Explains how a needs assessment is conducted using an assessment mechanism, and identifies when it is not a good idea to use the assessment mechanism. Explains an evaluation mechanism used to plan and evaluate the effectiveness of a sport intervention, and explains when not to use the evaluation mechanism. Explains stakeholder relationships with individuals who will be impacted by the sport intervention, and identifies how to resolve conflicts that may occur between stakeholders and sport individuals. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communication is concise, balanced, logically organized, and free of grammatical and mechanical errors, and provides support to topic through relevant examples. Analyzes stakeholder relationships that are both directly and indirectly impacted, and explains the differences between being directly and indirectly impacted. Describes ethical considerations that are relevant to a sport intervention, and explains how to overcome ethical violations. Describes how to proactively manage ethical concerns that may arise, and how to manage them if they do occur.
Management Information Systems
1.What are the business costs or risks of poof data quality?
2.What is data mining?
3. What is text mining?
4.What is an IP address?
5.What are bandwidth and broadband?
INFORMATION SYSTEMS SECURITY
Discussion Question
Your boss mentions that recently a number of employees have received calls from individuals who didn’t identify themselves and asked a lot of questions about the company and its computer infrastructure. At first, he thought this was just a computer vendor who was trying to sell your company some new product, but no vendor has approached the company. He also says several strange e-mails requesting personal information have been sent to employees, and quite a few people have been seen searching your company’s trash dumpsters for recyclable containers.
Your boss asks what you think about all of these strange incidents. Respond and be sure to provide a recommendation on what should be done about the various incidents.
Discussion Question
Perform a search on the Web for articles and stories about social engineering attacks or reverse social engineering attacks. Find an attack that was successful and describe how it could have been prevented.
Discussion Question
Discuss why your company or organization needs more user education about security.
Discussion Question
Discuss why sensitive information should not be sent over the Wireless Application Protocol.
Discussion Question
Describe the best practice to employ to mitigate malware effects on a machine.
Discussion Question
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet?
Discussion Question
Describe and discuss at least two backup strategies.
Discussion Question
D ...
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Privacy PolicyI accept MyNASW Join/Renew Advertise Shop DonateLoginAboutGovernanceDelegate AssemblyChaptersEthicsLegalDiversity, Equity and InclusionStaffNASW PressNASW FoundationNASW Assurance Services, Inc.PracticeAgingBehavioral HealthChild WelfareClinical Social WorkEthnicity & RaceHealthLGBTQIA2S+School Social WorkResearch MaterialsCareersContinuing EducationCredentialsNASW Career CenterSpecialty Practice SectionsCE Approval ProgramAdvocacyPolicy IssuesSign-On Letters & StatementsPolitical Action for Candidate Election (PACE)Policy UpdatesLegislative AlertsSocial JusticeCongressional BriefingsNewsSocial Work AdvocatesNASW News ArchivesNews ReleasesSocial Work Talks PodcastSocial Work Month1000 ExpertsFactsResearch & DataNASW BlogsEventsNASW ConferencesNational AwardsCelebrationsNational CampaignsNASW Events CalendarMembershipMembership TypesMembership BenefitsMembership FAQ+AboutGovernanceDelegate AssemblyChaptersEthicsLegalDiversity, Equity and InclusionStaffNASW PressNASW FoundationNASW Assurance Services, Inc.+PracticeAgingBehavioral HealthChild WelfareClinical Social WorkEthnicity & RaceHealthLGBTQIA2S+School Social WorkResearch Materials+CareersContinuing EducationCredentialsNASW Career CenterSpecialty Practice SectionsCE Approval Program+AdvocacyPolicy IssuesSign-On Letters & StatementsPolitical Action for Candidate Election (PACE)Policy UpdatesLegislative AlertsSocial JusticeCongressional Briefings+NewsSocial Work AdvocatesNASW News ArchivesNews ReleasesSocial Work Talks PodcastSocial Work Month1000 ExpertsFactsResearch & DataNASW Blogs+EventsNASW ConferencesNational AwardsCelebrationsNational CampaignsNASW Events Calendar+MembershipMembership TypesMembership BenefitsMembership FAQ MyNASW Join/Renew Advertise Shop DonateLogin >
About
>
Ethics >
Code of Ethics >
Code of Ethics: EnglishRead the Code of Ethics
The NASW Code of Ethics is a set of standards that guide the professional conduct of social workers. The 2021 update includes language that addresses the importance of professional self-care. Moreover, revisions to Cultural Competence standard provide more explicit guidance to social workers. All social workers should review the new text and affirm their commitment to abide by the Code of Ethics. Also available in Spanish.
The first Section, "Preamble," summarizes the social work profession's mission and core values. The second section,
Purpose of the NASW Code of Ethics, provides an overview of the Code's main functions and a brief guide for dealing with ethical issues or dilemmas in social work practice.
The third section,
Ethical Principles, presents broad ethical principles, based on social work's core values, that inform social work practice.
The final se.
A set of rules about good and bad behavior
A code of ethics is a set of principles and rules used by companies, professional organizations and individuals to govern their decision making in choosing between right and wrong
PADM505 LESSON 7 ETHICS CODESIntroductionTopics to be cover.docxsmile790243
PADM505 | LESSON 7: ETHICS CODES
Introduction
Topics to be covered:
· Codes of Ethics and Codes of Conduct
· Principles of Ethics
· ASPA Code of Ethics
· Ethics Training
· Ethics Audits, Hotlines, Ombudsmen, and Ethics Boards
· More Methods to Encourage Ethical Behavior
Lesson 2 explained that public administrators are subject to legal requirements intended to promote the practice of ethical behavior. In addition, professional associations, such as the American Society for Public Administration (ASPA), have formal codes of ethics intended to provide guidance to public administrators for how to behave ethically. To supplement these directives, government organizations and agencies also have codes of ethics, as well as codes of conduct, to help public administrators understand the behavior expected of them as they strive to be ethical.
This lesson will take a closer look at codes of ethics, codes of conduct, training, and ethics audits, providing additional information about how they can be used as tools to encourage public administrators to behave ethically. In addition, this lesson will introduce ethics hotlines and ombudsmen, which are additional tools that can help government organizations and agencies ensure that public administrators are as ethical as possible.
Codes of Ethics and Codes of Conduct
Ethics codes come in a variety of forms and titles. You may have heard of similar concepts called principles, codes of conduct, standards, tenets, rules, canons, regulations, etc. They can be aspirational or provide a very bright line definition.
CODE OF ETHICS
Code of ethics refers to a written document that outlines an organization’s mission and values, explaining the ethical principles that the organization promotes based on its mission and values. It also details the standards of professional behavior that employees are expected to maintain, including how they should approach problems.
CODE OF CONDUCT
Code of conduct refers to a written set of rules that delineates the specific types of behavior that employees are expected to practice at work. This includes specifying norms for on-the-job behavior, particularly as they pertain to each job.
It is important to note that a code of ethics
and a code of conduct are not the same thing. A code of conduct is related to the code of ethics, but it is more detailed and specific. Both codes of ethics and codes of conduct are intended to supplement legal requirements and other directives that provide written guidance for how public administrators should practice ethical behavior.
Many scholars—including Cooper (2006), and Verschoor (2007)—agree that codes of ethics and codes of conduct can be useful to help instill an ethical environment in an organization. Such codes can help restore and maintain the public’s trust in government and can help establish government’s legitimacy. They also can provide public administrators with advice and direction on ethical dilemmas and can become a source of professiona.
This website uses cookies to ensure you get the best experience on.docxlillie234567
This website uses cookies to ensure you get the best experience on our website. By continuing to use our site, you accept our
Privacy PolicyI accept MyNASW Join/Renew Advertise Shop DonateLoginAboutGovernanceDelegate AssemblyChaptersEthicsLegalDiversity, Equity and InclusionStaffNASW PressNASW FoundationNASW Assurance Services, Inc.PracticeAgingBehavioral HealthChild WelfareClinical Social WorkEthnicity & RaceHealthLGBTQIA2S+School Social WorkResearch MaterialsCareersContinuing EducationCredentialsNASW Career CenterSpecialty Practice SectionsCE Approval ProgramAdvocacyPolicy IssuesSign-On Letters & StatementsPolitical Action for Candidate Election (PACE)Policy UpdatesLegislative AlertsSocial JusticeCongressional BriefingsNewsSocial Work AdvocatesNASW News ArchivesNews ReleasesSocial Work Talks PodcastSocial Work Month1000 ExpertsFactsResearch & DataNASW BlogsEventsNASW ConferencesNational AwardsCelebrationsNational CampaignsNASW Events CalendarMembershipMembership TypesMembership BenefitsMembership FAQ+AboutGovernanceDelegate AssemblyChaptersEthicsLegalDiversity, Equity and InclusionStaffNASW PressNASW FoundationNASW Assurance Services, Inc.+PracticeAgingBehavioral HealthChild WelfareClinical Social WorkEthnicity & RaceHealthLGBTQIA2S+School Social WorkResearch Materials+CareersContinuing EducationCredentialsNASW Career CenterSpecialty Practice SectionsCE Approval Program+AdvocacyPolicy IssuesSign-On Letters & StatementsPolitical Action for Candidate Election (PACE)Policy UpdatesLegislative AlertsSocial JusticeCongressional Briefings+NewsSocial Work AdvocatesNASW News ArchivesNews ReleasesSocial Work Talks PodcastSocial Work Month1000 ExpertsFactsResearch & DataNASW Blogs+EventsNASW ConferencesNational AwardsCelebrationsNational CampaignsNASW Events Calendar+MembershipMembership TypesMembership BenefitsMembership FAQ MyNASW Join/Renew Advertise Shop DonateLogin >
About
>
Ethics >
Code of Ethics >
Code of Ethics: EnglishRead the Code of Ethics
The NASW Code of Ethics is a set of standards that guide the professional conduct of social workers. The 2021 update includes language that addresses the importance of professional self-care. Moreover, revisions to Cultural Competence standard provide more explicit guidance to social workers. All social workers should review the new text and affirm their commitment to abide by the Code of Ethics. Also available in Spanish.
The first Section, "Preamble," summarizes the social work profession's mission and core values. The second section,
Purpose of the NASW Code of Ethics, provides an overview of the Code's main functions and a brief guide for dealing with ethical issues or dilemmas in social work practice.
The third section,
Ethical Principles, presents broad ethical principles, based on social work's core values, that inform social work practice.
The final se.
A set of rules about good and bad behavior
A code of ethics is a set of principles and rules used by companies, professional organizations and individuals to govern their decision making in choosing between right and wrong
PADM505 LESSON 7 ETHICS CODESIntroductionTopics to be cover.docxsmile790243
PADM505 | LESSON 7: ETHICS CODES
Introduction
Topics to be covered:
· Codes of Ethics and Codes of Conduct
· Principles of Ethics
· ASPA Code of Ethics
· Ethics Training
· Ethics Audits, Hotlines, Ombudsmen, and Ethics Boards
· More Methods to Encourage Ethical Behavior
Lesson 2 explained that public administrators are subject to legal requirements intended to promote the practice of ethical behavior. In addition, professional associations, such as the American Society for Public Administration (ASPA), have formal codes of ethics intended to provide guidance to public administrators for how to behave ethically. To supplement these directives, government organizations and agencies also have codes of ethics, as well as codes of conduct, to help public administrators understand the behavior expected of them as they strive to be ethical.
This lesson will take a closer look at codes of ethics, codes of conduct, training, and ethics audits, providing additional information about how they can be used as tools to encourage public administrators to behave ethically. In addition, this lesson will introduce ethics hotlines and ombudsmen, which are additional tools that can help government organizations and agencies ensure that public administrators are as ethical as possible.
Codes of Ethics and Codes of Conduct
Ethics codes come in a variety of forms and titles. You may have heard of similar concepts called principles, codes of conduct, standards, tenets, rules, canons, regulations, etc. They can be aspirational or provide a very bright line definition.
CODE OF ETHICS
Code of ethics refers to a written document that outlines an organization’s mission and values, explaining the ethical principles that the organization promotes based on its mission and values. It also details the standards of professional behavior that employees are expected to maintain, including how they should approach problems.
CODE OF CONDUCT
Code of conduct refers to a written set of rules that delineates the specific types of behavior that employees are expected to practice at work. This includes specifying norms for on-the-job behavior, particularly as they pertain to each job.
It is important to note that a code of ethics
and a code of conduct are not the same thing. A code of conduct is related to the code of ethics, but it is more detailed and specific. Both codes of ethics and codes of conduct are intended to supplement legal requirements and other directives that provide written guidance for how public administrators should practice ethical behavior.
Many scholars—including Cooper (2006), and Verschoor (2007)—agree that codes of ethics and codes of conduct can be useful to help instill an ethical environment in an organization. Such codes can help restore and maintain the public’s trust in government and can help establish government’s legitimacy. They also can provide public administrators with advice and direction on ethical dilemmas and can become a source of professiona.
CM 1010, Professional Communication 1 Course Learning.docxShiraPrater50
CM 1010, Professional Communication 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Identify legal and ethical considerations in a global work environment.
2.1 Explain a code of conduct—its intentions and expectations.
2.2 Describe legal and ethical implications within a code of conduct.
7. Develop communication techniques that enhance employment opportunities.
7.1 Explain employee communication requirements for knowledge of harassment, discrimination,
and other infractions.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can gender-fair language reduce gender stereotyping
and discrimination? Frontiers in Psychology, 7, 1-11. Retrieved from
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran9510
8&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access the Ethical
Communication video.
Click here to access the Ethical Communication video transcript.
Click here to access Unit IV Lesson 1.
Click here to access the Lesson 1 transcript.
UNIT IV STUDY GUIDE
Ethics and Legal Considerations
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
https://online.columbiasouthern.edu/bbcswebdav/xid-76252792_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078350_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76096207_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098209_1
CM 1010, Professional Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit IV Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit IV Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit IV Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
This article provides a look at how discrimination can occur.
Beck, C. (2016, February 2). Former Yahoo worker alleges anti-male discrimination. Christian Science
Monitor. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=112704049&site=ehost-live&scope=site
The following webpage goes over several guidelines for creating a code of conduct and provides useful
examples.
HR Council for the Nonprofit Sector. (n.d.). Po ...
A 42-year-old man comes to clinic with chief complaint of pain, re.docxrobert345678
A 42-year-old man comes to clinic with chief complaint of pain, redness, and swelling of his right calf. He states that he had been working in his yard using a string trimmer when the trimmer slipped and cut his leg. He cleaned the wound with water from the garden hose and covered the wound with a large Band-Aid. Several days later, he developed fever to 100.6˚ F and chills and noticed that his leg was swollen and red. He comes to the emergency department for definitive care.
Develop a 1- to 2-page case study analysis in which you:
· Explain why you think the patient presented the symptoms described.
· Identify the genes that may be associated with the development of the disease.
· Explain the process of immunosuppression and the effect it has on body systems.
APA format
-Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:Explain why you think the patient presented the symptoms described.
- Identify the genes that may be associated with the development of the disease.
-Explain the process of immunosuppression and the effect it has on body systems.
-Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
- the paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
Make sure to have at least 3 references
And each reference must be evidence based
Here is one reference
https://www.ncbi.nlm.nih.gov/books/NBK513315/
Collapse Subdiscussion
Brandon Spinner
Brandon Spinner
WednesdayDec 14 at 6:30pm
Manage Discussion Entry
Hello All,
I currently reside in Virginia; The Virginia Department of Health Professions is responsible for ensuring safe and adequate care by licensing health professionals. In Virginia, the department registers over 400,000 health care practitioners and facilities (Virginia Department of Health, 2021). There are four professions regulated by the board of social work. Those which consist of a licensed clinical social worker, licensed master's social worker, licensed baccalaureate social worker and a supervisee in clinical social work.
According to this department, one pursuing a social work license needs to graduate with a MSW from a CSWE accredited program; then apply for supervision approval; gain post MSW degree supervised experience in the field (3000 hours); apply for an LCSW licensure examination; then pass the ASWB clinical level examination (Virginia Department of Health, 2021). The cost for the initial exam is $230. While a licensed social worker will make a difference in the world, it is .
An Analysis of the Ethical Codesof Corporations and Busine.docxgalerussel59292
An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of .
Code of Ethicsof the National Association of Social WorkersApp.docxclarebernice
Code of Ethics
of the National Association of Social Workers
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:
· service
· social justice
· dignity and worth of the person
· importance of human relationships
· integrity
· competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional obliga ...
Laws and Ethics in Social work Practice.pptxChetan Sharma
Laws and ethics are essential components of every profession. Thus through these slides, the presenter made an attempt to give insight into the Laws and ethics in the Social work profession.
The Assignment (3–5 pages)Complete a leadership development plan .docxSANSKAR20
The Assignment (3–5 pages):
Complete a leadership development plan that includes the following:
Section I
Your current strengths and weaknesses as a leader
Opportunities and threats to developing and further enhancing your leadership capacity as a change agent (e.g., social change)
Justify your responses with specific examples.
Section II
Using the “Public Health Leadership Competency Framework,” developed by the National Public Health Leadership Network as a guide (refer to the article posted in the weekly Resources), describe a leadership plan to develop the following over the next 3–5 years. Include the following:
Your core transformational competencies (visionary leadership, sense of mission, effective change agent)
Political competencies (political processes, negotiation, ethics and power, marketing and education)
Organizational competencies
Team-building competencies
Personality factors
Crisis abilities
Justify your rationale for your selections.
.
The assignment consist of a Case Study. I have attached the Case St.docxSANSKAR20
The assignment consist of a Case Study. I have attached the Case Study to be researched. Please answer all of the questions and be specific with all requirements for the Case Study such as the format, the amount of pages the paper is required to be written, the sources and references, etc... Please follow all directions that are highlighted in the attachment.
.
More Related Content
Similar to Explains how a needs assessment is conducted using an assessment m.docx
CM 1010, Professional Communication 1 Course Learning.docxShiraPrater50
CM 1010, Professional Communication 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Identify legal and ethical considerations in a global work environment.
2.1 Explain a code of conduct—its intentions and expectations.
2.2 Describe legal and ethical implications within a code of conduct.
7. Develop communication techniques that enhance employment opportunities.
7.1 Explain employee communication requirements for knowledge of harassment, discrimination,
and other infractions.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can gender-fair language reduce gender stereotyping
and discrimination? Frontiers in Psychology, 7, 1-11. Retrieved from
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran9510
8&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access the Ethical
Communication video.
Click here to access the Ethical Communication video transcript.
Click here to access Unit IV Lesson 1.
Click here to access the Lesson 1 transcript.
UNIT IV STUDY GUIDE
Ethics and Legal Considerations
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
https://online.columbiasouthern.edu/bbcswebdav/xid-76252792_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078350_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76096207_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098209_1
CM 1010, Professional Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit IV Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit IV Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit IV Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
This article provides a look at how discrimination can occur.
Beck, C. (2016, February 2). Former Yahoo worker alleges anti-male discrimination. Christian Science
Monitor. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=112704049&site=ehost-live&scope=site
The following webpage goes over several guidelines for creating a code of conduct and provides useful
examples.
HR Council for the Nonprofit Sector. (n.d.). Po ...
A 42-year-old man comes to clinic with chief complaint of pain, re.docxrobert345678
A 42-year-old man comes to clinic with chief complaint of pain, redness, and swelling of his right calf. He states that he had been working in his yard using a string trimmer when the trimmer slipped and cut his leg. He cleaned the wound with water from the garden hose and covered the wound with a large Band-Aid. Several days later, he developed fever to 100.6˚ F and chills and noticed that his leg was swollen and red. He comes to the emergency department for definitive care.
Develop a 1- to 2-page case study analysis in which you:
· Explain why you think the patient presented the symptoms described.
· Identify the genes that may be associated with the development of the disease.
· Explain the process of immunosuppression and the effect it has on body systems.
APA format
-Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:Explain why you think the patient presented the symptoms described.
- Identify the genes that may be associated with the development of the disease.
-Explain the process of immunosuppression and the effect it has on body systems.
-Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
- the paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
Make sure to have at least 3 references
And each reference must be evidence based
Here is one reference
https://www.ncbi.nlm.nih.gov/books/NBK513315/
Collapse Subdiscussion
Brandon Spinner
Brandon Spinner
WednesdayDec 14 at 6:30pm
Manage Discussion Entry
Hello All,
I currently reside in Virginia; The Virginia Department of Health Professions is responsible for ensuring safe and adequate care by licensing health professionals. In Virginia, the department registers over 400,000 health care practitioners and facilities (Virginia Department of Health, 2021). There are four professions regulated by the board of social work. Those which consist of a licensed clinical social worker, licensed master's social worker, licensed baccalaureate social worker and a supervisee in clinical social work.
According to this department, one pursuing a social work license needs to graduate with a MSW from a CSWE accredited program; then apply for supervision approval; gain post MSW degree supervised experience in the field (3000 hours); apply for an LCSW licensure examination; then pass the ASWB clinical level examination (Virginia Department of Health, 2021). The cost for the initial exam is $230. While a licensed social worker will make a difference in the world, it is .
An Analysis of the Ethical Codesof Corporations and Busine.docxgalerussel59292
An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of .
Code of Ethicsof the National Association of Social WorkersApp.docxclarebernice
Code of Ethics
of the National Association of Social Workers
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:
· service
· social justice
· dignity and worth of the person
· importance of human relationships
· integrity
· competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional obliga ...
Laws and Ethics in Social work Practice.pptxChetan Sharma
Laws and ethics are essential components of every profession. Thus through these slides, the presenter made an attempt to give insight into the Laws and ethics in the Social work profession.
The Assignment (3–5 pages)Complete a leadership development plan .docxSANSKAR20
The Assignment (3–5 pages):
Complete a leadership development plan that includes the following:
Section I
Your current strengths and weaknesses as a leader
Opportunities and threats to developing and further enhancing your leadership capacity as a change agent (e.g., social change)
Justify your responses with specific examples.
Section II
Using the “Public Health Leadership Competency Framework,” developed by the National Public Health Leadership Network as a guide (refer to the article posted in the weekly Resources), describe a leadership plan to develop the following over the next 3–5 years. Include the following:
Your core transformational competencies (visionary leadership, sense of mission, effective change agent)
Political competencies (political processes, negotiation, ethics and power, marketing and education)
Organizational competencies
Team-building competencies
Personality factors
Crisis abilities
Justify your rationale for your selections.
.
The assignment consist of a Case Study. I have attached the Case St.docxSANSKAR20
The assignment consist of a Case Study. I have attached the Case Study to be researched. Please answer all of the questions and be specific with all requirements for the Case Study such as the format, the amount of pages the paper is required to be written, the sources and references, etc... Please follow all directions that are highlighted in the attachment.
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The annotated bibliography will present an introduction and five ref.docxSANSKAR20
The annotated bibliography will present an introduction and five reference citations with annotations. The purpose of the annotated bibliography is to determine the appropriateness of the sources to the argument you are developing for the Course Project. The format of the proposal is an introductory paragraph followed by an alphabetized list of sources with two paragraphs of annotation after each source. Use APA documentation to document any sources referenced in your proposal. The thesis is on Texting while driving.
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The artist Georges Seurat is one of the worlds most fascinating art.docxSANSKAR20
The artist Georges Seurat is one of the world's most fascinating artists. His technique of pointillism was pivotal in inspiring future generations of painters to think about painting in both individualistic and non-conformist ways. This week's reading references many artists from different movements (i.e. Pablo Picasso, Leonardo da Vinci).
Conduct research on an artist from any movement that you find interesting. Choose one of their works. Analyze the image using the four visual cues from your reading: color, form, depth, and movement. Explain how the artist makes use of these four cues.
In your deconstruction of the image, also explain how the physiology of the eye helps you to see the four cues.
This paper should be 2-3 pages long.
.
The Assignment (2–3 pages including a budget worksheet)Explain th.docxSANSKAR20
The Assignment (2–3 pages including a budget worksheet):
Explain the funding issues related to your selected public health project or service related to your Final Project. Include an explanation of whether these issues are long- or short-term, how urgent, and which stakeholders might be most affected (1–1.5 pages).
Complete the budget worksheet provided indicating the funding opportunities and costs related to the chosen project.
Based on the Learning Resources and your research, as well as the information included in the budget worksheet, recommend some potential funding sources and explain why you recommend them. In your explanation, include variations in funding and how these variations influenced your decision making (1–1.5 pages).
Complete and submit your Assignment by Day 7.
.
The assigment is to Research and find me resources on Portland Sta.docxSANSKAR20
The assigment is to Research and find me resources on "Portland State University's Administration Issue of
Urban Environment (Theft/Crime).
It’s important that you clarify symptoms and causes of these problems, develop and present some alternative solutions, choose one, and support your decision
Please provide at least 5 different sources about this topic.
I will be giving a ten minute presentation and will need to use this information for it and will be graded on the
logic/quality/substance of our argument
.
the article.httpwww.nytimes.com20120930opinionsundaythe-m.docxSANSKAR20
the article.
http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html?smid=fb-share&_r=0
(Links to an external site.)
Briefly summarize the article. In your summary be sure to mention how the author illustrates the social construction of sexism. (5 points)
Describe the ways in which women’s educational, employment, and financial experiences are negatively affected by institutional sexism. (5 points)
The “Myth of the Male Mystique” Coontz talks about constrains men’s self-image as well as their educational and work experiences. Describe the ways in which this happens. (5 points)
.
The Arts and Royalty; Philosophers Debate Politics Please respond .docxSANSKAR20
"The Arts and Royalty; Philosophers Debate Politics" Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
Explore:
The Arts and Royalty
Chapter 23 (pp. 730-741); Rubens; Poussin; Moliere; royalty using the arts
Rubens and Poussin at
http://www.visitmuseums.com/exhibition/from-baroque-to-classicism-rubens-poussin-and-17th-85
and
http://www.wga.hu/frames-e.html?/bio/p/poussin/biograph.html
Philosophers Debate Politics
Chapter 24 (pp. 768-9)
Hobbes: text at
http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html
; summary at
http://plato.stanford.edu/entries/hobbes-moral/
; also
http://jim.com/hobbes.htm
Locke: text at
http://www.thenagain.info/Classes/Sources/Locke-2ndTreatise.html
; General background of the concept at
http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_12.pdf
.
The assassination of Archduke Franz Ferdinand was the immediate caus.docxSANSKAR20
The assassination of Archduke Franz Ferdinand was the immediate cause of World War I. But the events that led to the Great War go further back into the nineteenth century. As with the Boxer Rebellion of 1900, nationalism, imperialism, and militarism all played a part.
Analyze how the forces of nationalism, imperialism, and militarism irrevocably led to World War I. Pay particular attention to the rise of Pan-Slavism in Eastern Europe and the corresponding rise of nationalism in German-speaking states. Analyze how the alliance system contributed to the ultimate outbreak of war.
.
The article Fostering Second Language Development in Young Children.docxSANSKAR20
The article "Fostering Second Language Development in Young Children" makes the statement, "Children become bilingual in different ways." Explain at least two different ways that children become bilingual and why it is important for people who work with young children who are learning two languages to understand the term
language imbalance
.
Based on the information on vocabulary development in your course text and other readings, explain the differences in vocabulary development for children who are bilingual and considerations to keep in mind with regard to assessing vocabulary development.
Explain some of the ways that culture influences children's language development and why cultural differences should be respected by educators and others who work with young children and families.
.
The Article Critique is required to be a minimum of two pages to a m.docxSANSKAR20
The Article Critique is required to be a minimum of two pages to a maximum of four pages, double-spaced, APA style,
from the journals and articles available in our CSU Library Databases. The article should deal with any of the material
presented in the first three units of this course. The article itself must be more than one page in length. The article critique
should include the following components:
A brief introduction of the article
Analysis of the key points in the article
Application and comparison of some points in the article that might be applied to the company you work for, or
have worked for
Summary of the article's conclusions and your own opinions
the article is:
Policy fíriefing
Senate Bill Aims to Prevent Chemical
Contamination of Surface Water
IHE CHEMICAL
spill that
' recently occurred in West
Virginia and interrupted
water deliveries to approximately
300,000 of that
state's residents has led to the introduction
of federal legislation aimed at preventing
the recurrence of such events.
Although improved protection of surface
water enjoys broad support, questions
have arisen as to who should oversee
and fijnd the additional regulatory
efforts called for in the bill.
On January 9 it was discovered that
thousands of gallons of chemicals used in
coal processing had leaked from storage
facilities at a tank farm located along the
Elk River in Charleston, West Virginia.
The chemicals entered the waterway approximately
1.5 mi upstream of a public
water supply intake, forcing officials
to recommend that residents of a ninecounty
area in and around Charleston
not use their drinking water. Lasting for
more than a week, this situation caused
considerable concern about health effects
and spurred calls for regulatory
protections.
On January 27 Senator Joe Manchin
(D-West Virginia) introduced the
Chemical Safety and Drinking Water
Protection Act of 2014 (S. 1961), legislation
that aims to protect surface water
from contamination from chemical
storage facilities. The bill would revise
the Safe Drinking Water Act to establish
state programs for overseeing and
inspecting chemical storage facilities
that are deemed to pose a risk to public
water sources. Within one year of enactment
of the legislation, states would
have to set requirements for chemical
storage facilities covered by the new
programs. These requirements would
address such topics as "acceptable standards
of good design, construction, or
maintenance," along with leak detection,
spill and overfill control, inventory
control, inspections of facility integrity.
and life-cycle maintenance, according to
the legislation.
Additional requirements would pertain
to emergency response and communication
plans, employee training and
safety plans, and the financial responsibility
of the owners of chemical storage
facilities. States would share with drinking
water providers the emergency response
plans fo.
The Apple Computer Company is one of the most innovative technology .docxSANSKAR20
The Apple Computer Company is one of the most innovative technology companies to emerge in the last three decades. Apple, Inc. is responsible for bringing to market such products as the Macintosh computer and laptop, the iPod and iTunes, and most recently, the iPhone. The success of the company can be traced primarily to a single individual, the co-founder, Steven Jobs.
First, review the following case study:
Steve Jobs and Apple, Inc.
Then, respond to the following:
Determine and explain what type of leader Steve Jobs was.
Explain how his vision and values were reflected in his leadership style.
Summarize the initial challenges he faced when starting Apple. Specifically, address Jobs’ strategy and implementation.
Identify and explain the drivers for change in the personal computer industry.
Discuss how Steve Jobs used partnerships and collaboration.
Analyze Jobs’ approach to continuous process improvement.
Determine what skills, ideas, and approaches might be useful in your own work/life situation.
Utilize at least two scholarly sources.
Write a 3–5-page report in Word format. Apply APA standards to the citation of sources. Use the following file naming convention
Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship through accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
.
The artist Georges Seurat is one of the worlds most fascinating art.docxSANSKAR20
The artist Georges Seurat is one of the world's most fascinating artists. His technique of pointillism was pivotal in inspiring future generations of painters to think about painting in both individualistic and non-conformist ways. This week�s reading references many artists from different movements (i.e. Pablo Picasso, Leonardo da Vinci).
Conduct research on an artist from any movement that you find interesting. Choose one of their works. Analyze the image using the four visual cues from your reading: color, form, depth, and movement. Explain how the artist makes use of these four cues.
In your deconstruction of the image, also explain how the physiology of the eye helps you to see the four cues.
This paper should be 2-3 pages long. Be sure to cite any resources using proper APA notation.
Part 2 not related to the above
.
The Article Attached A Bretton Woods for InnovationBy St.docxSANSKAR20
The Article Attached
A Bretton Woods for Innovation
By Stephen Ezell
double-space (3-4 pages); Times New Roman, 12 font
1. Title Page
2. Summary of the article; major findings and issues (2-3 pages)
3. Critique of the article; use references.
.
The analysis must includeExecutive summaryHistory and evolution.docxSANSKAR20
The analysis must include:
Executive summary
History and evolution of the platform (How did it started?)
Features specific to the platform (Why is this platform unique?)
Characteristics of its audience (Who joins this network? What are they looking for?)
a. Demographics
b. Motivation to use the platform
Relevant marketing metrics (How can we measure success?)
Ideas to create an engaging profile (What type of content should be posted?)
Successful brands on the platform (“Best of the platform 2014” )
Other relevant information
2 pages, 1.5 spac
.
The annotated bibliography for your course is now due. The annotated.docxSANSKAR20
The annotated bibliography for your course is now due. The annotated bibliography should be about a page and must contain at least three research sources.
Your annotated bibliography must be in APA format. For guidelines click the following link:
Annotated Bibliography
Example :
ANNOTATED BIBLIOGRAPHY 1
APA 6
th
Edition Guidelines: Annotated Bibliography
An annotated bibliography is the full citation of a source followed by notes and commentary
about a source. The word “annotate” means “critical or explanatory notes” and the word “bibliography” means “a list of sources”. Annotations are not the same as abstracts. Abstracts
are purely descriptive summaries often found at the beginning of scholarly/ academic journal articles. Annotations are meant to be critical in addition to being descriptive.
Format:
The format for an annotated bibliography is similar to that of a research paper. Use one-inch margins on all sides, double-space your entries, and arrange each entry in alphabetical order. Hanging Indents are required for citations in the bibliography, as shown below. The first line of the citation starts at the left margin and subsequent lines of the citation will be indented.
Example: Journal Article with DOI
Calkins, S., & Kelley, M. (2007, Fall). Evaluating internet and scholarly sources across the disciplines: Two case studies.
College Teaching
,
55
(4), 151-156. doi:10.1111/j.1747- 7379.2007.00759.x
This article discusses the problem of unintentional online plagiarism and many
students’ inability to evaluate, critique, synthesize, and credit online sources properly.
Two case studies from different disciplines, which were designed to foster critical evaluation of the Internet and scholarly sources, are discussed in detail. The CARS (Credibility, Accuracy, Reasonableness, Support) checklist for evaluating research sources is also introduced and applied in these case studies. I found this article useful because much of the content of these case studies can be easily adapted to fit assignments in different academic disciplines. One information literacy assignment in one quarter at college is not enough. If students are expected to use the Internet in a responsible way, educators must provide guidelines and relevant experience that allows students to apply those guidelines in practical ways.
Updated 02/2010
ANNOTATED BIBLIOGRAPHY 2
For annotated bibliographies, use standard APA format for the citations, then add a brief entry, including:
•
2 to 4 sentences to
summarize
the main idea(s) of the source.
o
What are the main arguments?
o
What is the point of this book/article?
o
What topics are covered?
•
1 or 2 sentences to
assess
and evaluate the source.
o
How does it compare with other sources in your bibliography?
o
Is this information reliable?
o
Is the source objective or biased?
•
1 or 2 sentences to
reflect
on the source.
o
Was this source helpful to you?
o
How can you use this source for your res.
The Americans With Disabilities Act (ADA) was designed to protect wo.docxSANSKAR20
The Americans With Disabilities Act (ADA) was designed to protect workers with disabilities against employer discrimination. As a group discuss the following:
In actual practice, how well does the Act achieve this goal? Explain. Support your answer with examples from recent court decisions.
Submit a summary of the your consensus.
.
The air they have of person who never knew how it felt to stand in .docxSANSKAR20
"The air they have of person who never knew how it felt to stand in the presence of superiors. ..their good temper and openhandedness the terrible significance of their eletion... he place himself where the future becomes present"
1. Some say whitman is the ultimate democrat, friend to all. Pleasant explain with examples
.
The agreement is for the tutor to write a Microsoft word doc of a .docxSANSKAR20
The agreement is for the tutor to write a
Microsoft word doc of a scene for 13-18 years old. Further instructions inside attachments below. Assignment due 9pm EST. 3hrs from post time.
The goal is to create characters and a voice that feel authentic to adolescence and would be appealing to adolescents to read.
For example, identity, coming-of-age, romantic relationships, work/school balance, and firsts (kiss, car, job, etc.) are a few of the relevant topics for this age group, although there are any number of topics you could use in your own version.
Instructions:
A “scene” would be about two pages of text, taking place in one location, where characters are present in that scene and interacting in some way. Some scenes may further character, most will probably further plot, some may further theme or emotion -- the crucial part is just to have dialogue and description and be sure to show rather than tell when appropriate.
.
The abstract is a 150-250 word summary of your Research Paper, and i.docxSANSKAR20
The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable.
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Chapter 3 - Islamic Banking Products and Services.pptx
Explains how a needs assessment is conducted using an assessment m.docx
1. Explains how a needs assessment is conducted using an
assessment mechanism, and identifies when it is not a good idea
to use the assessment mechanism. Explains an evaluation
mechanism used to plan and evaluate the effectiveness of a
sport intervention, and explains when not to use the evaluation
mechanism. Explains stakeholder relationships with individuals
who will be impacted by the sport intervention, and identifies
how to resolve conflicts that may occur between stakeholders
and sport individuals. Communicates in a manner that is
scholarly, professional, and consistent with expectations for
members of the psychological professions. Communication is
concise, balanced, logically organized, and free of grammatical
and mechanical errors, and provides support to topic through
relevant examples. Analyzes stakeholder relationships that are
both directly and indirectly impacted, and explains the
differences between being directly and indirectly impacted.
Describes ethical considerations that are relevant to a sport
intervention, and explains how to overcome ethical violations.
Describes how to proactively manage ethical concerns that may
arise, and how to manage them if they do occur.
Management Information Systems
1.What are the business costs or risks of poof data quality?
2.What is data mining?
3. What is text mining?
4.What is an IP address?
5.What are bandwidth and broadband?
INFORMATION SYSTEMS SECURITY
Discussion Question
Your boss mentions that recently a number of employees have
received calls from individuals who didn’t identify themselves
and asked a lot of questions about the company and its computer
infrastructure. At first, he thought this was just a computer
2. vendor who was trying to sell your company some new product,
but no vendor has approached the company. He also says
several strange e-mails requesting personal information have
been sent to employees, and quite a few people have been seen
searching your company’s trash dumpsters for recyclable
containers.
Your boss asks what you think about all of these strange
incidents. Respond and be sure to provide a recommendation on
what should be done about the various incidents.
Discussion Question
Perform a search on the Web for articles and stories about
social engineering attacks or reverse social engineering attacks.
Find an attack that was successful and describe how it could
have been prevented.
Discussion Question
Discuss why your company or organization needs more user
education about security.
Discussion Question
Discuss why sensitive information should not be sent over the
Wireless Application Protocol.
Discussion Question
Describe the best practice to employ to mitigate malware effects
on a machine.
Discussion Question
Much has been made of the new Web 2.0 phenomenon,
including social networking sites and user-created mash-ups.
How does Web 2.0 change security for the Internet?
Discussion Question
Describe and discuss at least two backup strategies.
Discussion Question
Discuss one of the most important things you will take from this
course. You do not have to document your sources for this
question. It is an opinion question
BOOKS RECOMMENDED BY OUR TEXTBOOK AUTHORS
Computer Forensics: A Beginner’s Guide. McGraw-Hill ISBN:
3. 978-0-07-174245-0. Security Metrics: A Beginner’s Guide.
McGraw-Hill ISBN: 978-0-07-174400-3.
Web Application Security: A Beginner’s Guide. McGraw-Hill
ISBN 978-0-07-177616-5.
ETHICS CODE: AASP Ethical Principles and Standards
INTRODUCTION
AASP is dedicated to the development and professionalization
of the field of sport psychology. As we establish ourselves as a
profession, we must attend to both the privileges and
responsibilities of a profession. Privileges derive from society's
agreement to accept our designation as a group of trained
individuals possessing specialized knowledge and, therefore,
the power implicit in this knowledge. Our responsibilities, in
turn, result from the society’s trust that the profession will
regulate itself to do no harm, and to govern itself to ensure the
dignity and welfare of individuals we serve and the public. To
maintain this status, professional organizations must develop
and enforce guidelines that regulate their members’ professional
conduct. A code of ethical principles and standards is one such
set of self-regulatory guidelines. This code guides professionals
to act responsibly as they employ the privileges granted by
society. A profession’s inability to regulate itself violates the
public’s trust and undermines the profession’s potential to be of
service to society.
Ethical codes of conduct that professions adopt are based in the
values of the society. Consequently, these values include the
balance between the rights and privacy of the individual and the
general welfare of society. Each profession must determine its
values and social function. The profession must then develop
and adopt an ethics code which guides professional conduct.
While no set of guidelines can anticipate all situations, a useful
code should provide guidance when problems or dilemmas arise.
This code should also proactively direct the actions of its
members in work-related settings. If this is accomplished, the
code will ensure society’s trust in the profession.
4. The Association for Applied Sport Psychology’s (AASP)
Ethical Principles and Standards (hereinafter referred to as the
Ethics Code) is presented here and consists of this Introduction,
a Preamble, six general Principles, and 26 Standards. The
Introduction discusses the intent and organizational
considerations of the Ethics Code. The Preamble and General
Principles are intended to guide AASP members toward the
highest ideals of the profession. The Standards more precisely
specify the boundaries of ethical conduct. Although the
Preamble and the General Principles are not themselves
enforceable rules, they should be considered by AASP members
in arriving at an ethical course of action. Ethical Standards are
enforceable rules that mandate behavioral choices.
Membership in the AASP commits members to adhere to the
AASP Ethics Code. AASP members should be aware that, in
many situations, additional ethical and legal codes may be
applied to them by other professional organizations or public
bodies. In the process of making decisions regarding their
professional behavior, AASP members must consider this Ethics
Code, in addition to other ethical guidelines or legal codes. If
the Ethics Code suggests a higher standard of conduct than is
required by legal codes or other ethical guidelines, AASP
members should meet the higher ethical standard. If the Ethics
Code standard appears to conflict with the requirements of law,
then AASP members must make known their commitment to the
Ethics Code and take steps to resolve the conflict in a
resonsible manner. If neither law nor the Ethics Code resolves
an issue, AASP members should consider other professional
materials (e.g., guidelines and standards that have been adopted
or endorsed by other professional physical education, sport
science, and social science organizations), the dictates of their
own conscience, and consultation with others within the field
when this is practical.1
PREAMBLE
AASP members may fulfill many roles based on their
5. professional training and competence. In these roles they may
work to develop a valid and reliable body of scientific
knowledge based on research; they may apply that knowledge to
human behavior in a variety of sport, exercise, physical activity,
and health contexts. Their goals are to broaden knowledge of
this behavior and, where appropriate, to apply it pragmatically
to improve the condition of both the individual and society.
AASP members respect the central importance of freedom of
inquiry and expression in research, teaching, and consulting.
They also strive to help the public to develop informed
judgments and choices concerning sport, exercise, physical
activity, and health behavior. This Ethics Code provides a
common set of values upon which AASP members build their
professional and scientific work.
This Code is intended to provide the general principles and
specific ethical standards for managing many situations
encountered by AASP members. It has as its primary goal the
welfare and protection of the individuals and groups with whom
AASP members work. It is the individual responsibility of each
AASP member to aspire to the highest possible standards of
conduct. AASP members respect and protect human and civil
rights, and do not knowingly participate in or condone unfair
discriminatory practices.
The development of a dynamic ethical code for an AASP
member’s work-related conduct requires a personal commitment
to a lifelong effort to act ethically; to encourage ethical
behavior by students, supervisees, employees, and colleagues,
as appropriate; and to consult with others, as needed,
concerning ethical problems, Each AASP member supplements,
but does not violate, the Ethics Code’s values, on the basis of
guidance drawn from personal values, culture, and experience.
GENERAL PRINCIPLES
Principle A: Competence
AASP members maintain the highest standards of competence in
their work. They recognize the boundaries of their professional
6. competencies and the limitations of their expertise. They
maintain knowledge related to the services they render, and they
recognize the need for ongoing education. AASP members make
appropriate use of scientific, professional, technical, and
administrative resources. They provide only those services and
use only those techniques for which they are qualified by
education, training, or experience. AASP members are
cognizant of the fact that the competencies required in serving,
teaching, and/or studying groups of people vary with the
distinctive characteristics of those groups. In those areas in
which recognized professional standards do not yet exist. AASP
members exercise careful judgment and take appropriate
precautions to protect the welfare of those with whom they
work.
Principle B: Integrity
AASP members promote integrity in the science, teaching, and
practice of their profession. In these activities AASP members
are honest and fair. When describing or reporting their
qualifications, services, products, fees, research, or teaching,
they do not make statements that are false, misleading, or
deceptive. They clarify for relevant parties the roles they are
performing and the obligations they adopt. They function
appropriately in accordance with those roles and obligations.
AASP members avoid improper and potentially harmful dual
relationships.
Principle C: Professional and Scientific Responsibility
AASP members are responsible for safeguarding the public and
AASP from members who are deficient in ethical conduct. They
uphold professional standards of conduct and accept appropriate
responsibility for their behavior. AASP members consult with,
refer to, or cooperate with other professionals and institutions
to the extent needed to serve the best interests of the recipients
of their services. AASP members’ moral standards and conduct
are personal matters to the same degree as is true for any other
person, except as their conduct may compromise their
professional responsibilities or reduce the public’s trust in the
7. profession and the organization. AASP members are concerned
about the ethical compliance of their colleagues’ scientific and
professional conduct. When appropriate, they consult with
colleagues in order to prevent, avoid, or terminate unethical
conduct.
Principle D: Respect for People’s Rights and Dignity
AASP members accord appropriate respect to the fundamental
rights, dignity, and worth of all people. They respect the rights
of individuals to privacy, confidentiality, self-determination,
and autonomy, mindful that legal and other obligations may lead
to inconsistency and conflict with the exercise of these rights.
AASP members are aware of cultural, individual, and role
differences, including those due to age, gender, race, ethnicity,
national origin, religion, sexual orientation, disability,
language, and socioeconomic status. AASP members try to
eliminate the effect on their work of biases based on those
factors, and they do not knowingly participate in or condone
unfair discriminatory practices.
Principle E: Concern for Others' Welfare
AASP members seek to contribute to the welfare of those with
whom they interact professionally. When conflicts occur among
AASP members’ obligations or concerns, they attempt to
resolve those conflicts and to perform those roles in a
responsible fashion that avoids or minimizes harm. AASP
members are sensitive to real and ascribed differences in power
between themselves and others. They do not exploit or mislead
other people during or after professional relationships.
Principle F: Social Responsibility
AASP members are aware of their professional and scientific
responsibilities to the community and the society in which they
work and live. They apply and make public their knowledge in
order to contribute to human welfare. When undertaking
research, AASP members strive to advance human welfare and
their profession while always protecting the rights of the
participants. AASP members try to avoid misuse of their work,
and they comply with the law.
8. GENERAL ETHICAL STANDARDS
These General Standards are applicable to AASP members
across all their professional roles and in all their professional
interactions and communications.
1. Professional and Scientific Relationship
AASP members provide diagnostic, therapeutic, teaching,
research, educational, supervisory, or other consultative
services only in the context of a defined professional or
scientific relationship or role.
2. Boundaries of Competence
(a) AASP members represent diverse academic and professional
backgrounds. These different training histories provide different
competencies. Those trained in clinical and counseling
psychology must be aware of potential limitations in their sport
science competencies. AASP members trained in the sport
sciences must be aware of their limitations in clinical and
counseling psychology. Individuals from different training
backgrounds must deliver services, teach, and conduct research
only within the boundaries of their competence.
(b) AASP members provide services, teach, or conduct research
in new areas only after taking the necessary actions to guarantee
a high level of competence in those areas.
(c) AASP members who engage in assessment, therapy,
teaching, research, organizational consulting, or other
professional activities maintain a reasonable level of awareness
of current scientific and professional information in their fields
of activity, and undertake ongoing efforts to maintain
competence in the skills they use.
(d) AASP members are aware of the limitations of their
scientific work and do not make claims or take actions that
exceed these limitations.
3. Human Differences
(a) AASP members recognize that differences of age, gender,
race, ethnicity, national origin, religion, sexual orientation,
disability, language, or socioeconomic status can significantly
9. affect their work. AASP members working with specific
populations have the responsibility to develop the necessary
skills to be competent with these populations, or they make
appropriate referrals.
(b) AASP members do not engage in unfair discrimination based
on age, gender, race, ethnicity, national origin, religion, sexual
orientation, disability, socioeconomic status, or any basis
proscribed by law.
4. Exploitation and Harassment
(a) AASP members do not exploit persons over whom they have
supervisory, evaluative, or other authority, such as students,
supervisees, employees, research participants, and clients or
patients.
(b) AASP members do not engage in behavior that is harassing
or demeaning to persons with whom they interact in their work.
(c) AASP members do not solicit testimonials from current
psychotherapy clients or patients or other persons who because
of their particular circumstances are vulnerable to undue
influence.
5. Personal Problems and Conflicts
(a) AASP members recognize that personal problems, including
addictions, and personal conflicts may interfere with their
effectiveness. Accordingly, they refrain from undertaking an
activity when their personal problems may harm others to whom
they may owe a professional or scientific obligation.
(b) AASP members are aware that the extreme visibility and
notoriety of some of the clients and organizations that they
work with may compromise their professional objectivity and
competence. In such situations, it is the AASP member’s
responsibility to take corrective action, including consultation
with other professionals and termination and referral if
necessary.
(c) In their professional roles AASP members may obtain
privileged information about clients or client organizations.
AASP members do not use this information for personal gain.
6. Avoiding Harm
10. AASP members take reasonable steps to avoid harming their
patients or clients, research participants, students, and others
with whom they work, and to minimize harm where it is
foreseeable and unavoidable.
7. Misuse of AASP Members’ Influence
Because AASP members’ scientific and professional judgments
and actions may affect the lives of others, they are alert to and
guard against personal, financial, social, organizational, or
political factors that might lead to misuse of their influence.
8. Misuse of AASP Members’ Work
AASP members do not participate in activities in which it
appears likely that their skills or products will be misused by
others. If AASP members learn of misuse or misrepresentation
of their work, they take reasonable steps to correct or minimize
the misuse or misrepresentation.
9. Multiple Relationships
(a) AASP members must always be sensitive to the potential
harmful if unintended effects of social or other nonprofessional
contacts on their work and on those persons with whom they
deal. Such multiple relationships might impair the AASP
member’s objectivity or might harm or exploit the other party.
(b) An AASP member refrains from taking on professional or
scientific obligations when preexisting relationships would
create a risk of such harm.
(c) AASP members do not engage in sexual relationships with
students, supervisees, and clients over whom the AASP member
has evaluative, direct, or indirect authority, because such
relationships are so likely to impair judgment or be exploitative.
(d) AASP members avoid personal, scientific, professional,
financial, or other relationships with family members of minor
clients because such relationships are so likely to impair
judgment or be exploitative.
(e) If an AASP member finds that, due to unforeseen factors, a
potentially harmful multiple relationship has arisen, the AASP
member attempts to resolve it with due regard for the best
interests of the affected person and maximal compliance with
11. the Ethics Code.
10. Barter (with Patients or Clients)
AASP members refrain from accepting goods, services, or other
nonmonetary remuneration from patients, clients, students,
supervisees, or research subjects in return for services, because
such arrangements create inherent potential for conflicts,
exploitation, and distortion of the professional relationship. In
certain circumstances AASP members may receive tokens of
appreciation from clients or client organizations. In these
situations it is the AASP member’s responsibility to determine
that the gifts are appropriate for the setting, not exploitative,
and that the gifts do not serve as payment for services.
11. Consultations and Referrals
(a) AASP members arrange for appropriate consultations and
referrals based principally on the best interests of their patients
or clients, with appropriate consent and subject to other relevant
considerations, including applicable law and contractual
obligations.
(b) AASP members cooperate with other professionals in order
to serve their patients or clients effectively and appropriately.
12. Third-Party Requests for Services
(a) When an AASP member agrees to provide services to a
person or entity at the request of a third party, the AASP
member clarifies, at the outset of the service, the nature of the
relationship with each party. This clarification includes the role
of the AASP member, the probable uses of the services provided
or the information obtained, and the fact that there may be
limits to confidentiality.
(b) If there is a foreseeable risk of the AASP member’s being
called upon to perform conflicting roles because of the
involvement of a third party, the AASP member clarifies the
nature and direction of his or her responsibilities, keeps all
parties appropriately informed as matters develop, and resolves
the situation in accordance with the Ethics Code.
13. Delegation to and Supervision of Subordinates
(a) AASP members delegate to their employees, supervisees,
12. and research assistants only those responsibilities that such
persons can reasonably be expected to perform competently.
(b) AASP members provide proper training and supervision to
their employees or supervisees and take reasonable steps to see
that such persons perform services responsibly, competently,
and ethically.
14. Documentation of Professional and Scientific Work
AASP members appropriately document their professional and
scientific work in order to facilitate provision of services later
by them or by other professionals, to ensure accountability, and
to meet other requirements of institutions or the law.
15. Fees and Financial Arrangements
(a) As early as is feasible in a professional or scientific
relationship, the AASP member and the patient, client, or other
appropriate recipient of services reach an agreement clearly
specifying the compensation and the billing arrangements.
(b) AASP members do not exploit recipients of services or
payers with respect to fees.
(c) If limitations to services can be anticipated because of
limitations in financing, this is discussed with the patient,
client, or other appropriate recipient of services as early as is
feasible.
(d) AASP members do not deliver services for future
remuneration based on the client’s future achievements nor do
they accept testimonials in place of fees for services.
16. Definition of Public Statements
AASP members are responsible for the clarity and honesty of
public statements about their work made to students, clients,
colleagues, or the public, by themselves or others representing
them. If AASP members learn of deceptive statements about
their work made by others, AASP members make reasonable
efforts to correct such statements.
17. Informed Consent to Practice
(a) AASP members obtain appropriate informed consent to
educational and counseling procedures, using language that is
reasonably understandable to participants. The content of
13. informed consent will vary depending on circumstances.
However, informed consent generally implies that the person (1)
has the capacity to consent, (2) has been informed of significant
information concerning the procedure, (3) has freely and
without undue influence expressed consent, and (4) consent has
been appropriately documented.
(b) When persons are legally incapable of giving informed
consent, AASP members obtain informed permission from a
legally authorized person, if such substitute consent is
permitted by law.
(c) In addition, AASP members (1) inform those persons who
are legally incapable of giving informed consent about the
proposed interventions in a manner commensurate with the
persons psychological capacities, (2) seek their assent to those
interventions, and (3) consider such persons’ preferences and
best interests.
18. Maintaining Confidentiality
(a) AASP members have a primary obligation to uphold and
take reasonable precautions to respect the confidentiality rights
of those with whom they work or consult, recognizing that
confidentiality may be established by law, institutional rules,
and/or professional or scientific relationships.
(b) AASP members discuss with persons and organizations with
whom they work (1) the relevant limitations on confidentiality,
including limitations where applicable in group, marital, and
family counseling or in organizational consulting, and (2) the
foreseeable uses of the information generated through their
services.
(c) AASP members do not disclose in their writings, lectures, or
other public media, confidential, personally identifiable
information concerning their patients, individual or
organizational clients, students, research participants, or other
recipients of their services that they obtained during the course
of their work, unless the person or organization has consented
in writing or unless there is other ethical or legal authorization
for doing so.
14. 19. Informed Consent to Research
(a) Prior to conducting research (except research involving only
anonymous surveys, naturalistic observations, or similar
methods where the risk of harm is minimal), AASP members
enter into an agreement with participants that clarifies the
nature of the research and the responsibilities of each party.
(b) AASP members use language that is reasonably
understandable to research participants in obtaining their
appropriate informed consent. Such informed consent is
appropriately documented.
(c) Using language that is reasonably understandable to
participants, AASP members inform participants of the nature
of the research; they inform participants that they are free to
participate or to decline to participate or to withdraw from the
research; they explain the foreseeable consequences of
declining or withdrawing; they inform participants of
significant factors that may be expected to influence their
willingness to participate (such as risks, discomfort, adverse
effects, or limitations on confidentiality); and they explain
other aspects about which the prospective participants inquire.
(d) When AASP members conduct research with individuals
such as students or subordinates, AASP members take special
care to protect the prospective participants from adverse
consequences of declining or withdrawing from participation.
(e) When research participation is a course or team requirement
or opportunity for extra course credit, the prospective
participant is given the choice of equitable alternative
activities.
(f) For persons who are legally incapable of giving informed
consent, AASP members nevertheless (1) provide an appropriate
explanation, (2) where possible, obtain the participant’s assent,
and (3) obtain appropriate permission from a legally authorized
person, if such substitute consent is permitted by law.
20. Conduct of Research
(a) AASP members design, conduct, and report research in
accordance with recognized standards of scientific competence
15. and ethical research.
(b) AASP members plan their research so as to minimize the
possibility that results will be misleading.
(c) AASP members take reasonable steps to implement
appropriate protections for the rights and welfare of human
participants, other persons affected by the research, and the
welfare of animal subjects.
(d) AASP members obtain from host institutions or
organizations appropriate approval prior to conducting research,
and they provide accurate information about their research
proposals. They conduct the research in accordance with the
approved research protocol.
(e) AASP members do not offer excessive or inappropriate
financial or other inducements to obtain research participants,
particularly when it might tend to coerce participation.
21. Deception in Research
(a) AASP members do not conduct a study involving deception
unless they have determined that the use of deceptive
techniques is justified by the study’s prospective scientific,
educational, or applied value, will not harm the participant, and
that equally effective alternative procedures that do not use
deception are not feasible.
(b) AASP members never deceive research participants about
significant aspects that would affect their willingness to
participate, such as physical risks, discomfort, or unpleasant
emotional experiences.
(c) Any other deception that is an integral feature of the design
and conduct of an experiment must be explained to participants
as early as is feasible, preferably at the conclusion of their
participation, but no later than at the conclusion of the research.
If scientific or humane values justify delaying or withholding
this information, AASP members take reasonable measures to
reduce the risk of harm.
22. Minimizing Invasiveness
In conducting research, AASP members interfere with the
participants or milieu from which data are collected only in a
16. manner that is warranted by an appropriate research design and
that is consistent with AASP members’ roles as scientific
investigators.
23. Honesty in Research
(a) AASP members do not fabricate data or falsify results in
their publications.
(b) If AASP members discover errors in their published data,
they take reasonable steps to correct such errors in a correction,
retraction, erratum, or other appropriate publication means.
(c) AASP members do not present substantial portions or
elements of another’s work or data as their own, even if the
other work or data source is cited occasionally. AASP members
only accept publication and other credit for work that they have
created or performed.
24. Conflicts between Ethics and Organizational Demands
If the demands of an organization with which AASP members
are affiliated conflict with the Ethics Code, members clarify the
nature of the conflict, make known their commitment to the
Ethics Code, and to the extent feasible, seek to resolve the
conflict in a way that permits the fullest adherence to the Ethics
Code.
25. Resolution of Ethical Conflicts
The successful implementation of an ethics code requires a
personal commitment to act ethically, encourage ethical
behavior by others, and consult with others concerning ethical
problems. When applying the code of ethical conduct, AASP
members may encounter problems in identifying unethical
conduct or in resolving ethical conflict. When faced with
significant ethical concerns, one should consider the following
courses of action.The successful implementation of an ethics
code requires a personal commitment to act ethically, encourage
ethical behavior by others, and consult with others concerning
ethical problems. When applying the code of ethical conduct,
AASP members may encounter problems in identifying
unethical conduct or in resolving ethical conflict. When faced
with significant ethical concerns, one should consider the
17. following courses of action.
Before any action is taken, one may benefit from advice from
uninvolved and objective advisors or peers familiar with ethical
issues.
When members believe that there may have been an ethical
violation by another member, they may attempt to clarify and
resolve the issue by bringing the matter to the attention of the
other involved parties if such an informal resolution appears
appropriate and the intervention does not violate any
confidentiality rights that may be involved.
Discuss ethical problems with your immediate supervisor except
when it appears that the supervisor is involved in the ethical
issue, in which case the problem should be presented to the next
higher administrative level. If satisfactory resolution cannot be
achieved when the problem is initially presented, the issue
should be submitted to the next higher administrative level.
Contact with levels above the immediate administrator should
be initiated only with the administrator's knowledge, assuming
that the administrator is not involved.If the ethical problem or
conflict still exists after exhausting all levels of internal review,
support from appropriate professional organizations should be
obtained.
It is important for AASP members to understand that unethical
conduct is a serious matter. However, the primary aims of these
ethical principles are to inform and motivate the highest
standards of conduct among AASP members as we serve our
clients, our professions, and our community.
26. The Integration of Technology in Professional and Scientific
Work within Sport, Exercise and Health Psychology
Because technology develops and changes so quickly, it is not
possible for the ethics code to keep an up-to-date list of all
forms of technology. However, technological communication
might include, but is not limited to: video conferencing; e-
mailing; social networking; instant messaging; and text
messaging. This technology is often incorporated through the
use of computers and tablets and/or with the use of smart phone
18. devices.
(a) AASP members should only incorporate the various forms of
technology in their professional and scientific work in which
they have appropriate technical and practical competencies, and
when such technology does not subject another party to harm or
discomfort.
(b) AASP members should be sensitive to the needs and
interests of their client(s) and should only make the decision to
incorporate specific forms of technology in their professional
practice with the consent of their client(s), and only once the
client fully understands the strengths and weaknesses pertaining
to the specific medium of telecommunication. Precisely, AASP
members shall inform the client(s) as early as possible, to the
privacy risks and limits to confidentiality with this type of
telecommunication.
(c) When the decision is made to incorporate specific forms of
technology in a professional practice relationship, the AASP
member should clearly delineate to the client the types of
technology that will be utilized and the parameters for using
such technology in each relationship.
(d) AASP members will take reasonable steps to ensure the
identity of the clients with whom they work.
(e) AASP members will take reasonable precautions to verify
the privacy and confidentiality of electronic communications in
their professional and scientific work.
(f) AASP members are encouraged to have clients sign a
confidentiality waiver related to their use of computer
technology whilst working with clients / participants.
(g) Should any ethical concerns arise during the use of
technology as part of applied services, appropriate steps should
be taken immediately to deal with any potential client
harm/problems.
(h) It is recommended that AASP members be responsible for
understanding and abiding by the laws and ethical guidelines
related to service delivery within the states, regions, provinces
and countries in which they and their clients are located at the
19. time of service delivery.
(i) AASP members should be aware that the use of new
technology might require the implementation of new and
empirically validated techniques and strategies for working with
clients.