Assignment Details Part 1:  Please find an argument to analyze.  Be creative!  Some suggestions are to use a commercial, letter to the editor (or op/ed piece).  Analyze the argument you choose.

· What is the main purpose of the argument?

· Is it inductive?  Deductive?

· Are there any fallacies being used?  If so, which ones?

Part 2: Does the argument align with a philosophical theory or theorist? Choose one philosophical theory or theorist and explain – from that perspective – what you would change to make the argument better.  Think about the steps that you could use to improve the argument. For example, if you pick Socrates as a theorist think of how Socrates would reflect upon and engage the argument for change.   Look for common fallacies like:

· Circular thinking – typically restating the premise in the conclusion and creating a “circular” argument

· Appeals to authority – generally this fallacy considers an argument that we should listen to based on some “false” or “non” authority. Is this happening in your argument example?

· False cause – in this fallacy the writer or speaker attributes a “false” cause to some effect or result (often you will see superstitious thinking used here).

· Sweeping generalizations – this fallacy occurs when an individual makes generalizations (usually stereotypical thinking)

· Equivocation – in this fallacy a person confuses two senses of the meaning of a word (like a free animal- is it free because it doesn’t cost anything or is it free because it is not in a “cage”?)

· Red herring – very common in political settings.  This fallacy is a distraction (think of a big red fish – pretty distracting, right?)

Utilize at least 2 credible sources to support the arguments presented in the paper. Make sure you cite them appropriately within your paper, and list them in APA format on your Reference page. Your paper should be 4-6 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, your paper should include a Title and Reference page, should be double-spaced, and include a running head and page numbers

 

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ALYSSA IS AN 18-YEAR-OLD WHO PRESENTS TO CLINIC WITH A CONCERN THAT HER ACNE HAS WORSENED SINCE SHE STARTED COLLEGE. SHE CURRENTLY IS USING A BENZOYL PEROXIDE 5% WASH ONCE A DAY.

Question
Alyssa is an 18-year-old who presents to clinic with a concern that her acne has worsened since she started college. She currently is using a benzoyl peroxide 5% wash once a day.

This regimen has helped some, but she is still having breakouts of acne. She is healthy with no medical problems, and takes no medications.

In your examination, you notice open and closed comedones (white and black heads) and some inflammatory lesions (fewer than 10), but no cystic lesions.

What would you recommend? When should she follow-up? What education is given?

Case study #2 Emily is a 32-year-old nurse who presents to clinic with a 4 week history of worsening redness, dryness, and rash on her hands.

She recently graduated from nursing school and has started working on a medical-surgical unit. She washes her hands many times a day.

She tells you she had a similar problem a few years ago that persisted for months. She does not remember how that was treated. She did have eczema as a child.

The skin on Emily’s hands is red, dry, scaly, and excoriated, consistent with hand dermatitis.

How will you treat her hands? What education will you provide?

Case Study #3 Rob is a 48-year-old male with psoriasis for 4 years. It is confined to elbows, knees and buttocks.

He complains of itching, some discomfort, and significant embarrassment.

He currently is not using anything, and admits to getting frustrated in the past with treatment not working well.

What education will you provide? What will your recommended treatment be? Follow-up?

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HSC 3020 Managed CareUtilization ManagementThe principal objective of utilization management is the reduction of practice variations by establishing parameters for cost-effective use of health care resources. There are four main techniques or tools used in utilization management: demand management, utilization review, case management, and disease management. Utilization management helps MCOs control costs and improve quality.

Refer to the readings of this week and the Internet on the above information, answer the following questions:

What are the challenges faced by MCOs regarding practice variations?

What do you think can be done to meet these challenges?

Differentiate between the three main processes of institutional utilization management.

Determine the main purposes of each process of institutional utilization management?

Which process do you think is the most important, and why?

Research the role of the utilization management nurse.

Explain the functions of the utilization management nurse, and compare and contrast the information from that organization.

Explain your understanding of disease management and case management.

What in your opinion are one major similarity and one major difference between the two types of management?

Now, access information on disease and case management by searching the Internet by using the following keywords:Care Continuum AllianceCommission of Case Manager CertificationBased on your research, answer the following questions:

What is the purpose or mission of these professional organizations?

What standards do these organizations set for certification or membership?

How do these organizations define disease or case management and do they differ from the text definitions?

 

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Which is the most common?

There is some interesting points here that we need to think about as we examine the issue of reinforcement. Take a look at this research:

In operant conditioning, schedules of reinforcement are an important component of the learning process. When and how often we reinforce a behavior can have a dramatic impact on the strength and rate of the response. Certain schedules of reinforcement may be more effective in specific situations. There are two types of reinforcement schedules:

1. Continuous Reinforcement
In continuous reinforcement, the desired behavior is reinforced every single time it occurs. Generally, this schedule is best used during the initial stages of learning in order to create a strong association between the behavior and the response. Once the response if firmly attached, reinforcement is usually switched to a partial reinforcement schedule.

2. Partial Reinforcement
In partial reinforcement, the response is reinforced only part of the time. Learned behaviors are acquired more slowly with partial reinforcement, but the response is more resistant to extinction. There are four schedules of partial reinforcement:

Fixed-ratio schedules are those where a response is reinforced only after a specified number of responses. This schedule produces a high, steady rate of responding with only a brief pause after the delivery of the reinforcer.

Variable-ratio schedules occur when a response is reinforced after an unpredictable number of responses. This schedule creates a high steady rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule.

Fixed-interval schedules are those where the first response is rewarded only after a specified amount of time has elapsed. This schedule causes high amounts of responding near the end of the interval, but much slower responding immediately after the delivery of the reinforcer.

Variable-interval schedules occur when a response is rewarded after an unpredictable amount of time has passed. This schedule produces a slow, steady rate of response. http://psychology.about.com/od/behavioralpsychology/a/schedules.htm
After reading the various definitions which one of the above do you think is the most commonly used reinforcement schedule and why?

 

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In order to demonstrate an awareness of psychological career alternatives in a community setting, you will develop résumés for each of the professional experts chosen for your presentation in the Week Three discussion. Include relevant academic and professional experience that highlights their careers, appropriate skills, and expertise. Brief job descriptions identifying the major duties associated with each relevant work experience should also be included in the résumé. The job description format should be based on the “Professional Experience”/”Relevant Experience” section in one of the sample résumés provided below. Each résumé should be two to three pages in length. You may use the resources available on the following web pages:

• Ashford University Career      Services (Links to an external site.)Links      to an external site.  (http://www.apa.org/careers/psyccareers)
• American Psychological      Association  (Links to an external      site.)Links to an external site.
• Sample Résumés:      Resume       Sample Graduate Student Counseling Psychology (Links       to an external site.)Links to an external site. (Links to an external site.)Links to an external       site.
  • Effective       CV’s and Resumes for Psychology Graduates (Links       to an external site.)Links to an external site. (Links to an external site.)Links to an external       site.
  • Counseling       Psychology Resume Example (Links to an external       site.)Links to an external site. (Links to an external site.)Links to an external       site.
  • Counseling       Resume (Links to an external site.)Links to       an external site.

You may use additional sources for career information as long as they are credible. An example of a credible source for this information would include The Chronicle of Higher Education (Links to an external site.)Links to an external site.. Utilize at least two professional career-related sources as a basis for the information you will use to complete the required sections in the résumé. All sources must be documented in APA style, as outlined by the Ashford Writing Center.
Writing Professional Résumés
The Assignment:

1. Must be      four to six double-spaced pages in length (excluding the title page), and      formatted according to APA guidelines as outlined in the Ashford Writing      Center.  Résumés should be formatted according to the guidelines in      the Ashford University Resume Builder tool.
2. Must      include a title page with the following:
   • Title       of paper
   • Student’s       name
   • Course       name and number
   • Instructor’s       name
   • Date       submitted
3. Must      document all sources in APA style, as outlined in the Ashford Writing      Center.
4. Must      include a separate reference page, formatted according to APA style

 

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