for this module.
*
Secondary Axis
Speaker notes
Please now try to create this chart on your own. If you do not
know how to create a secondary Y-axis, please finish the other
33. aspects of the chart and I will then give you a demonstration of
how to add the CI. You use secondary axes to be able to chart
numbers that have very different scales on the same graph. In
this case, there are a lot more malaria cases than deaths. If you
charted them on the same axis, you would see a flat line at the
bottom for the deaths.
They will need to create this chart in excel and export it to PPT.
It should look almost exactly like this chart. Each participant
has the data needed to create this chart in an excel file in the
folder for this module.
*
Data Interpretation
Speaker notes
Now that we know how to present our data, we need to be sure
that we are interpreting our findings properly.
*
Analysis vs. Interpretation
Analysis: describing data with tables, graphs, or narrative;
transforming data into information
Interpretation: adding meaning to information by making
connections and comparisons and by exploring causes and
consequences
34. Speaker notes
Analysis is summarizing the data and turning it into
information. Data on its own is generally not useful for the
decision-making process. Analysis will vary in complexity.
Most data analysis is quite simple, but some is much more
complicated and requires a great deal of expertise.
Interpretation is the process of making sense of the information.
What does it mean for your program?
*
Has the Program Met its Goal?
Speaker notes
In many cases we need to interpret data to assess the
performance of our programs and identify areas that are doing
well and others which are underperforming. In this case, our
target is to have 80% of children under five sleep under an ITN
every night.
Have we met our goal? How can you tell?
Answer
No, the goal has not been met. Country 3 is doing the best but
has only reached a little more than half of the goal for ITN.
*
Interpreting Data
Does the indicator meet the target?
What is the programmatic relevance of the finding?
35. What are the potential reasons for the finding?
How does it compare? (trends, group differences)
What other data should be reviewed to understand the finding
(triangulation)?
Conduct further analysis
Speaker notes
When interpreting data we may ask these questions: What is the
relevance of the unmet target for the program? Is it because we
are not meeting our coverage or efficiency goals? Is our quality
of care poor? What could be causing this? How are we doing in
comparison with other clinics? Districts?
What are the potential reasons for the finding? Do data quality
issues play a role in what we are observing? What other data
should be reviewed to understand the finding (triangulation)? Is
there a need to donduct further analysis?
*
Practical
Question:
Are ANC clinics in country X reaching their coverage targets
for IPTp?
Data Source:
Routine health information
*
Speaker notes
Now we are going to consider how we could answer the
following question:
36. Are ANC clinics reaching their coverage targets for IPTp? We
will answer this question using routine health information.
Data Source
General ANC RegistersWhich of these variables are relevant to
answer your question?
Which elements will be included in your numerator and which
in your denominator?
Answers:
1) New ANC clients, IPTp-1
2) New ANC clients =Denominator,
IPTp-1 and IPTp-2= Numerator
CodeVariables1.New ANC clients2.Group pre-test
counseled3.Individual pre-test counseled4.Accepted HIV
test5A.HIV test result - Positive5B.HIV test result –
Negative5C.HIV test result - Indeterminate6 A.Post-test
counseled - Positive6 B.Post-test counseled – Negative8A.ARV
therapy received – Current NVP9. IPTp-110.IPTp-2
37. *
Speaker notes
Which of these variables are relevant to answer your question?
We’re going to focus on elements 1, 9 and 10. Which elements
will be included in your numerator and which in your
denominator?
IPTp Coverage-Facility Performance
Number of ANC clients receiving IPTpQuestion:
Among the five facilities, which one performed better?Answer:
Cannot tell because we don’t know the denominators
CodeVariablesFacility 1Facility 2Facility 3Facility 4Facility
59.IPTp-153614353996986210.IPTp-237254238452780
Speaker notes
Here we have the data on IPTp-1 and 2 to assess facility
performance. Among the five facilities, which one performed
better?
*
38. IPTp Coverage-Facility Performance
Number of ANC clients receiving IPTp
Question: Now, you have the denominators, which of these
facility performed better?
Response: Facility 5CodeVariablesFacility 1Facility 2Facility
3Facility 4Facility 51New ANC
Clients744270810510779089.IPTp-153614353996986210.IPTp-
237254238452780IndicatorFacility 1Facility 2Facility 3Facility
4Facility 5% of new ANC clients who receive IPTp-1 in the past
year72%53%37%90%95%% of new ANC clients who receive
IPTp-2 in the past year50%20%36%42%86%
Speaker notes
Now, you have the denominators, which of these facility
performed better? We can see that it was actually facility 5.
*
Are facilities reaching coverage targets?
Target-80%
* National coverage target for pregnant women receiving IPTp-
2 is 80%.
*
Speaker notes
Here is the same information presented as a chart. We need to
39. use this information to determine, or interpret, whether or not
facilites are reaching their coverage targets. Let’s assume that
the national coverage target for pregnant women receiving IPTp
is 80%. Are the facilities reaching the coverage target? What
else can we interpret from this information?
Possible answers
Facility 1 needs to do a better job following up and increase
IPTp coverage a bit.
Facility 2 does a better job with IPTp-1 coverage than IPTp-2,
but needs to increase coverage of both.
Facility 3 does a good job administering IPTp-2 to patients that
receive the first round, but they need to increase initial
coverage and maintain follow-up.
Facility 4 does a good job with IPTp-1 coverage, but this falls
of with IPTp-2. Is this loss to follow-up, or are they not
administering IPTp-2 when patients return?
Facility 5 can be seen as a model and we could investigate their
best practices for use in other programs
This information does not tell you why coverage is at these
levels. You would have to investigate further, but you can see
which facilities you need to work with.
Chart11122334455
IPTp-1
IPTp-2
Facility
Percent
Percent of ANC Clients Receiving IPTp in Select Facilities
72
50
53
20
40. 37
36
90
42
95
86
Sheet1 (2)Figure 2. Household Ownership of at Least 1 Net or
ITN, 2008Country 1Country 2Country 3Country 4Country
5CIAny
net56637766706475THMISNIMRPSINMCPIHI/LSLLIN382945
574640528080808080Total466556Use of Nets or ITN by
Children <5 yrs of Age, 2008Country 1Country 2Country
3Country 4Country 5CIAny
net35547448484156THMISNIMRPSINMCPIHI/LSITN25324829
292236Total466556Use of Nets or ITNs by Pregnant Women,
2008THMISNMCPIHI/LSCIAny
net3652393147ITN2630191327Total46Use of IPTp by Pregnant
Women, 2008Use of IPTp by Pregnant Women,
2008THMISIHI/LS12345IPTp-157504754IPTp-
17253379095IPTp-230262329IPTp-25020364286Total4656%
Children <5 with Fever who Took Specific Antimalarial,
200820082007Sulfadoxine-
Pyrimethamine22Chloroquine0.50.5Amodiaquine1120Quinine99
ACT3626Other30.5% Children <5 with Fever Who Took
Specific Antimalarial within Same or Next Day,
2008THMISNMCPSulfadoxine-
Pyrimethamine0.51Chloroquine00Amodiaquine124Quinine65AC
T1313Other30.5Percent Overall malaria prevalence and overall
anemia prevalenceTHMISNMCPIHI/LSCITHMIS
CIParasitemia1814118141620Anemia (HB <8
g/dL)8633479MonthsParasitaemiaHB <8 g/dl6-11901112-
231401224-35200836-47200548-
592203Mainland1808Zanzibar1052001200320052008Artemisini
n
Mono0ACT357Quinine16191618Chloroquine54310Amodiaquin
e2223220Sulfadoxine-Pyrimethamine2857485Net was sold1Net
41. was given away to relatives68Net was given away to
others9Material used for other purpose1
Sheet1 (2)
Parasitemia
Percent
Figure 10. Percent Overall Malaria Prevalence and
ACT
Quinine
Amodiaquine
Sulfadoxine-Pyrimethamine
Chloroquine
Other
Percent
ACT
Quinine
Amodiaquine
Sulfadoxine-Pyrimethamine
Chloroquine
Other
Percent
Target >80%
IPTp-1
IPTp-2
Percent
Figure 6. Use of IPTp by Pregnant Women, 2008
Target >80%
Any net
ITN
Percent
Figure 5. Use of Nets or ITNs by Pregnant Women, 2008
Target >80%
42. Any net
ITN
Use of Nets or ITN by Children <5 yrs of Age, 2008
Target >80%
Any net
LLIN
Percent
Household Ownership of at Least 1 Net or ITN, 2008
Target >80%
Any net
Percent
Figure 2. Household Ownership of at Least 1 Net, 2008
Target >80%
LLIN
Percent
Figure 3. Household Ownership of at Least 1 ITN, 2008
Target >80%
Any net
Percent
Use of Nets by Children <5 yrs of Age, 2008
Target >80%
ITN
Percent
Use of ITNs by Children <5 yrs of Age, 2008
Target >80%
ITN
Percent
Figure 4. Use of ITNs by Pregnant Women, 2008
Target >80%
43. Any net
Percent
Figure 4. Use of Nets by Pregnant Women, 2008
Target>80%
Any net
Percent
Figure 2. Household Ownership of at Least 1 Net or ITN, 2008
Anemia (HB <8 g/dL)
Percent
Figure 11. Percent Overall Anemia Prevalence
Parasitaemia
HB <8 g/dl
Age in Months
Percent
Parasitemia and Anemia among Children under Five in
Tanzania, 2008
Net was soldNet was given away to relativesNet was given away
to othersMaterial used for other purpose
Status of Lost Nets among Households that Lost Any Nets
1
68
9
1
IPTp-1
IPTp-2
Facility
Percent
Percent of Pregnant Women Receiving IPTp-2 in Facility
Catchment Area
44. Additional Questions
Which facility is performing better/worse than expected?
What is the trend over time for these facilities?
How would you assess each facility’s performance based on the
data?
What other data or information should you consider in
providing recommendations or guidance to the facilities?
Speaker notes
Here are some other questions that we might want to ask to help
interpret this information and identify how to improve
performance.
*
Data Dissemination
Speaker notes
It is not enough to know how to collect, present and interpret
your data. These data will not help to improve programs if your
keep it to yourself. The next step that you need to take is
dissemination.
*
Learning Objectives
By the end of this session, participants will be able to identify:
The purpose of dissemination
Dissemination issues and concerns
Strengths and weaknesses of different communication formats
The main components of a dissemination plan
45. Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Dissemination Framework
Source: MEASURE DHS
Speaker notes
Effective dissemination should create informed users (the center
block in the decision framework), who can then make informed
decisions that ultimately lead to improved health.
The goal of dissemination is to provide accurate and up-to-date
information for evidence-based decision-making. Evidence-
based decisions lead to better programs and, ideally, better
health outcomes.
Discussion
ASK participants to define evidence-based decision-making.
Answer: There are many definitions, but essentially it means
that decisions are based on scientific evidence or data, not
personal opinions or observations.
Evidence-based decision-making has several advantages. It
is easy to justify, since decisions can be explained and backed
up with data. It can protect decision-makers from accusations of
fraud and bias. It leads to transparency in decision-making,
which is important for buy-in from other people involved.
46. TELL participants that problems can occur at different stages in
the dissemination process.
The first major problem arises early in the process, during the
dissemination step. Simply getting information to potential
users can be challenging.
The second major problem arises later, when users try to make
informed decisions. Users may find it difficult to understand
and apply the survey results to their decisions.
*
Purpose of Dissemination
Disseminating data can help potential users:
Understand current health status
Reach decisions based on quality data
Make changes to existing health programs and policies
Take other actions to improve health outcomes
Speaker notes
Disseminating data can help potential users by providing them
with information to understand current health status, reach
decisions based on quality data, make changes to existing health
programs and policies, and take other actions to improve health
outcomes.
*
Plan Materials Carefully
Use different formats if possible, including:
Print materials
HIS Reports, Success story, Posters, Key findings, Fact Sheet,
47. Press Report
PowerPoint presentations
CD-ROMS with datasets
Videos
Online media
Speaker notes
TELL participants that print materials are the most common
way to disseminate results. If funding permits, however, it is
helpful to use other kinds of materials in addition. For example,
some projects prepare PowerPoint presentations of findings and
maks those presentations available in the country. OCDs can be
distributed to a wide audience. The more ways in which
information is made available, the more likely that information
is to reach a wide audience and be used.
Videos are an effective way to disseminate survey findings
because they can include visuals of the country and interviews
with women and men. This helps give survey data a human face
and makes the information more compelling. However, video
production can be expensive and time-consuming.
As online technologies become more widely available in Africa,
new ways are emerging to disseminate information
electronically.
*
Focus on a Specific Audience
Create different materials for different users:
Meet the audience’s needs
Translate materials into local languages
Produce reports on specific topics
48. Impact
LLINs
Case Management
IPTp
Match the medium to the audience
Speaker notes
TELL participants that whenever possible, dissemination
products should be tailored to a specific audience and its needs.
Policymakers, for example, do not have time to read long
documents. For this audience, policy briefs that frame the data
in the context of policy are a highly effective dissemination
tool.
Translating materials into local languages improves
comprehension of the information, indicates respect for the
culture, and reaches additional audiences.
Even if your project collects data on a large number of topics,
not every publication needs to address every topic. Focusing on
just one area, such as coverage or impact, can make materials
more useful for people working in those fields.
Matching the media to the audience makes it more likely that
the intended audience will have access to the message. For
example, CD-ROMs are good for technical experts with access
to computers, but print materials and videos are a better way to
reach religious leaders.
*
Make Sense of the Data
Help users make sense of the data:
Add policy recommendations and conclusions
49. Highlight key points
Break down findings by categories of interest
Province
Education
Wealth
Use maps and graphics to convey information
Speaker notes
EXPLAIN that dissemination materials are most useful if they
draw conclusions, summarize major points, and highlight key
ideas. This lets the materials do most of the work for the user. It
may also be better to leave out some of the results in order to
make sure that the major points stand out. This is better than
flooding people with so much information that they feel
overwhelmed and cannot absorb it.
A good way to present information is to categorize it by
characteristics, such as wealth, education, province, and region.
Maps are particularly persuasive and easy to understand. They
are more compelling than words because they present
geographic differences so clearly.
Other graphics—including bar graphs, line graphs, and pie
charts—allow the eye to grasp large amounts of information and
to see trends more easily than in written text or tables.
*
Put Findings in Context
Put survey findings in context:
Show trends over time
Make comparisons with other countries in the region
Link findings with national or regional programs and policies
50. Speaker notes
EXPLAIN that people want to see data presented in context. For
example, a policymaker who is not familiar with malaria will
have trouble making sense of the bare fact that Zambia’s
malaria parasite prevalence is 10.2%. This number will be much
more meaningful if it is placed in a larger context—for
example, if a policy brief shows how the rate has changed over
time or whether it is higher or lower than Zambia’s neighbors.
Linking a finding to a specific program or policy also makes
survey results more understandable and more applicable.
*
Appropriate and Attractive Presentation
Provide an appropriate amount of information
Less is more
Try to identify the most important pieces of information and
avoid overwhelming the user with too much data
Make materials appealing to look at whenever possible
Balance text and graphics
Use pictures and graphs
Speaker notes
When presenting your information in both text and graphical
format, it is important to provide an appropriate amount of
information. While we may be tempted to present all of our
findings, this may result in the loss of our core message due to
information overload. Remember that less is more. Focus on 3-5
key points depending on the length of your presentation or
document.
You should also make sure that materials are appealing to look
51. at whenever possible and to balance text and graphics by
including pictures and graphs.
*
How much is enough information?
In Tanzania, P. falciparum malaria, which is spread by the
anopheles mosquito, is the leading cause of death among
children under the age of five years. Young children have
increased susceptibility to symptomatic malaria as they have not
yet acquired immunity to the malaria parasite.
Pregnant women are also especially vulnerable because their
immunity to the parasite is suppressed during pregnancy and the
parasite often sequesters itself in the placenta – leading to both
maternal morbidity due to anemia and low birth weight
deliveries.
Mosquitoes need standing water to breed. Therefore, there are
more mosquitoes in the environment (and thus higher malaria
transmission) during the rainy season than during the dry
season. There are two rainy seasons in Tanzania: from October
through January and from March through May (Figure 2).
Malaria control efforts in Tanzania focus on the following
three interventions to prevent malaria among women and
children under five years of age including:
Bednets
Used correctly, bednets offer protection from mosquito bites
and thereby reduce the transmission of malaria. While all
bednets can protect the people sleeping under them, insecticide-
treated nets (ITN) are especially effective because they both
block the mosquito bite and kill any mosquitoes that land on the
net. Pilot studies promoting ITNs have shown increased child
survival and reduced anemia among children under five years of
age, as well as reduced maternal morbidity and low birth weight
deliveries.
Intermittent Preventive Treatment in Pregnancy
52. Intermittent preventive treatment in pregnancy (IPTp) reduces
placental malaria and anemia in pregnant women as well as the
incidence of low birth weight deliveries. The regimen for IPTp
recommended by the World Health Organization (WHO) is two
to three doses of sulfadoxine-pyrimethamine (SP) given to
pregnant women after quickening (the first fetal movements felt
by the mother) in the second and third trimesters during routine
antenatal care visits. As resistance to SP is growing in much of
sub-Saharan Africa, researchers are investigating the efficacy of
this drug for IPTp and exploring the safety of other more
effective medications for this purpose.
Prompt and Effective Treatment
To reduce morbidity and mortality from malaria, young children
should be treated as soon as symptoms (usually fever) appear.
Moreover, it is important that they receive the correct
medication. In much of sub-Saharan Africa, the malaria
parasite has developed resistance to older medications such as
chloroquine, amodiaquine and sulfadoxine-pyrimethamine.
Consequently, Tanzania has changed its treatment guidelines to
recommend treatment with artemisinin-based combination
therapies (ACTs).
President’s Malaria Initiative. 2008. Malaria in Tanzania.
Available online at:
http://www.fightingmalaria.gov/countries/profiles/tanzania.html
D’Alessandro, U. et al. 1995. Mortality and morbidity from
Malaria in Gambian children after introduction of an
impregnated bednet program. Lancet, 345(8948), 479-483.
Schulman, C.E., and E.K. Dorman. 2003. Importance and
prevention of malaria during pregnancy. Transactions of the
Royal Society of Tropical Medicine and Hygiene, 97.
Schellenberg, J.R. et al. 2001. Effect of large-scale social
marketing of insecticide-treated nets on child survival in rural
Tanzania. Lancet, 357 (9264), 1241-1247.
Ter Kuile, F.O., et al. 2003. Reduction of malaria during
pregnancy by permethrin-treated bed nets in an area of intense
perennial malaria transmission in western Kenya. American
53. Journal of Tropical Medicine and Hygiene, 68 (Suppl. 4) 50-60.
Roll Back Malaria, World Health Organization. 2003. Reducing
the burden of malaria in pregnancy. Available online at:
http://www.who.int/malaria/rbm/Attachment/20040713/MeraJan
2003.pdf
World Health Organization. 2008. The World Malaria Report,
2008. Available online at:
http://malaria.who.int/wmr2008/malaria2008.pdf
Speaker notes
So how much is enough information? Is this enough. Clearly too
much is presented here to exaggerate the point; however, many
presentations and documents may feel this crowded with
information and overwhelming to us when we are faced with
compelittle time.
*
Components of a Dissemination Plan
Project overview
Dissemination goals and objectives
Target audiences
Key messages
Sources/messengers
Dissemination activities, tools, timing, and responsibilities
Budget
Evaluation Plan
Source: Canadian Health Services Research Foundation
Speaker notes
Developing a dissemination plan is a key part of the
collaborative research planning process. Although
the decision makers and researchers working together won’t
54. know the results of the research until it’s
completed, working through an initial dissemination plan can
help your team focus the project and
identify key audiences. When the research results come in,
you’ll be ready to flesh out key messages,
review and finalize the plan, and then implement it.
Following is a list of some of the key elements that should be
included in a dissemination plan. While
this is not a detailed guide to developing a dissemination plan,
it provides a good overview of some of
the most critical things that should be considered.
1. Project overview
Describe the current environment or context that provides the
impetus for the research being
undertaken — what is your research aiming to clarify or
change? Who is or should be interested in
the results?
Briefly sketch out the research project and its objectives. How
will it address the context or
challenges you have identified?
2. Dissemination goals
What are you hoping to achieve by disseminating this research?
You may have a single long-term
goal, such as a change in a policy, practice, or even culture, but
make sure to also include any
supporting or shorter-term goals.
3. Target audiences
These are the groups you want to reach with your research
results — and who you will target in
your dissemination activities. Be as specific as you can — who
are the people who can use this
research?
You may want to divide your list into primary audiences (more
important) and secondary
audiences (less important) and allocate dissemination efforts
according to audience importance.
55. 4. Key messages
In your first stab at a dissemination plan, you won’t be able to
develop specific key messages
because you won’t know the results of your research project.
However, you can plan broadly
around what you anticipate the content will be.
Effective messages explain what your research results mean,
why they are important, and what
action should be taken as a result. They are not simply a
summary of the results. Note the wider
context if applicable — how the results fit with the body of
related research on the topic.
Make messages clear, simple, and action-oriented. The style
and content should be tailored for
each audience. Messages should be based on what that audience
wants to know, rather than on
what you think it should hear.
5. Sources/messengers
Since using influential spokespersons to spread your messages
can help ensure uptake of your
research results, identify the people or organizations that are
viewed as credible with each of your
target audiences.
Then think about how you can get those people and
organizations “on board” — maybe you can
partner with them in a workshop, or ask them to include an
article about your research results on
their web site or in their newsletter.
6. Dissemination activities, tools, timing, and responsibilities
This is the meat of your dissemination plan. Here you describe
the activities (such as briefings or
presentations) you will undertake to reach each target audience,
and the tools (such as printed
materials or web sites) that will support these activities. You
also set out timing (what you will do
first and when you will do it) and assign responsibilities to team
56. members.
Successful dissemination activities go beyond traditional
vehicles such as publication in scholarly
journals — look for activities that promote a two-way dialogue,
not a one-way flow of information.
Face-to-face meetings or briefings are a very effective way to
reach decision makers.
Make each member of your collaborative research team
responsible for carrying out at least one
dissemination activity, and schedule meetings to report back
and ensure commitments are being
met.
A good dissemination plan will have activities that reach each
of your target audiences, taking into
account their attitudes, habits, and preferences.
7. Budget
Time and budget requirements for dissemination are frequently
underestimated. Effective
dissemination involves resources and planning — think about
travel, layout and printing,
translation, equipment, and space rental costs when allocating a
budget for dissemination
activities. Don’t forget to include resources the individual(s)
will need to do the future planning
and co-ordination of the activities you have identified!
8. Evaluation
Evaluation is most effective when it is built in from the start.
Decide how you will evaluate the
success of your team’s dissemination efforts, selecting
measurable criteria for each dissemination
activity. Focus less on efforts (how much you did) and more on
outcomes (what was the result).
Please be clear on the difference between messages and
survey/research findings
Findings= objective results
57. Message =results with commentary/interpretation
*
Dissemination Planning MatrixActivityTarget
AudienceToolsPerson ResponsibleTimingPresent results at
partner meetingsPartner organizationsPowerpoint Presentation,
Full report (Printed, electronic)JaneSeptember 2014Present
results at health conferencesScientific
CommunityPosterJohnNovember 2014Publish results in peer-
reviewed journalsScientific CommunityArticleJohnDecember
2013Alert media about the above activitiesGeneral
populationInterview, news segmentAliceDecember 2013Present
results to community membersCommunity membersOral
presentation with interactive exercisesAliceJune 2013
Speaker notes
Here is an example of a dissemination planning matrix that can
help you to think about how you will do your dissemination.
Dissemination should not be an aftertho ught. When data
collection is planned, it is important to start thinking about how
the information will be disseminated in order to maximize its
58. use.
In this matrix, you can see that there are sections on activities,
target audiences, tools, person responsible and timing. This is
just one example of a dissemination planning matrix. You could
adapt it to fit your own needs for dissemination.
*
Engage in Capacity-building
Combine dissemination with capacity-building:
Help users understand context and terminology
Train users to read tables and charts
Provide exercises on using data
Always ask users to consider implications of the information for
programs and policy
Speaker notes
One way to make sure that the information that you are
disseminating is understood and therefore more likely to be
used is to engage in capacity-building. Dissemination can be
combined with capacity-building in many ways. Some examples
of how this can be done include: helping users understand
context and terminology; training users to read tables and
charts; and providing exercises on using data. It is important to
always ask users to consider implications of the information for
programs and policy. This way they can leave your
dissemination event with ideas on how they plan to use the
information.
*
Dissemination Issues/Concerns
59. Data Literacy
Understanding terminology
Understanding concepts of sampling errors, confidence intervals
Reading tables
Comparing multiple data sources
National and regional data vs district planning
Timing of dissemination vs national planning cycle
Speaker notes
When planning for our dissemination, we should consider
several issues. Depending upon our audience, data literacy may
be a concern. Our target audience may not understand the
terminology; there may be issues in understanding concepts of
sampling errors, confidence intervals, reading tables or
comparing multiple data sources. This is why it is important for
us to match the materials to the audience. Community members
may have a difficult time understanding sampling errors, but
then again, this is probably not the most important information
for them. Data literacy can also be improved through capacity
building, but you must recognize when and where to invest
these resources. Improving the data literacy of program
managers may be a bigger priority than teaching your study
population which may not have great use for these skills.
Often times data is not available for the administrative level
that concerns use. For example, large-scale national surveys
generally only collect data down to the regional level. This data
will not be extremely helpful for individuals conducting district
planning.
It is helpful, when possible, to have data dissemination events
precede the national planning cycle. This is often not possible,
but doing so will increase the ability of those setting program
priorities to make evidence-based decisions.
*
60. Dissemination Issues/Concerns
Getting information out of the capital city
Extending dissemination beyond the immediate post-release
period
Difficulty tracking and monitoring use
Speaker notes
Another issue that we often face when disseminating
information is the difficulty in getting information out of the
capital city. In many cases, the information we are
disseminating is more useful in the regions and districts than it
is to those in the capital, yet the people in these areas may
never receive the information. One way of dealing with this is
to plan dissemination events in the multiple places.
While we can be capable of getting some attention with our
information at the time that we release and initially disseminate
it, extending dissemination beyond the immediate post-release
period can be challenging.
Finally, it can be extremely difficult to track and monitor use of
our information. This is partially because individuals who use
data often do not publicize this fact, even when the information
is used to make important evidence-based decision.
*
Tracking Information Use
61. Speaker notes
In this session we will focus on tracking information use.
*
Learning objectives
By the end of this session, participants will be able to identify:
Methods of tracking data and information use
Opportunities for improving data production and use
Opportunities for feedback mechanis ms
Points where analysis & data could support programmatic
decision making
Speaker notes
By the end of this session, participants should be able to:
[READ BULLETS]
*
Methods of Tracking Information Use
Assessing coverage targets
Key information interviews
Meetings with staff
Speaker notes
There are several ways to know if data and information are
being used. For example, are facilities or districts using the data
to assess their coverage targets? Are interventions being
developed to address problem areas identified by service
statistics? Do you see a resulting improvement in service
statistics (upward trend) as a result of these interventions? Are
62. communication products regularly developed, shared with
decision-makers and reviewed?
Tracking information use is not easy or cheap.
You can also interview stakeholders such as community-based
groups and staff to find out if and how they have used the
information and what impact it may have had.
*
Information Flow
Service Delivery Point
Feedback
Program
Higher levels: district, province, national
Analysts, evaluators
Managers, Government, Donors
Compiled data, some analysis
Clinical histories, service statistics
Reports
*
63. Speaker notes
This flowchart shows how data can effectively flow from the
service delivery level to the higher levels responsible for
supervision of programs (LGA, state, IP, Global Fund CCM,
USG, etc.)
The service delivery points – whether a facility or community
organization – are responsible for generating the primary data
through clinical histories and service statistics – i.e. data based
on the individual client. This individual client data is then
compiled and ideally is presented to program managers,
directors, and service providers within the facility or
organization for their own use in programmatic decision-making
as well as to review before sending the data on to higher levels.
The compiled data is sent on to higher levels where it is
analyzed and compiled with data from other facilities and other
organizations. Reports produced by this higher level should
also be shared with service delivery points and organizations to
ensure that they are familiar with how other service providers
are performing. In addition, the higher level can provide
guidance and advice to facilities on an individual level based on
the data that they receive.
Each of these levels mentioned can make decisions based upon
the primary and aggregated data from the service delivery point.
This is the ideal. In practice, the flow breaks down all the time,
especially in the feedback from higher levels to program.
Information Use in Country X
Local health centers and hospitals report up through system
However, local facilities never received full reports
Identified opportunities for feedback through Information Use
64. Map
*
Speaker notes
In Country X, local health centers and hospitals sent
information about the number of people they tested for Malaria,
while labs sent test results. A statistician in the Health
Information Unit aggregated the data and sent a quarterly report
to the Ministry of Health, which in turn sent a quarterly report
to the Epidemiology Center (EC) and an annual report to the
Prime Minister. Trouble was, local facilities never got these
reports. They could not know how they compared to other
facilities, or to national trends and goals. Were they on track or
not? These information gaps quickly became apparent when
processes were visualized in an Information Use Map. Data
were reported, but not used. Reports did not get back to the
providers of source data. The mapping exercise identified ways
the Health Information Unit could share its insights down the
line, which would lead to mid-course improvements and an
increase in malaria testing.
Reasons to Assess Informati on Flow
Local data not used locally
Higher-level information does not return back to local level
Local data not assessed in broad context
Little incentive to produce high-quality data
*
Speaker notes
The scenarios below are typical:
Local data are not being used locally. Oftentimes, data are
65. tallied and reported up the levels, but are rarely analyzed and
used to support mid-course corrections at the level at which
they were generated. In many situations, data could be used to
investigate trends over time, compare different areas, set
priorities and goals for future years, compare progress against
defined goals, and advocate for funding or policies.
Higher-level information does not return back to the local level.
Consider the example of a family planning clinic, where data
reveal a declining trend in use of oral contraception.The
providers knew that women complained about the side effects,
but they did not know how much the overall contraception rates
were being affected.The district and regional officers knew
contraception rates were declining, but could not know why.
There was a need to bring these information sources and
stakeholders together.
Local data are not assessed in broad context. For example,
suppose 10 percent of the population in the region is expected
to receive a service, and one district is only reaching 2 percent.
Obviously, there is a large service coverage gap in this
district—but the facilities and district office would not
necessarily know it, because they may not be aware of how their
service delivery rates compare to national objectives.
There is little incentive to produce high-quality data. People
involved in local-level data collection efforts often do not see
the purpose in collecting the data. They have a difficult time
appreciating their role in the larger context of the health
information chain, and as a result, spend less energy in
collecting the data and in paying attention to detail.
Since there is such a large amount of money and effort being
devoted to collecting data and reporting in health information
systems, it only makes sense to maximize the impact of that
data for real-world benefit. This is where the Information Use
Mapping tool is so valuable.
66. Information Use Mapping
Purpose
Describe existing flow of health information to identify
opportunities for improving its use
Description
Identifies gaps and opportunities for using information
Identifies opportunities for additional feedback mechanisms
Identifies points where analysis & data could support
programmatic decision making
*
Speaker notes
The Information Use Map is a flowchart framework that allows
the user to:
Create a schematic representation of the existing state of a
health information system or subsystem. Through this visual
representation, quickly identify gaps and deficiencies in that
information flow. Identify opportunities for new feedback
mechanisms to share high-level analysis and reports with lower
levels of the information hierarchy. Identify points in the
process where additional analysis and use of data could lead to
improved programs. Prioritize recommendations and formulate
an action plan to implement them.
The Information Use Map can be developed and applied at the
international, regional, national, or local levels. The map can be
an ongoing guideline to assess progress toward the “expected”
future vision of the map. The Information Use Map can also
become a standard part of an M&E system—revisited and
revised at regular intervals or whenever a new survey or special
study is being designed.
67. Key Messages
Actual flow of data and information can reveal barriers to
improving data quality and use
Information Use Map can highlight intervention points
Speaker notes
We are going to move on to a small group activity. Before we
do, let’s review the key messages of this session.
NOTE to facilitator: Read slide and solicit questions on the
material covered.
*
How does information flow through your organization?
Speaker notes
Can anyone give me an example of how information flows
through your organization. Base don the example of the
information use map we just saw, can you identify areas for
improvement in information flow in your program?
*
References
Canadian Health Services Research Foundation. Developing a
Dissemination Plan. Available at:
http://www.chsrf.ca/knowledge_transfer/pdf/dissemination_plan
_f.pdf
Laurie Liskin. “Dissemination and Data Use Tools”. MEASURE
68. DHS. PowerPoint Presentation. 17 June 2009
MEASURE DHS. “Module 7: Disseminating and Using Data for
Change”. PowerPoint Presentation. Kenya, June 2010
*
COUC 521
Psychological Report — Diagnostic Report Example
DIAGNOSTIC REPORT
(
Example)
Client’s Name: Ann Generic
Date of Report: 01/16/2013
REFERRAL QUESTION/REASON FOR TESTING:
Mrs. Generic was referred by The Mission Group for evaluation
concerning the appropriateness of her participation in a mission
trip to rural India. The summer trip will consist of a 3-week
excursion into remote villages with a team of 10 others. Living
accommodations for the team will likely be primitive and
possibly changing with little notice.
ASSESSMENTS ADMINISTERED:
Examinee Biography
IPIP-NEO
Symptom Questionnaire (SQ)
Depression, Anxiety, and Stress Scales (DASS)
Clinical Anxiety Scale (CAS)
69. EXAMINEE BACKGROUND:
Mrs. Generic, a 45-year-old, married Caucasian female, works
as a secretary in a medical office. She lives with her husband
and 3 children. She is of normal height, slightly overweight, and
looks younger than her age. She dresses neatly and maintains a
well-groomed appearance. Mrs. Generic is very outgoing and
friendly. She has a warm smile and remained attentive during
the initial interview. She enjoys and values performing her work
to the best of her abilities. She gains a sense of pride i n
accomplishing her tasks well. Her family relationships appear to
have little conflict. She reports that she, her husband, and
children generally get along well. Her outside friendships are
limited, mainly consisting of her co-workers. Mrs. Generic
reports that these friendships are not very close. Mrs. Generic
reports that she suffers from diabetes, which is successfully
managed by medication. Her obesity mildly affects her mobility
and energy levels. She recently began taking an antidepressant
under her physician’s direction. This is reportedly in response
to circumstantial mood disruptions related to her menstrual
cycle.
SUMMARY OF TEST RESULTS:IPIP-NEO
The IPIP-NEO is an assessment used to estimate a person’s
level on each of the 5 broad personality trait domains, and 30
sub-domains of the Five-Factor Model. It consists of 300 items.
Answers are provided according to a 5 point Likert-type scale.
The numerical scores represent a percentile estimate above
other subjects of the same sex and age. Scores lower than 30 for
a trait or sub-domain are characterized as “low;” scores between
30 and 70 are identified as “average;” and scores above 70 are
labeled “high.”
The following chart reports Mrs. Generic’s IPIP-NEO scores.
72. the relaxation component of the anxiety/relaxed sub-scale,
which was above average compared with the non-clinical
sample. Her score was 5 for the depression/contented sub-scale,
reflecting that she compared with the average of the non-
clinical sample. Mrs. Generic’s score of 7 for the
somatic/somatic well-being sub-scale was slightly above
average for the clinical sample. Her score of 7 on the
hostility/friendly sub-scale was slightly above the non-clinical
sample mean for the friendly component.
Depression, Anxiety, and Stress Scales (DASS)
The DASS is a 42-item instrument that measures depression,
anxiety, and stress within the past week prior to its
administration. Each scale is composed of 14 primary
symptoms. Subjects respond to statements on a 4 point Likert-
type scale according to the degree to which that statement was
experienced. Mrs. Generic’s depression and anxiety scores
were well below the mean for the non-clinical samples, 2 and 1
respectively. Her score of 13 for the stress sub-scale was
elevated for the non-clinical sample, but compared far below
the average of the clinical sample.
Clinical Anxiety Scale (CAS)
The CAS is a 25-item instrument that measures the degree of
clinical anxiety. Higher scores indicate increased anxiety. This
instrument has a clinical cutoff score of 30 (
+5). Mrs. Generic’s score was 18.
PSYCHOLOGICAL IMPRESSIONS:
Mrs. Generic is a friendly, outgoing person. She is verbally
expressive, and has a rich vocabulary. She is open, cooperative,
73. and capable of interacting with others in a socially appropriate
manner. She views herself as genuinely caring, responsible, and
friendly.
Mrs. Generic is internally motivated and guided by her
Christian faith. External motivation stems from her extraverted
personality. She prefers to be in the company of others and
finds extended time alone emotionally difficult. She values
actions of service toward others. She enjoys helping others and
offering support to those with physical needs. This should make
her an asset to the mission team.
Results of the IPIP-NEO (Extraversion, Agreeableness, and
Neuroticism domains), the SQ (Depression, Anxiety, and Anger-
Hostility sub-scales), the DASS (Depression and Anxiety sub-
scales), and the CAS (Anxiety scale) support that Mrs. Generic
is generally extraverted, suggests that she enjoys new social
settings, and that her life is not greatly hindered by depression
or anxiety.
She is likely to express a positive mood and enthusiasm that is
encouraging to those around her. She seems to be an agreeable
individual who is considerate of others and values group
harmony. She finds interpersonal conflict more difficult to
manage than environmental stressors. She may also easily feel
intimidated by others and adopt a passive stance when faced
with conflictual situations.
She is relatively free of depression and anxiety and is likely to
maintain a sense of emotional stability and calmness even in
challenging environments. This is supported by the results of
the SQ (Anxiety/Relaxed and Depression/Contented sub-scales),
the DASS (Depression and Anxiety sub-scales), and the CAS
(Depression and Anxiety scales).
Her level of emotional reactivity is low indicating that she may
possess personal resources that allow her to effectively cope
74. with stressful situations. Mrs. Generic tends to be calm and able
to regulate her emotions. She is not adverse to adventurous
activities, which indicates that Mrs. Generic may be reasonably
comfortable with the unfamiliar conditions involved in an
environment as might be expected on the mission trip.
Her unusually high score on the Neuroticism (Immoderation
sub-domain) of the IPIP-NEO suggests that Mrs. Generic has
difficulty resisting some cravings and urges. This was
consistent with information gathered during the initial
interview, wherein Mrs. Generic reported she has difficulty
controlling her eating habits. This appears to be constrained to
that aspect of her life; otherwise, she reports an organized and
disciplined existence.
Mrs. Generic scored slightly above the average of the clinical
sample on the SQ (Somatic/Somatic Well-Being sub-scale). This
may be explained as Mrs. Generic reported experiencing
numerous and chronic physical complaints related to obesity,
hypothyroidism, and diabetes. She indicated that her physical
complaints have basis in medically verified physical conditions.
The elevated score on the DASS (Stress sub-scale) is indicative
of situational stressors of the past week. Affecting this score
may be that Mrs. Generic reports she has experienced
menstruation during the past week and typically notes increased
irritability and feelings of being stressed associated with this
event.
CONCLUSIONS AND RECOMMENDATIONS:
Mrs. Generic is a 45-year-old female who was referred for
evaluation concerning her appropriateness for participation in a
mission trip to a challenging environment. She is married with 3
children and is employed as a secretary at a medical office.
75. Mrs. Generic was provided with a battery of psychological
assessments, which included the Examinee Biography, IPIP-
NEO, Symptom Questionnaire (SQ), Depression, Anxiety, and
Stress Scales (DASS), and the Clinical Anxiety Scale (CAS).
Based on the results of the assessments, it is the conclusion of
this examiner that Mrs. Generic is an acceptable candidate for
participation in the mission trip for the following reasons:
a) Mrs. Generic possesses personal qualities that will support
her adaptation to the challenging mission environment and
participation on the mission team.
b) Mrs. Generic is not unduly encumbered by anxious or
depressive conditions that would be heightened by the
challenging mission environment.
c) Mrs. Generic is likely to engage positively with the mission
team in a mutually beneficial relationship.
Page 4 of 4
COUN 521
COUC 521
Psychological Report Assignment Instructions
Overview
You will write a
Psychological Report Assignment based upon four (4)
psychological evaluations and information reported in the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment.
Counselors are commonly required to write a psychological
report that presents assessed and observation information about
a client. This
Psychological Report Assignment will require students
to synthesize and report information about the character
depicted in the
Initial Interview Assignment and
76. Mental Status Examination (MSE) Assignment.
Instructions
·
Length of
Psychological Report Assignment: 2100-2400 words
(not including the title page)
·
Format of
Psychological Report Assignment: APA for font
(Times New Roman, 12 pt.), title page, margins, and section
headings
·
Number of citations: none
·
Acceptable sources: none
Using your character from the
Initial Interview Assignment and
Mental Status Examination (MSE) Assignment, you will
take the assessments with the goal of
answering one (1) of the referral questions posted
below:
1. Would this examinee be a good candidate for participation in
a summer missions trip in a very challenging environment?
2. Would this examinee be a good candidate for Senior Pastor at
a large urban church?
3. Would the examinee make a good Resident Assistant (RA) at
Liberty University?
77. Assessment Selection
You will report on four (4) assessments. For one of your
assessments, you must use the IPIP-NEO assessment (see
PsychologicalReport Resources for the link). There are
two versions (short/long) of the IPIP-NEO assessment. Please
use the longer version. Copy and paste the NEO description and
chart into the report. This will give you a nice template for
writing an assessment description. Once you have the results of
the IPIP-NEO, you will plug in your own numbers into the
chart.
The three (3) additional tests may come from the assessment
listed on Blackboard: Jung Personality Test, Beck Depression
Inventory, and the Beck Anxiety Inventory. However, you may
select other assessments to replace these assessment. Please
make sure that any assessments that you select are designed to
provide some of the information needed to answer the referral
question. For example, if going on a mission trip is stressful,
then you will want to pick an assessment that measures stress;
you would not pick one that can be used to diagnose
schizophrenia. When you have completed scoring the
assessments, begin writing the psychological report.
You may not use the Symptom Questionnaire (SQ); Depression,
Anxiety, Stress Scales (DASS) or the Clinical Anxiety Scale
(CAS). These assessments are used in the sample paper, so you
may not use them in your report. This would be plagiarism.
Please refer to the
Psychological Report –Diagnostic Report Sample to
ensure that you correctly format your
Psychological Report Assignment paper. For this, you
will not use APA formatting for the headers and page numbers.
78. You will write it in a format consistent with a psychological
report which you can use for future reference. Be sure to head
your
PsychologicalReport Assignment paper “Psychological
Report.” Underneath this heading, fill in the following
information (include the labels given):
Note: Your assignment will be checked for originality via the
Turnitin plagiarism tool.
Be sure to review the criteria on the
Psychological Report Grading Rubric before beginning
this
Psychological Report Assignment.
See
PsychologicalReport Resources under the
Psychological Report Assignment page.
Sections of the Psychological Evaluation Report
79. I. IDENTIFICATION:
Student ID#
Client’s Name: (you can use a fictitious name)
Date of Report:
II. REFERRAL QUESTION/REASON FOR TESTING: In this
section, you will write a brief description (3-4 sentences) of
why your subject is being tested.
III. ASSESSMENT METHODS: List the full names of all the
tests administered. The Examinee Biography should be the first
measure on your list.
IV. EXAMINEE BACKGROUND: In no more than 2-3
paragraphs, use information from the Initial Interview (or
Mental Status Exam) and write a well-organized succinct
summary of the examinee’s background based on the
information in the initial interview. Note that you will not
include
everything from the initial interview in this section. For
example, you might decide certain pieces of information (e.g.,
perceived strengths and weaknesses, goals and aspiration, etc.)
fit better in the Psychological Impressions section because they
support or illustrate your interpretations of test results. See the
Diagnostic Report Sample’s Psychological Impression
section for more information.
V. SUMMARY OF TEST RESULTS: The name of each test
should be underlined and serve as subheadings in this section.
The following information should be reported for EACH test:
A. A brief description (4-5 sentences) of the test. The
information you report on each test will vary considerably, but
80. must include the purpose of the test, a general description of
any subscales, and a statement relating to scores and norms
(e.g., T-scores with a mean of 50 and a standard deviation of
10, specific raw score means, and standard deviations, etc.).
B. Delineation of your subject’s scores: both raw scores and
standard scores or percentiles (if applicable) should be reporte d.
C. Additional Notes
i. In this section, do NOT make any interpretive statements. Just
report the scores.
ii. In “real-world” settings, most likely you would NOT include
clients’ actual scores in the written report. Whether actual
scores are reported depends in large part on the intended
audience (e.g., other psychologists, attorneys or judges, parents,
etc.).
D. Example of a Test Summary:
Minnesota Multiphasic Personality Inventory (MMPI-2): The
MMPI-2 is a structured, self-report personality test that was
designed to assist in the assessment of personality and the
diagnosis of major psychiatric disorders. The MMPI-2 consists
of 10 clinical subscales measuring different domains of
psychological functioning or symptomology, several validity
scales assessing subjects' approaches to taking the test (e.g.,
defensiveness, acquiescence), and content scales relating to a
specific content areas (e.g., anger). Distinct norm are provided
for male and female examinees. MMPI-2 scores are reported in
standard T-scores (mean=50, SD=10), with scores above 65
falling in the clinical range.
John's scores on the MMPI-2 are presented below; standard
scores are given in boldface type followed by raw scores in
parentheses:
Scale 1, Hypochondriasis:
45 (11).
81. Scale 7, Psychasthenia:
72 (39).
VI. PSYCHOLOGICAL IMPRESSIONS: This section is the
most important (approximately 600-900 words). Your goal in
this section is to integrate test results into a cohesive summary.
In other words, rather than simply reporting each interpretation
on a test-by-test basis, you will integrate your interpretations.
For example, you should address how the examinee is likely to
interact with others. Findings from most of the tests will be
relevant to this question. While you will specify your sources of
information following each interpretive statement (e.g.,
Examinee Biography, specific subscales of a named test, etc.),
you must also make interpretations based on an
integration of findings from multiple sources.
A. Additional Notes
i. You are NOT expected to interpret every single result of each
test! After examining test results, try to identify consistent
patterns or characteristic styles that emerge on several
measures. Address findings that seem most relevant, important,
or interesting in the context of the referral question.
ii. In this section,
youare stating hypotheses about the examinee’s
functioning. You can express the probabilistic nature of your
interpretations as follows:
a) “Test results indicate (or suggest) that...” (instead of “Test
results show that...”)
b) “John seems (or appears) to be...” (rather than “John is...”)
c) “It is possible that John could...” or “John is likely to...” (not
“John will...”)
82. B. Example (this represents only a portion of this section, not
the entire section):
In regard to interpersonal functioning, results of Test X (
list relevant scales here), Test Y (
list relevant scales here), and Test Z
(list relevant scales here) suggest that John generally
interacts well with others. Specifically, he seems to be aware of
the needs of others and is likely to respond in a positive manner
if asked to help others. John’s family likely fostered his s ense
of interpersonal responsibility; in his biography, John reported
that a primary influence in his life was his father, to whom John
credits his “unfailing loyalty to the people in my life.” In
addition, Test X (
list relevant scales) and Test Z
(list relevant scales) indicate that John is rather
extraverted. He likely will enjoy having a lot of contact with
people. He seems motivated to seek out situations that will
allow him to help others solve problems and to feel good about
themselves.
On the other hand, John may experience difficulties in certain
kinds of interpersonal situations. Results of Test Q (
list relevant scales here) and Test Y (
list relevant scales here) indicate that he tends to be
somewhat anxious and unsure of himself. Coupled with his
strong need for affiliation (i.e., for others to like and accept
him) suggested in Test Z
(list relevant scales here) and supported by Projective
Test A, John’s anxiety is likely to surface in situations
requiring assertive interpersonal responses. For example, it is
possible John feels somewhat intimidated when challenged by
others, and might acquiesce to the wishes of others rather than
assert his own opinions or needs. In support of this hypothesis,
John stated that one of his perceived weaknesses was “speaking
up for myself.” It appears John would make a good team player
83. because he is interested in considering others' views, but could
be challenged in leadership roles requiring him to direct others
or to make independent decisions that might not be popular with
peers, colleagues, or subordinates.
C. Questions you might address in this section include (but are
not limited to):
i.
Intrapersonal functioning: How does this person view
himself/herself? What are this person's intrapersonal resources
or strengths? What kinds of situations might pose challenges to
this person? Is this person motivated more by internal or
external influences/factors? How is this person likely to deal
with stressful situations of a personal nature?
ii.
Interpersonal functioning: Is this person a “loner” or a
“people-person?” What are this person’s needs for interpersonal
contact? How does this person interact with others? How would
you describe this person's interpersonal style? How might this
person respond to interpersonal stressors or conflicts? Does this
person seem responsible and able to follow through on
commitments?
VII.
CONCLUSIONS AND RECOMMENDATIONS: Begin
this section by writing 3-4 sentences summarizing the
examinee’s background and the referral question. Next, you will
address the referral questions by:
A. Stating an opinion or recommendation (e.g., acceptance or
rejection) relevant to the referral question.
84. B. Providing a set of statements that clearly and logically tie
your recommendation to integrated psychological impressions.
This section should highlight important findings that led you to
your conclusion.
Example:
John Doe is an unmarried 23-year-old Hispanic male who holds
a bachelor’s degree in Literature. Currently, John is employed
as an editorial assistant for a large publishing company. John
was referred for psychological testing as part of his applica tion
to the Walden Three community. Based on findings from a
battery of psychological tests, it is the recommendation of this
examiner that John (should/should not) be accepted to the
Walden Three community for the following reasons…
Additional Notes
i. Regardless of your final opinion, decision, or
recommendation,
you must adequately support it! All the reasons you
give should combine elements of your psychological
impressions with specific aspects of the referral question. In
other words, you should provide evidence justifying your
recommendation.
ii. The reasons you provide for your recommendation should
summarize material presented in the body of your
Psychological Report Assignment paper, and should
NOT contain new interpretations.
Refer to the
Assessment Psychological Report: Diagnostic Report
Example document to see examples of how each section must be
completed and how the
85. Psychological Report Assignment must be formatted for
final submission. Contact your instructor if you have any
questions.
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