Case study 1

Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”

Laboratory values are as follows:

Hemoglobin = 8 g/dl

Hematocrit = 32%

Erythrocyte count = 3.1 x 10/mm

RBC smear showed microcytic and hypochromic cells

Reticulocyte count = 1.5%

Other laboratory values were within normal limits.

Question

Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale

 

In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to TURNITIN

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Benchmark – Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

1. New practice approaches

2. Intraprofessional collaboration

3. Health care delivery and clinical systems

4. Ethical considerations in health care

5. Population health concerns

6. The role of technology in improving health care outcomes

7. Health policy

8. Leadership and economic models

9. Health disparities

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.

While APA style is required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.

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Assignment

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.
  • Reflect on the strategies presented in the Resources for this week.

The Assignment:

  • Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
  • Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
  • Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.

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Worldview and Nursing Process Personal Statement

Being able to articulate your personal worldview can help you formulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice, and the ways worldview and nursing theory influence that practice.

Draft a 1,000-1,250 word paper in which you:

  1. Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care.
  2. Choose a specific nursing theory that is most in line with your personal philosophy of practice and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.
  3. Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue.
  4. Finally, explain how your worldview and the nursing theory will assist you in further developing your future practice.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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cardiac

Identify a cardiac or respiratory dysfunction and its cause. Outline the key steps necessary to prevent the dysfunction and improve health status.

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implementation plan

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

The assignment will be used to develop a written implementation plan.

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Lab 06_ FLUVIAL PROCESSES AND LANDSCAPES

Note: Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth () component.

KEY TERMS

You should know and understand the following terms:

Alluvial fan Drainage divide Oxbow Lake
Basin Drainage pattern Sinuosity
Braided streams Entrenched meander Stream discharge
Cutbanks Hydrograph Stream order
Delta Meandering river Watershed
Drainage density Meander scar  

 

LAB LEARNING OBJECTIVES

After successfully completing this module, you should be able to do the following tasks:

·         Describe the concepts of sub-basins and watersheds

·         Identify different human water uses of a river

·         Construct a stream order for a river system

·         Compute drainage density of a given basin

·         Identify drainage patterns of river networks

·         Explain how braided rivers and meandering rivers are formed

·         Identify the physical features common to a meandering river system

·         Describe the physical conditions necessary to form alluvial fans

 

 

 

 

 

 

 

INTRODUCTION

This module examines fluvial processes and landscapes. Topics include watersheds, drainage patterns and densities, stream order, meandering and braided streams, and alluvial fans. While these topics may appear to be disparate, you will learn how they are inherently related. The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of fluvial processes and landscapes. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.

 

 Expandthe INTRODUCTION folder and then select Topic 1: Introduction

Read Topic 1: Introduction

Question 1: Which of the following is a reason for the location selected for the first English settlement in the New World, Jamestown, VA?

A.   Prime agricultural land

B.   On the advice from the Native Americans

C.   Deep water port

D.   The land was already cleared

Read Topic 2: Rivers of Life

Question 2: If our ability to predict floods has improved significantly, why does economic loss continue to rise? (Check all that apply).

A.   Increased urbanization

B.   Increased population

C.   Increased development along coasts

D.   Increased real estate values

Read Topic 3: Rivers of Waste

Question 3: What are potential outcomes or conditions resulting from too much nitrogen running off from agricultural fields? (Check all that apply).

A.   Eutrophication of water bodies

B.   Decrease in crop production

C.   Contamination of groundwater

D.   Health issues in infants

Read Topic 4: Erosion

Question 4: List three ways in which humans contribute to stream bank erosion.

A.   Vegetation removal

B.   Increase in impervious surfaces

C.   Wave from boats

D.   Wind action on exposed banks

Read Topic 5: Transportation and Deposition

Question 5: What impacts do dams have on the transportation of sediment? Check all that apply.

A.   Decrease in sediment transportation upstream from dam

B.   Increase in sediment transportation downstream from dam

C.   Decrease in sediment transportation downstream from dam

D.   Increase in sediment transportation upstream from dam

 Collapse and uncheckthe INTRODUCTION folder

For the remaining portions of this module, you will identify and explain the geographic distribution, patterns, and processes associated with fluvial environments. In doing so, you will recognize and appreciate the impact of rivers.

GLOBAL PERSPECTIVE

 Expand the GLOBAL PERSPECTIVE folder and then expand the World Rivers folder. Double‑click and select any continent or world region. To display river information (name and approximate length) click any river in the Google Earth 3-D pane.

 Collapse the World Rivers folder.

 

Major Cities on Rivers

 Expand Major Cities on Rivers.

For each question below, type the latitude and longitude coordinates into the Search field and then press Enter. When you arrive at your destination, find the information that you will use to fill in the blanks below:

Question 6:         33 18 59 N, 44 23 33 E

City:

A.   Atlanta

B.   Baghdad

C.   Cairo

D.   Dusseldorf

River:

A.   Mississippi

B.   Euphrates

C.   Tigris

D.   Nile

Question 7:         30 03 29 N, 31 14 05 E

City :

A.   Paris

B.   Moscow

C.   Cairo

D.   Shanghai

River:

A.   Ohio

B.   Jordan

C.   Zambesi

D.   Nile

Question 8:         48 51 26 N, 2 21 04 E

City:

A.   London

B.   Madrid

C.   Paris

D.   Buenos Aires

River:

A.   Rio de la Plata

B.   Seine

C.   Thames

D.   Volga

Question 9:Montreal, Canada.

Latitude: A. 45° 30’S  B. 73° 33’N      C45° 30’N  D. 73° 33’S

Longitude: A. 45° 30’E  B. 73° 33’N   C. 45° 30’S  D. 73° 33’W

River:

A.   Montreal

B.   St. Lawrence

C.   Hudson

D.   Ottawa

 

 Collapse anduncheck the GLOBAL PERSPECTIVE folder

 

 

 

WATERSHEDS AND DRAINAGE DENSITY

 

Expand the WATERSHEDS AND DRAINAGE DENSITY folder.

A drainage basin is an area of land in which a stream receives water, predominately by surface runoff, through flow, and groundwater flow. Drainage basins are topographically divided from each other by the highest points of elevation, so that all water from the ridges and hills flow into a given drainage basin and thereby into a given stream. This topographic delineation is commonly referred to as a watershed (the drainage divide between two drainage areas), although many in the United States use the term watershed interchangeably with drainage basin or catchment.

A large drainage basin can contain several smaller drainage basins or sub-basins. The nested nature of these sub-basins is determined by topography as well as where the water flows out of the drainage area, known as the outflow point.

In Figure 1, dash-lines AB, and C demarcate the watersheds of the tributary streams, while dash-line D delineates the watershed of a larger drainage basin for the larger streams, which includes the smaller tributaries and their sub-basins.

 

Figure 1. Watershed map (Source: Maidstone Lake USGS 7.5 minute map).

Understanding watersheds are important because stream flow and water quality are influenced by the nature of and changes in the drainage basin. We can determine what is happening in our river basins by examining the water flow and water quality from a river’s outflow point. Changes to water flow or water quality in rivers could be due to either natural events (such as lightning induced forest fires increasing soil erosion) or human modifications (such as agricultural practices increasing pollution).

 Double-click and select Columbia River Watershed.

The Columbia River watershed encompasses 258,000 square miles (approximately the size of France), with 220,000 square miles in the U.S. and 38,000 square miles in Canada. The length of the river is approximately 1243 miles, making it the 15th longest river in the United States.

Uncheck Columbia River Watershed.

Check the Columbia River Sub-basin US only folder. Click on each sub-basin in the Google Earth map pane to identify its name.

Question 10: How many Columbia River sub-basins in the United States are displayed on the map?

A.   7

B.   8

C.   9

D.   10

Uncheck Columbia River Sub-basin US only.

Expand the Columbia River Watershed – Fly Over folder.

The Google Earth flying simulation of the Columbia River shows how the basin is a multi-use watershed. Do the following steps to reduce confusion for the duration of the simulation:

1.   Uncheck all the check boxes in the Google Earth’s Places and Layers panes.

2.   Check only the Enable this check box for the tour check box to display the text in the simulation.

3.   Double-click here to view the tour (Running Time: 2:06).

 

When the simulation stops, close the simulation control panel:

Question 11: What water uses did you see as you traveled upstream on the Columbia River? (Check all that apply).

A.   Agriculture

B.   Flood control

C.   Power generation

D.   Recreation

E.   Ranching

Uncheck Columbia River Watershed – Fly Over.

Expand the Stream Orderfolder.

Stream Order

 

Figure 2. Stream order (16.9 Arbogast 2nd. Ed.).

Stream order is a measure of the size of a stream based on a hierarchy of tributaries. Using the Strahler stream order method, the smallest tributaries are assigned the value of 1. When two streams with different order numbers join, the resulting stream is assigned the value of the higher order numbered stream.

In Figure 2, two streams with an order number of 1 join to form a stream with an order number of 2. However, when one stream with an order number of 1 joins a stream with an order number of 2, the stream remains a 2. Large river systems typically have a higher stream order. The Mississippi River for example has a stream order of 10.

The Strahler stream order number for a given stream is dependent on the scale as which one views a stream network. A stream with an order number of 3 on a 1:24,000 map, for example, might have an order number of 1 on a 1:1,000,000 scale map, as fewer rivers are displayed on a smaller scale map.

Double-click and select the Willamette River folder.

In this particular map, the Willamette River has a Strahler stream order of 5. Though not all streams are labeled with their order, you should be able to determine how the stream ordering system works. You might have to zoom in to see the labels clearly.

Double-click and select the Snake River folder.

For Questions 12 to 15, identify the stream order number for rivers A, B, C, and D:

Question 12: River A:

A.   1

B.   2

C.   3

D.   4

 

Question 13: River B:

A.   1

B.   2

C.   3

D.   4

 

Question 14: River C:

A.   1

B.   2

C.   3

D.   4

 

Question 15: River D:

A.   1

B.   2

C.   3

D.   4

 

Uncheck the Stream Order folder.

 

 

Stream Density

Double-click and select the Stream Density folder.

 

Figure 3. Drainage basins (16.8 Arbogast 2nd. Ed.).

Notice the two sub-basins that are highlighted. The smaller one is the Willamette River watershed and the larger one is the Snake River watershed. The drainage density of a basin measures how well a watershed is drained and depends largely on the underlying bedrock and topography of the basin. Basins with high relief and exposed bedrock tend to have a higher drainage density.

Use the following formula to calculate the stream density of each sub-basin (show your work):

 

 

In other words, the [drainage density] equals the [total length of all streams] divided by the [area of the drainage basin]

Double-click and select Snake All Streams.

Double-click and select Willamette All Streams.

Willamette River watershed:

  • The area of the Willamette River sub-basin is 11,500 square miles.
  • The total length of all streams in the Willamette River sub-basin is 12,800 miles.

Question 16: What is the stream density of the Willamette River sub-basin?

 

A.   12800 / 11500 = 1.11

B.   11500 / 12800 = 0.90

C.   12800 / 11500 = 1.43

D.   11500 / 12800 = 0.95

 

Snake River watershed:

  • The area of the Snake River sub-basin is 108,000 square miles.
  • The total length of all streams in the Snake River sub-basin is 138,000 miles.

Question 17: What is the stream density of the Snake River sub-basin?

 

A.   108000 / 138000 = 0.78

B.   138000 / 108000 = 1.28

C.   108000 / 138000 = 0.83

D.   138000 / 108000 = 1.48

Collapse and uncheck WATERSHEDS AND DRAINAGE DENSITY folder.

 

DRAINAGE PATTERNS

Expand the DRAINAGE PATTERNS folder.

 

Figure 4. Drainage patterns (16.7 Arbogast 2nd Ed.).

The drainage patterns of a stream system (a network of streams and tributaries) depend largely on the topography on the land as well as the structure of the underlying bedrock. Areas subject to faulting often produce rectangular drainage patterns, while areas with folded topography (mountains) often have trellis drainage patterns. Volcanoes typically form radial drainage patterns. Dendritic drainage patterns are common in areas with non-porous, impermeable bedrock.

 

Double-click and select Drainage pattern 1.

Question 18: Identify Drainage pattern 1:

A.   Radial

B.   Trellis

C.   Rectangular

D.   Dendritic

Now that you have identified Drainage pattern 1, double-click and select drainage patterns 2 to 5 to identify them.

Question 19: Identify Drainage pattern 2:

A.   Radial

B.   Trellis

C.   Rectangular

D.   Dendritic

Question 20: Identify Drainage pattern 3:

A.   Radial

B.   Trellis

C.   Rectangular

D.   Dendritic

Question 21: Identify Drainage pattern 4:

A.   Radial

B.   Trellis

C.   Rectangular

D.   Dendritic

Question 22: Identify Drainage pattern 5:

A.   Radial

B.   Trellis

C.   Rectangular

D.   Dendritic

 

 Collapse anduncheck the DRAINAGE PATTERNS folder
BRAIDED STREAMS

Double-click and select the BRAIDED STREAMS folder.

Fast moving streams originating from mountainous glacial areas or regions with an abundance of erodible sediment, often transport great quantities of coarse material such as sand and gravel within the channel. As the stream velocity decreases (topography becomes less steep) however, the discharge is insufficient and the stream can no longer carry the sediment load. In essence, the deposited bed load forms bars (or eyots) within the stream channel, forcing stream channel to diverge and converge among the deposits. These constantly shifting channels within the larger river channel are what give the stream its braided appearance.

The Delta River is an example of a braided stream near the town of Delta Junction, Alaska. Notice the network of broad yet shallow stream channels that diverge and converge, separated by bars of deposited bed load.

Question 23: Based on the location and the deposition type, explain why this stream forms a braided pattern.

A.   The steep slope of the river means that water flows faster and can easily carve out a series of channels forming a braided stream

B.   The slow flowing river means that not much sediment can be carried by the water and hence, the load is deposited forming a braided stream

C.   The channels are stationary and it is the river that moves, thus creating a braided appearance.

D.   The steep topography means the river is stationary and it is the channels that are constantly shifting, forming a braided stream

 

Question 24: Where does the sediment (deposition material) come from?

A.   The sediment is actually in place and is not transported. It is merely disturbed by the river, which forms bars of deposited bed load

B.   The sediment was actually deposited upstream by meandering rivers and over time headward erosion by the river created the braided stream

C.   The sediment is from glacial erosion that is carried downstream by streams from the melting glacier

D.   The sediment is finely sorted from upstream weathering and erosion of loess deposits

 Uncheck BRAIDED STREAMS
MEANDERING STREAMS AND FLOODPLAINS

Expand the MEANDERING STREAMS AND FLOODPLAINS folder.

In contrast to braided streams, meandering streams are formed in landscapes with little relief, are generally slower moving, and carry finer sediments. In addition, water flow within meandering stream typically is constrained to a single channel. As their name suggests, meandering streams are identifiable by their sinuosity, or the bends and turns of the stream channel across a floodplain. The meander of the channel occurs with the scouring of the channel on the outside of the bend (where flow is faster) and deposition on the inside of the bend (where flow is slower). This constant erosion or removal of sediment from cutbanks and deposition of sediment from point bars produces the movement of the meander across the landscape, with past meanders evident from oxbow lakes and meander scars.

Click Stream Process Animation and view the animation.

Erosion and deposition occurs primarily during periods of flooding. Many rivers are prone to flooding, with some large flooding events changing the course of the stream channel (by bypassing the meander altogether and producing a straight reach). While natural or artificial levees might prevent a stream from flooding, large flood events compromise levees, with water and its suspended sediment spilling over the levees and depositing onto the surrounding floodplain.

Double-click and select Mississippi River – Identify Features.

 

 

 

Using the following list of meandering stream features, answer Questions 25 to 29 that apply to the Mississippi River map image in Google Earth.

A.    Oxbow Lake B.    Point bar C.    Meander scar D.   Outside of meander
E.     Island F.    Inside of meander G.   Deep channel (thalweg) H.    Shallow channel
I.     Floodplain J.     Low ground K.    Cut bank  

 

Question 25: Stream Feature A:

A.   Oxbow lake

B.   Point bar

C.   Meander scar

D.   Outside of meander

E.   Island

F.    Inside of meander

G.   Deep channel (thalweg)

H.   Shallow channel

I.     Floodplain

J.    Low ground

K.   Cut bank

 

Question 26:Stream Feature B:

A.   Oxbow lake

B.   Point bar

C.   Meander scar

D.   Outside of meander

E.   Island

F.    Inside of meander

G.   Deep channel (thalweg)

H.   Shallow channel

I.     Floodplain

J.    Low ground

K.   Cut bank

 

Question 27:Stream Feature C:

A.   Oxbow lake

B.   Point bar

C.   Meander scar

D.   Outside of meander

E.   Island

F.    Inside of meander

G.   Deep channel (thalweg)

H.   Shallow channel

I.     Floodplain

J.    Low ground

K.   Cut bank

 

Question 28: Stream Feature D:

A.   Oxbow lake

B.   Point bar

C.   Meander scar

D.   Outside of meander

E.   Island

F.    Inside of meander

G.   Deep channel (thalweg)

H.   Shallow channel

I.     Floodplain

J.    Low ground

K.   Cut bank

 

Question 29: Stream Feature E:

A.   Oxbow lake

B.   Point bar

C.   Meander scar

D.   Outside of meander

E.   Island

F.    Inside of meander

G.   Deep channel (thalweg)

H.   Shallow channel

I.     Floodplain

J.    Low ground

K.   Cut bank

 

Question 30: Identify the dominant land uses surrounding the river.

A.   Agriculture

B.   Mining

C.   Forestry

D.   Urban

E.   Fishing

 

Double-click and select Mississippi River – Measure Distance.

Do the following steps to examine river sinuosity.

1     Verify that Mississippi River – Measure Distance is the only item checked in the Places pane.

2     Go to the Google Earth icon bar and click the Show Ruler tool .
Note: Verify that the simulation control panel is closed:

3

Figure 2. Stream distance (image from Google Earth).

In the Ruler window, click the Path tab and select Miles for the units.

4     Draw a straight line between the two points; that is, click point  and then click point  to determine the distance. This is the downvalley length.

5     Click Clear on the Ruler window to stop.

Question 31: What is the length, in miles, of the channel?

A.   29

B.   16

C.   38

D.   47

Measure the distance of the channel (the meander):

1     In the Ruler window, click the Path tab and set the units to Miles.

2     Click point  and click you as trace the path of the river until you get to point . This is the channel length. Figure 7 shows an example of how your path might appear.

Question 32: What is the length, in miles, of the channel?

A.   29

B.   16

C.   38

D.   47

 

The sinuosity index (SI), also known as the meander ratio, calculates how much the stream channel deviates from the shortest path. Straight rivers have a SI close to 1, but this number increases the more a river meanders.

 

Question 33: Use the following formula to calculate the SI for this reach of the Mississippi River:

 

 

 

In other words, the [sinuosity index] equals the [channel length] divided by the [downvalley length].

 

A.   16 / 37 = 0.42

B.   47 / 29 = 1.62

C.   38 / 16 = 2.38

D.   38 / 29 = 1.31

Close the ruler tool. Uncheck Mississippi River – Measure Distance.

Double-click and select San Juan River – Compare Features.

The San Juan River is another meandering stream, yet we do not see the classic oxbow lakes and meandering scars we saw with the Mississippi River.

Question 34: Compute the SI of the San Juan River from point A to point B.

A.   20 / 4 = 5.0

B.   6 / 10 = 0.60

C.   6 / 2 = 3.0

D.   8.5 / 3 = 2.83

Question 35: Which river (Mississippi River or San Juan River) has a higher SI?

A.   Mississippi River

B.   San Juan River

C.   They have the same

D.   Unable to discern

 

Use the following navigation steps to examine the terrain:

  1. Press and hold the Shift key (PC and Mac).
  2. Use the scroll wheel on the mouse to see the landscape in 3D. You can also use the Ctrl (Command key for Mac) or Shift keys in combination with the arrow keys to pivot and rotate the image.

Question 36: Explain why there are no classic oxbow lakes or meander scars.

A.   They have been filled in by sediments from the river

B.   The surrounding material is too soft to allow for their creation

C.   The surrounding material is too hard to allow for their creation

D.   The river is downcutting faster than it can change course

 

Collapse and uncheck MEANDERING STREAMS AND FLOODPLAINS
ALLUVIAL FANS

 

Expand the ALLUVIAL FANS folder. Double-click and select Alluvial Fan.

 

Alluvial fans are comprised of water-transported material or alluvium. Most alluvial fans consist primarily of coarse grained material. In Death Valley, California, notice the series of alluvial fans.

 

Do the following steps to get a better view of the landscape and to explore the topography:

1     Check the Nova Canyon 7.5 minute map check box and compare the contour lines on the alluvial fan to those contour lines on the northeast portion of the map. This make take a few minutes, depending on your Internet connection speed.

 

2     Zoom in to the Death Valley region.

3     To see the landscape in 3D:

PC: Press and hold the Shift key and use the scroll button on the mouse. You can also use the Ctrl or Shift keys in combination with the arrow keys to pivot and rotate the image.

Mac: Press Shift in combination with the up and down arrows. You can also use the mouse scroll wheel to zoom.

 

Question 37: What geographic and topographic land features are necessary to create alluvial fans? Hint: Where are the fans located physically as well as what features are required to develop them?

 

A.   Humid, flat landscapes

B.   Arid, steep landscapes

C.   Humid, steep landscapes

D.   Arid, flat landscapes

 

 

This concludes Module 16

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Module 4 Discussion

Question 1:

I would like you to share a quote with the class that reflects something about you, your life, and your experiences.

Please read Traditional Male Circumcision in Eastern and Southern Africa: A Systematic Review of Prevalence and Complications, located at http://www.who.int/bulletin/volumes/88/12/09-072975/en/, and, after doing so, address the following question:

Questions 2:

Is there a line between protecting cultural traditional healing and protecting people’s lives/health? If so, what is the line? Who determines it?

Question 3:

For this reflective discussion:  Reflect upon two concepts that you learned in this course.

  • What are the concepts? What insight or ideas did you gain from learning each of these concepts? Were there aspects of the concepts that you would challenge?
  • What is the importance of these concepts to public health? How will you use this new wisdom in your current or future career?
  • Optional: Offer feedback on how the course and/or facilitation of the course can be improved.

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SOCW 6311 & 6070 Wk 9 Discussions

Discussion 1: Reporting a Process Evaluation

Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.

Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.

· Post a description of the process evaluation that you chose and explain why you selected this example. 

· Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.

· Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.

· Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

Chapter 8, “Improving How Programs and Practice Work” (pp. 167–207)

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Read the following section:

“Social Work Research: Qualitative Groups” (pp. 68–69)

Document: Bliss, M. J., & Emshoff, J. G. (2002). Workbook for designing a process evaluation. Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook-for-designing-a-process-evaluation.pdf (PDF)

Georgia Department of Human Resources, Division of Public Health.

Example of Process Evaluation

Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International Tool Series: Monitoring and Evaluation – 2. Retrieved from http://www.cpc.unc.edu/measure/training/materials/data-quality-portuguese/m_e_tool_series_indepth_interviews.pdf

Social Work Research: Qualitative Groups

A focus group was conducted to explore the application of a cross-system collaboration and its effect on service delivery outcomes among social service agencies in a large urban county on the West Coast. The focus group consisted of 10 social workers and was led by a facilitator from the local office of a major community support organization (the organization). Participants in the focus group had diverse experiences working with children, youth, adults, older adults, and families. They represented agencies that addressed child welfare, family services, and community mental health issues. The group included five males and five females from diverse ethnicities.

The focus group was conducted in a conference room at the organization’s headquarters. The organization was interested in exploring options for greater collaboration and less fragmentation of social services in the local area. Participants in the group were recruited from local agencies that were either already receiving or were applying for funding from the organization. The 2-hour focus group was recorded.

The facilitator explained the objective of the focus group and encouraged each participant to share personal experiences and perspectives regarding cross-system collaboration. Eight questions were asked that explored local examples of cross-system collaboration and the strengths and barriers found in using the model. The facilitator tried to achieve maximum participation by reflecting the answers back to the participants and maintaining eye contact.

To analyze the data, the researchers carefully transcribed the entire recorded discussion and utilized a qualitative data analysis software package issued by StatPac, which offers a product called Verbatim Blaster. This software focuses on content coding and word counting to identify the most salient themes and patterns.

The focus group was seen by the sponsoring entity as successful because every participant eventually provided feedback to the facilitator about cross-system collaboration. It was also seen as a success because the facilitator remained engaged and nonjudgmental and strived to have each participant share their experiences.

In terms of outcomes, the facilitator said that the feedback obtained was useful in exploring new ways of delivering services and encouraging greater cooperation. As a result of this process, the organization decided to add a component to all agency annual plans and reports that asked them to describe what types of cross-agency collaboration were occurring and what additional efforts were planned.

(Plummer 68-69)

Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.

Discussion 2: Social Work Agency Budgeting

Human services organizations cannot work in isolation because of the breadth and depth of social issues they address in their mission to provide services. By partnering with other organizations in the community, human services organizations can expand their service delivery. These community partners can complement the work of the social work agency and help raise additional funds for services. Strategic partnerships are not limited to nonprofit organizations; human services organizations may also work with local businesses. When considering community partners, administrators and leaders should keep an open mind and think about unique partnerships that will benefit the community.

For this Discussion, search for examples in your local community of partnerships between human services organizations and local businesses and/or nonprofits. (You may review the partnership example described at the top of page 306 in Understanding Your Social Agency, 3rd ed.) Consider how the human services organizations, nonprofits, businesses, and community benefit from these partnerships. Also consider limitations to these collaborative endeavors.

· Post a description of examples in your local community of partnerships between human services organizations and local businesses and/or nonprofits that benefit the community.

· Analyze the collaboration to identify aspects that provide benefits that go beyond the initial collaborative effort. 

· Explain how these aspects may benefit the human services organization.

· In addition, identify aspects of the collaboration that may lead to challenges, and explain how they may challenge the human services organization.

References (use 3 or more)

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.

Chapter 9, “Fundraising and Development” (pp. 285–320)

Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits. Nonprofit Management & Leadership, 22(1), 37–51.

LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations. Administration & Society, 41(2), 158–184.

Discussion 3: Financial Capacity and Sustainability in Human Services

Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited. One way to determine an organization’s capacity for fundraising and/or financial management is to assess its strengths and weaknesses in these areas and consider ways to improve. This type of assessment should be undertaken before the organization begins to actively seek funds.

For this Discussion, you will evaluate an aspect of financial management or fundraising efforts in a human services organization with which you are familiar. Refer to the inventory tool on page 319 of Understanding Your Social Agency, 3rd ed., for ideas on how to evaluate an organization’s fundraising efforts.

· Post your brief description of an organization with which you are familiar (e.g., a field placement, a previous employer) and evaluate one area of the organization’s financial management or fundraising that needs improving, and explain why. 

· Explain three strategies the organization could implement to improve its financial management or fundraising situation.

· Explain how each strategy supports improvement.

References (use 3 or more)

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.

Chapter 9, “Fundraising and Development” (pp. 285–320)

Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits. Nonprofit Management & Leadership, 22(1), 37–51.

LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations. Administration & Society, 41(2), 158–184.

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Social psych paper

Must be 8 pages long. Follow prompt attached exactly as it says. Apply terms from textbook along with terms attached below. Textbook link is provided, only use terms from there. Please make sure that for each term implemented, there are 2 paragraphs explaining it. Due 12/3 at 8 pm eastern time.*

 

Try to include these terms in the paper if possible:

 

1.) Hindsight Bias

2.) Hypothesis

3.) Experimental Control

4.) Assimilation

5.) Base-rate fallacy

6.) False Uniqueness Bias

7.) Locus of Control

8.) Counter-Argumentation

9.) Reactance Theory

10.) Post-Decision Regret

11.) Self-Perception Theory

12.) Disclosure reciprocity

13.) Attachment styles

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