psychology due in 24 hours

Bipolar Disorder and Anticonvulsant/Mood Stabilizing Medications

“Dylan  was now having blackouts at frequent intervals. On more than one  occasion he had been warned by his doctor that he must go on a regime of  complete abstinence from alcohol if he was to survive…Dylan seemed  exhausted, self-preoccupied, and morbidly depressed. He went out alone,  and an hour and half later returned to announce, ‘I’ve had eighteen  straight whiskeys. I think that’s the record.’ (Shortly afterwards) he  died.”

—Quote about Welsh poet Dylan Thomas

Although each client is unique, trends emerge across cases that may result in numerous, negative, and lasting consequences (DSM-5). In the case of Welsh poet Dylan Thomas, who tended to abuse alcohol during manic episodes, the lasting consequence was death.

Counselors  are aware of tendencies and respond to behaviors like impulsivity in  order tocreate treatment plans that are intended to prevent or  ameliorate symptoms before lasting consequences occur. Although  counselors should follow established protocols by attempting to have  clients act on their own behalf, they should also understand that at any  time they might need to intervene to protect and assist these clients.

Select one of the following disorders treated with anticonvulsant/mood stabilizing medications:

1. Schizoaffective disorder
2. Bipolar I disorder
3. Bipolar II disorder

For  this Discussion, review the Learning Resources. Create a case study of a  client with the selected disorder. Include the client’s age, gender,  major presenting factors (including losses and symptom manifestation),  when symptoms emerged, and any other pertinent information. Consider  possible medical treatments that a psychiatrist might prescribe for the  hypothetical client and the role of the counselor in these treatment  cases. Be creative in your description, but also be as realistic as  possible. Use the DSM-5 and your other texts to construct the background story for your hypothetical client’s presentation

Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. 

Instructors, training on how to grade is within the Instructor Center. 

Assignment 3: Cultural Activity Report
Due Week 9 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 9. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
   • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
   • Provide specific information and a description of at least two (2) pieces.
   • Provide a summary of the event and describe your overall reaction after attending the event.
   • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
• Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
• Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid's dance recital, your international friend's wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 
   
• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options.If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric 

What is the Afterlife like, and what does it take to get there?

In your paper you should provide REASONS for why you believe the Afterlife to be as you describe it.  You should also include your cultural and/or religious background influences that shaped your notion of the Afterlife.  You should mention why you believe (or do not believe) the Afterlife is important.  There is a constant fascination with the Afterlife in our society, so you should state the most compelling evidence available that, to you, confirms the existence of life after death.  I then want you to point out why this evidence is unconvincing and how it does not answer the question of whether or not the afterlife is real.

5 page paper

Philosophy 1

 David Hume once wrote that "the life of man is of no more importance to the universe than that of an oyster."  How do you respond?

PS 1010 American Government-Right to Privacy Assignment 

Certain freedoms, or civil liberties, and privacy, a civil right, are concepts highly revered by Americans; however, there are times when the two conflict in the name of safety and security. The Digital Age is having a profound effect on the issue as cameras catch our every move, whether it is running a red light, entering a building, playing in a park, or using an ATM machine. This assignment is based on your opinion regarding privacy versus safety and security. Answer the following questions in a cohesive essay consisting of at least two pages, double-spaced, using 12-point Times font. You must use at least three sources. Make sure that all sources are cited and referenced using APA style.

1. Begin by identifying which part of the Constitution provides for your privacy rights. Do you believe that with today’s technology the Constitution still adequately protects those rights? Why, or why not?

2. Select and describe an issue that has been in the news within the last 15 years related to how politics and the right to privacy have intersected and led to an invasion of privacy. If you believe no rights were violated, select a relevant article and discuss what actions would have created violation of privacy and why.

3. Take a stand. Do you agree with the invasion of privacy story you discussed in #2 above, or do you object? Where do you draw the line in this privacy issue? Explain your response.

4. Explain how historical thought and tradition affect civil liberties and rights as they pertain to the issue you chose.

5. What consequences do you support for those who cross the line?

6. What, if any, compensation do you recommend for the victims?

To Prepare:

· Choose a specific group work scenario that you either encounter regularly or that is of particular professional interest to you (e.g., group social work within hospitals, youth groups in schools, substance abuse co-led groups in prisons).

The Assignment (3–4 pages):

· Briefly describe the group scenario that you are using for the Assignment.

· Explain the skills necessary to be a successful group facilitator for this population and/or issue type and within your chosen setting.

· Explain the ethical and cultural issues that must be addressed before you can begin a group in this scenario.

· Identify the three most important guidelines for multicultural and social justice competence that would guide you professionally and ethically once the group was underway. Explain why you selected these guidelines in particular.

· Of the three guidelines you described, explain which one(s) you believe you need to develop additional knowledge or experience with as part of your professional development and why.

APA Format, 3 References 

HN430 Unit 8 DBP

Discuss your experiences with cyber-bullying – either a personal experience or one you know of from peers or the media. How did the different roles (victim, bully, bully victim, bystanders, and “toadies”) present themselves in this experience?

Then, imagine you are on the school board and a vocal advocate against bullying. You have been asked to design a program that addresses bullying in your school. 

How would you approach this task?

 Describe four factors involved in a multifaceted school-based approach to cyber-bulling prevention. What specific components would be included in your program? 

How would you advocate for support (funding, staffing, etc.) for this program? 

Make sure you address how you would split up funding for an anti-bullying program into three categories: universal, selected, and indicated. Present an argument as to what percentage of the money should go to each group and why.

Explain the link between stress and mental illness, and then use that explanation to explain class, gender, and race differences in mental illness.

Need PowerPoint, please.

Hello,

I have attached the criteria for this assignment below. I will be needing a PowerPoint presentation without speaker notes. Please use the DSM5 attachment to answer DSM5 question. Thank you for considering this assignment.

Thank you.

Introduction of Child Development program evaluation

I have attached the guidelines and rubric and must be followed exactly.  For this assignment my location i required. I am located in the southeastern Massachusetts area.