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For each of the three marketing communications objectives written in number 2, discuss which of the promotion tools would be the best choice to reach each of the three marketing communications objective.

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Integrated Marketing Communications, and the Changing Media Landscape

Integrated Marketing Communications. Student understands how integrated marketing communications can add value for customers.
Marketing communications objectives. Student can develop marketing communications objectives using the AIDA framework.
Promotion mix. Student can select the appropriate promotion tool to be used for different marketing communications objectives.
Media strategy. Student can design a simple message and media plan for a product or service offering.

Directions

This assignment assesses your ability to relate integrated marketing communications concepts to your product or service offering and the target market you selected. Here you will let your creative side shine as you think through how you would design the marketing communications for your product or service to effectively and efficiently communicate a clear, consistent and compelling message to your target market over the next year.
The course content does not cover IMC in great detail and you may want to refer to some open source references for more information on message design. A good one is:

Introduction to Integrated Marketing Communications

http://multimediamarketing.com/mkc/marketingcommunications/

Prepare your assignment beginning with a title page with your name and the name of your product or service. Then answer each of the following four questions (four in part 1 and there is not a part 2) in order and number the beginning of your response to each question. Although you do not need to repeat the question, headings should be used to separate the sections. The assignment has no specific page limit…demonstrate your critical thinking skills by applying the relevant concepts to each question, integrating them with your brand-name product, and elaborate on them for a comprehensive response to the questions.

Integrated Marketing Communications. Considering your new target market and any modifications, new product line extensions or new products you may have developed to serve the new target market needs, create your ‘Big Idea” (or theme of your promotional messages) to be the basis of the message strategy for all your marketing communications.

Marketing communications objectives. Write at least three marketing communications objectives using the AIDA framework discussed in the course content.

Promotion mix. For each of the three marketing communications objectives written in number 2, discuss which of the promotion tools would be the best choice to reach each of the three marketing communications objective. One tool must be advertising (traditional or online) You should have more than one promotion mix tool for any given marketing communications objective.

Media strategy. Discuss at least two of your media choices that you believe will best reach your target market with your advertising. Be specific with your media choices. (You may have to do some research on the particular media choice.) You should be using social media and discuss which social media and how they will be used to accomplish which objective.

Prove that the greedy algorithm in the proof of Theorem 4.2 always computes an optimal fractional knapsack solution. Prove that the three-step greedy knapsack auction allocation rule in Section 4.2.2 is monotone. Does it remain monotone with the two optimizations discussed in the footnotes?

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Algorithmic Mechanism Design

Exercise 4.1

Consider an arbitrary single-parameter environment, with feasible set X. Prove that the welfare-maximizing allocation rule

x(b) = argmax(x1,…,xn)∈X n∑ i=1 bixi

[Assume that ties are broken in a deterministic and consistent way, such as lexicographically.]

Exercise 4.2

Continuing the previous exercise, restrict now to feasible sets X that contain only 0-1 vectors—that is, each bidder either wins or loses. We can identify each feasible outcome with a “feasible set” of bidders (the winners). Assume that for every bidder i, there is an outcome in which i does not win. Myerson’s payment formula (3.5) dictates that a winning bidder pays her “critical bid”—the infimum
of the bids at which she would continue to win. Prove that, when S∗ is the set of winning bidders under the allocation rule (4.2) and i ∈ S∗, i’s critical bid equals the difference between (1) the maximum social welfare of a feasible set that excludes

i; and (2) the social welfare ∑ j∈S∗\{i} vj of the bidders other than i in the chosen outcome S∗.

[In this sense, each winning bidder pays her “externality”—the welfare loss she imposes on others.]

Exercise 4.3 Continuing the previous exercise, consider a 0-1 single- parameter environment. Suppose you are given a subroutine that, given bids b, computes the outcome of the welfare-maximizing allocation rule (4.2).
(a) Explain how to implement a welfare-maximizing DSIC mechanism by invoking this subroutine n + 1 times, where n is the number of participants.
(b) Conclude that mechanisms that are ideal in the sense of Theorem 2.4 exist for precisely the families of single-parameter environments in which the welfare-maximization problem (given b as input, compute (4.2)) can be solved in polynomial time.

Exercise 4.4

Prove that the greedy algorithm in the proof of Theorem 4.2 always computes an optimal fractional knapsack solution.

Exercise 4.5

Prove that the three-step greedy knapsack auction allocation rule in Section 4.2.2 is monotone. Does it remain monotone with the two optimizations discussed in the footnotes?

Exercise 4.6

Consider a variant of a knapsack auction in which we have two knapsacks, with known capacities W1 and W2. Feasible sets of this single-parameter environment now correspond to subsets
S of bidders that can be partitioned into sets S1 and S2 satisfying∑ i∈Sj wi ≤ Wj for j = 1, 2.
Consider the allocation rule that first uses the single-knapsack greedy allocation rule of Section 4.2.2 to pack the first knapsack, and then uses it again on the remaining bidders to pack the second knapsack. Does this algorithm define a monotone allocation rule? Give either a proof of this fact or an explicit counterexample.

Exercise 4.7 (H)

The revelation principle (Theorem 4.3) states that (direct-revelation) DSIC mechanisms can simulate all other mechanisms with dominant-strategy equilibria. Critique the revelation principle from a practical perspective. Name a specific situation where you might prefer a non-direct-revelation mechanism with a dominant- strategy equilibrium to the corresponding DSIC mechanism, and ex-plain your reasoning.

Problems
Problem 4.1

Consider a variant of a knapsack auction in which both the valuation vi and the size wi of each bidder i are private. A mechanism now receives both bids b and reported sizes a from the bidders. An allocation rule x(b, a) now specifies the amount of capacity allocated to each bidder, as a function of the bids and reported sizes. Feasibility dictates that ∑n i=1 xi(b, a) ≤ W for every b and a, where W is the total capacity of the shared resource. We define the utility of a bidder i as vi − pi(b, a) if she gets her required capacity (i.e., xi(b, a) ≥ wi) and as −pi(b, a) otherwise. This is not a single-parameter environment. Consider the following mechanism. Given bids b and reported sizes a, the mechanism runs the greedy knapsack auction of Sec- tion 4.2.2, taking the reported sizes a at face value, to obtain a subset of winning bidders and prices p. The mechanism concludes by awarding each winning bidder capacity equal to her reported size ai, at a price of pi; losing bidders receive and pay nothing. Is this mechanism DSIC? Prove it or give an explicit counterexample.

Problem 4.2

Section 4.2.2 gives an allocation rule for knapsack auctions that is monotone, guarantees at least 50% of the maximum social welfare, and runs in polynomial time. Can we do better? We first describe a classical fully polynomial-time approximation scheme (FPTAS) for the knapsack problem. The input to the problem is item values v1, . . . , vn, item sizes w1, . . . , wn, and a knapsack capacity W . For a user-supplied parameter ǫ > 0, we consider the following algorithm Aǫ; m is a parameter that will be chosen shortly.
• Round each vi up to the nearest multiple of m, call it v′ i.
• Divide the v′ i’s through by m to obtain integers ̃v1, . . . , ̃vn.
• For item values ̃v1, . . . , ̃vn, compute the optimal solution using a pseudopolynomial-time algorithm.

[You can assume that there exists such an algorithm with run- ning time polynomial in n and maxn
i=1 ̃vi.]

(a) Prove that if we run algorithm Aǫ with the parameter m set to ǫ(maxn i=1 vi)/n, then the running time of the algorithm is polynomial in n and 1 ǫ (independent of the vi’s).

(b) (H) Prove that if we run algorithm Aǫ with the parameter m set to ǫ(maxn i=1 vi)/n, then the algorithm outputs a solution with total value at least 1 − ǫ times the maximum possible.

(c) Prove that if we run algorithm Aǫ with the parameter m set to a fixed constant, independent of the vi’s, then the algorithm yields a monotone allocation rule.

(d) Prove that if we run algorithm Aǫ with the parameter m set as in (a) and (b), then the algorithm need not yield a monotone allocation rule.

(e) (H) Give a DSIC mechanism for knapsack auctions that, for a user-specified parameter ǫ and assuming truthful bids, outputs an outcome with social welfare at least 1−ǫ times the maximum possible, in time polynomial in n and 1

Problem 4.3

Consider a set M of distinct items. There are n bidders, and each bidder i has a publicly known subset Ti ⊆ M of items that it wants, and a private valuation vi for getting them. If bidder i
is awarded a set Si of items at a total price of p, then her utility is vixi − p, where xi is 1 if Si ⊇ Ti and 0 otherwise. This is a single parameter environment. Since each item can only be awarded to one
bidder, a subset W of bidders can all receive their desired subsets simultaneously if and only if if Ti ∩ Tj = ∅ for each distinct i, j ∈ W .

(a) (H) Prove that the problem of computing a welfare-maximizing feasible outcome, given the vi’s and Ti’s as input, is N P-hard.

(b) Here is a greedy algorithm for the social welfare maximization problem, given bids b from the bidders. initialize W = ∅ and X = M sort and re-index the bidders so that b1 ≥ b2 ≥ · · · ≥ bn for i = 1, 2, 3, . . . , n do if Ti ⊆ X then remove Ti from X and add i to W return winning bidders W

54 Algorithmic Mechanism Design Does this algorithm define a monotone allocation rule? Prove it or give an explicit counterexample.

(c) (H) Prove that if all bidders report truthfully and have sets Ti of cardinality at most d, then the outcome of the allocation rule in (b) has social welfare at least 1 d times that of the maximum possible

What was the role of information technology at Deutsche Bank? How was IT related to the bank’s operational efficiency, decision-making capability, and business strategy? Was Deutsche Bank using technology effectively to pursue its business strategy?

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Role of information technology at Deutschmark Bank

What was the role of information technology at Deutschmark Bank? How was IT related to the bank’s operational efficiency, decision-making capability, and business strategy? Was Deutsche Bank using technology effectively to pursue its business strategy?

Briefly describe the venue typology under consideration, using the academic literature to highlight key characteristics which are likely to be connected with impact creation, e.g. scale of the venue and therefore on regional transportation hubs.

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Event Venue Management

Students will undertake research towards the evaluation of the social, environmental and economic impacts of an event venue typology on its surrounding communities and wider regions. Many discussions can be found surrounding the benefits and drawbacks of developing new sports stadia, cultural centres and convention centres, as well as industry and government reports which quantify benefits of existing venues. You will gather, from a number of sources, the data and information required to evaluate the impacts of the development of their chosen venue typology.

You will use the gathered data to write an essay of 3,000 words, analyzing the stated and potential impacts discussed for their venue typology. You should use academic journal articles and theoretical models to support your work wherever possible.

The essay will follow this structure:

Introduction

 Describe the structure, content and purpose of your essay.

 Briefly describe the venue typology under consideration, using the academic literature to highlight key characteristics which are likely to be connected with impact creation, e.g. scale of the venue and therefore on regional transportation hubs.

 Outline the types of impacts to be discussed

 Indicate that the key outcome of your synthesis of the available literature will be to form conclusions and make recommendations about how negative impacts can be minimized and positive impacts maximized, for both existing venues and in the development of new venues of the type under consideration.

Evaluation of Impacts

 Make sure to include key definitions/understandings of sustainable development and management which should underpin the assessment of the ‘triple bottom line’ of impacts being considered in this essay for your venue typology.

 Discuss the economic feasibility, social desirability, and ecological soundness of the venue typology (chose illustrative examples from the literature to explain positive and negative industry examples). Wherever possible, connect the characteristics of the venue typology (e.g. scale) to the impacts created (both positive and negative).

 Consider that impacts are not usually intrinsically negative or positive, depending on the stakeholder perspective. For example, the creation of a new convention center could create additional congestion on urban transportation networks, but is also likely to result in the increasing frequency of services for local residents. New cultural centers could lead to the gentrification of an area and the displacement of an existing community, but could also reduce crime and other social issues.

1. Global Standards Frameworks for Sustainable Development:

1. UN Agenda 21 Resolution

2. Hospitality Industry’s Green Globe Accreditation Scheme (most closely mirrors Agenda 21).

3. LEED/Breeam Building Accreditation Schemes which encourage sustainable development and underpin sustainable management over the lifetime of a building.

2. Relate your findings meaningfully to these international standards.

Conclusions
 Demonstrate the extent to which you consider the beneficial social, economic and environmental impacts of this event venue typology to outweigh the negatives (or vice versa), providing reasons for your conclusions.

Recommendations
 Make recommendations based on your conclusions. How can negative impacts be minimized and positive impacts maximized based an industry examples? How might existing venues improve their impacts? How might new venues be developed to be more positively impactful?

Ensure that your essay has a strong academic foundation including theory, empirical evidence and references. If you use material from case studies or company websites remember that these need to be properly quoted and referenced just like all other materials.

Calculate the running costs for a full week if the electricity price is 0.20Euro/KWh, between 7am and 7pm and 0.14 Euro/KWh between 7pm and 7am.

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Solar heating systems

A solar heating system is used to produce hot water for showering, see (the fancy) Figure 1. The systems consists of several components, of which the most important ones are the solar collector, the storage tank, the electric heater and the mixing valve. The solar collector absorbs ̇q(t) = (300 + d) exp{−0.2(t −
12)2}[W/m2] heat per square meter, where t is the time in hours [0..24] and d is 4th digit of your student number. The hot water storage tank has a volume of 0.5m3. Water enters the tank with a temperature of 15oC and should leave the tank with a temperature above 60oC (to avoid Legionella), for safety reasons the water temperature should never exceed 80oC. The electric heater has a power ̇We of 2kW and can be turned on/off at every instant. The water leaving the storage tank is mixed with cold water of 15oC to a temperature of 41oC. Everyday between 7 and 7.30am and between 11 and 11:30pm 100 liter of tap water is used for showering. Assumptions:

Figure 1: A sketch of the solar heating system.
• Solar collector surface is 4.?m2 where the question marks denotes the last digit of your student number.
• Heat capacity of water is 4.18kJ/kgK, density of water is 998kg/m3 and pressure in the system is 4.5 bar.
• Initially the temperature inside the vessel is 15oC, the vessel is always fully mixed.
• All the solar heat is transferred to the storage tank with a temperature above the temperature in the storage tank.
• There are no heat losses to the surroundings. Volume of flow and pressure losses in the piping system can be ignored.

Calculate the running costs for a full week if the electricity price is 0.20Euro/KWh, between 7am and 7pm and 0.14 Euro/KWh between 7pm and 7am. (Initially at 0:00am of the first day the temperature in the vessel is 15oC). Show graphs of the temperature inside- and the water flow through the vessel as a function of time.

Hints
Important equations
̇m1h1 + ̇m2h2 = ̇m3h3, ̇m2 = ̇m′ 2 (1) dUvessel dt = ̇Qs − ̇We + ̇m2 ∗ (h2 − h′ 2) (2)
If the system is fully mixed we can assume that u′ 2 = u. For constant density and pressure dH/dt = dU/dt

Share and discuss two (2) key concepts from the History Channel documentary, “The Secrets of Body Language.”

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The Secrets of Body Language

Share and discuss two (2) key concepts from the History Channel documentary, “The Secrets of Body Language.”

Create a detailed pamphlet with pictures that outline Palliative treatments, and its pros and cons on how to care and manage palliative patient.

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Pamphlet on pallative patient

Create a detailed pamphlet with pictures that outline Palliative treatments, and its pros and cons on how to care and manage palliative patient. “Palliative care in the ICU & End of Life Care Explained Clearly”using Peer-reviewed articles from verified database

Explain what biological (e.g., temperament), psychological (e.g., stressors), and social (e.g., environment) factors could have contributed to the client developing the specific disorder through predisposing, precipitating, perpetuating, and protective factors.

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Case Study: Mallory

Client information & presenting concern:
At age 65, Mallory, a retired professor of social work, was living a full and active life. Although retired, she had never been one to sit back and let life pass her by. She had always been an energetic and outgoing woman, something of a social butterfly who enjoyed good friends and good food. She was a regular subway rider, traveling all over the city to go to her favorite shops, restaurants, museums, and lectures and to visit her numerous friends from the university community.

Mallory was a picture of emotional and physical strength—a woman of incredible poise, self- confidence, and direction. Then, in one brief moment, everything seemed to change. She was struck by a catastrophe that took her life and state of mind in a direction that she could never have anticipated or imagined. Mallory was taking the subway home from a shopping trip when it struck a stationary train on the track ahead. Although her train was not traveling at high speed— perhaps 20 miles an hour at most—the impact was forceful enough to hurl the passengers from their seats and partially crush the metal cars. Mallory herself had been standing at the moment of impact. As she was thrown forward, her left leg struck a seat jutting out in front of her, wrenching her knee, and her head struck a metal pole, knocking her out.

When Mallory regained consciousness, she was lying in a pile of other passengers who had been thrown together in the same corner of the car. As far as she could make out in the dim light, most were unconscious and bleeding. Mallory put her hand to her own forehead and it came back wet with blood. She was horrified. What if she was bleeding to death and no one could reach her to stop the flow? She tried to get up but could not overcome the weight of the other passengers. She spent the next half hour lying there, paralyzed with fear, wondering if she would be able to survive until help arrived.

When the rescue squad finally did arrive on the scene, the injured passengers were taken out of the train on stretchers. The initial examination in the emergency room determined that Mallory did not have a critical loss of blood. Mallory spent 3 hours in this highly anxious state, restrained by the straps on the gurney, until she was finally taken to the radiology department for tests. At first, she was relieved to be removed from the throng, but then, as she was wheeled down a dark corridor, she began to wonder if her relief was premature. Overcome by her fears, she even wondered whether she was being taken away to be hurt or killed by the hospital orderly, of all people.

Once her X rays and a computed tomography (CT) scan were done, Mallory was returned to the waiting area, where her fears further intensified. Now she began to focus on the risk of contagion. Numerous patients were coughing persistently, and Mallory became afraid that she was being exposed to tuberculosis, which had been making a well-publicized comeback in city hospitals. She glanced at the disreputable-looking man hacking away next to her. He seemed extremely haggard and sickly, practically spitting on the floor, and she became convinced she was about to contract a drug-resistant strain of tuberculosis.

After another 2 hours, the doctor finally arrived and informed Mallory that the X rays and CT scan had revealed no fracture or brain hemorrhage. He then helped her up from the gurney and tested her gait, physical mobility, and neurological signs. Everything seemed normal. The doctor told Mallory she was free to go home as soon as the nurse dressed her head wound. To play things safe, however, he also advised Mallory to see a doctor for follow-up.

Mallory was relieved to be released finally. However, she glanced at the clock and saw that it was now 1:00 a.m., 6 hours from when she had originally been brought to the hospital. The idea of venturing out into the night at this hour, in this condition, in this neighborhood, was, like everything else, terrifying. She was in a tremendous conflict. This horrifying emergency room was the last place on earth that she wanted to be in. But the alternative, leaving the emergency room to be discharged into the unknown, seemed even worse right now. She soon positioned herself in the same waiting area that moments before she had so fervently been hoping to flee. The frightened woman sat there amid the other patients’ coughing, shaking, vomiting, and bleeding. In fact, she waited there until the first glimmer of dawn, and then hobbled out to a taxi waiting at curbside.

The taxi carried her through the awakening city. It was a strangely quiet, dreamy ride, completing the journey Mallory had begun on the subway some 12 hours before. She arrived at her apartment house in 20 minutes and dragged herself out of the cab and into her building, where she took the elevator up to her floor. Once inside her apartment, she collapsed on her bed, happy to be home at long last. What had begun as a simple trip home from a downtown shopping expedition had turned into a nightmare. Mallory slept for almost a full 24 hours.

The next day, Mallory called some close friends to tell them what had happened. In the light of day, she now realized that one of the most disturbing elements of the whole experience had been coming face-to-face with the prospect of physical disability. As someone who lived alone and had no close living relatives, she realized that even a temporary inability to care for herself could be disastrous. Fortunately, she had a close-knit network of friends and colleagues from the university where she had taught until a few years ago. With her calls this morning, she hoped to reassure herself that her friends would indeed step in if the need arose.

Her friends were sympathetic and asked her if she needed anything. But oddly, Mallory felt
disoriented and found it difficult to answer their questions. The previous day’s experience was
now jumbled in her mind, and explaining it required considerable effort. It was tiring just to talk
for a few minutes. By the time she had made the third call, her voice was so weak that her friend
felt great concern and suggested she see a doctor sooner rather than later.

Mallory set up an appointment with a neurologist for 3 days later. In leaving her apartment—for the first time since the accident—she was alarmed at how noisy and confusing it was just to be outside. The city traffic seemed unbearably loud, and Mallory wondered if she would even be able to cross the street. Her body still ached from the accident, but more important, she became concerned that history might repeat itself. She had never been in an accident before and had never been concerned about crossing the street. Now, however, she found herself jumping back and running from cars as they zoomed past, even though she was still on the sidewalk.

Eventually, Mallory reached the doctor’s office exhausted and out of breath. She was panting noticeably, as much from running as from her anxiety about the traffic. She didn’t even speak to the receptionist when she first arrived. Instead, she collapsed on the nearest seat, closed her eyes and gulped for air, as though having just escaped some grave danger. After a few minutes, the receptionist noticed her sitting there and walked up to greet her. At the sound of the receptionist’s voice, Mallory practically jumped out of her seat, she was so startled to find someone suddenly upon her.

The neurologist gave her a thorough examination and reviewed the X rays and CT scan taken in the hospital emergency room. He said that all results seemed normal, but that judging from the cuts and bruises on her head and her complaints about fatigue, noise sensitivity, and disorientation, she might well have sustained a concussion. He told her it was mild, but the symptoms could take several days or even weeks to go away. In the meantime, she should take it easy and get all the rest she needed.

Noticing that Mallory’s knee seemed quite swollen, the neurologist also referred her to an orthopedist. Two days later, the latter physician determined that Mallory must have torn the cartilage in her knee as a result of the accident, and now it was becoming inflamed. He said that for the time being, he would treat the knee with an anti-inflammatory drug; but if the inflammation did not improve or if it worsened, arthroscopic surgery to remove the inflamed tissue would be necessary.

Mallory returned home from her appointment with the orthopedist with a vague sense of unease
that gradually built to a feeling of impending doom. She had not expected to hear surgery mentioned, and the idea was unusually threatening to her. She shuddered at the thought of going back to a hospital. She recalled her emergency room experience and practically shook with fear as she considered the terrifying scene.

As time passed. Mallory’s post-concussion symptoms—her fatigue, noise sensitivity, and disorientation—subsided. Physically, she started to feel more her old self, but she couldn’t seem to shake her fearfulness. Each trip outdoors was extraordinarily stressful. Crossing the street was consistently anxiety provoking, as she couldn’t get over her preoccupation with being in another accident, this time as a pedestrian. Taking the bus or subway was simply out of the question. The very thought of getting on a train made her shudder. Accordingly, her travels were confined to small local trips in her neighborhood, just to do the necessities: buy food and go to doctor appointments.

It seemed that Mallory’s accident and emergency room experience had transformed her entire
outlook on life. Somehow, having spent several hours in a highly charged emotional state,
focusing almost exclusively on the prospect of dying or being raped or murdered, her mind had
started to see everything through this lens. And there was no escaping the memories. When
home, in what she considered a safe environment, her memories of the subway car or the
emergency room would constantly intrude. As she watched television, her eyes would glaze over
as some particularly harrowing element of her experience forced itself into her consciousness:
the pile of bodies in the subway car, the grim ride down the hall to the X ray room, or one of the
bleeding or coughing “thugs” sitting just a few seats away. Then she would try to shake the
memory loose, forcing it out of her mind and trying to focus on something more pleasant, only to
find it returning in bits and pieces throughout the evening.

Previously a sound sleeper; she now found herself waking frequently from dreams that contained
images of her subway or emergency room experience. They were not exactly nightmares; rather,
they were mostly accurate renditions of her all-too-real experience. She couldn’t escape the
images, even in sleep.

Instructions
1. Choose a vignette.Choose one of the case vignettes posted on Canvas. There are four possible options that you can choose from, but make sure that you only complete one and not all 4.

2. Provide a diagnosis. After you choose a case vignette, you will assign a diagnosis to the client in the vignette. Make sure to reference the vignette and tie the DSM-5 criteria to those references. You may write this in essay format or in bullet points. You may also write the diagnostic criteria as it is written in the DSM-5. No citations are needed. You should only need the lecture notes and the provided resources to complete this assignment.

3. Differential diagnosis. You will also add at least one other diagnosis that you are ruling out. This means that another diagnosis could potentially explain some of the symptoms the client is experiencing, but ultimately the diagnosis you are assigning explains the symptoms better. For the differential diagnosis section, you will do the same as the diagnosis section, adding proof as to why
this diagnosis does and does not explain what the client is experiencing. You may also write this either in essay form or in bullet points.

4. Biopsychosocial conceptualization. In this section, explain what biological (e.g., temperament), psychological (e.g., stressors), and social (e.g., environment) factors could have contributed to the client developing the specific disorder through predisposing, precipitating, perpetuating, and protective factors. The biopsychosocial section will be in essay format and should be no more than four paragraphs. Please visit the linked biopsychosocial formulation resource below for more information.

5. Treatment recommendations. Lastly, provide 2 to 3 treatment recommendations, such as therapeutic interventions (e.g., CBT) or medications (e.g., SSRIs). The treatment recommendations section requires you to provide a 2-4 sentence rationale as to why this treatment is appropriate for each recommendation. This may also be in essay or bullet point form.

Some people have argued that the Johns Hopkins psychologist used this opportunity as an experiment to test his nurture theory of gender identity. What are the expected results of this experiment, assuming that the nurture theory is valid?

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Gender reassignment

Part I – A Tragic Error

In 1965, Janet Reimer of Winnepeg gave birth to twin boys named Bruce and Brian (Colapinto, 2004; CBC, 2004). Both infants were normal and healthy, but because they had difculty urinating doctors recommended that they undergo circumcision (i.e., surgical removal of the foreskin of the penis) at six months of age. Although this is a routine operation, the doctors who performed this procedure used an unconventional method that resulted in the destruction of Bruce’s penis. Mr. and Mrs. Reimer sought the advice of numerous specialists, but all agreed that Bruce would have to live without a penis.

At the time that the Reimers were coping with the mutilation of their son’s genitalia, a Johns Hopkins University psychologist was receiving considerable attention for his ideas on the biology of gender and sexuality. He promoted the theory that a child’s gender identity (i.e., the identifcation of the self as male or female) was determined by environmental variables such as the social conditions in which the child is raised. This idea is a form of the “nurture theory” of development. A competing view is the so-called “nature theory”; that is, the idea that a person’s innate qualities are determined solely by biological mechanisms.

The psychologist was essentially advocating the view that a feminine identity could be developed simply by rearing a child as a girl. This possibility, together with the fact that the surgical construction of a vagina is less risky and less difcult than construction of a penis, compelled the Reimers to explore the possibility of changing Bruce’s gender and raising him as a girl. The Reimers arranged an appointment with the Johns Hopkins psychologist who concluded that Bruce was an ideal candidate for gender re-assignment. At 21 months of age, Bruce was subjected to castration (i.e., removal of the testicles) and his parents were told to raise him as a girl, but not to divulge this information to anyone including their sons. Following surgery, the Reimers returned home with their “new daughter,” who they named Brenda. They proceeded to raise her as a girl and not tell her about her medical history.

Questions

  1. Some people have argued that the Johns Hopkins psychologist used this opportunity as an experiment to test his nurture theory of gender identity. What are the expected results of this experiment, assuming that the nurture theory is valid?
  2. According to the nurture theory, predict the gender identity Bruce would express if he were not subjected to gender re-assignment surgery and raised as a boy?

Part II – A Boy Living as a Girl

The Reimers faithfully adhered to the gender re-assignment protocol, accepted their child as their daughter, and attempted to raise her as a “gentle lady.” In spite of their eforts, Brenda resisted this treatment and eventually became unmanageable (Diamond and Sigmundson, 1997a; 1997b). For example, Brenda frequently rejected girls’ toys, activities, and clothing. She would also mimic her father’s behaviors (e.g., shaving) as opposed to her mother’s behaviors (e.g., applying makeup). On the other hand, her mother reported that at times Brenda could act quite “feminine,” referring to the fact that the child was “neat and tidy.” As she grew older, Brenda complained that she felt like a boy and viewed her physical characteristics as more masculine than feminine. Her brother appears to have shared her impression, recalling that “The only difference between him [Brenda] and I was he had longer hair.”

Brenda’s rejection of the feminine identity continued in middle school. In her fantasies she was a “big guy” with “lots of muscles” and a “slick car.” Even though she lacked a penis, Brenda repeatedly tried to stand while urinating and frequently tried to use the boys’ bathroom in school. The other girls prevented her from using the girls’ bathroom.
In response to teasing and harassment by other girls, Brenda fought back and was repeatedly punished for fighting.

When Brenda was nine years old, the Johns Hopkins psychologist urged the Reimers to have Brenda undergo surgery to construct a vagina to replace her mutilated genitalia. The child protested strongly and threatened to kill herself if forced to submit to this treatment. She also resisted repeated attempts by doctors to force her into accepting a feminine identity. By the time Brenda was 14 years old, her behavior had become so destructive (several suicide attempts) that a local psychiatrist convinced the Reimers to divulge the truth to their daughter. Upon hearing the details of her early childhood, Brenda cut her hair and began living as David.

In order to re-capture the physical aspects of his masculine identity, David agreed to undergo a double mastectomy to remove breasts that had developed from estrogen treatments, a series of surgeries to construct male genitalia (a penis with plastic prosthesis and artifcial testicles), and regular injections of testosterone to restore masculine body features.

Questions

  1. What, if any, aspects of David’s experiences support the nurturetheory of gender identity?
  2. What, if any, aspects of David’s experiences support the naturetheory of gender identity?

Provide directions for leading the workshop, indicating how each slide will be used, and what the presenter will be doing when that slide is on the screen. For example, will the presenter be asking a question, telling a story, or simply talking through details that are not on the screen?

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Community PowerPoint – Addiction and Development

Overview
For this assignment, you will choose a fictional community organization that meets the needs of a particular life-span group within the community. Here are some examples of the kinds of organizations from which you may choose:
* Senior center.
* Head Start program.
* Early childhood and family education program.
* Parental organization at a school.
* Fraternal organization.
* Social group for single adults.

Your assignment is to create a presentation for a workshop regarding common issues in addiction that occur in this developmental stage. Your notes in the PowerPoint slide notes area should include directions for leading this workshop.

Instructions

Your workshop should provide:
* The basic concepts of human development theory related to life transitions for this age group.
* A discussion about common addiction-related issues that people in this age group may encounter.
* Practical guidance for this audience regarding how to identify addiction issues in this age group, intervene appropriately, and choose appropriate treatment assistance as needed.
* A list of community resources appropriate for helping this audience provide assistance.

Locate current scholarly resources, so that you have developed a solid background for addressing the issues you have chosen. Then, create an 11-20-slide PowerPoint presentation that addresses the topics listed below, utilizing appropriate terminology for your task. The following is an outline for your PowerPoint presentation:
* Title slide: Addiction in the [insert applicable life-span stage] Period (1 slide).
* Basic theory related to the life-span stage you are addressing (1-2 slides).
* Description of common challenges and experiences for this stage of life-span development (1-2 slides).
* Common risk factors for addiction, types of addiction, and warning signs of addiction that this group may encounter (1-2 slides).
* Key consideration for this particular group (2-3 slides):
* Mitigating diversity factors (1-2 slides).
* Specific considerations of relationships and development issues (1 slide).
* Strategies for recovery based on research (2-3 slides).
* Resources for support in addiction recovery (1-3 slides):
* Web sites.
* Professional organizations.
* Community support systems.
* Conclusion (1 slide).
* References, using APA formatting (1-2 slides).

Using the PowerPoint Notes Feature
Each PowerPoint slide includes a notes area at the bottom that is visible to the presenter, but not visible to the audience when the slide is in presentation mode. You are required to use the notes area in these two ways:
* Provide content details that reflect your research and are based on that research rather than personal opinion.
* Provide directions for leading the workshop, indicating how each slide will be used, and what the presenter will be doing when that slide is on the screen. For example, will the presenter be asking a question, telling a story, or simply talking through details that are not on the screen?