Neurotransmission Presentation (CNL 527 ASSIGNMENT) Create a 7-12-slide PowerPoint Presentation about the way drugs affect the brain. Include the following in your presentation:  Title and reference slide A description of the effects of addiction on the components of the central nervous system and other organs A description of the process of neurotransmission Detailed speaker notes that include what would be said if giving the presentation in person At least two scholarly sources  You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. This assignment is informed by the following CACREP Standard: 5.C.2.g. Impact of biological and neurological mechanisms on mental health. TEXTBOOKS Levinthal, C. (2016). Drugs, behavior, and modern society (8th ed.). Upper Saddle River, NJ: Pearson Publishing ISBN-13:9780134003047 URL: http://www.gcumedia.com/digital-resources/pearson/2015/drugs-behavior-and-modern-society_ebook_8e.php

As our mortality rates decline and our medical treatment improves, life expectancy has risen significantly over the last two decades. Across the globe the aging population has increased and thus the need for services to meet this group’s needs has expanded. Holosko, Skinner, Patterson, and Brisebois (2013) provide a list of knowledge areas you should become familiar with if working with the elderly, including the biopsychosocial holistic approach, formal and informal support systems, and grief and loss, to name just a few. In this week’s content we will focus on the use of spirituality and life reviews as interventions to address some of these issues. Learning Objectives Students will: Identify interventions for the elderly/aging Analyze spiritually based interventions for the elderly/aging Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Holosko, M. J., Skinner, J. F., Patterson, C. A., & Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 197–235). Hoboken, NJ: Wiley. Sokolec, J. (2016). The Meaning of 'Place' to Older Adults. Clinical Social Work Journal, 44(2), 160-169. Retrieved from the Walden Library databases. Retrieved from Walden Library databases. Optional Resources Use this link to access the MSW home page, which provides resources for your social work program. Discussion: Biopsychosocial Holistic Approach The assessment and incorporation of a client’s spirituality has become increasingly common in the field of social work. While historically social workers were trained to avoid discussions centered on religion, we now know that spirituality encompasses many ways of believing. “The Society for Spirituality and Social Work is a network of social workers and other helping professionals dedicated to spiritually sensitive practice and education” (Society for Spirituality and Social Work, n.d.). Addressing a client’s spirituality allows for a biopsychosocial holistic approach that can aid in the process of understanding illness, disability, and end-of-life issues. For this Discussion, review the required resources and locate one scholarly article addressing spirituality with the elderly. By Day 3 Post your explanation of the significance of addressing spirituality with the elderly. Identify a spiritually based intervention for this population. Describe the effectiveness of the use of spirituality with the elderly as found in the literature. Then, describe your own thoughts on the use of spirituality in an intervention. Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Use statistical software to create, interpret, and analyze two histograms in a Word document. Expand All Introduction Exploring the associations between some variables in the courseroom using correlations might provide some important information about learner success. You'll need to pay attention to both magnitude, which is the strength of the association, and directionality, which is the direction (positive or negative) of the association. During this assessment, you'll start learning about how to best approach correlational analyses like these and start getting some answers. You'll explore the relationships that may or may not exist in your courseroom data. In this assessment, you'll get a chance to run and interpret your first inferential statistics analysis: correlations. Your readings and the Course Study Guide will help you in your efforts. Instructions For this assessment, you will use the Data Analysis and Application template (DAA Template [DOCX] Download DAA Template [DOCX]). For help with statistical software, refer to the JASP Step-by-Step: Correlations [PDF] Download JASP Step-by-Step: Correlations [PDF]document. View JASP Speedrun: Correlations [Video] for a brief tutorial video on this assessment. Refer to the 7864 Course Study Guide [PDF] Download 7864 Course Study Guide [PDF]for information on analyses and interpretation. For information on the data set, refer to the 7864 Data Set Instructions [PDF] Download 7864 Data Set Instructions [PDF]document. The grades.jasp Download grades.jaspfile is a sample data set. The data represent a teacher's recording of student demographics and performance on quizzes and a final exam across three sections of the course. This assessment is on correlations. You will analyze the following variables in the grades.jasp Download grades.jaspdata set: Variables and Definitions VariableDefinitionQuiz 1Quiz 1: number of correct answersGPAPrevious grade point averageTotalTotal number of points earned in classFinalFinal exam: number of correct answers The DAA Template [DOCX] Download DAA Template [DOCX]has five sections: Data Analysis Plan. Testing Assumptions. Results & Interpretation. Statistical Conclusions. Application. Step 1: Write Section 1 of the DAA: Data Analysis Plan Name the four variables used in this analysis and whether they are categorical or continuous. State a research question, null hypothesis, and alternate hypothesis for the total-final correlation. State a research question, null hypothesis, and alternate hypothesis for the gpa-quiz1 correlation. Step 2: Write Section 2 of the DAA: Testing Assumptions Test for one of the assumptions of correlation—normality. Create a descriptive statistics table in the statistical software to assess normality. This table should include the four variables named above including skew and kurtosis for each variable. Paste the table in the DAA template. Interpret the skewness and kurtosis values and determine whether the assumption of normality was violated or not violated. Step 3: Write Section 3 of the DAA: Results & Interpretation Using the statistical software, paste the intercorrelation matrix for the four variables into the document. Below the output, first report the total-final correlation including degrees of freedom, correlation coefficient, and p value. Specify whether or not to reject the null hypothesis for this correlation. Second, report the gpa-quiz1 correlation including degrees of freedom, correlation coefficient, and p value. Specify whether or not to reject the null hypothesis for this correlation. Step 4: Write Section 4 of the DAA: Statistical Conclusions Provide a brief summary of your analysis and the conclusions drawn about correlations. Analyze the limitations of the statistical test and/or possible alternative explanations for your results. Step 5: Write Section 5 of the DAA: Application Analyze how you might use correlations in your field of study. Name two variables that would work for such an analysis and why studying the relationship may be important to the field or practice. Submit your completed DAA Template as an attached Word document in the assessment area. Software The following statistical analysis software is required to complete your assessments in this course: Jeffreys's Amazing Statistics Program (JASP). Refer to the Tools and Software: JASP page on Campus for general information. Make sure that your statistical software is downloaded, installed, and running properly on your computer.