Ethic And Moral Reasoning

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Ethic And Moral Reasoning

(Ethic And Moral Reasoning)

Write a five-paragraph essay that conforms to the requirements below. The paper must be at least 1,000 words in length (excluding title and reference pages) and formatted according to APA style. The paragraphs of your essay should conform to the following guidelines:

    • Introduction
      The introduction should clearly state the ethical question under consideration, and define the essential issues. You may build upon the question and introduction you provided in the Week One Assignment; or you may choose a different question, but it must be based off the list of acceptable topics. Your introduction should include a brief remark about the kind of theory you will be using to approach this question. The last sentence of the introduction should briefly summarize the or position on the issue you think is best supported by this theory and succinctly state what the objection will be. Bear in mind that your essay will not be concerned with your own position on this issue, but what someone reasoning along the lines of the chosen theory would conclude; this may or may not be the position you took in the Week One Assignment.
    • Body Paragraphs
      Each paragraph in the body should start with a topic sentence that clearly identifies the main idea of the paragraph.

        • Theory explanation
          Explain the core principles or features of the deontological or utilitarian theory and the general account of moral reasoning it provides.You must quote from at least one required resource other than your textbook that defends or represents that theory. Refer to the list of acceptable resources.
        • Application
          Demonstrate how the principles or features of the deontological or utilitarian theory apply to the question under consideration and identify the specific conclusion that results from applying the reasoning characteristic of that kind of approach.Your application should clearly show how the conclusion follows from the main principles and features of the theory as addressed in the previous paragraph. Please see the associated guidance for help in fulfilling this requirement.
      • Objection
        Raise a relevant objection to the argument expressed in your application. An objection articulates a plausible reason why someone might find the argument problematic. This can be a false or unsupported claim or assumption, fallacious reasoning, a deep concern about what the conclusion involves, a demonstration of how the argument supports other conclusions that are unacceptable, etc. You should aim to explain this objection as objectively as possible, (i.e., in a way that would be acceptable to someone who disagrees with the argument from the previous paragraph).Note that this does not necessarily mean that the objection succeeds, or that the conclusion the theory supports is wrong. It may be an obstacle that any adequate defense of the conclusion would have to overcome, and it may be the case that the theory has the resources to overcome that obstacle. Your task here is simply to raise the objection or present the “obstacle.”
  • Conclusion
    The conclusion should very briefly summarize the main points of your essay.

Resource Requirements

  • You must use at least two resources to support your claims.
  • At least one of the resources should be one of the Required or Recommended Resources that represent the theory you have chosen, and must be drawn from the list of acceptable resources available in your online classroom.
  • The other source should pertain to the particular issue you are writing about and should be drawn from the required or recommended readings in the course, or be a scholarly source
  • You are encouraged to use additional resources, so long as at least two conform to the requirements above.
  • The textbook does not count toward satisfying the resources requirement.
  • To count toward satisfying the requirement, resources must be cited within the body of your paper and on the reference page and formatted according to APA style
 
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Information Technology Transforming Healthcare

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Information Technology Transforming Healthcare

(Information Technology Transforming Healthcare)

Transforming Nursing and Healthcare Through Information Technology

Question description

Discussion 1: Core Competencies and Scope of Practice in Nursing Informatics

Review Nursing Informatics: Scope and Standards of Practice , focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.

  • Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support. https://web.archive.org/web/20150323183938/http://…

 Post the key functional area(s) of nursing informatics relevant to your current position or to a position you recently held, and briefly describe why this area(s) is relevant. Identify the TIGER competencies you selected as essential to your functional area(s) in which you need improvement. Describe why these competencies are necessary and outline a plan for developing these competencies. Include any resources that are available to you within your organization and the ways you might access those resources. Assess how developing nursing informatics competencies would increase your effectiveness as a nurse.

Discussion 2 : Knowledge and Information Management

Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.

  • Reflect on the importance of continuity in terminology and coding systems.
  • In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
  • Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.

Post an explanation of why nurses need to document care using standardized nursing languages and whether this standardization can be limited to specialty areas or if it should be across all nursing practice. Support your response using specific examples from your own specialty or area of expertise and using at least one additional resource from the Walden Library.

 
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Interpersonal Attraction and Communication

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Interpersonal Attraction and Communication

(Interpersonal Attraction and Communication)

Ashford 4: – Week 3 – Discussion 2

COM 200 Week 3 DQ 2

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

Attraction   in Interpersonal Relationships

Chapter 7 addresses various elements that attract us to other people when we first enter a relationship. It might be just one thing that we like about another person or it could be several things.
Prepare: As you prepare to write this discussion post, take a few moments to do the following:

  • Read the writing prompt below in its entirety. Notice that there are two tasks:
    1. Identify what attracts you to others, based on one of the attraction theories covered by Bevan & Sole.
    2. Share an example of friendship you had that did not start off on solid ground, and explain what happened.
  • Review Chapter 7 in the course text. Focus especially on the section on attraction theory and identify what attracts you to others.
  • Begin with a solid explanation of attraction theory as described in our text. Then, use that theory to think through what attracts you to others. Do not forget to share an example from your own      experience.
  • Review the grading rubric.

Reflect: Take time to reflect on how we are attracted to others and what role communication plays in this process. Think about the role of first impressions and how they influence final friendship outcomes.
Write: Based on attraction theory (outlined in our text), address the following:

  • What do you look for in other people when you first meet them? This could be a potential romantic partner or even a platonic friend. List as many qualities as you can think of and how they are related to what you’ve learned in this class about communication.
  • Relate your personal experience to attraction theory (Section 7.3), as described in our text.
  • Share an example of a time when you developed a friendship/relationship with someone whom you did not get along with at first. What initially attracted you to the person?  What changed for you?

Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.
Your initial response should be 200-300 words in length and is due by Thursday, Day 3.
Respond to Peers: Review your classmates’ posts and try to find some common ground or expand on the students’ ideas. Use the text to expand everyone’s understanding of attraction theory. Ask questions that will deepen everyone’s understanding of the key concepts about attraction. Respond to at least two of your classmates’ posts by Monday, Day 7. Response posts must be 125 to 200 words in length. If you have questions about how to participate in discussions, consult “About Discussions” under the Course Home menu.

 
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Victimization’s Impact on Women

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Victimization’s Impact on Women

(Victimization’s Impact on Women)

Question description

Impacts of Victimization on Women, Abuse of Cee, science homework help

Impacts of Victimization on Women

When a crime occurs, the effects are rarely temporary or isolated. Primary victims suffer immediate consequences, but they may also experience lingering physical and psychological issues related to the crime. They often participate in trials and court hearings, which can be lengthy ordeals that consume large amounts of victims’ time, energy, and resources. Victims also may have difficulty coping even after the entire process is over.

In addition to the primary victims, a crime may affect the victim’s friends, family members, and neighbors, who then become the secondary victims. A crime may have significant, long-lasting impacts on the community in which it occurs and can even make ripples on a national or international scale.

For this Assignment, you examine the case of Jaycee Dugard, who was kidnapped when she was 11 years old and held captive for 18 years before being rescued. You also consider short- and long-term impacts of the case on both primary and secondary victims.

Jaycee Dugard
In 1991, Jaycee Dugard, an 11-year-old girl, was kidnapped walking home from the school bus. Jaycee’s abductors, Phillip and Nancy Garrido, held the girl captive for 18 years. Jaycee was abused, both sexually and emotionally, by her captors and eventually bore two daughters by Phillip Garrido. She began to accept the life she was living and, even when opportunities presented themselves, she never tried to escape. In 2009, Phillip Garrido was investigated by law enforcement related to his parole from prison. During the investigation, Jaycee lied to law enforcement, not revealing her true identity or the fact that she had been kidnapped and abused for years. Upon further investigation, Jaycee revealed the truth and was rescued from her captors. In 2010, Phillip and Nancy Garrido were found guilty of the kidnapping and abuse of Jaycee. The State of California approved a $20 million dollar settlement for Jaycee, to compensate her for various lapses by the Corrections Department, which contributed to Dugard’s continued captivity, ongoing sexual assault, and physical abuse.

The Assignment (2–3 pages):

  • Explain potential short-term impacts of the abuse on Jaycee Dugard.
  • Explain potential long-term impacts of the abuse on Jaycee Dugard.
  • Identify any potential secondary victims, and explain potential short- and long-term impacts of the abuse on those victims.
  • Explain whether or not the compensation provided was appropriate for this crime and why.

Two to three pages with at least three references….

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of the readings for this class

To get maximum points you need to follow the requirements listed for this assignments 1) look at the page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

Readings

  • Course Text: Investigating Difference: Human and Cultural Relations in Criminal Justice
    • Chapter 11, “Women’s Difference in the Criminal Justice System: Constructions of Victims, Offenders, and Workers”
  • Article: Boykins, A. D., Alvanzo, A. A. H., Carson, S., Forte, J., Leisey, M., & Plichta, S. B. (2010). Minority women victims of recent sexual violence: Disparities in incident history. Journal of Women’s Health, 19, 453–461.
    • Article: Dickman, M. (2009). Should crime pay? A critical assessment of the Mandatory Victims Restitution Act of 1996. California Law Review, 97, 1687–1718.
    • Article: Wyckoff, R., & Simpson, S. (2008). The effects of self-protective behaviors on injury for African American women in domestic violence situations. Crime, Law & Social Change, 49(4), 271–288.
 
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Electronic Health Record Policies

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Electronic Health Record Policies

(Electronic Health Record Policies)

Electronic Health Records (EHR) policies are crucial for ensuring the effective and secure management of patient information in healthcare settings. These policies typically encompass data privacy, access control, and system interoperability.

Data Privacy: Policies mandate strict confidentiality of patient information, aligning with regulations such as the Health Insurance Portability and Accountability Act (HIPAA) in the U.S. They dictate that sensitive data must be encrypted and stored securely to prevent unauthorized access.

Access Control: EHR systems must implement robust authentication mechanisms to ensure that only authorized personnel can access or modify patient records. This includes role-based access controls and regular audits of user activities.

System Interoperability: Policies promote the seamless exchange of health information across different systems and platforms, facilitating coordinated care. They often require adherence to standardized protocols and data formats to enhance compatibility and reduce errors.

Additionally, EHR policies include guidelines for data accuracy, backup procedures, and user training to ensure that the system supports effective healthcare delivery while safeguarding patient rights. Regular reviews and updates of these policies are essential to adapt to evolving technological and regulatory landscapes.

Health Policy

Scenario: As the recently hired Corporate Director of Health Information Management, you have been tasked the assignment of creating much-needed policies to govern the practice of health record documentation within your organization. You must devise two (2) of these policies, adhering to the format listed below and using APA formatting with sub-headings. Submit one (1) single Microsoft Word document.

Deliverables: Create two (2) policies to address electronic health record documentation. You must select from the following list of topics:

  1. The Use of Electronic signatures/Authentication
  2. Legibility
  3. Electronic Health Record Duplication
  4. Health Record Amendments
  5. The Completion of Health Records (adhering to TJC timeline)…including various forms (components within the Health Record such as the History & Physical, Operative Notes, Nurses Notes and Physician Orders etc.)
  6. Verbal & Telephone Orders
  7. The use of departmental/organizational wide abbreviations
  8. The Physician Query Process
  9. The Use of MACRA & Meaningful Use (MU) Audits
  10. Authorized Users, including Training & Education and Password Protection and Updates
  11. Copy & Paste Functionality
  12. Cloned Documentation
  13. Templates/Screen Designs

Health Record Policy Format:

  1. Subject
  2. Purpose
  3. Staff
  4. Effective Date
  5. A thorough description of the policy
  6. Definition of Terms (associated with policy)
  7. Procedure
  8. Consequences for Failure to Comply

Resources:

Integrity of the Healthcare Record: Best Practices for EHR Documentation (2013 update):

Fundamentals of the Legal Health Record and Designated Record Set:

Health Information Technology, Patient Safety, and Professional Nursing Care Documentation in Acute Care Settings: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-20-2015/No2-May-2015/Articles-Previous-Topics/Technology-Safety-and-Professional-Care-Documentation.html

MACRA & MU: http://www.fiercehealthcare.com

Sample Compliance Checklists for Electronic Health Records: https://www.cms.gov/Medicare-Medicaid-Coordination/Fraud-Prevention/Medicaid-Integrity-Education/Downloads/ehr-compliance-checklist.pdf

World Health Organization: GUIDANCE ON GOOD DATA AND

RECORD MANAGEMENT PRACTICES: http://www.who.int/medicines/areas/quality_safety/quality_assurance/Guidance-on-good-data-management-practices_QAS15-624_16092015.pdf

 
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Nursing Teaching/Wk5/Discussion

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Nursing Teaching/Wk5/Discussion

(Nursing Teaching/Wk5/Discussion)

Topic 1

Generate a list of questions you will ask during the interview such as teaching strategies, theories, technology, and evaluation techniques.

Conduct the interview.

Your discussion post should include:

The setting.

How the interview was conducted.

The questions asked and the responses given.

Anything else you think to be important.

Setting: Hospital – Director’s Office

The interview was conducted as a one-on-one informal discussion in the Director’s office at the hospital during day shift. There were a few interruptions including a code blue however, we eventually got through it and it was very interesting and informative.

Interview Q&A(Nursing Teaching/Wk5/Discussion)

Q. Please share with me an example of how you helped coach or mentor someone. What improvements did you see in the person’s knowledge or skills?

A. Early in my nursing career, I worked on the Med-Surg unit and was orienting a new nurse to the unit. She had a patient that was very ill and had multi-organ failure. She was waiting for a hospice consultation when the patient coded. At that time, the patient was a DNR therefore she was not resuscitated. The nurse felt helpless and did not’t know what to do. She literally broke down in tears. I had a one-on-one conversation with her and explained the of end of life process and shared my first experience when I lost a patient. She later came back to me and thanked me for sharing with her as it was very helpful to process hers.

Q. Tell me how you organize, plan, and prioritize your work.

A. I begin each day with staffing which sets the stage for the rest of the team and the day. After staffing I meet with the day shift nurses, prior to them getting report to review and discuss any concerns or new implementations. I then meet with other directors and bed management to evaluate our bed availability and what needs to be done with any transfers or discharges. This information is communicated with the charge nurse and he or she will use this information to plan their day. Obviously, there are many obstacles that may arise or issues that may need to be resolved throughout the day which can’t be planned for. At the end of the day there is another staffing meeting to prepare for the next day. I guess you can say each day begins with and ends with staffing, the backbone to a successful unit and patient experience.

Q. Please share an experience in which you presented to a group. What was the situation and how did it go?

A. I have presented to groups on multiple occasions however, the one that comes to mind is my first. At the time, I was promoted to Clinical Coordinator. I had never been in a management position before and was extremely intimidated and anxious when I had to conduct my first staff meeting. I prepared several days in advance and even rehearsed how I would run the meeting. I did not’t sleep the night before and was worried I would fail my director. Everyone gathered in the break room and I handed out the agenda. At that time, I realized I had nothing to worry about and this was my team. I conducted the meeting flawlessly and took a deep breath when it was over and smiled.

Q. Share an example of when you went above and beyond the “call of duty”.

A. Wow, that is a tough one. I don’t know that I can remember one in particular. I think it is something I do on a daily basis or whenever the situation arises. I believe that being a nurse you often do more than you are “asked” to do. That is what makes our field and profession different from others. We take care of people. It’s an amazing career.

Q. In your experience, what is the key to developing a good team?

A. I believe the key to developing a good team starts with good communication. Which includes listening to staff complaints and concerns. If something isn’t working you can try to figure out a solution or how to resolve it. If you don’t know what is wrong, you can’t fix it. Treating others with respect is also key as it promotes professionalism and a positive attitude. All of which are important elements in a good team as well as many others.

 
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Financial Analysis Assignment Details

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Financial Analysis Assignment Details

(Financial Analysis Assignment Details)

Finance

Question description

1.

Jetson Spacecraft Corp. shows the following information on its 2011 income statement: sales = $244,000; costs = $144,000; other expenses = $7,900; depreciation expense = $18,000; interest expense = $13,200; taxes = $21,315; dividends = $10,000. In addition, you’re told that the firm issued $4,700 in new equity during 2011 and redeemed $3,200 in outstanding long-term debt.
a. What is the 2011 operating cash flow?
 Operating cash flow $ ???
b. What is the 2011 cash flow to creditors?
 Cash flow to creditors $ ???
c. What is the 2011 cash flow to stockholders?
 Cash flow to stockholders $ ???
d. If net fixed assets increased by $30,000 during the year, what was the addition to NWC?
 Addition to NWC $ ???

2.

Prepare a 2011 balance sheet for Cornell Corp. based on the following information: cash = $132,000; patents and copyrights = $630,000; accounts payable = $212,500; accounts receivable = $102,500; tangible net fixed assets = $1,630,000; inventory = $295,500; notes payable = $185,000; accumulated retained earnings = $1,268,000; long-term debt = $850,000. (Be sure to list the accounts in order of their liquidity.)
CORNELL COP.
Balance Sheet
Assets
 (Click to select)Notes payableCashAccounts receivableAccounts payableInventory $ ???
 (Click to select)Accounts receivableIntangible net fixed assetsTangible net fixed assetsNotes payableAccounts payable
 (Click to select)CashInventoryAccounts payableCommon stockAccounts receivable
 Current assets $ ???
 (Click to select)Accounts payableAccounts receivableIntangible net fixed assetsTangible net fixed assetsInventory
 (Click to select)Accumulated retained earningsCommon stockTangible net fixed assetsIntangible net fixed assetsNotes receivable
 Total assets $ ???
Liabilities
 (Click to select)Notes payableLong-term debtAccounts receivableAccumulated retained earningsAccounts payable $ ???
 (Click to select)Notes payableCommon stockLong-term debtNotes receivableAccumulated retained earnings
 Current liabilities $ ???
 (Click to select)CashInventoryAccounts payableAccounts receivableLong-term debt
 Total liabilities $ ???
 (Click to select)Notes receivableCommon stockAccounts payableAccounts receivableNotes payable
 (Click to select)Accumulated retained earningsNotes payableCashAccounts payableCommon stock
 Total liabilities & owners’ equity $ ???

3.

Use the following information for Taco Swell, Inc., (assume the tax rate is 30 percent):
2010 2011
 Sales $ 21,073 $ 18,636
 Depreciation 1,851 1,926
 Cost of goods sold 4,929 4,897
 Other expenses 1,041 919
 Interest 890 1,021
 Cash 6,352 7,036
 Accounts receivable 8,230 9,997
 Short-term notes payable 1,360 1,337
 Long-term debt 20,890 25,111
 Net fixed assets 51,306 58,120
 Accounts payable 4,688 5,214
 Inventory 14,606 15,478
 Dividends 1,900 1,808
For 2011, calculate the cash flow from assets, cash flow to creditors, and cash flow to stockholders.(Negative amounts should be indicated by a minus sign. Round your answers to 2 decimal places.)
 Cash flow from assets $ ???
 Cash flow to creditors $ ???
 Cash flow to stockholders $ ???
 
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Project Completion and Presentation

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Project Completion and Presentation , management homework help

(Project Completion and Presentation)

Question description

This week, you are planning for project closure. This may be just as important as project initiation. You will also provide detail and a status update for the activities that you have performed to date on your network integration project. As part of the status and requirements update, you will produce a final network infrastructure diagram that represents the requirements and new network configuration or topology for the capstone project. You are tasked with creating a final presentation to communicate to your constituents on what the project is and summarize all of the major areas already captured in your Word document.

The deliverables for Week 5 are as follows:

•Project Closure Plan ◦List at least 5 major closeout categories.

◦Identify the activities that are needed to complete each of these closeout categories in a plan format.

◦Describe how each activity will assist in closing out the project?

◦Include an analysis of whether the project was successful or not.

◦Provide a list of lessons learned and what can be done differently in a future, similar project.

•Project Status and Requirements Updates ◦Include a final status update of your actual project status.

◦Update any final challenges, risks, and change requests. ◾Describe how they have been handled.

◦Draw a network infrastructure diagram to represent the network integration project requirements, and describe each major component in the diagram. (Visio is a good choice for creating this diagram.)

Final Project Word Document

•Title Page ◦Course number and name

◦Project name

◦Student name

◦Date

•Table of Contents ◦Use autogenerated TOC ◾Be sure to update the fields of the TOC so it is up-to-date before you submit your project.

◦Placed on a separate page

•Section Headings ◦Project Information (Week 1)

◦Capstone Project Milestone Plan (Week 1)

◦Requirements Specifications (Week 1)

◦Statement of Work (Week 2)

◦Project Plan (Week 2)

◦Project Resources (Week 2)

◦Communications Plan (Week 2)

◦Project Monitoring Reports (Week 3)

◦Project Control Process (Week 3)

◦Risk Assessment (Week 4)

◦Change Management Process (Week 4)

◦Project Closure Plan (Week 5)

◦Project Status Updates (Weeks 2–5)

Name your document “yourname_IT495_IP5.doc.”

Then, develop a PowerPoint presentation of at least 10–15 slides that summarizes the following:

•The goals of the project

•The project requirements

•The project plan

•The communications plan

•The project monitoring and control processes

•The risk assessment

•The change control process

•The network infrastructure diagram

•The closure plan

•The status update, what was been accomplished to date, and what is next

Add speaker notes to provide a narrative for each slide, or record a presentation of the slides and imbed it with the PowerPoint slides.

Deliverable Length:  3–5 pages of new content; 10–15 PowerPoint slides with speaker notes

 
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Showcasing Language Acquisition Mastery

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Showcasing Language Acquisition Mastery

(Showcasing Language Acquisition Mastery)

Final Paper

Language Acquisition ePortfolio

As you advance in your studies, you will continue to build your knowledge base in hopes of reaching your professional goals.  This assignment is a culmination of the learning gained throughout this course, with hopes for you to build upon this as you grow in your academic journey.  As a professional, you will want to showcase the knowledge you have gained, as well as demonstrate who you are as a unique, reflective practitioner entering the professional world.  This project will allow you to develop a language-focused component that you would be able to add to your personal ePortfolio for future professional use.  An ePortfolio is an organized collection of your work that is able to be accessed electronically.  An ePortfolio may contain examples of some of your best work that you are able to share with others electronically, including potential employers.  As you complete more courses, you are able to add more to your ePortfolio resulting in a reflective collection of who you are as an educator.  The goal is for you to be able to use this as you enter the professional world. You can learn more about the creation of an ePortfolio at Virtual Educators.

For the Final Project, you will organize a language acquisition section that could later be added to your professional ePortfolio.

Choose one of the following ePortfolio methods to showcase your language acquisition learning.

    • Power Point Presentation
    • Google ePortfolio: This is an actual working website that you can enable for others to view.

Summarize each of the following components, created earlier in the course and revised using the feedback received.  Be sure to explain the purpose of each.  For example, you can summarize why you included your design of a language-rich environment for children as it relates to the support of language acquisition. For each bullet, you must include your summary and the actual assignment.

  1. Guided Introduction (Week One)
  2. A summary of your beliefs regarding language acquisition
  3. Language-Rich Environment (Week Two)
  4. Stages of Language Development Analysis (Week Three)
  5. Literacy Lesson Plan (Week Four)
  6. Language Reflection (You will choose another project complete within this course that you feel is a valuable reflection of your learning.)
  7. A summary of how you will support children’s language acquisition in your professional role
  8. Language Resource File in APA format (Week Five)

Your ePortfolio should be creative, but also professional and demonstrate the knowledge you have obtained.  It is helpful to be thoughtful with your content and creative with your delivery.

Your Final Project should be submitted as one project.  The ePortfolio should address the material using college-level writing and critical thought.  In addition, it should include graphics, visuals, and media, as appropriate.  Contents should be designed to clearly and concisely address the material with research justification.  Your ePortfolio must be formatted according to APA style, including a title page and a reference page.  You must use a minimum of five resources in addition to the course text.  There is no length requirement for the ePortfolio so long as all of the required components have been included.

 
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Ethical Considerations of Deception

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Ethical Considerations of Deception

(Ethical Considerations of Deception)

Deception Responses

Tiffany 

2 posts

Re: Topic 3 DQ2

Deception in research can be a helpful way of getting the information needed in some cases. For instance, it can fall within Principle C: Integrity, according to the APA ethics code in some situations deception maybe justifiable to maximize benefits and minimize harm. “Psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques. (APA, 2017).” For example, if a patient is reaching out to the psychologist stating they are wanting to harm themselves it is that psychologist duty to get as much information from that person to maintain their safety no matter what that person’s life is what is important at that given moment. Another example of when deception is necessary, when “psychologists are conducting court-ordered assessments or evaluating military personnel may be prevented from obtaining consent by law or governmental regulation (Fisher, 2017, p.157).” Although it may be beneficial in some cases it also can have adverse effects when used wrong.

References:

American Psychological Association. (2017). Ethical principles of psychologists and code of  conduct. Retrieved from https://www.apa.org/ethics/code/

Fisher, C. B. (2017). Standards on research and publication. Decoding the Ethics Code: A Practical Guide for Psychologists. (4thed.). (pp. 281-341). Los Angeles, CA: Sage Publications, Inc. Retrieved from http://gcumedia.com/digital-resources/sage/2016/decoding-the-ethics-code_a-practical-guide-for-psychologists_ebook_4e.php

Diana (Ethical Considerations of Deception)

3 posts

Re: Topic 3 DQ2

According to Fisher (2017), deception in research means psychologists intentionally withhold information or misinform participants about the purpose of the study, the experimental procedures, equipment used, or roles of the research team members. Deception should be used when psychologists have justified that using non-deceptive alternative procedures are not feasible. Using deception in research may benefit psychologists by keeping the participants unaware of the purpose of the experiment, providing a more realistic response. An example of using deception in research is the placebo effect. According to Miller, Swartzman, and Wendler (2005), the placebo effect monitors the positive physiological or psychological changes after administering inert medication and sham procedures without acknowledgement of the patient. The purpose, though deceptive, is to determine how inert interventions can lead to positive changes in patients. Proposed by APA (2018), under Principle C involving integrity, deception should be avoided unless it is deemed to maximize the benefits of the experiment and eliminate any harm.

APA. (2018). Ethical Principles of Psychologists and Code of Conduct. Retrieved January 10, 2019,
from: https://www.apa.org/ethics/code/index.aspx?item=5#906

Miller, F. G., Wendler, D., & Swartzman, L. C. (2005, September 6). Deception in research on the placebo effect. Plos Medicine, 2(9). doi:https://dx.doi.org/10.1371%2Fjournal.pmed.0020262

Fisher, C. B. (2017). Decoding the ethics code (fourth ed., pp. 46-53). Los Angeles, CA: SAGE Publications, Inc. Retrieved January 8, 2019, from https://www.gcumedia.com/digital-resources/sage/2016/decoding-the-ethics-code_a-practical-guide-for-psychologists_ebook_4e.php

Christina 

2 posts(Ethical Considerations of Deception)

Re: Topic 3 DQ2

Deception can and should be used in unique situations that require the study design to have omission of details that might alter the participants responses that is being studied, This information can be withheld and shared after the study (OSU, 2019). Researchers must have specific justifications and have proper safeguards for using deception for the protection of the participants welfare and rights.

An example of deception would be, giving a participant a quiz and telling them they did poorly when its not true to gage their emotions and behavior. There should also be a plan in place to handle possible negative effects of the participants involved.

The APA ethics code states that deception can only be used when “it is the best and only feasible method, it will not cause pain or distress, and participants will have the opportunity to understand the deception as soon as possible with the option to withdraw their data should they so choose (UOV, 2019).” The elderly and children should not be part of deception studies because they may not understand the reasoning or be able to make logical decision about participating in the study.

References

OSU. (2019). Research involving Deception. Retrieved from research.oregonstate.edu: https://research.oregonstate.edu/irb/policies-and-guidance/guidance/research-involving-deception

UOV. (2019). When is Deception and/or Witholding Information from Participants Appropriate? Retrieved from www.virginia.edu: http://www.virginia.edu/vpr/irb/sbs/resources_guide_deception_appropriate.html

Heather (Ethical Considerations of Deception)

2 posts

Re: Topic 3 DQ2

“Researchers using deceptive techniques intentionally withhold information or misinform participants about the purpose of the study, the method-ology, or roles of research confederates” (Fisher, 2017).

When deception is used in a research stud a Psychologist should get consent from the participating parties in the research. If deception is used in any Psychologist’s research studies and the participants are not fully aware of the deception, this will affect the APA’s general principles. We should never use deception for our research studies, this will go against the ethics code. Using deception goes against the ethical and moral codes as a Psychologist. When using deception, it is to get the results of the research and not thinking about the participants in the studies.

The American Psychological Association has set a code of conduct for the 8.07 Deception in Research for Psychologist when using deception during his/her research studies. “The 8.07 Deception in Research (a) Psychologists do not conduct a study involving deception unless they have determined that the use of deceptive techniques is justified by the study’s significant prospective scientific, educational, or applied value and that effective nondeceptive alternative procedures are not feasible.(b) Psychologists do not deceive prospective participants about research that is reasonably expected to cause physical pain or severe emotional distress.(c) Psychologists explain any deception that is an integral feature of the design and conduct of an experiment to participants as early as is feasible, preferably at the conclusion of their participation, but no later than at the conclusion of the data collection, and permit participants to withdraw their data” (American Psychological Association, 2018).

References

American Psychological Association. (2018). Retrieved from Ethical Principles of Psychologists and Code of Conduct: https://www.apa.org/ethics/code/index.aspx?item=5#906

Fisher, C. B. (2017). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks: Sage Publications, Inc

 
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