Human Disease Pedigree Analysis Report For this project, the student will be expected to prepare a human pedigree detailing the inheritance of a single genetic disease/disorder. The pedigree must have at least five generations and include examples of all of the symbols associated with pedigree analysis including living/deceased familial members, disease trait carriers v/s fully afflicted individuals, and male v/s female members. The pedigree must show at least two marriage events and each familial generation must be labeled as is customary for authentic human pedigrees. After depicting the disease on the pedigree, a brief 2-3 sentence explanation of the disorder, its dominant or recessive inheritance pattern as well as its autosomal or sex-linked position in the human genome should be indicated in this brief summary. Also, a brief description of the manifestations and clinical outcomes of the disease should also be included. This assignment is to be drafted in powerpoint or some other graphics program and uploaded through the assignments folder by the date indicated in the syllabus. This assignment is worth 100 points (25 points for the five-generation pedigree, 25 points for the correct use of pedigree annotation and labeling, 25 points for the appropriate depictions of the inherited disease or disorder on the pedigree, and 25 points for the writeup at bottom of pedigree detailing dominant v/s recessive and autosomal v/s sex-linked inheritance patterns). I suggest you use the many supplementals in the course content that detail how to construct pedigrees.
04 August, 2015
Sociology Topic: Final Paper Paper details: Final Integrative Paper (Due Week 7) Select a client (past or present) or an acquaintance of at least 65 years of age. If an acquaintance, interview this person for approximately 45 minutes to one hour using the following questions as a guide to elicit information. (Please adapt these questions to your style and that of the interviewee -- be creative!) Please preserve confidentiality - do not use any names or other clearly identifiable information. Assure the adult that you will preserve confidentiality. 1. Write a paper (8-10 pages) about this person from a psychosocial framework (Erikson). Identify the crisis and resolution or lack of resolution for each developmental life stage. In addition to the psychosocial perspective, apply two additional theories that you learned in this course to describe this elderly individual's life. Include issues of ethnicity, gender, culture, age, social class, race, education, oppression, etc. Include biopsychosocial factors or events that may have facilitated and/or inhibited the resolution of the psychosocial crisis. 2. Ask the person to discuss in depth with you developmental stages in their life. What were some important episodes/events that they recall from this stage? What was important about them? What issue were they working on? How did they feel during these stages of life? In general? About themselves? About others around them? About their environment? (think about it from an ecological perspective) 3. What did they want most during these stages? What were some difficult challenges and proud accomplishments of key phases? What were external/internal resources that made it possible/impossible to achieve goals? How did family, groups, culture, communities, and organizations help or hinder the person in fulfilling aspirations? What contributions has this person made to society in his/her own view? Please do not reproduce the interview verbatim, but provide enough quotes that demonstrate your ability to apply some of the theoretical material to a real person. You may need to take some notes during the interview (consider taping it, but you will need written permission to do so) or summarize an account of the interview as soon as you can following the interview. The purpose of this paper is to integrate what you have learned from this course about human behavior and apply this knowledge to your client or acquaintance. This Assignment Supports these Competencies and Practice Behaviors 2.1.7 - Apply knowledge of human behavior and the social environment. Social workers: CPB 23: Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation CPB 24: Critique and apply knowledge to understand person and environment 2.1.3 - Apply critical thinking to inform and communicate professional judgments. Social workers: CPB 11: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom 2.1.4 - Engage diversity and difference in practice. Social workers: CPB 14: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power CPB 16: Recognize and communicate their understanding of the importance of difference in shaping life experiences CPB 32: Collect, organize and interpret client data Rubric Core Practice Behavior Demonstrated Skills Points CPB 23: Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation A.The student identifies and applies the phases of Erikson's biopsychosocial theory of development to the interviewee's life narrative. All three points below are addressed. a. Important experiences from each phase are included. b. Difficult challenges and accomplishments in key phases are discussed. c. Factors/events that have facilitated/inhibited the resolution of the psychosocial crisis of the developmental phases are examined. B.The student accurately identifies and applies two (2) additional theoretical perspectives that shed light on aspects or phases of the interviewee's life. These two additional theories do not need to be discussed in each developmental phase. With A and B above, the student demonstrates an ability to connect the theory to the life facts in a way that provides a lens to understand interviewee's life experience. 40 CPB 16: Recognize and communicate their understanding of the importance of difference in shaping life experiences A.Student identifies psychosocial difference[s] of interviewee from the student and how these differences may have influenced the interview process. B.Student includes how issues of diversity and difference (race, ethnicity, gender, religion, culture, age, social class, education, etc.) have shaped the interviewee's life experience. The student includes how oppression may shape the interviewee's life experience. 30 CBP 24: Critique and apply knowledge to understand person and environment A.Student is able to accurately apply multi-systems lens to examine how family, community, institutions, and/or larger social policy and social forces helped or hindered the interviewee's life aspirations or opportunities. B.The student includes limitations of a theory used in the paper. 20 Written Communication Paper is written well: Grammar is accurate Paper is well organized and coherent: (1) Sections are labeled. (2) Paragraphs are indented and well formed. (3) Pages are numbered. (4) Content flows logically and links to the section in which it is placed. (5) Quotations and citations support content. Correct APA (6th edition) format is used for citations within the body of the paper and for references listed on the references page. 10 Designated Assignment A=5, B=4, B-=3, C=2, F=1
04 August, 2015
