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Cognitive Development Activities Activity 1: Grade level and subject area State standard Learning objective: “Students will be able to…” 50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: Activity 2: Grade level and subject area State standard Learning objective: “Students will be able to…” 50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: Activity 3: Grade level and subject area State standard Learning objective: “Students will be able to…” 50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: © 2017. Grand Canyon University. All Rights Reserved. .

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50-100 word description of learning activity aligned to
objective:
50-100 word description of how the activity differentiates for
students in various stages of cognitive development:
Activity 3:
Grade level and subject area
State standard
Learning objective: “Students will be able to…”
50-100 word description of learning activity aligned to
objective:
50-100 word description of how the activity differentiates for
students in various stages of cognitive development:
© 2017. Grand Canyon University. All Rights Reserved.

Similar to Cognitive Development Activities Activity 1Grade level an.docx

Name: Date: Course: ELM-200 Instructor: Complex Learning Analysis Part 1: Fostering Critical Thinking *Please review the original assignment directions and rubric prior to submission. Don’t forget: 3-5 sentences per response is minimum. One citation per explanation is expected. Complete the following for each standard: · Learning Activity: In 3-5 sentences, describe a developmentally appropriate learning activity that promotes critical thinking and problem-solving. For one learning activity, integrate physical development in student learning (e.g., gross or fine motor skills). · Explanation: In 3-5 sentences, explain how the activity is designed to challenge students by activating complex cognitive processes, specifically critical thinking, and problem-solving. Explain how the activity is appropriate for the developmental age of the students. First Grade (Reading Standard): Students will be able to describe characters, settings, and major events in a story using key details. Learning Activity Explanation Third Grade (Reading Standard): Students will be able to determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Learning Activity Explanation Fifth Grade (Writing Standard): Students will be able to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Learning Activity Explanation Seventh Grade (Writing Standard): Students will be able to write arguments to support claims with clear reasons and relevant evidence. Learning Activity Explanation Part 2:Examine Learners’ Development In a 250-500-word summary (Please address each of these in separate indented double-spaced paragraphs): 1. Compare and contrast how two elementary students in the same class may differ in their physical, cognitive, and linguistic development. Include major concepts, principles, and/or theories to justify your response. 2. Explain how you will apply these concepts to support student development in your future classroom. Support your rationale with 2-3 scholarly resources. References © 2018 Grand Canyon University. All Rights Reserved. 1 ELM 200 Topic 3 Assignment Example Complex Learning Analysis Part 1: Fostering Critical Thinking Third Grade: Students will be able to determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Learning Activity This activity is a take on the activity of “Two truths and a lie”. This third-grade reading activity will be for students to independently read the book, There's a Frog In My Throat: 440 Animal Sayings a Little Bird Told Me by Loreen Leedy. After the first reading, students will select and write down two examples of non-literal language and one example of literal language on their own index cards. Students will be placed in groups and together they will decide which of the sentences are lit.

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The study is an attempt to find out the influence of assessment process on students higher order learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and (iii) to identify the role of science exams on students higher order learning. Findings of the study showed that, majority of the science question items are mostly knowledge based. The nature of the items mainly demanded the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question items do not play any significant role on students higher order learning. The foregoing discussions suggest that the nature of the assessment process used at the examinations make a bad or negative impact on students learning. Therefore, the nature of the question items of the science examination should be changed for influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of learning. The items should be designed in such a way that it encourages the students for self-thinking

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Guided by Rhetorical and Relational Goals Theory, this study examined college students' perceptions of effective teaching behaviors. Specifically, students (n = 209) were asked to design their ideal instructor by prioritizing ten teaching behaviors and characteristics from rhetorical and relational traditions (i.e., assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). Results indicated that students preferred teacher clarity, competence, and relevance from their instructors. Teacher self-disclosure, immediacy, and caring were considered to be luxury behaviors rather than necessary behaviors. Academic beliefs (i.e., learning orientation, grade orientation, academic entitlement) were significantly related to many student preferences for effective teaching behaviors.

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Coding Notes Improving Diagnosis By Jacquie zegan, CCS, wC Specificity in ICD-IO Coding VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2 Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity 44/Journal of AHIMA April 18 in the ICD-IO-CM code set. An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5 Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.

Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx

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CNL-521 Topic 3: Vargas Case Study Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.” From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.” You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.

CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx

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Cognitive and Language Development Milestones Picture Book [WLO: 1] [CLO: 1] Prior to beginning work on this assignment, Review Chapters 6, 7, and 9 of your text. Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page Basic Information (Links to an external site.) . Identify one age-group that you will discuss: Infancy: Birth to 12 months Toddler: 1 to 3 years Early childhood: 4 to 8 years Review and download the Cognitive and Language Development Milestones Picture Book Template. The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development. Part 1: Based on the required resources above, create a children’s picture book using StoryJumper (Links to an external site.) that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video, StoryJumper Tutorial (Links to an external site.) , for assistance in using StoryJumper. To complete this assignment, you must Create a children’s picture book using StoryJumper. Identify at least four cognitive development milestones appropriate to the age-group selected. Distinguish at least four language development milestones appropriate to the age-group selected. Discuss a typical day appropriate to the age-group selected. Part 2: Open the Cognitive and Language Development Milestones Picture Book Template and complete the following items: Provide the link to the StoryJumper picture book you created in Part 1. Indicate which age-group your picture book will discuss. List at least four cognitive development milestones that are included in your picture book. List at least four language development milestones that are included in your picture book. Submit your Word document to Waypoint. The Cognitive and Language Development Milestones Picture Book: Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) Must include a separate title page with the following: Title of picture book Student’s name Course name and number Instructor’s name Date submitted Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications. CHAPTER 6 SUMMARY Piaget’s Cognitive-Developmental Theory.

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Codes of (un)dress and gender constructs from the Greek to the Roman world he By 6th c. BC: Greek male and female dress codes firmly established Archaic kouros and kore statues demonstrate how the body was used in the naturalization of gender constructs The naked male body in the classical period: the Doryphoros as a heroic athlete- warrior citizen Male sexuality: conditions by the patriarchal ideology of domination, it restricted sexual expression and freedom in homosexual relations and heterosexual relations In the classical period, while the naked male body was idealized and heroized, the female naked body was always sexualized and objectified. Centauromachy (late 5th c. Bassae): the Greek female is defenseless and sexualized (must be defended by Greek men). Gendered nakedness in mythological scenes: the Greek male is always heroized Amazonomachy (4th c. Halikarnassos): the non- Greek female is wild and sexualized (must be dominated by Greek men). Aphrodite (Roman Venus): at first fully dressed The gradual disrobing of Aphrodite in monumental statues, late 5th to 4th c. BC (Roman copies) “Venus Genetrix”, original late 5th c. BC “Venus of Capua”, original 4th c. BC Aphrodite of Knidos, original 4th c. BC Late 5th c. onwards: minor goddesses were also represented sexualized in statues, but only Aphrodite appeared entirely naked by the 4th c. BC. Nike (Victory), late 5th c., Olympia. Aphrodite of Knidos by Praxiteles, 4th c. (Roman copy) Aphrodite “Beautiful Buttocks”, Roman copy (Greek ca. 300). Doryphoros and Aphrodite of Knidos (Knidia or Knidian Aphrodite), Roman copies. What main differences do you observe? Was her nakedness really threatening to patriarchy (Andrew Stewart)? Or, in what ways was her nakedness aligned with patriarchal ideology? Could she have been empowering for women? The traditional visual presence of a divine statue at the far end of a rectangular temple was very different (Olympian Zeus) Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to be seen from all sides, like a beautiful object. The original Aphrodite of Knidos is lost. Numerous Roman copies of the Knidian Aphrodite exist (with variations in details). “Colonna Venus” Vatican Museums. “Ludovisi Venus”, Palazzo Altemps, Rome (only the torso is ancient, the rest is 17th-c, restoration.) Capitoline Venus, Rome Medici Venus, Florence Variations on the “Venus pudica” type, Greek Hellenistic originals, Roman copies. Are they more modest or also more shamed? Latin pudore: modesty, chastity, shame. Greek aidos: shame, modesty (aidion=vagina) There is no male “pudicus” type in Greco-Roman sculpture. These unequal gender constructs are still around today, to the detriment of all of us! There is no male “pudicus” type in Greco- Roman sculpture. An effec.

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Coding Assignment 3 CSC 330: Advanced Data Structures, Spring 2019 Released Monday, April 15, 2019 Due on Canvas on Wednesday, May 1, at 11:59pm Overview In this assignment, you’ll implement another variant of a height-balancing tree known as a splay tree. The assignment will also give you an opportunity to work with Java inheritance; in particular, the base code that you’ll amend is structured so that your SplayTree class extends from an abstract class called HeightBalancingTree, which gives a general template for how a height-balancing tree should be defined. As always, please carefully read the entire write-up before you begin coding your submission. Splay Trees As mentioned above, a splay tree is another example of a height-balancing tree — a binary search tree that, upon either an insertion or deletion, modifies the tree through a sequence of rotations in order to reduce the overall height of the tree. However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees, red-black trees) in terms of the type of guarantees that they provide. In particular, recall that both AVL trees and red-black trees maintain the property that after any insertion or deletion, the height of the tree is O(log n), where n is the number of elements in the tree. Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible for the height of a splay tree to become greater than O(log n) over a sequence of insertions and deletions. Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as an amortized bound, which is essentially just a bound on the average time of a single operation over the course of several operations. In the context of splay trees, one can show that over the course of, say, n insertions to build a tree with n elements, the average time of each of these operations is O(log n) (but again, keeping in mind it is possible for any single one of these operations to take much longer than this). Showing this guarantee is beyond the scope of this course (although the details of the analysis can be found in your textbook). Instead, in this assignment, we will just be in interested 1 r splay: N root root 2 1 1 2 l splay: N 1 2 rr splay: N N N ll splay: rl splay: 1 2 N lr splay: Figure 1: Illustration of the six possible cases for on a given step of a splay operation. in writing an implementation of a splay tree in Java that is structured using inheritance. Splay Tree Insertions and Deletions To insert or delete an element from the tree, splay trees use the same approach as the other height-balancing trees we’ve discussed in class — first we insert/deletion an element using standard BST procedures, and then perform a “height-fixing” procedure that rebalances the tree. Thus, what distinguishes each of these height-balancing trees from one another is how they define their height-fixing procedures. To fix the tree after both inser.

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CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events. import java.awt.*; import java.awt.event.*; import javax.swing.*; publicclassButtonDemoimplementsActionListener{ JLabel jlab; JTextField jtf; ButtonDemo(){ // Create a new JFrame container. JFrame jfrm =newJFrame("A Button Example"); // Specify FlowLayout for the layout manager. jfrm.setLayout(newFlowLayout()); // Give the frame an initial size. jfrm.setSize(220,90); // Terminate the program when the user closes the application. jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE); // Make two buttons. JButton jbtnUp =newJButton("Up"); JButton jbtnDown =newJButton("Down"); // Create a text field. jtf =newJTextField(10); // Add action listeners. jbtnUp.addActionListener(this); jbtnDown.addActionListener(this); // Add the buttons to the content pane. jfrm.add(jbtnUp); jfrm.add(jbtnDown); jfrm.add(jtf); // Create a label. jlab =newJLabel("Press a button."); // Add the label to the frame. jfrm.add(jlab); // Display the frame. jfrm.setVisible(true); } // Handle button events. publicvoid actionPerformed(ActionEvent ae){ if(ae.getActionCommand().equals("Up")){ jlab.setText("You pressed Up."); FileClock clock1=newFileClock(jtf); Thread thread1=newThread(clock1); thread1.start(); } else jlab.setText("You pressed down. "); } publicstaticvoid main(String args[]){ // Create the frame on the event dispatching thread. SwingUtilities.invokeLater(newRunnable(){ publicvoid run(){ newButtonDemo(); } }); } } CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes. import java.awt.*; import java.awt.event.*; import javax.swing.*; publicclassCBDemoimplementsItemListener{ JLabel jlabSelected; JLabel jlabChanged; JCheckBox jcbAlpha; JCheckBox jcbBeta; JCheckBox jcbGamma; CBDemo(){ // Create a new JFrame container. JFrame jfrm =newJFrame("Demonstrate Check Boxes"); // Specify FlowLayout for the layout manager. jfrm.setLayout(newFlowLayout()); // Give the frame an initial size. jfrm.setSize(280,120); // Terminate the program when the user closes the application. jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE); // Create empty labels. jlabSelected =newJLabel(""); jlabChanged =newJLabel(""); // Make check boxes. jcbAlpha =newJCheckBox("Alpha"); jcbBeta =newJCheckBox("Beta"); jcbGamma =newJCheckBox("Gamma"); // Events generated by the check boxes // are handled in common by the itemStateChanged() // method implemented by CBDemo. jcbAlpha.addItemListener(this); jcbBeta.addItemListener(this); jcbGamma.addItemListener(this); // Add checkboxes and labels to the content pane. jfrm.add(jcbAlpha); jfrm.add(jcbBeta); jfrm.add(jcbGamma); jfrm.add(jlabChanged); jfrm.add(jlabSelected); // Display the frame. jfrm.setVisible(true); } // This is the handler for the check boxes..

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Coevolution Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism. This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate. We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .

CoevolutionOver the ages, many species have become irremediably .docx

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Coding Component (50%) We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present. We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly. Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to · augment the tree to maintain the height of each of its subtrees, as discussed in Studio; · compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree); · implement the AVL rebalancing operation, along with the supporting rotation operations; and · call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion. Code Outline There are two main source code files you need to consider, both in the avl package: · TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents. · AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects. The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture. To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify. Height Maintenance You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C. The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time. You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere. Rebalancing You must implement four methods as part of AVL rebalancing: · getBalance() computes the balance fact.

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Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party. Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.

Codes of Ethics Guides Not Prescriptions A set of rules and di.docx

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Codecademy: Monetizing a Movement? 815-093 815-093 Codecademy: Monetizing a Movement? Codecademy: Monetizing a Movement? 815-093 9-815-093 RE V : OCT OB E R 1 4 , 2 0 1 5 JEFFREY J. BU SSGANG LISA C. MA ZZANTI Codecademy: Monetizing a Movement? We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic. — Zach Sims, Cofounder and CEO Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1 The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill. But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France. As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity. Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.

Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx

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Code switching involves using 1 language or nonstandard versions of a language instead of another language due to setting, conversational partner, topic, and other factors. Respond to the following in a minimum of 175 words: When was a time that you engaged in code switching? Why did you engage in code switching? What were the potential benefits and potential consequences of code switching in that scenario? What was the result of your actions? .

Code switching involves using 1 language or nonstandard versions of .docx

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Code of Ethics for the Nutrition and Dietetics Profession Effective Date: June 1, 2018 Preamble: When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus, integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research and evidence, are the underpinnings of ethical conduct and practice. This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and interacts. The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy) and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics Profession; and shall report perceived violations of the Code through established processes. The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code. Principles and Standards: 1. Competence and professional development in practice (Non-maleficence) Nutrition and dietetics practitioners shall: a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance expertise, and recognize limitations. b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior. c. Assess the validity and applicability of scientific evidence without personal bias. d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery. e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the patient/client and community, in combination with the practitioner’s expertise and judgment. f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate with others, seek counsel, and make referrals as appropriate. g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity. h. Practice within the limits of their scope and collaborate with the inter-professional team. 2. Integrity in personal and organizational behaviors and practices (Autonomy) N.

Code of Ethics for the Nutrition and Dietetics Pr.docx

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Code of Ethics for Engineers 4. Engineers shall act .docx

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Coder Name: Rebecca Oquendo Coding Categories: Episode Aggressive Behavior Neutral Behavior Virtuous Behavior Aggressive Gaming Neutral Gaming Virtuous Gaming An older peer began using slurs or derogatory language An older peer suggested that the team should cheat The child witnessed an older peer intentionally leave out another player An older player suggested that they play a different game The child lost the game with older players on their team The child witnessed an older player curse every time a mistake was made Index: · In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”. · Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category. 1. What are the different types of attributes? Provide examples of each attribute. 2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree 3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment. Questions from attached files 1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software. 2. Identify at least two advantages and two disadvantages of using color to visually represent information. 3. What are the arrangement issues that arise with respect to three-dimensional plots? 4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not? 5. Describe how you would create visualizations to display information that describes the following types of systems. a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic. b) The distribution of specific plant and animal species around the world fora specific moment in time. c) The use of computer resources, such as processor time, main me.

Coder Name Rebecca Oquendo .docx

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Codes of Ethical Conduct: A Bottom-Up Approach Ronald Paul Hill • Justine M. Rapp Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014 � Springer Science+Business Media Dordrecht 2013 Abstract Developing and implementing a meaningful code of conduct by managers or consultants may require a change in orientation that modifies the way these precepts are determined. The position advocated herein is for a different approach to understanding and organizing the guiding parameters of the firm that requires individual reflection and empowerment of the entire organization to advance their shared values. The processes involved are discussed using four discrete stages that move from the personal to the work team and to the unit to the full company, followed by the board of directors’ evaluation. The hoped-for end product is dynamic, employee-driven, codes of conduct that recognize the systemic and far- reaching impact of organizational activities across internal and external stakeholders. Operational details for and some issues associated with its implementation are also provided. Keywords Code of conduct � Employee-driven approaches � Bottom-up development Corporation, Be Good! Frederick (2006) That managers and employees are capable of both ethical and unethical behaviors due to individual and internal corporate culture factors cannot be denied (Ashforth and Anand 2003; Treviño and Weaver 2003; Treviño et al. 2006). Over the last decade, as diverse organizational stakeholders began exerting more pressure on firms to eliminate unethical conduct, the field of management has witnessed a proliferation of research on ethics and ethical behavior in organizations (Elango et al. 2010; Gopala- krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre- viño et al. 2006). However, recent ethical failures, as well as continuous ethical challenges that organizations face, have led scholars to conclude that predicting ethical dilemmas is difficult a priori: ‘‘It is only, when we look back on our conduct over the long run that we may find ourselves guilty of moral laxity’’ (Geva 2006, p. 138). What underlies this particular situation is the inability of organizational elites to monitor and implement initiatives within today’s complex business entities (Martin and Eisenhardt 2010; Uhl-Bien et al. 2007). Accordingly, more dynamic approaches to business ethics is needed, one that spans ‘‘both the individual and organizational levels’’ of concern (Gopalakrishnan et al. 2008, p. 757). As a consequence and in reaction to neoclassical eco- nomics, managers and their employees are expected to go beyond dictates imposed by the law and marketplace to fulfill larger responsibilities (Stark 1993). This expectation is accomplished through adoption of a stakeholder per- spective that is infused with empathy for people, groups, and communities that may be impacted by the actions of business.

Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx

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CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx

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Code#RE00200012002020MN2DGHEType of Service.docx

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CODE OF ETHICS Review the following case study and address the questions that follow: General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital. Tasks: Describe how organizational and professional codes of ethics were violated in this case. Describe what role an organization’s ethics committee could play in addressing this or similar issues. 400 words APA format .

CODE OF ETHICSReview the following case study and address the qu.docx

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cocaine, conspiracy theories and the cia in central america by Craig Delaval Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars." Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit. In 1996 the agency was accused of being a crack dealer. A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America. The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America. One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves. "You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers." But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy. Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking. Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.

cocaine, conspiracy theories and the cia in central america by Craig.docx

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Code of Ethics The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals: 1. To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training 2. To develop relationships of mutual trust and create partnerships with the families served 3. To welcome all family members and encourage them to participate in the program (See Figure 4-14.) 4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children 5. To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs 6. To acknowledge families’ child-rearing values and their right to make decisions for their children 7. To share information about children’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood education profession 8. To help family members enhance their understanding of their children and support the continuing development of their skills as parents 9. To participate in building support networks for families by giving them opportunities to interact with program staff, other families, community resources, and professional services (NAEYC, 2005, 2011) Figure 4-14. © Cengage Learning® One of the ideals of the revised code of ethics is to welcome all family members and encourage them to participate in their children’s school. Code of Ethics The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals: 1. To be familiar with the knowledg e base related to working effectively with families and to stay informed through continuing education and training 2. To develop relationships of mutual trust and create partnerships with the families served 3. To welcome all family members and encourage them to participate in the program (See Figure 4 - 14.) 4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children 5. To respect the dignity and pref erences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs 6. To acknowledge families’ child - rearing values and their right to make decisions for their children 7. To share information about children’s educ ation and development with families and to help them.

Code of EthicsThe Code of Ethical Conduct and Statement of Com.docx

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