ASSIGNMENT 1 and 2: LAB REPORTS

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  1. ASSIGNMENT 1 and 2: LAB REPORTS
    .
    You are a scientist in your life and in the real world. Part of the fun of learning about the world and how it works is going beyond the text and seeing it for yourself in action.
    This quarter you are studying 4 major fields of science Physics, Chemistry, Earth Science and Astronomy. For two (2) of those fields, you will perform an experiment and create a lab report.
    At the end of each chapter you are assigned to read this quarter, there are “ACTIVITIES (HANDS-ON APPLICATION)” where you can find your “experiment.”
    Don’t let this be the only place you look! Venture to YouTube or the Science channel’s show “Outrageous Acts of Science.” If you have wanted to put a Mentos in a bottle of Diet Coke – this is the time! If you want an excuse to go camping or hiking, star gazing or doing a geological study might just be the way to go. You could even make up one of your own! Include your family, your friends, your pets! Have fun!
    CAUTION: Please make sure that you have the proper safety equipment when conducting any experiment. This generally includes but is not limited to, eye protection in the form of goggles or safety glasses and clothing that is not loose fitting.
    For each lab report you must:

    1. Describe the purpose and hypothesis of the experiment. (What are you trying to prove or see?)
    2. List/show the materials used.
    3. Describe the procedure. (Describe the steps of the experiment and what you did so that a classmate could replicate if they wanted.)
    4. Describe and display the results. (What happened? Hint: Some of the data may be easier to show in charts or with graphics.)
    5. Answer the following explanatory and interpretative questions:
      • Why do you think you achieved the results that you did?
      • Did anything unexpected happen?
      • Do the data/results support the hypothesis? Why? (Show using specific references to the data.)
      • This Lab Report may be submitted in any format: Video, PowerPoint (with notes pages as needed or screen capture as wanted), Word Document, etc., or any combination that would allow you to show not only the details of the experiment and data but what you have learned from doing it. Use your own words throughout.
        All assignments, regardless of format, must give citations, references and/or credit and use 2-3 academic quality sources. For example if it’s not an original experiment and you were inspired by someone else’s video, or copied it exactly, let us know which one etc. The important thing is that your sources be documented clearly in a way that your sources can be checked by the reader (and verified by the instructor). APA style is recommended, but not required.
 
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Module 7 Assignment – Final Essay

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Instructions

Overview

For this assignment, you will need to write a well thought out 1,000-word essay that demonstrates clear and thorough comprehension and evaluation of the material covered in this module. Please be sure to address the following in your essay:

  • Human memory is often compared to the workings of a computer. Based on your own experience, what are the advantages and limits of this comparison?
  • How do the features of sensory memory, short-term memory, and long-term memory apply in this comparison?
  • How do the key factors and theories of forgetting apply in this comparison?

Instructions

All essays must include an introductory paragraph with a thesis statement, (taking a clear position on your subject), followed by a main body with supporting arguments (organized using APA formatted headings and seriation), a summary conclusion, and an APA formatted reference page at the end. All essays must use Times New Roman 12 pt or Verdana 10pt font, be double-spaced, have 1″ margins, and include a total word count (not including the reference page). You must use and reference 2 different high quality, academic, scholarly resources. If you use a website as a resource, please make sure it is high quality, scholarly, well cited, and well-researched prior to referencing it. Wikipedia or similar references will not be accepted. Students must use APA style to cite within the body of the essay as well as on the references page at the end of the essay. Please review the CCCOnline APA Toolkit, or the APA style guide provided on the Purdue Owl Website if needed.

Refer to the Essay Rubric (located in the Course Syllabus) for the grading criteria and point value distribution.

 
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Models of Grieving

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Assignment: Models of Grieving

The death of a loved one is a significant event experienced by everyone at some point in their lives. Thus, it is important for social workers to understand how grief affects surviving friends and family. Models of grieving establish the general stages or process through which an individual progresses; however, these stages do not necessarily occur in lockstep order. People who experience grief may do so in a different sequence or revisit earlier stages. Additionally, individuals’ social environments, including diversity and cultural factors, influence how they approach their own death or grieve the loss of others. Understanding the various ways people cope helps social workers anticipate their responses and assist them.

Grief work is challenging. Addressing the needs of grieving family members can diminish social workers’ emotional, mental, and physical resources. In addition to developing strategies to assist grieving individuals in crisis, then, you must develop strategies that support your own self-care.

In this Assignment, you apply a grieving model to work with families in a hospice environment, address how diversity affects grieving, and suggest strategies you can use for self-care.

To Prepare:

  • Review the Learning Resources on models of      grieving, and select one model to use for this Assignment.
  • Also review the Newell (2019) article on      professional resilience and self-care.

By Day 01/15/2022

Submit a 3- to 4-page paper in which you do the following:

  • Explain how you would apply the grieving model      you selected to social work with families in a hospice environment.      Explain why you chose this grieving model versus others.
  • Identify elements of the grieving model that      might be difficult to apply to your social work practice. Explain why you      anticipate these challenges.
  • Analyze how diversity might impact the grieving      process. How would this inform your application of the grieving model?
  • Identify strategies you would use for your own      self-care as a social worker providing grief counseling. Explain why these      strategies might be effective.

Use the Learning Resources to support your application of the grieving model. Make sure to provide APA 7 edition format citations and a reference list.

Follow Rubric Detail

Submit a 3- to 4-page paper in which you do the following: Explain how you would apply the grieving model you selected to social work with families in a hospice environment. Explain why you chose this grieving model versus others.

15.75 (22.5%) – 17.5 (25%) Response meets expectations and deepens explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Identify elements of the grieving model that might be difficult to apply to your social work practice. Explain why you anticipate these challenges.

12.6 (18%) – 14 (20%)

Response meets expectations and deepens explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Analyze how diversity might impact the grieving process. How would this inform your application of the grieving model?

12.6 (18%) – 14 (20%)

Response meets expectations and deepens explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Identify strategies you would use for your own self-care as a social worker providing grief counseling. Explain why these strategies might be effective.

12.6 (18%) – 14 (20%)

Response meets expectations and exceeds through insightful connections between grief counseling and the need for self-care. Explanation shows an in-depth and sophisticated understanding of the demands of social work practice.

Writing

9.45 (13.5%) – 10.5 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer).
Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

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Interactive Tutorial Transcript: Models of Grieving

Though grief may manifest differently from person to person, the experience can follow a similar pattern. Several models and frameworks have been developed to attempt to explain the common process and tasks associated with grieving. Social workers should draw on these models when helping clients navigate a loss. This interactive tutorial presents five models of grieving and directs to further resources.

Kübler-Ross’s Five Stages of Grief Kübler-Ross’s model involves five key stages through which a person passes toward acknowledgement of the loss and restoration of life. As they are progressing, those who are grieving may move backward and then forward again throughout the stages; it is not always a linear process.

• Stage 1: Denial o Denying that the loss has occurred; experiencing shock

• Stage 2: Rage and anger o Directing anger at others or at a higher power; raging at the unfairness of

the loss

• Stage 3: Bargaining o Attempting to negotiate a restoration of the loss

• Stage 4: Depression o Feeling intense sadness related to the loss

• Stage 5: Acceptance o Acknowledging the loss and its impact on one’s life; seeking coping

strategies to adjust to the new reality Learn More Zastrow, C. H., & Kirst-Ashman, K. K. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

• p. 694 Moglia, P. (2019). Death and dying. In Magill’s medical guide (online edition). Salem Press.

Westberg Model of the Grieving Process Similar to KĂĽbler-Ross, the Westberg model includes stages through which a person progresses in their grief. However, Westberg includes additional stages and nuances.

• Shock and denial o Upon experiencing a loss, a state of numbness occurs.

• Emotions erupt

 

 

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o Realization sets in, and the pain of the loss is expressed through the releasing of emotion (crying, wailing, whimpering, screaming).

• Anger o Anger is directed at others, the person who has died, or a higher power.

There is a sense of powerlessness.

• Illness o Sickness may arise due to the stress of the loss and associated grief.

• Panic o Overwhelming emotions and worry contribute to a feeling of panic about

one’s mental state and what the future holds.

• Guilt o Guilt surfaces as the individual reflects on what they could have done

differently to prevent the loss.

• Depression and loneliness o The individual experiences deep sadness about the loss and a sense of

isolation from others who do not understand.

• Reentry difficulties o Challenges arise as the individual attempts to re-enter the world and

resume activities.

• Hope o The individual may experience flickers of hope and progress toward

healing.

• Affirming reality o The loss is accepted, and a new life is constructed. A sense of control

returns to the individual. Learn More Zastrow, C. H., & Kirst-Ashman, K. K. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

• pp. 694–695

Dual Process Model of Coping With Bereavement

According to Stroebe and Schut (2010), two simultaneous processes occur following a loss: loss-oriented coping and restoration-oriented coping. This model posits that people move back and forth, oscillating between these two processes, as they navigate their grief and build a new life.

• Loss-oriented coping o Thoughts, emotions, and actions directly related to grieving and the lost

person

• Restoration-oriented coping

 

 

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o Processing the new reality; incorporating new tasks, roles, or identities as a result of the death; engaging in distractions from grief; avoiding loneliness

Learn More Stroebe, M., & Schut, H. (2010). The dual process model of coping with bereavement: A decade on. Omega: Journal of Death & Dying, 61(4), 273–289. https://doi.org/10.2190/OM.61.4.b

Tonkin’s Growing Around Grief Framework

The central idea described by Tonkin (1996) is that grief is never resolved. It is ever- present, but one’s life steadily grows up and around the grief, encompassing it. In this way, individuals never “get over” a loss; rather, they “live with loss.” Learn More Tonkin, L. (1996). Growing around grief—another way of looking at grief and recovery. Bereavement Care, 15(1), 10. https://doi.org/10.1080/02682629608657376

Worden’s Four Tasks of Mourning Worden set forth specific tasks to accomplish in order to mourn and process a loss.

• Task 1: To accept the reality of the loss o Believing that the loss has happened, on both cognitive and emotional

levels.

• Task 2: To process the pain of the grief o Feeling and acknowledging the range of emotions surrounding a loss.

Emotions may be more complex depending on the type of loss and the circumstances.

• Task 3: To adjust to a world without the deceased o Adapting externally, internally, and spiritually to the loss. External

adjustments include performing day-to-day activities for which the deceased had been responsible and assuming the deceased’s role; internal adjustments refer to the effect of the loss on one’s identity and self-esteem; and spiritual adjustments include the way in which the loss has changed one’s worldview and beliefs.

• Task 4: To find an enduring connection with the deceased in the midst of embarking on a new life

o Keeping the deceased’s memory alive without becoming stuck in the past. Learn More

 

 

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Worden, J. W., & Winokuer, H. R. (2011). A task-based approach for counseling the bereaved. In R. A. Neimeyer, D. L. Harris, H. R. Winokuer, & G. F. Thornton (Eds.), Grief and bereavement in contemporary society: Bridging research and practice (pp. 57–67). Routledge.

Yousuf-Abramson, S. (2020). Worden’s tasks of mourning through a social work lens. Journal of Social Work Practice. https://doi.org/10.1080/02650533.2020.1843146

 
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The Effects of Means-Tested Social Programs

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SOCW 6351: Social Policy, Welfare, and Change

Week 4 Discussion 1: The Effects of Means-Tested Social Programs

What is welfare? When you hear the word “welfare,” do you picture images of individuals who are facing hard times? While there is more than one type of social program available in the United States to those who need it, social welfare programs like TANF provide assistance to families in need through government tax revenues. Programs like these are often referred to as “public assistance” or “means-tested programs.” These programs have eligibility criteria that are based on the individual’s or the family’s household income and assets. Do these types of programs exist in your state or region? If so, what are the criteria? If you encountered a client like Eboni Logan, from the Logan Family video, who soon will become a mother, how might you best assist her in obtaining benefits from these types of programs?

For this Discussion, review this week’s resources, including the Logan Family video case. Consider the means-tested programs that might be available to her in your state or region. Then, think about the likely long-term outcomes for Eboni and her child, if she chooses to parent. Finally, reflect on the state welfare policies that might help her manage the responsibilities of parenthood.

By Day 09/22/2021

Post a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in your state or region(My state is Florida the South Region ). Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.

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

Required Readings

Popple, P. R., & Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers (7th ed.). Upper Saddle River, NJ: Pearson Education.

· Chapter 6, “Fighting poverty: Temporary Assistance to Needy Families” (pp. 99-136)

Bentele, K. G., & Nicoli, L. T. (2012). Ending access as we know it: State welfare benefit coverage in the TANF era. Social Service Review, 86 (2), 223–268.

Posiniewski, L. (2011). A unique approach to meeting the employment and training needs of food stamp recipients. Policy & Practice, 69(2), 14–15.

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

· Part 1, “The Logan Family” (pp. 9–10)

U.S. Department of Health & Human Services. (n.d.). Office of Planning, Research & Evaluation. Retrieved November 14, 2013, from http://www.acf.hhs.gov/programs/opre/research

Required Media

Laureate Education (Producer). (2013). Sessions: Logan family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

Responsiveness to Directions

27 (27%) – 30 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

Discussion Posting Content

27 (27%) – 30 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Peer Feedback and Interaction

22.5 (22.5%) – 25 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing.

13.5 (13.5%) – 15 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

link to all articles:  https://drive.google.com/drive/folders/1EdJRNdMGRXu32eRvKSd_lbzRzPTdEu3F?

SOCW 6351: Social Policy, Welfare, and Change

 

 

Week 4 Discussion 1: The Effects of Means-Tested Social Programs

 

 

What is welfare? When you hear the word “welfare,” do you picture images of individuals who are facing hard times? While there is more than one type of social program available in the United States to those who need it, social welfare programs like TANF provide assistance to families in need through government tax revenues. Programs like these are often referred to as “public assistance” or “means-tested programs.” These programs have eligibility criteria that are based on the individual’s or the family’s household income and assets. Do these types of programs exist in your state or region? If so, what are the criteria? If you encountered a client like Eboni Logan, from the Logan Family video, who soon will become a mother, how might you best assist her in obtaining benefits from these types of programs?

 

For this Discussion, review this week’s resources, including the Logan Family video case. Consider the means-tested programs that might be available to her in your state or region. Then, think about the likely long-term outcomes for Eboni and her child, if she chooses to parent. Finally, reflect on the state welfare policies that might help her manage the responsibilities of parenthood.

 

By Day 09/22/2021

Post a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in your state or region(My state is Florida the south Region ). Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.

 

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

 

 

 

Required Readings

Popple, P. R., & Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers (7th ed.). Upper Saddle River, NJ: Pearson Education.

· Chapter 6, “Fighting poverty: Temporary Assistance to Needy Families” (pp. 99-136)

 

Bentele, K. G., & Nicoli, L. T. (2012). Ending access as we know it: State welfare benefit coverage in the TANF era. Social Service Review, 86 (2), 223–268.

 

 

Posiniewski, L. (2011). A unique approach to meeting the employment and training needs of food stamp recipients. Policy & Practice, 69(2), 14–15.

 

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

· Part 1, “The Logan Family” (pp. 9–10)

 

U.S. Department of Health & Human Services. (n.d.). Office of Planning, Research & Evaluation. Retrieved November 14, 2013, from http://www.acf.hhs.gov/programs/opre/research

 

Required Media

Laureate Education (Producer). (2013). Sessions: Logan family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

 

 

 

Responsiveness to Directions

27 (27%) – 30 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

 

Discussion Posting Content

27 (27%) – 30 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

 

Peer Feedback and Interaction

22.5 (22.5%) – 25 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

 

Writing.

13.5 (13.5%) – 15 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

 
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