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

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Code switching involves alternating between languages or language varieties based on context. The document asks for a 175+ word response about a personal experience with code switching, including why it was done and potential benefits and consequences, as well as the outcome.

Education

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?

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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.

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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.

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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.

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Coalition Testimony Group PresentationCoalition on Nutrition, .docx

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Coburn, G (2015). A Psychological Analysis of Behavioral Consumerism: Advertising, Decision-Making, and its Implications for Retailers. CMC Senior Theses. Retrieved from http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2070&context=cmc_theses Heinberg, R. (2014). The brief tragic reign of consumerism... and the birth of a happy alternative. Fellowship, 78(1-3), 28-31. Retrieved from Proquest Central from the Touro Library Kostadinova, E. (2016). Sustainable Consumer Behavior: Literature Overview. Economic Alternatives, 2, 224-234. Retrieved from http://www.unwe.bg/uploads/Alternatives/Elena_9_ALTERNATIVI_br2_2016-en.pdf The RSA (2016). Frank Trentmann on Consumerism [Video file]. Retrieved from https://www.youtube.com/watch?v=BK036Fei1gI (22:26) question 1. After reviewing the assigned materials, explore the various advertizing, social and psychological factors that contributed to the rise of consumerism in the 20th century question 2 2a. After reviewing the assigned materials, elaborate on 4 key recent psychology related research findings about sustainable consumer behaviors. 2b. Compare and contrast the impact of consumerism versus sustainable consumer behaviors in your own life. Please provide specific examples. .

Coburn, G (2015). A Psychological Analysis of Behavioral Consumerism.docx

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