CNL-518 Topic 1 Piagets Sensorimotor and Preoperational Cogn.docx

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CNL-518 Topic 1: Piaget's Sensorimotor and Preoperational Cognitive Development Stages Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two. Table 1: Sensorimotor Thinking Stage of Sensorimotor Thinking Significant Developments Example Adapting to and Exploration of Environment Understanding Objects Using Symbols Table 2: Preoperational Thinking Stage of Preoperational Thinking Significant Developments Example Egocentrism Centration Appearance as Reality References: © 2017. Grand Canyon University. All Rights Reserved. © 2017. Grand Canyon University. All Rights Reserved. .

Education

Stage of Preoperational Thinking
Significant Developments
Example
Egocentrism
Centration
Appearance as Reality
References:
© 2017. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.

PCN-518 Topic 1: Piaget's Sensorimotor and Preoperational Cognitive Development Stages Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two. Table 1: Sensorimotor Thinking Stage of Sensorimotor Thinking Significant Developments Example Adapting to and Exploration of Environment Understanding Objects Using Symbols Table 2: Preoperational Thinking Stage of Preoperational Thinking Significant Developments Example Egocentrism Centration Appearance as Reality References: © 2017. Grand Canyon University. All Rights Reserved. © 2017. Grand Canyon University. All Rights Reserved. .

Piaget's Theory of Cognitive Development.docx

Amritpal kaur

Piaget was the first psychologist to conduct a systematic study of cognitive development, and his major contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of tests to reveal different cognitive abilities. Prior to Piaget's work, the common assumption in psychology was that children are less competent thinkers than adults. According to Piaget, children are born with a very basic mental structure that serves as the foundation for all subsequent learning and knowledge.

Ece 353 ash Extraordinary Success/newtonhelp.com

amaranthbeg120

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This document provides an overview and instructions for a Child Observation Project assignment. Students are asked to select a child, obtain parental permission, and write a letter to the parents explaining the purpose and process of the project. The project involves observing the child twice over a period of weeks to assess development and learning. The focus is on practicing observation and assessment skills like partnering with families, planning effective assessments, utilizing skills, and analyzing data. Students are to submit the parent letter and a reflection discussing what they've learned about assessment and their goals for professional growth through completing the project.

This document provides an overview of the course content for ECE 353, which covers topics related to child development theories, brain development, cognitive development, and applying knowledge to work with children. The course consists of weekly discussions and assignments that require students to analyze theories of cognitive development, factors influencing neurodevelopmental disorders, the relationship between the brain and learning, the impact of environment and trauma on brain development, and developing professional strategies based on this knowledge. Students are expected to apply course concepts and research to further their understanding of child development and inform their approaches to working with children.

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This document provides an academic curriculum plan for Psychology XI covering June 2020 to October 2020. It outlines 5 topics to be covered: 1) What is Psychology, 2) Methods of Enquiry in Psychology, 3) The Basis of Human Behavior, 4) Human Development, and 5) Sensory, Attentional and Perceptual Processes. For each topic, it describes the learning objectives, resources/activities, expected learning outcomes, and assessment. A variety of online activities, discussions, videos, and assignments are included to help students meet the learning objectives for each topic.

Psac 603 assessment of intelligence

Carlos Albizu University Library

This course provides students with an analysis of major intelligence theories and their application to measuring intelligence. Students will learn to administer and interpret intelligence tests such as the Wechsler Scales, Raven Matrices, and Stanford-Binet. The course covers intelligence theories, statistical concepts, factors influencing intelligence development, ethical issues, and evaluating specific populations. Students must attend a weekly two-hour laboratory for practice administering and interpreting tests.

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This document outlines the requirements for an academic report on psychological research methods. It includes 4 sections: 1) Explain scientific methodology and how it relates to research validity. 2) Discuss two common research methods - one experimental and one non-experimental - including strengths and weaknesses. 3) Apply two psychological approaches to explain a case study of aggressive behavior, evaluating each approach. 4) Analyze the ethics of the Pygmalion Effect study, referring to ethical guidelines and other course materials. The report must not exceed 2,000 words and follow Harvard referencing style. Guidance is provided on the expected length and content for each section.

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NDU

The document outlines steps and criteria for completing an interdisciplinary science project. It provides a 7 step process that includes choosing topics and group members, defining the subject, selecting and evaluating sources, analyzing information scientifically, distributing tasks among group members, executing tasks, and presenting the project. It also includes criteria for evaluating projects based on applying the scientific method, written reflection, charts, models, and presentations.

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keturahhazelhurst

Case Study: CD005: Observing, Documenting, and Assessing This Assessment constitutes a Performance Task, in which you will observe individual children in authentic contexts and analyze various sources of information in order to assess each child and plan developmentally appropriate practices that can help each child progress along the child development continuum. Your response to this Case Study should: •Use the Case Study documents and video as required. •Reflect the criteria provided in the Rubric. •Adhere to the required assignment length. •Use the APA course paper template available here. •Review Writing Checklist to make sure all criteria adhere. Important note: Be sure to write an introduction and conclusion for your paper. Provide citations in the text of your paper to support your responses. Remember to list all references cited on a separate page at the end of your paper. Case Study: Angelica, 9 months old Review all of the documents and videos provided for Case Study #1. Documents includes: •Document #1: Weekly Observations •Document #2: Parent Questionnaire •Angelica at Play(Video) CASE STUDY ASSIGNMENT: Write a 1- to 2-page response that addresses the following: •Choose one segment in the video of Angelica playing that illustrates her level of development in each of the domains of child development •Describe the segment, and explain how it reveals characteristics of her physical, cognitive, or socio-emotional development •What observation tools did you use in the process, and why? •Make a clear connection to personal experience and/or professional practice Document #2: Parent Questionnaire Document #2: Parent Questionnaire Case Study 1: Angelica Read this questionnaire completed by Angelica’s father. The questionnaire was originally completed in Spanish, and then translated to English. 1. What name do you use for your child? Angelica. Some members of the family use “Angie.” 2. What language(s) do you use to talk to your child? Who else does your child spend time with and what languages do they use? I speak Spanish to Angelica, as does her mother and her grandmother, who lives with us. She has two older brothers, who both speak English very well. They speak mostly Spanish with us, but try to teach her English words. It’s what they speak with their friends and schoolteachers. 3. What types of play or behavior do you notice in your child? She likes to crawl and is standing up a lot, and even learning to walk when somebody holds her hands. Everyone in the family plays with her and helps her. I sing songs to her, in Spanish, and she likes to touch my mouth and make sounds with hers. We love music in our home, and she bounces and smiles whenever it’s playing. She understands some words in Spanish, like the names of the people in our family and the Spanish word for “dog.” We have a dog, and she loves to touch his fur and play with him. 4. Do you have any questions or concerns about your child? We want Angelica to speak English an ...

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Baileya71

Science of Psychology 4th Edition King Test Bank

kocajsa

Content analysis

JYOTHIV22

Content analysis involves the description and analysis of text (may be printed or visual) in order to represent its content Very flexible method; it is an approach to analysis of documents rather than a means to gather data Content analysis is a research technique for the objective , systematic and quantitative description of the manifest content of communication (Berelson, 1952: 18) Content analysis is any technique for making inferences by objectively and systematically identifying specified characteristics or messages (Holsti 1969:14) 3. Content analysis can be undertaken quantitatively and qualitatively or both The text can be written forms such as newspaper articles, official and personal documents, books, pamphlets, tracts, accounts people proffer in interview and later transcribed in written form The first main use in social research- immediately after Second World War-America sociologists- quantitatively describing and analysing the content of communications containing propaganda- understanding growth of Nazism- post war fear of Communism Harold Lasswell- propaganda, Communication and Public Opinion, 1946; Language and Politics, 1949 4. Since then, widely applied to analyse the contents of wider range of communication- popular culture- magazine, cinema, radio, television, advertisements and newspapers later become the repertoire of qualitative research and discourse analysis

Content analysis

JYOTHIV22

The document discusses content analysis as a research method used to systematically analyze recorded communications like text, speech, images, and videos. It involves dividing content into components like subtopics and arranging them in a logical sequence. Content analysis helps teachers plan lessons by analyzing sources, integrating student needs and skills, and organizing topic elements from simple to complex. The patterns identified through content analysis can then be applied to studies in various fields like conversation analysis, developing theories from data, and interpreting hidden meanings.

Unit2DiscLifeSpanWriting Self-AnalysisIf you have not alread.docx

gibbonshay

The document provides instructions for a self-analysis writing assignment. Students are asked to evaluate the discussion post they submitted in the previous unit using a provided rubric. The rubric evaluates the post's structure, use of evidence, citation style, voice/tone, and perspective. Students should place an X to rate their post based on the rubric's criteria and provide comments explaining each rating. Once completed, students submit the rubric and a copy of their original discussion post.

Analytical skills.pptx

smitha724615

cognitive learning theory

Mia de Guzman

This document provides an overview of Jean Piaget's cognitive learning theory. It discusses the three main components of Piaget's theory: schemas, the processes of assimilation and accommodation that drive development between stages, and the four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational. It provides details on Piaget's life and contributions to the field of developmental psychology. It also outlines Piaget's view of how children's thinking progresses at each stage of development.

Ece 353 Inspiring Innovation--tutorialrank.com

PrescottLunt388

Desarrollo cognitivo

MY DEAR CLASS.

The document outlines major approaches to cognitive development including Piaget's and Vygotsky's theories. Piaget's theory proposes that cognitive development occurs in stages of equilibrium involving assimilation, accommodation, and equilibration. His stages include sensorimotor, preoperational, concrete operational, and formal operational. Vygotsky emphasized the role of environment and proposed the concepts of internalization and the zone of proximal development. The document also discusses cognitive development in adulthood involving fluid and crystallized intelligence.

ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docx

festockton

ASSESSMENTS 1 ASSESSMENTS 5 Assessments and Grading Rubric Formative Assessment Questions and answers Questions will be asked as the lesson goes on and students asked to answer at random Observation Observe how students react to new concepts Exit slips and admits slips Questions will be administered and collected at the end of the lesson Self-assessment Students will be asked to reflect on their learning process Group discussions Students will be grouped to discuss what they have learned Peer-assessment Students will be asked to assess one another Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students' comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary. As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget's Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students' concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students' comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process. Summative Assessment The following questions will be asked at the end of the topic to do a summative assessment of the students' grasp of the concept of Piaget's theory of cognitive development. 1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education? 2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence? 3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development? A summative assessment aims to test the students' grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given ...

Auto evaluation-Developmental psychology.pptx

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

mary772

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.

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

mary772

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.

mary772

Code of Ethics for Engineers 4. Engineers shall act for each employer or client as faithful agents or trustees. a. Engineers shall disclose all known or potential conflicts of interest that could influence or appear to influence their judgment or the quality of their services. b. Engineers shall not accept compensation, financial or otherwise, from more than one party for services on the same project, or for services pertaining to the same project, unless the circumstances are fully disclosed and agreed to by all interested parties. c. Engineers shall not solicit or accept financial or other valuable consideration, directly or indirectly, from outside agents in connection with the work for which they are responsible. d. Engineers in public service as members, advisors, or employees of a governmental or quasi-governmental body or department shall not participate in decisions with respect to services solicited or provided by them or their organizations in private or public engineering practice. e. Engineers shall not solicit or accept a contract from a governmental body on which a principal or officer of their organization serves as a member. 5. Engineers shall avoid deceptive acts. a. Engineers shall not falsify their qualifications or permit misrepresentation of their or their associates’ qualifications. They shall not misrepresent or exaggerate their responsibility in or for the subject matter of prior assignments. Brochures or other presentations incident to the solicitation of employment shall not misrepresent pertinent facts concerning employers, employees, associates, joint venturers, or past accomplishments. b. Engineers shall not offer, give, solicit, or receive, either directly or indirectly, any contribution to influence the award of a contract by public authority, or which may be reasonably construed by the public as having the effect or intent of influencing the awarding of a contract. They shall not offer any gift or other valuable consideration in order to secure work. They shall not pay a commission, percentage, or brokerage fee in order to secure work, except to a bona fide employee or bona fide established commercial or marketing agencies retained by them. III. Professional Obligations 1. Engineers shall be guided in all their relations by the highest standards of honesty and integrity. a. Engineers shall acknowledge their errors and shall not distort or alter the facts. b. Engineers shall advise their clients or employers when they believe a project will not be successful. c. Engineers shall not accept outside employment to the detriment of their regular work or interest. Before accepting any outside engineering employment, they will notify their employers. d. Engineers shall not attempt to attract an engineer from another employer by false or misleading pretenses. e. Engineers shall not promote their own interest at the expense of the dignity and integr.

Coder Name Rebecca Oquendo .docx

mary772

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.

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

mary772

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 economics, 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 perspective that is infused with empathy for people, groups, and communities that may be impacted by the actions of business.

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

mary772

Code#RE00200012002020MN2DGHEType of Service.docx

mary772

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

mary772

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 .

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

mary772

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.

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

mary772

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.

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1. CNL-518 Topic 1: Piaget's Sensorimotor and Preoperational Cognitive Development Stages Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two. Table 1: Sensorimotor Thinking Stage of Sensorimotor Thinking Significant Developments Example Adapting to and Exploration of Environment Understanding Objects Using Symbols Table 2: Preoperational Thinking

2. Stage of Preoperational Thinking Significant Developments Example Egocentrism Centration Appearance as Reality References: © 2017. Grand Canyon University. All Rights Reserved. © 2017. Grand Canyon University. All Rights Reserved.

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