Identifies and presents your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic

 Psychology homework help

Cultural Perspectives Draft

The goal of this assignment is to integrate cultural nuances, expectations, and perspectives into a draft of your final paper. You will present a current diversity-related situation or dilemma; compare and contrast the cultures involved in the situation; and provide a historical perspective and analyze the contributing factors to the current state of the situation. You will then interpret the effects of the situation on the cultures involved, provide evidence in favor of and opposed to each side of the situation. Finally, you will assess your beliefs and perspectives regarding the situation or dilemma and identify strategies for building inclusion by synthesizing the varying perspectives.

Instructions:

This assignment will build upon your accumulated learning from the course and your written assignments from Weeks 3 and 4. Based on your identified situation or cultural dilemma (from your Week 4 written assignment), determine a personal position regarding the topic. Then write a 2800-3500 word paper that:

  • Identifies and presents your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Presents at least one argument supporting the perspective of each cultural group involved with the topic.
  • Considers how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.

This written assignment will include:

  • An identified diversity situation or cultural dilemma prevalent in today’s society that involves more than one cultural group. (Week 3 written assignment)
  • A comparison of the different cultural groups involved. (Week 4 written assignment)
  • Personal position regarding the topic. (Week 5 written assignment)

This written assignment should be double-spaced, and include a title page and references page. Additionally, utilize 5 to 7 resources, including resources provided throughout the course, to support your arguments. Make sure to gather evidence and present persuasive, well-reasoned arguments regarding your topic, and consider all perspectives and opinions.

Submit a draft of your paper to the Writing Center for Paper Review Links to an external site.by Week 5, Day 3. Once you have received the feedback from the tutor, revise your writing based on the feedback you received and submit your final copy to Waypoint using the link below.

To Summarize:

Your Week 3 written assignment should identify a diversity situation or cultural dilemma that is prevalent in today’s society that involves more than one cultural group. Additionally, your paper should:

  • Identify the selected diversity situation or cultural dilemma.
  • Provide an analysis of the topic, including an historical perspective and the current day situation.
  • Explain why this is a topic of interest in general, and to you in particular.

Your Week 4 written assignment should have included the requirements of the Week 3 paper and then continued on to compare and contrast the different cultural groups involved the situation or dilemma. Additionally, the Week 4 paper should address the:

  • stereotypes and biases associated with each of the cultural groups
  • privileges and power associated with each of the cultural groups

This Week 5 paper should include all the requirements of the Weeks 3 and 4 papers and also:

  • Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Present at least one argument supporting the perspective of each cultural group involved with the topic.
  • Consider how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.
 
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SCIENCE Assignment 6 Nuclear medicine

SCIENCE Assignment 6 Nuclear medicine


Question descriptionAssignment 6: Nuclear Medicine
>
> Nuclear medicine is a specialized branch of modern medicine that exploits the process of radioactivity for imaging, diagnosis, and treatment. Many imaging techniques inject small amounts of radioactive material into the body, which are then tracked by a sensing device specific to the type of radiation emitted from that material. Radiation has also been used to destroy diseased tissue, typically beyond the reach of standard surgical techniques.
>
> Using the readings for this module, the Argosy University online library resources, and the Internet, write a paper on nuclear medicine. Address the following:
>
> Explain the scientific and technical concepts related to nuclear medicine. Consider the following questions when you construct your response:
> What type of radiation is typically exploited in most nuclear medicine procedures?
> How are patients prepared for nuclear medicine procedures?
> What are the advantages and limitations of nuclear medicine?
> What ailments are typically diagnosed and treated via nuclear medicine procedures?
>
> Evaluate a minimum of three applications of nuclear medicine relating to any of the following topics:
> Positron Emission Tomography (PET) scans
> Gallium scans
> Indium white blood cell scans
> Iobenguane scans (MIBG)
> Octreotide scans
> Hybrid scanning techniques employing X-ray computed tomography (CT) or magnetic resonance imaging (MRI)
> Nuclear medicine therapy using radiopharmaceuticals
>
> Support your statements with examples. Provide a minimum of three scholarly references.
>
> Write a 2-page paper in Word format. Apply APA standards to citation of
>
>
> Assignment 2 Grading Criteria
> Maximum Points
> Demonstrated an understanding of the basic scientific and technical concepts of nuclear medicine.
> 28
> Evaluated current or future applications of nuclear medicine with three real-world examples.
> 32
> Provided at least three reliable references to support examples of current and future nuclear medicine applications.
> 20
> Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
> 20
> Total:
> 100

 
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Discuss the history of social psychology and describe the critical role this field of study has played in helping us to understand the thoughts, feelings, and behaviors of individuals throughout its evolution.

DESCRIBE HOW INDIVIDUALS DEVELOP A SELF-CONCEPT AND SELF-SCHEMA.

Social Psychology

 

Discuss the history of social psychology and describe the critical role this field of study has played in helping us to understand the thoughts, feelings, and behaviors of individuals throughout its evolution. Which key research developments have helped to define social psychology and differentiate it from other fields of study? What theoretical constructs are inherent in social psychology principles?

Assess the role of ethics in behavioral research. What are some of the ethical dilemmas that researchers face? In    your response, provide at least one example of an ethical violation that occurred in a human research study     and describe the methodology used (e.g., observational, correlational, experimental). What changes could have     been made to improve the ethical nature of the research?

 

Include at least one reference in your post that is properly cited according to APA format.  Respond substantively to at least two of your classmates’ posts.

The Acting Self

 

As Feenstra (2013) states in your textbook:

“Social psychologists are interested in who we are. We know a great deal about ourselves, and that knowledge affects how we process information and view the world around us. The self is a powerful force. The self affects how we feel, what we think we can do, and what we in fact do.” (pg. 52).

 

Expanding on the quotation above, describe how individuals develop a self-concept and self-schema.  Discuss the cultural, social, and environmental influences on that development. In what ways does our sense of self determine how we think about others and how we interact with individuals and groups of people? What is the significance of the acting self? In your response, be sure to address at least three of the key concepts presented in Table 2.1 of the reading

 
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How did the happenings of the nursing profession impact the origin of this theory?

How did the happenings of the nursing profession impact the origin of this theory?

Advanced Theoretical Perspectives for Nursing

Discussion Question Response:post your response to the assigned discussion questions in the appropriate

threads in the Discussion Area.
Guidelines: Support your responses with scholarly academic references using APA style format. Assigned

course readings and online library resources are preferred. Weekly lecture notes are designed as

overviews to the topic for the respective week and should not serve as a citation or reference.
In your discussion question response, provide a substantive response that illustrates a well-reasoned

and thoughtful response; is factually correct with relevant scholarly citations,references, and

examples that demonstrates a clear connection to the readings.
In your participation responses to your peers, comments must demonstrate thorough analysis of postings

and extends meaningful discussion by building on previous postings.
Note: Review South University’s Substantive Participation Policy Criteria, Helpful Tips, and Late

Policy available by clicking on the South University Policy and Guidelines navigation tab. The late

policy applies to late discussion question responses.
Grading Criteria Maximum Points
Discussion Question Responses: Displays an understanding of the course materials and the underlying

concept discussed. Includes course materials and additional scholarly resources to support important

points. 15
Participation Responses: Displays an understanding of topic under discussion by affirming statements,

asking a related question, or making an oppositional statement. Position must be supported with related

evidence. Responds to a minimum of two peers per question. 10
Professional Practice Connection: Demonstrates reflective thought pertaining to personal perspectives

and professional development. Reflective statements include a theoretical rationale. 10
Quality of Academic Writing: Written responses are free of grammatical, spelling or punctuation errors.

Citations and references are included and written in the correct APA Style. 10
Total: 45


 

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Brain Modularity

Brain Modularity

Using the your school Online Library; find two peer-reviewed journal articles on brain modularity, with a focus on visual sensation and perception. In your synopsis, you will include:

  • A summary of each of the journal articles
  • The main points discussed in each of the journal articles and how they relate to the week’s course and text readings
  • Your thoughts and perspectives regarding the concepts covered in each of the journal articles

Submission Details:

  • Name your document: SU_PSY3400_W2_Project_LastName_FirstInitial
  • Submit your report in a Microsoft Word document to the Submissions Area by the due date assigned.
  • Using APA format, cite sources appropriately throughout your assignment, and reference on a separate page.

    Brain Topography, Volume 18, Number 2, Winter 2005 (©2005) 67 DOI: 10.1007/s10548-005-0276-8

    Borowsky et al.68

    Modularity and Intersection 69

    Borowsky et al.70

    Modularity and Intersection 71

    Borowsky et al.72

    Modularity and Intersection 73

    Borowsky et al.74

    Modularity and Intersection 75

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    218

    Perceiving visually presented objects: recognition, awareness, and modularity Anne M Treisman* and Nancy G Kanwisherf

    Object perception may involve seeing, recognition,

    preparation of actions, and emotional responses-functions

    that human brain imaging and neuropsychology suggest are

    localized separately. Perhaps because of this specialization,

    object perception is remarkably rapid and efficient.

    Representations of componential structure and interpolation

    from view-dependent images both play a part in object

    recognition. Unattended objects may be implicitly registered,

    but recent experiments suggest that attention is required to

    bind features, to represent three-dimensional structure, and to

    mediate awareness.

    Addresses *Department of Psychology, Princeton University, Princeton, New Jersey 08544-1010, USA; e-mail: treisman@phoenix.princeton.edu tDepartment of Brain and Cognitive Sciences, El O-243, Massachusetts Institute of Technology, Cambridge, Massachusetts 02138, USA; e-mail: ngk@psyche.mit.edu

    Current Opinion in Neurobiology 1998, 8:218-226

    http://biomednet.com/elecref/0959438800800218

    0 Current Biology Ltd ISSN 0959-4388

    Abbreviations

    ERP event-related potential fMRl functional magnetic resonance imaging IT inferotemporal cortex

    Introduction It is usually assumed that perception is mediated by specific patterns of neural activity that encode a selective

    description of what is seen, distinguishing it from other

    similar sights. When we perceive an object, we may form

    multiple representations, each specialized for a different

    purpose and therefore selecting different properties to

    encode at different levels of detail. There is empirical

    evidence supporting the existence of six different types

    of object representation. First, representation as an ‘object

    token’-a conscious viewpoint-dependent representation

    of the object as currently seen. Second, as a ‘structural de-

    scription’- a non-visually-conscious object-centered rep-

    resentation from which the object’s appearance from other

    angles and distances can be predicted. Third, as an

    ‘object type’-a recognition of the object’s identity (e.g. a

    banana) or membership in one or more stored categories.

    Fourth, a representation based on further knowledge

    associated with the category (such as the fact that the

    banana can be peeled and what it will taste like). Fifth, a

    representation that includes a specification of its emotional

    and motivational significance to the observer. Sixth, an

    ‘action-centered description’, specifying its “affordances”

    [l], that is, the properties we need in order to program

    appropriate motor responses to it, such as its location,

    size and shape relative to our hands. These different

    representations are probably formed in an interactive

    fashion, with prior knowledge facilitating the extraction of

    likely features and structure, and vice versa.

    Evidence suggests that the first four types of encoding

    depend primarily on the ventral (occipitotemporal) path-

    way, the fifth on connections to the amygdala, and the

    sixth on the dorsal (occipitoparietal) pathway; however,

    object tokens have also been equated with action-centered

    descriptions [PI. Dorsal representations appear to be

    distinct from those that mediate conscious perception;

    for example, grasping is unaffected by the Titchener

    size illusion [3]. Emotional responses can also be evoked

    without conscious recognition (e.g. see [4**]). Object

    recognition models differ over whether the type or identity

    of objects is accessed from the view-dependent token or

    from a structural description; in some cases, it may also be

    accessed directly from simpler features.

    The goal of perception is to account for systematic

    patterning of the retinal image, attributing features to their

    real world sources in objects and in the current viewing

    conditions. In order to achieve these representations,

    multiple sources of information are used, such as color,

    luminance, texture, relative size, dynamic cues from mo-

    tion and transformations, and stereo depth; however, the

    most important is typically shape. Many challenges arise in

    solving the inverse problem of retrieving the likely source

    of the retinal image: information about object boundaries

    is often incomplete and noisy; and three-dimensional

    objects are seen from multiple views, producing different

    two-dimensional projections on the retina, and objects in

    normal scenes are often partially occluded. The visual

    system has developed many heuristics for solving these

    problems. Continuity is assumed rather than random varia-

    tion. Regularities in the image are attributed to regularities

    in the real world rather than to accidental coincidences.

    Different types of objects and different levels of specificity

    require diverse discriminations, making it likely that

    specialized modules have evolved, or developed through

    learning, to cope with the particular demands of tasks

    such as face recognition, reading, finding our way through

    places, manipulating tools, and identifying animals, plants,

    minerals and artifacts.

    Research on object perception over the past year has made

    progress on a number of issues. Here, we will discuss

    recent advances in our understanding of the speed of

    object recognition, object types and tokens, and attention

    and awareness in object recognition. In addition, we will

    Perceiving visually presented objects Treisman and Kanwisher 219

    review evidence for cortical specializations for particular

    components of visual recognition.

    The speed of object recognition Evolutionary pressures have given high priority to speed

    of visual recognition, and there is both psychological and

    neuroscientific evidence that objects are discriminated

    within one or two hundred milliseconds. Behavioral

    studies have demonstrated that we can recognize up to

    eight or more objects per second, provided they are

    presented sequentially at fixation, making eye movements

    unnecessary [S]. Although rate measurements cannot tell

    us the absolute amount of time necessary for an individual

    object to be recognized, physiological recordings reveal

    the latency at which the two stimulus classes begin to

    be distinguished. Thorpe et al. [6”] have demonstrated significant differences in event-related brain potential

    (ERP) waveforms for viewing scenes containing animals

    versus scenes not containing animals at 150 ms after stim-

    ulus onset. Several other groups [7,8*,9-111 have found

    face-specific ERPs and magnetoencephalography (MEG)

    waveforms with latencies of 155-190 ms. DiGirolamo and

    Kanwisher (G DiGirolamo, NG Kanwisher, abstract in

    Psychonom Sot 1995, 305) found ERP differences for line drawings of familiar versus unfamiliar three-dimensional

    objects at 170 ms (see also [S]).

    Parallel results were found in the stimulus selectivity

    of early responses of cells in inferotemporal (IT) cortex

    in macaques, initiated at latencies of 80-looms. On

    the basis that IT cells are selective for particular faces

    even in the first 50ms of their response, Wallis and

    Rolls [12] conclude that “visual recognition can occur

    with largely feed-forward processing”. The duration of

    responses by these face-selective cells was reduced from

    250ms to 25 ms by a backward mask appearing 20ms

    after the onset of the face, a stimulus onset asynchrony

    at which human observers can still just recognize the

    face. The data suggest that “a cortical area can perform

    the computation necessary for the recognition of a visual

    stimulus in ZO-30ms”. Thus, a consensus is developing

    that the critical processes involved in object recognition

    are remarkably fast, occurring within lOO-200ms of

    stimulus presentation. However, it may take another

    1OOms for subsequent processes to bring this information

    into awareness.

    Object tokens How then does the visual system solve the problems of

    object perception with such impressive speed and accu-

    racy? A first stage must be a preliminary segregation of the

    sensory data that form separate candidate objects. Even

    at this early level, familiarity can override bottom-up cues

    such as common region and connectedness, supporting

    an interactive cascade process in which “partial results of

    the segmentation process are sent to higher level object

    representations”, which, in turn, guide the segmentation

    process [ 13.1.

    Kahneman, Treisman, and Gibbs [14] have proposed

    that conscious seeing is mediated by episodic ‘object

    files’ within which the object tokens defined earlier

    are constructed. Information about particular instances

    currently being viewed is selected from the sensory

    array, accumulates over time, and is ‘bound’ together in

    structured relations. Evidence for this claim came partly

    from the observation of ‘object-specific’ priming- that

    is, priming that occurs only, or more strongly, when the

    prime and probe are seen as a single object. This occurs

    even when they appear in different locations, if the

    object is seen in real or apparent motion between the

    two. Object-specific priming occurs between pictures and

    names when these are perceptually linked through the

    frames in which they appear (RD Gordon, DE Irwin,

    personal communication), suggesting that object files

    accumulate information not only about sensory features

    but also about more abstract identities. However, priming

    between synonyms or semantic associates is not object

    specific [15], that is, it occurs equally whether they

    are presented in the same perceptual object or in

    different objects. It appears that object files integrate

    object representations with their names, but maintain

    a distinct identity from other semantically associated

    objects. Priming at this level would be between object

    types rather than tokens. Irwin [ 161 has reviewed evidence on transsaccadic integration, suggesting that it is limited to

    about four object files.

    A similar distinction between tokens and types has

    emerged from the study of repetition blindness, a failure

    to see a second token of the same type, which was

    attributed to refractoriness in attaching a new token to

    a recently instantiated type [17]. Recent research has

    further explored this idea. One role of object tokens is

    to maintain spatiotemporal continuity of objects across

    motion and change. Chun and Cavanagh [18”] confirmed

    that repetition blindness is greater when repeated items

    are seen to occur within the same apparent motion

    sequence and hence are integrated as the same perceived

    object. They suggest that perception is biased to minimize

    the number of different tokens formed to account for the

    sensory data. Objects that appear successively are linked

    whenever the spatial and temporal separations make

    this physically plausible. This generally gives veridical

    perception because in the real world, objects seldom

    appear from nowhere or suddenly vanish. Arnell and

    Jolicoeur [ 191 have demonstrated repetition blindness for novel objects for which no pre-existing representations

    existed. According to Kanwisher’s account [ 171, this implies that a single presentation is sufficient to establish

    an object type to which new tokens will be matched.

    The ‘attentional blink’ [ZO] describes a failure to de-

    tect the second of two different targets when it is

    presented soon after the first. Chun (21’1 sees both

    repetition blindness and the attentional blink as failures

    of tokenization, although for different reasons, because

    220 Cognitive neuroscience

    they can be dissociated experimentally. Attentional blinks

    (reduced by target-distractor discriminability) reflect a

    Di I,ollo, JT Enns, personal communication). The account proposed

    is that awareness depends on a match between re-entrant

    information and the current sensory input at early

    visual levels. A mismatch erases the initial tentative

    representation. “It is as though the visual system treats the

    trailing configuration as a transformation or replacement

    of the earlier one.” Conversely, repetition blindness for

    locations (R Epstein, NG Kanwisher, abstract in Psychononz

    Sot 1996, 593) may result when the representation of an

    earlier-presented letter prevents the stable encoding of

    a subsequently presented letter appearing at the same

    location.

    Attention and awareness in object perception Attention seems, then, to be necessary for object tokens

    to mediate awareness. However, there is evidence (see

    [Z-l’]) that objects can be identified without attention

    and awareness. If this is so, do the representations differ

    from those formed with attention? Activation (shown

    by brain-imaging) in specialized regions of cortex for

    processing faces [26] and visual motion [27] is reduced

    when subjects direct attention away from the faces or

    moving objects (respectively), even when eye movements

    are controlled to guarantee identical retinal stimulation

    (see also [28]), consistent with the effects of attention

    on single units in macaque visual cortex. Unattended

    objects are seldom reportable. However, priming studies

    suggest that their shapes can be implicitly registered

    [?.9,30**], although there are clear limits to the number of

    unattended objects that will prime [31]. Representations

    formed without attention may differ from those that

    receive attention: they appear to be viewpoint-dependent

    [32’], two-dimensional, with no interpretation of occlusion

    or amodal completion [30”]. On the other hand, in

    clinical neglect, the ‘invisible’ representations formed in

    a patient’s neglected field include illusory contours and

    filled-in surfaces [33-l, suggesting that neglect arises at

    stages of processing beyond those that are suppressed in

    normal selective attention. With more extreme inattention,

    little explicit information is available beyond simple

    features such as location, color, size, and gross numerosity;

    even these simple features may not be available, produc-

    ing ‘inattentional blindness’ [34’]. Again, however, some

    implicit information is registered: unseen words may prime

    word fragment completion, and there is clear selectivity

    for emotionally important objects such as the person’s own

    name and happy (but not sad) faces.

    Binding of features to objects is often inaccurate unless

    attention is focused on the relevant locations [35].

 
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What are the Differences Between Child abuse and child neglect? Are they one in the same?

What are the Differences Between Child abuse and child neglect? Are they one in the same?

Ethical and Legal Aspects of nursing practice week 7

Paper , Order, or Assignment Requirements

1. What are the differences between Child abuse and child neglect? Are they one in the same?

2. How would you report suspected elder abuse?

3. Can a minor seek treatment for STD’s, and if so how can they go about it? Do they need to obtain parental consent?

4.What are the different kinds of restraints? Are they all treated the same when it comes to assessment and documentation?


 

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Alternative Therapy Application

 

Alternative Therapy Application

For this discussion, you will apply a complementary or an alternative therapy to the case of Henry (see the case study narrative “The Case of Henry” in the Resources). To do so, first review the Unit 7 Introduction and read Norton, Abbott, Norberg, and Hunt’s 2015 article. Specify how the theory would conceptualize Henry’s “problem,” identify what key concepts could be applied, and discuss a specific intervention you would use with this client. Be specific in your discussion.

Response Guidelines

You should respond to the posts of one of your peers for each discussion question. These responses should be substantive and contribute to the conversation by respectfully asking questions, engaging in discussion, and offering varying viewpoints. Please review the Faculty Expectations for any other requirements for the peer responses.

Resources

 
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ALTERNAICINTIVE MEDICINE/POPULATION BASE NURSING

ALTERNAICINTIVE MEDICINE/POPULATION BASE NURSING

This assignment is due on Saturday January 19 at 6 PM EST. It is importantto follow the requirementthe assignment . THE SIMILARITY SCORES CANNOT BE MORE THAN 15% THIS IS VERY IMPORTANT , All minimum requirements must be meet. And if you think you will not meet the dateline let me know before you even start the assignment , and secoundly if you know you dont have a qualify writer for this assignment also notify me this is very very important . I dont have too much time at hand as the assignment is also due on saturday evening and that means you must be able to guranty me a perfect job as the will not be time for revision . So let me know if you can handle this assignment.
 
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Describe the four major categories and 10 essential services of public health and find a real-life example of each service.

10 Essential Services of Public Health
Public health services are divided into four major categories and 10 specific services.

Complete the worksheet, to access, click here:Preview the document
Describe the four major categories and 10 essential services of public health and find a real-life example of each service.
Provide a definition for each of the four categories and 10 essential services of public health listed on the worksheet. (The definition should be approximately three to four sentences each, written in your own words.)
Identify via an internet search a real-life example of each of the 10 essential services. (The example may be a program, initiative, or service of a government agency, community service agency, non-profit organization, or community action group.)
Provide a description and brief discussion of how each example relates to the definition of the essential service.
Include a link to the website where you found information about each example.

Add a title page with the following:
Title of assignment
Student’s name
Course name and number
Instructor’s name
Date submitted
Include a reference page formatted according to APA style.

 
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Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. 

 

  • Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
  • Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
  • Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
    he case topic:  Healthy Sexual Functioning in Post-Menopausal Women
    Find a specific special topic article that fits your selected subtopic and population.
    Create a 10- 12 slide PowerPoint presentation with detailed speaker notes that includes the following:
    · A summary of the pertinent article information (sample, hypothesis, results, limitations, and so on)
    · A concise description of your subtopic, as well as why this issue is relevant to the study of sex therapy
    · Presenting problems and what, if any, diagnosis might be relevant
    · Description of the client (If applicable, include the length of the relationship, ethnicity, children, previous marriages, age, and pertinent biographical information.)
    · A brief description of the clinical theory you would use in working with the population chosen: This also include your treatment plan and interventions based on your chosen theory.
    · Ethical issues of issues of diversity or cultural difference that would need to be addressed
 
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