Assignment3: Ethics In Research

Assignment3: Ethics in Research

(Assignment3: Ethics In Research)

In this course, you will complete two RAs that make up 50% of your total class grade. In RA 1, you will write a reaction paper to evaluate the research methodologies used in a particular study.

In RA 2, you will use what you have learned about research questions and literature reviews to write a well-structured research question on a human services topic that interests you, in addition to writing a literature review on this topic.

As you are working through this course, one aspect of both analyzing a study and considering the development of your own study is being able to apply the ethical standards of research as set for by the APA. In addition to formulating your plan for completing your two assignments, you will also apply what you learned from the article by Nagy (2011) to a research study of your choice.

Click here to review the detailed descriptions of the RAs.

Tasks:

Part 1:

  • Carefully review the descriptions of the RAs. Prepare a time line for each assignment for completing each part of these assignments.
  • For each task that you include in the time line, describe what you will do to complete it. List the types of resources and information you will need to obtain in order to complete each task, as well as the strategy you will use to collect information from these resources.
  • Submit the research question that you would like to use as the foundation for your literature review due in Module 5.

Part 2:

Using the Argosy University online library resources, locate a research study (professional literature) from the human services field. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

In a 2–3 page paper, respond to the following using the APA style:

  • Provide a brief overview of your selected study, making sure that you cover the purpose of the study, the methodology used, the participants, the way the data was collected and analyzed, and the outcomes.
  • If you were the researcher conducting this study and found that you were not familiar with the particular research population, what steps would you take to prepare yourself to conduct the research with this population?
  • In developing an informed consent form for participation in research, what are the eight basic elements you would include in the form as applied to your selected study? Make sure that you provide the details of each element as though you were constructing an informed consent form to provide to your participants.
  • How does this research study contribute to the field of human services? How does it benefit society? Does this benefit outweigh the possible risks associated with the study? Discuss.
  • Was any deception used in this study? If so, why was this deception necessary? If not, do you think that the study would have benefited from any kind of deception? Explain.
  • What is the Institutional Review Board (IRB) and what role does it play in research? Explain with reference to your selected study.

Reference:

Nagy, T. F. (2011). Ethics in research and publication. In Essential ethics in
psychology: A primer for understanding and mastering core issues

(pp. 199–216). Washington, DC: American Psychological Association

 
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Nursing Care Models Analysis

Nursing Care Models Analysis

(Nursing Care Models Analysis)

Question description

APA style paper

NURSING CARE MODELS PAPER GUIDELINES

Updated 7/23/2017

Purpose

The purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)

CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)

CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3)

CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Due Dates

Submit by Sunday, 11:59 p.m. MT, end of Week 5.

Rubric

Click to view and download the NR447 Nursing Care Models Paper Rubric (Links to an external site.)Links to an external site..

Points

This assignment is worth 200 points.

Directions

  1. Read your text, Finkelman (2016), pp- 111-116.
  2. Observe staff in delivery of nursing care provided. Practice settings may vary depending on availability.
  3. Identify the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model.
  4. Write a 5-7 page paper that includes the following:
  5. Review and summarize two scholarly resources (not including your text) related to the nursing care model you observed in the practice setting.
  6. Review and summarize two scholarly resources (not including your text) related to a nursing care model that is different from the one you observed in the practice setting.
  7. Discuss your observations about how the current nursing care model is being implemented. Be specific.
  8. Recommend a different nursing care model that could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.
  9. Provide a summary/conclusion about this experience/assignment and what you learned about nursing care models.
  10. Write your paper using APA format using Microsoft Office 2010 or later.
  11. Submit your paper no later than 11:59 p.m. MT on Sunday by the end of Week 5.

**Academic Integrity Reminder**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

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Program Capstone -Information Technology

Program Capstone -Information Technology

(Program Capstone -Information Technology)

Question description

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Assignment Guidelines

For this Discussion Board assignment, you should use the library and course materials to complete the following:

  • Research quality assurance considerations for system integration choices (starting with your nonfunctional requirements).
  • Compile a list of 5–7 quality assurance categories, and discuss how they will be evaluated in the capstone project.
  • Provide details about evaluation methods that could be utilized to assure quality.
  • Select and discuss why 1 of these methods will best support quality assurance for your integration project.

Post a new topic to the Discussion Board that contains your responses from the steps listed above.

Respond to 2 other students’ posts on the Discussion Board, and evaluate their capstone project decisions.

 
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Create Your Program’s Logic Model

Create Your Program’s Logic Model

(Create Your Program’s Logic Model)

Complete your own logic model by following the instructions in the Logic Model Workbook

Question description

The process of creating a logic model allows a program planner to carefully think through the resources available, activities implemented, and short-, intermediate-, and long-term outcomes that a program hopes to achieve. For this Assignment, you create your own logic model for a program of your choosing. If you are a current human and social services professional, you may choose a program that you currently implement or would like to implement in the future. If you are not yet in the field, you may design a program that professionally interests you.

To Prepare Examine the resources in this week’s Learning Resources for information that will help you create, develop, and complete your logic model.

The Assignment: •Complete your own logic model by following the instructions in the Logic Model Workbook. •Be sure to print and fill out the assignment sheets in Appendices A and C of the Logic Model Workbook. *You will need to print these pages in order to complete them, then scan them and submit them to your instructor.

Required Readings

Csiernik, R., Chaulk, P., McQuaid, S., & McKeon, K. (2015). Applying the logic model process to employee assistance programming. Journal of Workplace Behavioral Health, 30(3), 306–323. Note: You will access this article from the Walden Library databases.

Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher, 34(5), e288–e299. Note: You will access this article from the Walden Library databases.

Innovation Network. (n.d.). Logic model workbook. Retrieved from http://www.innonet.org/client_docs/File/logic_mode…

McCawley, P. F. (n.d.). The logic model for program planning and evaluation. Retrieved from http://www.cals.uidaho.edu/edcomm/pdf/CIS/CIS1097….

Savaya, R., & Waysman, M. (2005). The logic model: A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–104. Retrieved from the Walden Library databases. Note: You will access this article from the Walden Library databases.

 
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Supporting Antonio’s Positive Transformation

Supporting Antonio’s Positive Transformation

(Supporting Antonio’s Positive Transformation)

This is due in 10 hours. Please do not apply if you cannot complete!!!

 Read the following essay, written by Antonio, a fourth-grade student.

The Bully in the Mirror
Antonio, 4th Grade


Mirror Mirror on the wall why must I be the
Bully that has to fall. I beat on kids around the school
The mirror told me it wasn’t cool. The mirror told me to change.
My ways I have beat up kids all by days. I have no friends.
It’s just not right. The mirror said cause you like to fight.
I am a bully how could this be. The mirror is starting to
Change me. Reflections are now flashing back to me.
Someone plant the seed inside of me. Now the mirror has
shown me poor. I’ll change my ways and start
new days the bully is no more part of me.
Any bully can change

Imagine that you are Antonio’s teacher. Antonio obviously wants to make a change. As a fourth grader, it is almost impossible to do this alone. Therefore, he has handed this writing piece to you, his teacher. Understanding that this transformation involves far more than you and Antonio, you will devise a plan to help him change his history and be a good person.

First, read the Kenny (2007) article and discuss how Antonio’s “looking glass self” has been influenced by the agents of socialization. Be sure to explain how this looking glass self is related to his “answerability” and what role that has in his desire to change his behavior.

Next, devise a game plan for Antonio’s change:

  1. Share one lesson or activity that can be completed with the whole class. The lesson or activity should focus on the importance of awareness and bully prevention. Describe the lesson or activity and how it will benefit the class as a whole.
  2. List one idea showing how the class can support Antonio’s change. Explain how you would help your students support their former tormentor.
  3. List one strategy that you can help Antonio implement in order for him to stay on the right path (e.g., literature, a check list, or a change in routine).
  4. Provide one suggestion you would share with Antonio’s parents, so that this change in behavior is a true partnership between you (the teacher), the child, and the parents.

Use the information from your text and the Pacer’s National Bullying Prevention Center website to create your plan. You must include two scholarly sources in addition to the two given.

Criteria: 

  1. Must be three to four double-spaced pages in length, not including title and reference pages.
  2. Must include at least two scholarly sources in addition to the text and required sources.
  3. Must be formatted according to APA style
  4. Must include a title and reference page formatted according to APA style
  5. Must be well organized and reflect college-level writing.

Link- http://www.pacer.org/bullying

 
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Homeland Security Capstone Class

Homeland Security Capstone Class (Personal Leadership History Report)

(Homeland Security Capstone Class)

Question description

The Leadership Development Project Process

The project is a course-length process managed using specified development steps that correlate with specific course materials. Aspects of this process will be addressed in the course conferences each week. The first of the two project deliverables is the personal leadership history report.

Personal Leadership History Report

Discuss leadership experiences, what you learned from them, factors that influenced how you led, and how you look back on that leadership experience. This does not have to cover your entire leadership experience, but should cover enough to write the Personal Leadership Portfolio assignment. Be sure to read the requirements for that assignment before you complete the Personal Leadership History Report. Be careful not to focus on a leadership style in general, but discuss specific personal leadership experiences, both positive and negative, successes and failures. Be sure that your conclusion focuses on summing up your points on leadership discussed in the essay, not just a style. This is an essay on leadership, not management; sometimes the distinction is a fine line.

The personal leadership history report will review your leadership experiences and describes your leadership style during those experiences. The body of the personal leadership history report shall be 4-6 pages, excluding other material such as the cover page, table of contents, abstract, graphics and tables, and references. The paper shall be presented in APA (6th edition) format, all margins should be 1”, 12 point font, and be in either Arial or New Times Roman font style. In the following descending order of preference, information sources must be either peer-reviewed articles, government reports, or other sources approved by your instructor. Internet information sources from other than authoritative sources are discouraged. See the Research Paper grading rubric for more information.

The Personal Leadership History Report is worth 10% of your final grade.

Hide Rubrics

Rubric Name: Personal Leadership History Report Rubric(Homeland Security Capstone Class)

Criteria
Can earn between 18-20 points. Essentially free of grammatical errors; The writing is free or almost free of errors. APA format is used accurately and consistently in the paper and on the “References” page. The references in the list match the in-text citations and all were properly encoded in APA format. Can earn between 16-17 points. A few grammatical errors; There are occasional errors, but they don’t represent a major distraction or obscure meaning. APA is used with minor errors. Some formatting problems exist, or some components are missing. No more than one or two citation errors. Can earn between 14-15 points. Several grammatical errors; The writing has many errors, and the reader is distracted by them. There are several errors in APA format. Listings in the References or Works Cited list were not cited in the text. Can earn between 0-13 points. Pattern of ungrammatical writing; There are so many errors that meaning is obscured. The reader is confused and stops reading. Format of the document is not recognizable as APA format; Listings in the References or Works Cited list were not cited in the text. Pattern of citation errors.
Can earn from 63-70 points. Discussion consisted of specific personal leadership experiences, both positive and negative, successes and failures. Report focused on leadership rather than management. Personal leadership discussed is extensive enough to allow student to complete the Personal Leadership Portfolio assignment. Can earn from 56-62 points. Discussion consisted mostly of specific personal leadership experiences, although some of the discussion consisted of theory or styles instead. Report mostly focused on leadership rather than management. Personal leadership discussed is extensive enough to allow student to complete the Personal Leadership Portfolio assignment. Can earn from 49-55points. Discussion consisted of some specific personal leadership experiences. It included too many theories and styles rather than specific personal leadership experiences. Report mostly focused on management rather than leadership. Personal leadership discussed may not be enough to allow student to complete the Personal Leadership Portfolio assignment. Can earn from 0-48 points. Discussion consisted of few specific personal leadership experiences. It included too many theories and styles rather than specific personal leadership experiences. Report focused on management with little leadership included. Personal leadership discussed will not be enough to allow student to complete the Personal Leadership Portfolio assignment.
Can earn between 9-10 points. The writer makes succinct and precise conclusions. The conclusion focuses on summing up the points on leadership discussed in the essay. The conclusions are mostly succinct and precise. The conclusion mostly focused on summing up the points on leadership discussed in the essay. The conclusions are somewhat succinct and precise. Some of the conclusion focused on summing up the points on leadership discussed in the essay. Can earn between 0-6 points. There is little or no indication that the writer tried to synthesize the information or to draw conclusions. The conclusion did not focus on summing up the points on leadership discussed in the essay.
Overall Score
 
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Managing Galaxy Toys’ Future

  Implementing & Evaluating the Future at Galaxy Toys
Managing Galaxy Toys’ Future

Managing Galaxy Toys’ Future

No Plagiarism: Use APA format and citations please:

Question description

 </td>
Assignment 3: Implementin

Implementing and Evaluating the Future at Galaxy Toys, Inc. (Week 8)

Purpose:

Continuing with the saga of Galaxy Toys, Inc., the third assignment covers the last three functions of the P-O-L-C, Organizing, Leading and Controlling. Students will look at the production floor of Galaxy Toys, Inc. through the lens of the organizing function, create an organizational chart, and assess the decision making authority associated with the organizational structure. Students will then assess change, and discuss motivation from a leadership perspective, and delve into the controlling function by looking and project specifications, interpreting data, and assessing corrective measures.

Outcome Met by Completing This Assignment:

  • integrate management theories and principles into management practices
  • organize human, physical, and financial resources for the effective and efficient attainment of organization goals
  • demonstrate leadership skills by communicating a shared vision, motivating and empowering others, and creating a culture of ethical decision-making and innovation
  • develop measures and assess outcomes against plans and standards to improve organizational effectiveness
  • identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes

Instructions:

Step 1: Preparation for the Assignment Managing Galaxy Toys’ Future

Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:

Review “How to Analyze a Case Study” under Week 8 Content. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.

Read the grading rubric for the assignment. Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade.

In writing this assignment, you will read and following these tasks:

Task 1: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.

Task 2: Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.

Task 3: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.

Task 4: You are responsible for APA only for in-text citations and a reference list.

Task 5: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than two (2) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper and the How to Cite and Reference file located under Week 4 content.

Task 6: In completing the assignment, students are expected to use the facts from the case scenario and company profile paired with the weekly courses readings to develop the analysis. View the company profile here: Galaxy Toys, Inc. Company Profile.

Step 2: How to Set Up the Paper Managing Galaxy Toys’ Future

Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 8-10 pages in length excluding the title page and reference page and appendix. You may not exceed ten (10) pages so it is important to write clearly and concisely.

Use the following format:

  • Create a title page with title, your name, the course, the instructor’s name and date;
  • Introduction
  • Part One
  • Part Two
  • Part Three

Step 3: Create the introductory paragraph.

The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website to learn how to write an introductory paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 4: Part One-Organizing Managing Galaxy Toys’ Future

Read critically and analyze the following scenario:

Now, it is time for all production managers to begin the organizing process. Doing so requires that managers collect the people, resources, and capital to begin production in a way that will implement the short-term production goals and objectives set through planning. The deadline for production to begin is January 31, 2018. Christmas product shipping must start in July of 2018. The budget for each branch is $300,000 for the total production budget. Currently, the production staff includes a total of 124 employees per day shift and 91 at night per plant for a total of 215 employees. Most tasks are covered in both shifts. Current production and shipping personnel per task include:

Positions # of Day Shift

Workers

# of Night Shift Workers
Machine Operators 10 5
Machine Maintenance 3 5
Assembly Line Staff 75 60
Electronics Specialists 10 3
Packagers 10 5
Floor Supervisors 1 1
Production IT (computer machine) 1 1
Fork Lift Operators 10 10
Shipping Schedulers 1 0
Plant Maintenance 2 1
Administrative Support

Material Purchase/Secretary

1 0

To complete the Moon Mission to Jupiter’s Europa 1 project, it is projected that additional personnel are needed: Two 3D printer operators for the day shift and two for the night shift. Additionally, instead of having an on-call position for production IT, a full-time night position is needed.

The design and engineering department has provided the product specifications including materials, sizes, and 3D printers and one person per shift to produce the product. Trained personnel are needed for operating the 3D printers. The cost of one complete Moon Mission to Jupiter’s Europa 1 product is set at $7.65, which includes packaging. The 3D printers will produce the completely assembled piece including electronics and packaging in 7.36 minutes and will cost $6100 per printer. Trained personnel are needed to operate the printers.

Step 5: Assume the role of Itza Yu. Managing Galaxy Toys‘ Future

Task 1: Explain the role of a manager in the organizing phase of the POLC

Task 2: Identify and discuss five major issues with Galaxy, Inc. that Itza Yu must address in organizing the production floor for both existing production and the new project.

Step 6: Aligning People

Task 1: One of the areas of discussion that must be included in the organizing phase is that of aligning people to the task of production. Create an organizational chart that shows how Yu would organize the people and jobs on the production floor that aligns with the rest of the organization.

Task 2: Discuss why and how the organizational chart was created. This organizational chart will be used, as the template for the other branches within the organization, so be sure the structure of the production floor aligns with the organization of the company.

Step 7: Decision Making Authority

Task 1: Once you have created the chart, identify the decision making authority/flow for those individuals on the chart.

Task 2: Explain why the structure was chosen and how it best serves the decision making flow for the production floor and the company as a whole.

Step 8: Part Two-Leading Motivation Managing Galaxy Toys’ Future

Read critically and analyze the following scenario:

During the course of production older line staff and machine workers began to see the speed and accuracy for which the 3D printers made its product. An obvious concern began to surface among the workers. The workers began to ask, “Will I still have a job next year?” Morale of plant workers began to suffer. Itza Yu knows that this concern must be addressed and morale needs to be improved. As the manager, Yu know that the business must innovate to keep growing. How can Yu improve morale?

Step 9: Motivation

Task 1: Acting as Joyce Barnhart, what advice should she give to Yu. In discussing the advice, first identify the reasons for the morale problem and how motivation. Be sure to address change and the worker’s reaction to implementing change.

Task 2: Discuss the actual ideas and the specific ways Yu should take to motivate his existing employees that will build morale and keep production levels on track for the current contracts and the new project.

Step 10: Part Three-Control: Managing Galaxy Toys‘ Future

3A) Read critically and analyze the following scenario:

The following chart displays the results of the first year’s production of MMTJE1. The table was created from data supplied by the company’s entire production department managed by Keith as a means of controlling production output. It will be used by the VP in his evaluation of areas of improvement, change, or success to processes used by the production department in the production of MMTJE1. The chart describes the standard goal (identified as standard) set by the department and the result each branch obtained. A comparison of the standard to the results allows the reader to form conclusions about the success or failure of the production department to meet the goals envisioned by the company. It also allows the reader to recognize patterns from the data from which conclusions can be drawn as to the relationship between elements (e.g. cost expended vs time expended; those who spent more time had a higher cost).

Specifications Standard Toledo Dayton White Plains Huntsville Juarez
Cost 7.56 7.67 7.87 7.45 7.52 8.01
Time 7.36 7.32 7.46 7.31 7.32 7.59
Quality Control Problem Ratio (per 500 units) 1 2.5 4 1.5 1.75 8.75
Training Time (per hour) 30 35 38 45 48 25
Shipping Problems/Damage (per 10,000 units) 1 0.333 0.222 0.133 0.178 0.4
3D Problems (per 10,000 units) 0.2 0.25 0.286 0.111 0.1 0.4
Total Number of Pieces Produced per year 400,000 500,000 500,000 650,000 700,000 450,000

Answer the following required elements for Part Three-3A making sure that the facts of the scenario and the course readings support the reasoning of the answers provided.

Step 11: Standard Specifications

Compare the standard specifications data set with the results from each of the results for the five branches.

Step 12; Interpreting the Results Managing Galaxy Toys’ Future

Task 1: Interpret the results for the new product production chart above.

Task 2: Detail the areas that need improvement as well as those positive conclusions the data suggests.

Step 13: Corrective Action

Task 1: Define what “corrective action” means to the manager in the control function of the POLC.

Task 2: Do you suggest Keith take, if any, corrective action for this report.

Step 13: 3B): Managing Galaxy To</span>ys’ Future

Read critically and analyze the following scenario:

The next meeting of the long term planning team for Galaxy Toys is scheduled for next week. All the VPs will be there and a report must be given by all as to the viability of the “Moon Mission Jupiter’s Europa 1” toy roll out and the success or failure of the long term goals and objectives.

Keith reviewed his meeting notes with his branch managers when the production results came out. The managers seemed to all talk at once. Most all the managers seem to feel that the project was well worth the effort. It appears that many managers felt that training on the 3D printer in terms of repair and maintenance was the biggest problem. Mexico’s manager, Hernando Gonzalez, said that they lost their trained personnel to a software company and had difficulties finding replacements. The company who supplied the 3D printers provided initial training but follow up training thereafter proved a problem when personnel turnover increased. Gonzalez explained that there is a serious shortage of skilled IT personnel in Juarez. Consequently, finding qualified workers and keeping people without paying more than budget is a major problem. As a result, both the production and the IT departments are losing money. Getting a full time, IT night worker is impossible without a serious budget increase.

Answer the following required elements for Part Three-3B making sure that the facts of the scenario and the course readings support the reasoning of the answers provided.

Step 21: Prepare a report for Keith to present to the planning team

Managing Galaxy Toys’ Future

Task 1: Follow a Report Format.

  • Create a title page with title, your name, the course, the instructor’s name and date;
  • Introduction
  • Potential Concerns
  • Relationship Between Control Function and Long-term Planning
  • Recommendations

Task 2: Use the conclusions drawn from the chart in Part Two as well as Keith’s notes from the meeting (noted above) with the branch managers on the production results to identify at least three conclusions that have potential concern for the long-term future of the project and or company.

Task 3: Explain why and how each of the factors chosen would affect the future long-term strategic planning.

Task 4: Examine the relationship between the control process and long term planning as part of the explanation

Task 5: Offer recommendations for solutions that might be introduced along with the issues to the planning committee to address the implications of the factors chosen.

Step 22: Proofread the paper for spelling and grammatical issues, and third person writing.

  • Use the spell and grammar check in Word as a first measure;
  • Have someone who has excellent English skills to proof the paper;
  • Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4-6 areas that may need improvement.

Step 23: Submit the paper in the Assignment Folder.

Hide Rubrics

Rubric Name: Assignment #3 Managing Galaxy Toys’ Future

Managing Galaxy Toys’ Future
Criteria
Demonstrates an exceptional ability to explain the role of the manager in the organizing phase and in identifying and discussing five major issues Yu must address in organizing the production floor for existing production and new project; provides detailed explanation and powerful connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.(1.26 – 1.4) Demonstrates an excellent ability to explain the role of the manager in the organizing phase and in identifying and discussing five major issues Yu must address in organizing the production floor for existing production and new project; provides detailed explanation and appropriate connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.(1.12 – 1.259) Demonstrates a satisfactory ability to explain the role of the manager in the organizing phase and in identify and discuss five major issues Yu must address in organizing the production floor for existing production and new project; provides explanation and appropriate connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.(0.98 – 1.119) Demonstrates a limited ability to explain the role of the manager in the organizing phase and/or in identifying and discussing major issues Yu must address in organizing the production floor for existing production and new project; Failed to address five major issues, incompletely explained role of manager or made little to no connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.(0.84 – 0.979) Failed to explain the role of the manager and did not identify or discuss major issues Yu must address.(0)
Demonstrates an exceptional ability to create organizational chart and to discuss the chart’s development providing detailed explanation and powerful connections between presented chart and facts from the case study and concepts studied in the course readings.(0.945 – 1.05) Demonstrates an excellent ability to create organizational chart and to discuss the chart’s development providing detailed explanation and appropriate connections between presented chart and facts from the case study and concepts studied in the course readings.(0.84 – 0.944) Demonstrates a satisfactory ability to create organizational chart and to discuss the chart’s development providing explanation and appropriate connections between presented chart and facts from the case study and concepts studied in the course readings.(0.735 – 0.839) Demonstrates a limited ability to create organizational chart and to discuss the chart’s development providing explanation that is lacking detail and little to no connections between presented chart and facts from the case study and concepts studied in the course readings.(0.63 – 0.734) Failed to create organizational chart and did not discuss its development.(0 – 0.629)
Demonstrates an exceptional ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.(1.26 – 1,.4) Demonstrates an excellently ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing clear and accurate explanations.(1.12 – 1.259) Demonstrates a satisfactory ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing several accurate explanations.(0.98 – 1.119) Demonstrates a limited ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole; may present the organizational chart but fails to discuss how structure serves decision making or vice versa; conclusions mare underdeveloped or lack sound reasoning.(0.84 – 0.979) Failed to identify decision making authority for those on the organizational chart and why the structure was chose and how the structure best serves the decision making flow.(0)
Demonstrates an exceptional ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.(1.26 – 1.40) Demonstrates an excellent ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.(1.12 – 1.259) Demonstrates a satisfactory ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected.(0.98 – 1.119) Demonstrates a limited ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected; fails to use facts from case study or course material.(0.84 – 0.979) Failed to discuss morale problems and how motivation is affected.(0)
Demonstrates an exceptional ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.(1.26 – 1.40) Demonstrates an excellent ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.(1.12 – 1.259) Demonstrates a satisfactory ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected.(0.98 – 1.119) Demonstrates a limited ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected; fails to use facts from case study or course material.(0.84 – 0.979) Failed to discuss morale problems and how motivation is affected.(0)
Demonstrates an exceptional ability to compare the standard specifications with each of the results for the five branches providing clear, specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.(1.26 – 1.4) Demonstrates an excellent ability to compare the standard specifications with each of the results for the five branches providing clear, specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.(1.12 – 1.259) Demonstrates a satisfactory ability to compare the standard specifications with each of the results for the five branches providing specific examples to illustrate the comparison but information is unclear, incomplete or irrelevant to the comparison.(0.98 – 1.119) Demonstrates a limited ability to compare the standard specifications with each of the results for the five branches; supporting information or only one or two specifications are discussed; what is presented is irrelevant and incomplete.(0.84 – 0.979) Fails to compare the standard specifications with each of the results for the five branches.(0)
Demonstrates an exceptional ability to interpret new product production chart and provides clear, detailed examples for both positive outcomes and areas of improvement; includes only the information relevant to the comparison.(1.26 – 1.4) Demonstrates an excellent ability to interpret new product production chart and provides clear, detailed examples for both positive outcomes and areas of improvement; includes only the information relevant to the comparison.(1.12 – 1.259) Demonstrates a satisfactory ability to interpret new product production chart and provide a few examples for both positive outcomes and areas of improvement; may include informationthat is irrelevant.(0.98 – 1.119) Demonstrates a limited ability to interpret new product production chart and provides little to no examples for both positive outcomes and areas of improvement; includes information that is irrelevant or incomplete.(0.84 – 0.979) Fails to interpret results for new product production chart.(0)
Demonstrates an exceptional ability to define what corrective means to the manager in the control function providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.(1.26 – 1.4) Demonstrates an excellent ability to identify define what corrective action means to the manager in the control function providing detailed explanations that are accurate and comprehensive delivering all relevant information.(1.12 – 1.259) Demonstrates a satisfactory ability to define what corrective action means to the manager in the control function providing detailed explanations that are accurate delivering appropriate relevant information.(0.98 – 1.119) (0.84 – 0.979)Demonstrates a limited ability to define what corrective action means to the manager in the control function; what is presented is irrelevant or incomplete. Failed to define what corrective action means to the manager in the control function.(0)
Demonstrates an exceptional ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.(0.945 – 1.05) Demonstrates an excellent ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are accurate and appropriate delivering all relevant information.(0.84 – 0.944) Demonstrates a satisfactory ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are appropriate delivering all relevant information.(0.735 – 0.839) Demonstrates a limited ability to suggest corrective action, if any, and to explain what corrective actions are needed and why; what is presented is irrelevant or incomplete.(0.63 – 0.734) Failed to address corrective action and to explain what corrective actions are needed and why providing detailed explanations that are appropriate delivering all relevant information.(0 – 0.62)
Draws five sound conclusions that have potential concerns for the long-term future of the project and/or company.(0.945 – 1.05) Draws four sound conclusions that have potential concerns for the long-term future of the project and/or company.(0.84 – 0.944) Draws three sound conclusions that have potential concerns for the long-term future of the project and/or company.(0.735 – 0.839) Draws one or two sound conclusions that have potential concerns for the long-term future of the project and/or company. May draw 3-5 conclusions that are not sound or are irrelevant for the project/company.(0.63 – 0.734) Fails to draw conclusions that have potential concerns for the long-term future of the project and/or company.(0)
Demonstrates an exceptional ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information including accurate discussion about the relationship between the control function and long-term planning.(0.945 – 1.05) Demonstrates an excellent ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are accurate and appropriate delivering all relevant information including relationship between the control function and long-term planning including discussion about the relationship between the control function and long-term planning.(0.84 – 0.944) Demonstrates a satisfactory ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are appropriate delivering all relevant information including discussion about the relationship between the control function and long-term planning.(0.735 – 0.839) Demonstrates a limited ability to explain why and how each of the factors chosen would affect the future long-term strategic planning; what is presented is irrelevant or incomplete.(0.63 – 0.734) Fails to discuss why and how each of the factors chose would affect the future long-term strategic planning.(0)
Demonstrates an exceptional ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information including accurate discussion about the relationship between the control function and long-term planning.(0.945 – 1.05) Demonstrates an excellent ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are accurate and appropriate delivering all relevant information including relationship between the control function and long-term planning including discussion about the relationship between the control function and long-term planning.(0.84 – 0.944) Demonstrates a satisfactory ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are appropriate delivering all relevant information including discussion about the relationship between the control function and long-term planning.(0.735 – 0.839) Demonstrates a limited ability to make recommendations to address the implications of the factors chosen ; what is presented is irrelevant or incomplete.(0.63 – 0.734) Fails to discuss make recommendations to address the implications of the factors chosen.(0)
Comments reflect a highly accomplished level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurate, thorough, and soundly reasoned conclusions.(4.725 – 5.25) Comments reflect an excellent level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurately reasoned conclusions.(4.2 – 4.724 ) Comments reflect a satisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in partially correct conclusions that lack development or detail that demonstrates insight into reasoning.(3.675 -4.19) Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in conclusions that are underdeveloped or lack soundly reasoned conclusions.(3.15 – 3.674) Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in failure to draw little to no conclusions.(0 )
Arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts. Thorough use of facts from case study.(4.725 – 5.25) Arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts. Good use of facts from case study but are missing one or two key points.(4.2 – 4.724) Arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material. Inconsistent use of facts from case study.(3.675 – 4.19) Arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the author instead of making meaningful application of the material. Limited use of facts in case study and essential information presented in resources.(3.15 – 3.674) Arguments lack meaningful explanation or support of ideas. Lack of use of the facts presented in case study.(0 – 3.149)
 
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The Pathophysiology of Disorders

Assignment 2: The Pathophysiology of Disorders

(The Pathophysiology of Disorders)

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

o Alzheimer’s disease

o Asthma in children

o Chronic obstructive pulmonary disease (COPD)

o Congestive heart failure

o Hepatic disease (liver disease)

o Hypertension

o Hyperthyroidism and hypothyroidism

o Seizures

o Sepsis

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

 
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Personality Tests: Student Responses

PSYC 502/FORUM STUDENT RESPONSES. Personality Tests.

(Personality Tests: Student Responses)

PSYC 502/WEEK 6 FORUM STUDENT RESPONSES. Personality Tests. Respond to each RESPONSE below with minimum of 250 words. Must list references.

RESPONSE 1 (Kraig): Choosing the best test to evaluate an individual’s competency to stand trial would be difficult from the tests listed. First, the psychologist would have to determine which test or tests would best evaluate the individual’s personality and ability to stand trial. To capture both types of tests and obtain a better personality assessment, I would choose to use both the Thematic Apperception Test (TAT) and the Minnesota Multiphasic Inventory 2nded (MMPI-11).  The TAT has pictures that are shown to the individual that are open to interpretation (Serfass & Sherman, 2013). The breakdown of the test has twenty black pictures and twenty white pictures where the individual will make up stories that corresponds with the pictures shown (Serfass & Sherman, 2013). Utilizing the TAT will allow the psychologist to evaluate if there are underlying themes with the individuals personality that would impede him or her from standing trial. The TAT test, just like other projective tests, is highly criticized because of the subjectivity in the scoring procedures (Serfass & Sherman, 2013). The stories that the individual would make up would paint a picture to the psychologist on what scales he would fall under. Depending on what scales the individual would fall in would determine if he would be competent to stand trial.

The MMPI-2 is considered one of the most widely researched and used clinical personality inventory within contemporary assessments (Kumar, 2016). The MMPI-2 is an objective personality test that gains the clients perspective on their personality characteristics by the use of a self-reporting questionnaire (Kumar, 2016). The type of questionnaire used in the MMPI-2 is a basic true and false test. Kumar (2016) explains the test comprises of 567 items on the test. What is great about this test is it has different scales which help tell if the person is telling the truth, but has a downfall of the psychologist having to determine if the client has cooperated with them (Kumar, 2016). Whether or not a client is cooperating is important to know because it determines the validity of the results. The MMPI-2 would be very helpful in determining if the individual is fit to stand trial by evaluating if he or she is telling the truth. For an example, a person who brutally murdered their family is on trial, but knows he will be found guilty and put to death. He starts acting like he is psychologically distraught in order to get an easy sentence for his crimes. The test would be able to tell that the individual is lying.

There is a great difference between projective and objective tests. First, projective testing is when the test taker puts his or her thoughts into what he or she sees on a card (Krug, 2013). The good part about the projective testing is the client may tell the psychologist something unconsciously through story telling about their true inner-self that he or she may not have disclosed any other way (Krug, 2013). The negativity of the projective testing is the subjectivity of the scoring procedures (Serfass & Sherman, 2013). Objective tests are a yes or no test or a true or false type test (Kumar, 2016). The client has one of two choices to make and it is easily scored, but may take some time. The negative part of objective testing is the psychologist has to determine whether or not the client cooperated and did not just throw questions down on paper to be finished with the test (Kumar, 2016). If the client just answers what ever answers even if they are false, the test results are not valid. This is why I decided to choose to use both the MMPI-2 and the TAT test to encompass a wider spectrum in order to capture the best picture of the individual’s personality to determine his or her suitability to stand trial.

References(Personality Tests: Student Responses)

Kumar, U. (2016). The wiley handbook of personality assessment. Retrieved from https://ebookcentral-proquest-com.ezproxy1.apus.edu.

Krug, S. E. (2013). Objective personality testing. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, vol. 1: Test theory and testing and assessment in industrial and organizational psychology; APA handbook of testing and assessment in psychology, vol. 1: Test theory and testing and assessment in industrial and organizational psychology. (pp. 315-328, Chapter xxix, 711 Pages). Washington: American Psychological Association, American Psychological Association, Washington, DC.(Personality Tests: Student Responses)

Serfass, D., & Sherman, R. (2013). Personality and perceptions of situations from the Thematic Apperception Test. Journal of Research in Personality, 47(6), 708–718.

RESPONSE 2 (Denise): I found this week’s topic was very interesting. Determining if a person is competent enough to stand involve many legal aspects, not just a simple test. There are many things to take into consideration including the individual’s background and upbringing. This may shed a little more light on what and why’s of the actual situation. Often time when faced with such, many people immediately deem it necessary to undergo a psychological assessment. This is not necessary in all cases.

Personality is the field within psychology that studies the thoughts, feelings, behaviors, goals, and interests of normal individuals. It consequently covers a very wide range of important psychological characteristics. Personality is the unique way individuals think, feel, and act. If I were a forensic psychologist conducting an evaluation of an individual competency to stand trial, I generally would not use projective testing at all however if I had to choose, I would be torn between the Minnesota Multiple Personality Inventory (MMPI) and the Thematic Apperception Test. Both test is intended to evaluate a person’s personality and/traits.(Personality Tests: Student Responses)

I would use the Thematic Apperception Test (TAT). The reason I would uses this test is because it is considered effective in stimulating information about a person’s view of the world and his or her attitudes towards themselves as well as others. The TAT is most often used in situations where a person is evaluated for fields requiring high levels of psychological stress. These areas include but are not limited to: law, education, clergy, and the military.  It evaluates motivations and overall attitudes of the examinee. During such test the subject reveals their expectations of relationships, parents, law-enforcement, subordinates and their peers. For example; if a person, in the case of a mass murderer, this test would be suitable to identify why they committed the crime what could have been a motive. While taking the test, the examiner has the opportunity to assess the participant’s tone, posture, pauses, and other signs of their emotions.

Some advantages of TAT and other projective test are that: they are every useful in assisting psychologist assess unconscious parts of one’s personality. Personality test are not translucent therefore participants do not know how their answers or response will be interpreted. Some disadvantages may be that self-reporting accounts may appear transparent to the participant, so they may be able to figure out what the psychologist really want to know. For example: If given/shown a picture of a woman looking into a room door: showing the attitude of a mother’s role of observing her children or judging behavior. I could view it as maybe she is responding to the calling of her name from one of her children.  Another disadvantage of any projective testing is that it lacks reliability as well as validity.(Personality Tests: Student Responses)

RESPONSE 3 (Robert):  This week we analyze and stipulate on which personality tests would be sufficient to evaluate an individual’s competency to stand trail.  I have always been skeptical with this concept considering I feel a person’s actions should weigh more than there state of mind when they stand trail.  Consider the case of the Colorado movie theater shooter James Holmes.  Though he was convicted and sentenced to over 12 life sentences, the jury spared him because he was mentally ill.  In my mind this was a gross interpretation of justice.  What does it matter how mentally ill he is, as long as someone is capable of doing what he did then I think everyone knows my opinion on the matter.  I digress, apologies.

I spent a long time considering protective tests and their benefit for measuring competency for trial.  I feel protective tests would be too easy to manipulate if a person wanted to be considered not fit to stand trial.  In my opinion objective personality inventories and the proper grading scales would present the best case on whether or not someone is capable of standing trail.

One of the most widely used personality inventories is the Minnesota Multiphasic Personilty Inventory (MMPI).  This inventory would be strong in court because of the vast amount of research literature published and the published research references.  The MMPI covers a plethora of areas utilizing up to 567 affirmative statements that are answered with a true or false response.  MMPI has 13 standard scales, three of which are meant to measure validity, and ten specifically for personality.  Sub scales are designed to match tendencies for depression, paranoia, masculinity vs. femininity, and other valuable factors (Kumar, 2016).  Some concerns professionals have expressed with the MMPI is the over assumption of accurate diagnosis and assumptions that patterns are relevant for identification to certain sub sets.  For example, similar answers for those diagnosed with depression are used to identify future individuals of depression.  This assumes the previous patterns are connected to depression, and also assumes the original diagnosis of depression is correct.(Personality Tests: Student Responses)

After a throughout measurement with the MMPI I would move on to implementing the 16 personality factors inventory.  This model evaluates the presence of these 16 factors.  Factors such as anxiety neuroticism, self-control, and extraversion are all global factors that would be helpful in our case.  For the sake of showing a judge and jury that due diligence has been implemented I may include a projective measurement.  This would also show the powers that be an unbiased projection of the persons personality and capabilities.  The Rorschach inkblot test is a very popular examination that makes references from the persons imagination from their interpretations of inkblots.  The idea is that these ambiguous pictures tap into the subconscious of individuals and offer the psychologist hints and insights into their true nature.  I hope you all enjoyed my post this week and good luck on this weeks analysis.  Thanks!

Kumar, U. (2016). The Wiley handbook of personality assessment. Retrieved from https://ebookcentral-proquest-com.eproxy2-apus.edu

 
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Therapeutic And Forensic Roles

Assignment 2: LASA: Therapeutic And Forensic Roles

(Therapeutic And Forensic Roles)

NO PLAGIARISM!!  APA FORMAT!! MORE THAN 4 REFERENCES!!!

IF YOU ARE DOING THIS ASSIGNMENT PLEASE DO NOT BE LAZY BUT LOOK THINGS UP AND DO RESEARCH!!  THERE ARE SOME THINGS THAT I HAVE ATTACHED TO THIS!

 

For many years, the ethical dilemma of playing both a therapeutic role and a forensic role has been debated in the literature. Some authorities argue that there is always a conflict of interest in such dual relationships, while other authorities argue that the two roles can be reconciled and impartiality can be maintained. Using the Argosy University online library resources and the Internet, locate at least ten articles that discuss the therapeutic role and the forensic role and take a stance on this particular debate. Make sure that your collection of articles is balanced with regard to the roles and the viewpoints.

 

Tasks:

 

Utilize the ethical decision-making process you learned about in M1 Assignment 3to create a 7- to 8-page argumentative paper supporting your stand. First, compare and contrast the roles, articulate the potential ethical conflicts, and discuss how those conflicts might be managed. Then, in a reasoned fashion, develop an argument for whether the two roles—therapeutic and forensic—should ethically coincide.

 

The course paper is essentially an argumentative essay. Refer to the following for guidelines about writing argumentative essays:

 

  • Refer to this guide for tips about writing argumentative essays. (THIS ISATTACHED BELOW)

Ensure that you follow these instructions:

 

  • Identify and articulate the similarities and differences between the therapeutic and forensic roles for both assessment and treatment.
  • Articulate the potential ethical conflicts and discuss how those conflicts might be managed.
  • Using multiple sources, defend your thesis on how and why therapeutic and forensic roles should or should not be reconciled.
  • Be sure to address the issues of dual relationships as they apply to assessment as well as treatment.
  • Ensure that you argue for a particular side of the issue (not arguing both sides) and that your argument is well-supported by scholarly literature, professional ethical guidelines, and the law.
  • Include solid reasoning and a compelling thesis.
  • Remember, a strong argument always supports its ideas and proves the other side wrong. Make sure to both support your views with credible arguments and sources and refute the other side.

Use proper grammar and spelling. Additionally, the paper should be written and formatted in APA style.

Submission Details:

  • Save your paper as M5_A2_Lastname_Firstname.doc and by Monday, July 24, 2017, post it to the M5 Assignment 2 LASA Dropbox.

This LASA is worth 300 points and will be graded according to the following rubric.

Assignment Component Proficient
Maximum Points Possible
Identify and articulate the similarities and differences between the therapeutic and forensic roles for both assessment and treatment. Discussion indicates understanding of the therapeutic and forensic roles through specific details within each role. However, relations are not drawn between the two, or arguments, although accurate, are common.

Discussion addressed assessment and treatment issues in dual relationships.

72
Articulate the potential ethical conflicts and discuss ways on how those conflicts might be managed. The most pertinent potential ethical conflicts related to the dual relationship of therapeutic and forensic roles were identified and ways to address them were discussed.
72
Present a cogent argument for whether forensic and therapeutic roles should coincide. Thesis statement clearly takes a stance on whether therapeutic and forensic roles can ethically coincide.
72
Present well-reasoned arguments supported by scholarly resources. Arguments are clear and reasonable. They are supported by scholarly literature, professional ethical guidelines, and/or the law. All arguments directly support the thesis.

Specific examples and explanations are used to support the arguments.

Scholarly literature, professional ethical guidelines, or the law is accurately summarized and appropriately used.

56
Academic Writing
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.

Citations in text and at the end of the document are in correct APA format.

Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.

Citations in text and at the end of the document are in correct APA format.

28
Total:
300
 
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