Drawing False Conclusions from Neuroscience Research 

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Instructions

 

Step 1: Watch the following Ted Talk: Drawing False Conclusions from Neuroscience Research (webpage, opens in a new tab).

https://www.youtube.com/watch?v=b64qvG2Jgro

Step 2:  Identify *one* product that makes some type of neuroscience claim. To identify a product, you might consider searching through kitchen cabinets or a pantry. You might also consider searching through social media advertisements, internet advertisements, or television commercials.  To determine the actual claim being made, read the packaging of the product or view the full advertisement of a commercial.

Example:  You decide to search through your cabinets, and you find a box of “Sleepy Tea,” which claims that if you drink it before bedtime, you will fall asleep.  You read the packaging, and you see that the chamomile in the tea is the part of the tea the packaging claims will induce sleep. Therefore, the neuroscience claim made by “Sleepy Tea” is the dose of chamomile in one cup causes a person to fall asleep.

Step 3: Search the academic literature to identify a research article that supports the claim, refutes the claim, or was the science from which neuro-bunk was based.  The article needs to be from an academic journal.  Use the following resources to help you locate an academic article.

· You can search the following:   Monitor on Psychology: Neuroscience Search (webpage, opens in a new tab). Monitor on Psychology is reader friendly and has thousands of articles.

· You can also search the following:  PsychArticles Database: Neuroscience Search (webpage, opens in a new tab).

Step 4:  Compose an APA citation for the article you selected. Use the following as a guide:

Kemps, E., Tiggermann, M., Orr, J., & Grear, J. (2014). Attentional retraining can reduce chocolate consumption.

Journal of Experimental Psychology, 20(1), 94-102. doi: 10.1037/xap0000005

Author(s) last name, first initial(s). (Year). Title of the article with only the first word capitalized.

          Title of Journal, Volume of Journal(issue number), page numbers.  doi: 00.00xxx0000

The following link from Purdue University’s Online Writing Lab (OWL) explains the required parts of an APA citation for academic articles: https://owl.english.purdue.edu/owl/resource/560/10/ (webpage, opens in a new tab).

Step 5: Create a post that includes the following:

· First, state the name of the product you selected, including the neuroscience claim made by the product.

· In your own words, write a summary of the article that explains the accurate neuroscience.  In your summary, identify and explain why the accurate neuroscience from which the claim was based supports the claim, partially supports the claim, or is neuro-bunk. Pay particular attention to a tendency in the product’s advertising or packaging to infer cause-and-effect from correlation alone.  As you recall from studying research methods, correlation alone is not causation.

· Lastly, include the APA citation for the article you selected and also the hyperlink (the full url) to the article you selected.

Compare The Buddhist Simile Of The Chariot And Plato’s Chariot Analogy

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Philosophy 101:

Essay Paper Assignment

Compare the Buddhist Simile of the Chariot and Plato’s Chariot Analogy. How are the same and how are the different?

1. Paper must be typed and submitted in a file format that is commonly readable (Word or .rtf files are best).

2. Paper should be 6-7 pages in length when double-spaced and using a 12 point font.

3. Include at least four sources; the textbook may be used as one of your sources. 

4. Please DO NOT cite any online reference encyclopedias such as Wikipedia, Britannica, or Encarta.

5. Your sources should consist of scholarly journal articles and books available through the Ivy Tech Virtual Library ONLY. 

6. All sources must be cited (must have an end note or a foot note) and the source included in a bibliography. The format of the citations and bibliography must be of a nationally accepted formatting system such as MLA or APA.

Essays will be graded based upon the criteria given below:

COMMAND OF TOPIC

The essay identifies and describes the premises of the philosophical position based on written accounts of it, and articulates a personal position on a philosophical topic.

ARGUMENTATIVE DEVELOPMENT

Essay develops a valid, rational argument to defend or condemn a philosophical position.
ORGANIZATION

Student has edited the essay, ensuring that sentences are clear and logical.

WRITING MECHANICS & SYNTAX

Essay is free from errors in word choice and writing mechanics.

Philosophy 101:

Essay Paper Assignment

Compare the Buddhist Simile of the Chariot and Plato’s Chariot Analogy. How are the same and how are the different?

1. Paper must be typed and submitted in a file format that is commonly readable (Word or .rtf files are best).

2. Paper should be 6-7 pages in length when double-spaced and using a 12 point font.

3. Include at least four sources; the textbook may be used as one of your sources. 

4. Please DO NOT cite any online reference encyclopedias such as Wikipedia, Britannica, or Encarta. 

5. Your sources should consist of scholarly journal articles and books available through the Ivy Tech Virtual Library ONLY. 

6. All sources must be cited (must have an end note or a foot note) and the source included in a bibliography. The format of the citations and bibliography must be of a nationally accepted formatting system such as MLA or APA.

Essays will be graded based upon the criteria given below:

COMMAND OF TOPIC

The essay identifies and describes the premises of the philosophical position based on written accounts of it, and articulates a personal position on a philosophical topic.

ARGUMENTATIVE DEVELOPMENT

Essay develops a valid, rational argument to defend or condemn a philosophical position. ORGANIZATION

Student has edited the essay, ensuring that sentences are clear and logical.

WRITING MECHANICS & SYNTAX

Essay is free from errors in word choice and writing mechanics.

Assignment: Application Of Role Theory To A Case Study

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This week, you will use role theory to apply to your chosen case study. In other words, your theoretical orientation—or lens—is role theory as you analyze the case study.

Use the same case study that you chose in Week 2. (Remember, you will be using this same case study throughout the entire course). Use the “Dissecting a Theory and Its Application to a Case Study” worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory, and then you can employ the information in the table to complete your assignment.

To prepare:

  • Review and focus on the same case study that you used in Week 2.
  • Review the websites and guides for developing PowerPoint skills found in the Learning Resources.
  • Record presentation using CaptureSpace.

By Day 7

Submit a narrated PowerPoint presentation using Kaltura Media that includes 11 to 12 slides.

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration of less than 30 seconds for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).

Your presentation should address the following:

  • Identify the presenting problem for the case study you selected. (Remember the presenting problem has to be framed from the perspective of role theory. For example, the presenting problem can be framed within the context of role functioning).
  • Identify all the relevant roles assumed by the client.
  • Analyze the social expectations and social and cultural norms revolving around the role, social position, and role scripts of one of the roles assumed by the client.
  • Explain the role and social position of the social worker in working with the client in the case study.
  • Describe how the role(s) and social position(s) assumed by the social worker will influence the relationship between the social worker and the client.
  • Identify three assessment questions that are guided by role theory that you will ask the client to better understand the problem.
  • Identify and describe two interventions that are aligned with the presenting problem and role theory.
  • Identify one outcome that you would measure if you were to evaluate one of the interventions you would implement to determine if the intervention is effective.
  • Evaluate one advantage and one limitation in using role theory in understanding the case.

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
  • Include the reference list on the last slide.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 26: The Psychosocial Framework of Social Work Practice (pp. 411–419)
Chapter 30: Role Theory and Concepts Applied to Personal and Social Change in Social Work (pp. 452–470)

Blakely, T. J., & Dziadosz, G. M. (2008). Case management and social role theory as partners in service delivery. Care Management Journals, 9(3), 106–112. doi:10.1891/1521-0987.9.3.106

Note: You will access this article from the Walden Library databases.

Dulin, A. M. (2007). A lesson on social role theory: an example of human behavior in the social environment theory. Advances in Social Work, 8(1), 104–112. Retrieved from https://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/article/view/134

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Walden Library. (n.d.-a). Library webinar archives: Webinars on library skills. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

Browse this site to view webinars that introduce you to the Walden Library, including “Introduction to the Library” and “Search Strategies for New Students”

Walden Library. (n.d.-b). Searching and finding information in the library databases: Overview. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/searchingfinding

Walden University: Academic Skills Center. (n.d.-a). Microsoft PowerPoint resources: Quick guide. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/ASC/software/PPT/quickguide

Use this resource to learn skills for creating your PowerPoint presentation.

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Document: Guide for Creating and Uploading a PowerPoint Presentation (PDF)

Required Media

Laureate Education. (2017a). Theories knowledge check, part 1 [Interactive media]. Baltimore, MD: Author.

Document: Theories Knowledge Check, Part 1 Transcript (PDF)

Optional Resources

Healy, K. (2016). After the biomedical technology revolution: Where to now for a bio-psycho-social approach to social work? British Journal of Social Work, 46(5), 1446–1462. https://doi.org/10.1093/bjsw/bcv051

Bereavement Counseling

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Wong Chapter 13

Topic: Bereavement Counseling
Question/Prompt: Utilizing your textbook readings from this module week, discuss how faith and spirituality may be potentially therapeutic to those who are dying. Then, read through The Code of Ethics for the Association for Death Education and Counseling and highlight two specific responsibilities that a counselor has when engaging bereavement counseling. Detail these responsibilities and discuss why they are important.

Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different theories. Each reply must be minimum 250 words APA format cited referenced biblical worldview

Reference:“Liberty University Custom: Wong, D., Hall, K. R., Justice, C. A., and Hernandez, L. W.  (2015). Human growth and development (Custom Package). Thousand Oaks, CA:  Sage Publication. ISBN: 9781506355153. *Custom bundle contains Wong et al. (2015), Counseling individuals through the lifespan, ISBN: 9781452217949 and supplemental journal articles.

Derek Post-To be quite candid, the thought of dying is a scary thing, and many of us feel quite uneasy talking about it (Turner, 2011). Despite that reluctance, death is an inevitable result of being born. How death is thought of differs from religion to religion, with some religions, such as Buddhism, believing that death leads to reincarnation. 1 Thessalonians 4:13-14 tells us what we can expect as Christians:

Brothers and sisters, we do not want you to be uninformed about those who sleep in death, so that you do not grieve like the rest of mankind, who have no hope. For we believe that Jesus died and rose again, and so we believe that God will bring with Jesus those who have fallen asleep in him.

John 3:16 also sums it up pretty well:

For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.

It is no wonder that those who are dying find a renewal in their spiritual beliefs (Moestrup & Hvidt, 2016). Yet many terminal patients complain that they do not feel that their religious needs are being met (Bonavita, Yakushko, Morgan Consoli, Jacobsen, & Mancuso, 2018). Pastoral care improves the quality of life for those that are dying by helping them cope with the dying process, which is often the part of death that causes the most discomfort (Moestrup & Hvidt, 2016). Turner (2011), a chaplain within a hospital, echo this, but states that sometimes the best thing that a chaplain can do is to just sit by quietly while the patient processes their end of life, instead of doing the “religious things” that many people expect of them, although prayer is usually involved. Many of those that lack this religious care report a feeling of “religious pain” (Bonavita, Yakushko, Morgan Consoli, Jacobsen, & Mancuso, 2018).

The Association for Death Education and Counseling (2010) has developed several ethical standards when providing services for those that are dying, as well as their families. These standards make clear that the counselor’s primary obligation is the patient and the patient’s family, and the codes require the counselor to promote the welfare of these individuals. The codes also require that counselors are familiar with the resources that are available to the patient, including professional and self-help resources, and that the counselor aids the patient in obtaining those resources when appropriate.

Grace Post– 1 Corinthians 15:55 (KJV) asks death where your victory is and where is your sting. Being a believer in Jesus, we know that to live is Christ and to die is gain (Philippians 1:21). Scripture gives the Christian hope for life after death, yet death can still be a source of anxiety. Religion can help ease anxiety about death as it deals with forgiveness and provides a source of hope for eternal life (Krause, 2015). Feldman, Fischer, and Gressis (2016) offer that how a person views God can influence how they deal with the thoughts of death. Research suggested that those believers who saw God as distant, unconcerned with them, or sometimes cruel had greater anxiety or avoidant behavior towards death and dying (Feldman et al., 2016). Feldman et al. (2016) recommend that the therapist work within the belief system of the person to assist and show where God is loving and concerned with them. Death is an inevitable part of life, and everyone will process it differently with some finding peace by employing their religion and others may not (Feldman et al., 2016). Krause (2015) states that regular worshippers have more spiritual support from their churchgoers which in turn leads to a greater trust in God, feel forgiven by God and experience less anxiety about death. Kruase (2015) proposes that it is the social network of like-minded believers that eases anxiety as those believers who did not have the system reported more stress.

The Association for Death and Counseling’s 2010 Code of Ethics mentions responsibilities that the counselor was providing bereavement counseling has. The first responsibility that is listed is the responsibility to those served. I do not believe it was coincidental that the server group is listed first as the counselor’s primary concern is the client being served. This responsibility is important because it focuses on the client and provides guidance on the rights and maintaining the integrity of the client-counselor relationship.  There may be many things shared during the end of life counseling and being aware of client wellbeing is crucial. The code allows for consulting with other professionals regarding the client. This is an essential responsibility because it provides the client with the best care available by permitting a counselor to interact with seniors and peers in areas they may not be a string in.

Another responsibility is a responsibility to society. I find this aspect of being important because at the time of physical demise those who are seeking counseling should be afforded to do such. The Code of Ethics (2010) encourages members not to discriminate due to age, race, gender, religion, lifestyle, sexual orientation, and many other categories.  The code guides that the counselor should ensure that the client has access to community services, resources, and opportunities. The code also speaks to how the counselor interacts with the public and to provide clarification when speaking as an individual or as the representative of a collective group. The responsibility to society ensures that counselors represent the profession in a manner that protects the privacy and integrity of the client and the profession.