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This document provides background information and instructions for writing an op-ed on research ethics regulations. It discusses the historical development of regulations from the Belmont Report to the Common Rule. It also summarizes 5 key cases that raise ethical issues: the Tuskegee Syphilis Study, the Guatemala Syphilis Experiment, research on Huron-Wendat remains, debates around IRB oversight of fieldwork and social sciences, and genetic research with the Yanomami people. Students are asked to outline regulations for research involving human subjects, how much freedom researchers should have, and how to prevent abuse and ensure societal benefits.
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Write a critical analysis post discussing the following questions in no less than 500 words.
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2. What does gender mean to you? How do you experience gender? What are the differences among gender identity, gender expression, and gender roles?
3. What do you think the Genderbread Person and/or the Gender Unicorn leaves out, in terms of how we experience our sexual identity? Are the separate labels it presents (gender identity, gender expression, biological sex, and sexual orientation) really all that separate? How are labels helpful and unhelpful in presenting who we are and in understanding other people’s experiences of their sexual identities? Think about the "transcension" piece with regards to these questions as well.
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Ethics in Criminal Justice Research
Chapter 2
*
Ethical Issues in Criminal Justice Research
Ethical - behavior conforming to the standards of conduct of a given group
Matter of agreement among professionals
Need to be aware of general agreements of ethical behavior among CJ “community”
Some research designs may be impractical because of ethical issues
No Harm to Participants
Weighing potential benefits against possibility of harm is an ethical dilemma in research
Possible harms of criminal justice research include:
Physical harm
Psychological harm
Embarrassment
Groups at risk include:
Research subjects
Researcher
Third parties
No Harm to ParticipantsAll research involves risksResearcher cannot completely guard against all possible harm Researcher should have firm scientific grounds for conducting research which could potentially present harmHarm to subjects is only justified if the potential benefits outweigh the potential harms
Voluntary Participation
CJ research often intrudes into subjects’ lives
Participation must be voluntary
This threatens generalizability
Results only represent those who participated
Often not possible with field observations
E.g., observe people without them being aware they are being observed
Anonymity and Confidentiality
Anonymity – when researcher cannot identify a given piece of information with a given person
Confidentiality – a researcher can link information with a subject, but promises not to do so publicly
Research must make it clear to the responded whether the survey is anonymous or confidential
Deceiving Subjects
Generally considered unethical
Use of deception must be justified
Widom (1999) – child abuse and illegal drug use
Telling research subjects the purpose of the study would have biased the results
Inciardi (1993) – studying crack houses
Advises researchers not to “go undercover”
Analysis and Reporting
Researchers have ethical obligations to scientific community
Make shortcomings and/or negative findings known
Tell ...
This week, reflect on what you learned from the NIH materials abou
This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.
·
·
·
· Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.
· Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?
· The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.
· Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.
3 pages only
2 scholarly articles
Protecting Human Research Participants
NIH Of fic e of E xt ramural R e se a rc h
Introduction
Research with human subjects can occasionally result in a dilemma for investigators. When the
goals of the research are designed to make major contributions to a field, such as improving the
understanding of a disease process or determining the efficacy of an intervention, investigators
may perceive the outcomes of their studies to be more important than providing protections
for individual participants in the research.
Although it is understandable to focus on goals, our society values the rights and welfare of
individuals. It is not considered ethical behavior to use individuals solely as means to an end.
The importance of demonstrating respect for research participants is reflected in the principles
used to define ethical research and the regulations, policies, and guidance that describe the
implementation of those principles.
Who?
This course is intended for use by individuals involved in the design and/or conduct of National
Institutes of Health (NIH) funded human subjects research.
What?
This course is designed to prepare investigators involved in the design and/or conduct of
research involving human subjects to understand their obligations to protect the rights and
welfare of subjects in research. The course material presents basic concepts, principles, and
issues related to the protection of research participants.
Why?
As a part of NIH's commitment to the protection of human subjects and its response to Federal
mandates for increased emphasis on protection for human subjects in research, the NIH Office
of Extramural Research released a policy on Required Education in the Protection of Human
Research Participants in June 2000. This course is specifically designed for extramural
investigat ...
Legal and Ethical ComplexitiesVolume 24 1, Spring 1996.docx
Legal and Ethical Complexities
Volume 24: 1, Spring 1996
The Journal of Law, Medicine & Ethics
18
18
18
of Consent with Coylitively Impaired Research Subjects:
Proposed Guidelines
Jessica WIIen Berg
When science takes man as its subject, tensions arise between two values basic to Western society: freedom of scientific inquiry and protection of individual inviolability.... At the heart of this conflict lies an ageold question: When may a society, actively or by acquiescence, expose some of its members to harm in order to seek benefits for them, for others, or for society as a whole?]
he term human research may connote a number of negative images: the Nazi experimentation during World War Il, the Tuskegee syphilis study, or the Willowbrook experiments. All of these abuses of medical experimentation share one thing in common—they did not employ satisfactory informed consent procedures, either because the subjects were not given adequate information, because they simply were not given a choice whether to participate or not, or because the subjects suffered from cognitive impairments that rendered them unable to consent. One positive outcome of these and other abuses in biomedical research has been the promulgation of codes of ethics that restrict human experimentation. Many of these codes have focused on informed consent procedures, reasoning that only when truly informed consent is obtained is experimentation justified. The present regulations, however, are not sufficient to protect all vulnerable2 groups, in particular, cognitively impaired subjects.
Cognitively impaired subjects present difficult issues in relation to informed consent. Because people suffer different degrees of cognitive impairment, problems may range from difficulties in understanding consent documents to
Jowmal ofLaw, Medicine & Ethics, 24 (1996): 18-35.
0 1996 by the American Society of Law, Medicine & Ethics.
severe incapacity rendering the subject incompetent to make any research decision about involvement in research. In the latter situation, third-party consent is necessary to protect individual inviolability. Thus research in this context raises a number of questions: (1) What experiments involving cognitively impaired subjects are permissible?; (2) How does one distinguish among levels of cognitive impairment?; (3) What protections should apply in various cases to ensure adequate informed consent?; and (4) Who should have the authority to consent to participation for an incompetent subject? To answer these questions, I initially examine the historical evolution of constraints on human experimentation, focusing on informed consent. Then I explore the contours of surrogate decision making. Third, I identify a set of proposed guidelines for research involving cognitively impaired subjects. In so doing, I evaluate some alternative proposed guidelines in this area. Although each one entails a number of useful suggestions, all fall short of encompassing the necessary el ...
Ethical principles for conducting research with human participants
This document discusses ethical principles for conducting research with human participants. It defines ethics, experiments on humans, and unethical human experimentation. It outlines controls and requirements for research, including obtaining consent from participants and oversight of the research process. Examples are given of some of the worst medical experiments in history, including those conducted by Nazi doctors and Unit 731 in Japan during World War II. The document stresses the importance of considering risks and benefits, protecting human dignity, and having proper scientific justification and oversight for any research with human subjects.
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Wk 8Outline Applied Ethics EssayInstructionsThis assign.docx
Wk 8
Outline: Applied Ethics Essay
Instructions
This assignment is designed to help you begin work on your Applied Ethics Essay due in Week 9. In this assignment, you will create an outline of what you will be writing in your essay. An outline is a tool used to organize your thoughts. You do not need to flesh out all your ideas, but briefly state your ideas along with supporting details that you will use in your final essay.
Begin by reading through the following cases. Choose one that interests you, and select one of the moral questions to respond to. Then, develop an outline that you will use to structure your final essay.
Your outline must include the following:
Briefly state a clear position on the moral question presented.
List relevant facts of the case.
Identify clarifying concepts you will use to analyze the case.
Describe an ethical standard pertinent to the case.
Include at least four references with proper SWS citation and explain how the information in that reference is relevant to your position. At least two of these sources will be from your textbook and other course materials.
See Sample Outline [DOCX] for an example of how this might look.
Strayer Writing Standards
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.
Learning Outcomes
The specific course learning outcome associated with this assignment is:
Analyze how ethical standards impact moral decision making.
Case Study: Criminal Justice
USA PATRIOT Act and Academic Freedom (Boss, 1, p. 488)
A senior at the University of Massachusetts, Dartmouth, was visited at his parent’s home by federal agents after he requested a copy of The Little Red Book, Mao Tse-Tung’s book on communism. The student who requested the book through the university library’s inter-library loan was doing a research paper on communism for a class on totalitarianism and fascism. The two agents who came to his home said the book was on a “watch list” and that the student’s background, which included “significant time abroad,” prompted them to investigate.
His professor told reporters that he suspected that there is a lot more monitoring of student and faculty activities by federal agents than most people realize. The professor also reconsidered a class that he was going to teach on terrorism because he feared it might put the students at risk. “I shudder to think of all the students I’ve had monitoring al-Qaeda websites, what the government must think of that,” he said. “Mao Tse-Tung is completely harmless."
The USA PATRIOT Act overrides library confidentiality laws. The Department of Homeland Security has the authority to monitor college students’ and professors’ library borrowing records, Internet records, and e-mails, as well as international travel and phone calls. In addition, librarians are bound by a gag order. Once records are requested, librarians a.
Ethical considerations in molecular & biotechnology research
A lecture presented by Dr. Ghaiath Hussein in University of Khartoum for the students of the MSc programme in Genetics/Molecular Biology.
Session 1 (Introduction): Definition of ethics, bioethics and medical ethics.
What is an ethical issue?
International approaches to medical ethics
Islamic approaches to medical ethics
5.ethical consideration in research
This document discusses ethical considerations in research. It provides historical background on the development of ethics codes from the 1700s experiments of Edward Jenner to the atrocities of Nazi human experiments during World War II. This led to the establishment of the Nuremberg Code in 1949 and the Declaration of Helsinki in 1964 to provide ethical standards for research involving human subjects. Subsequent guidelines discussed include the National Research Act of 1974, Belmont Report of 1979, Common Rule, and HIPAA of 1996. Examples are given of unethical research studies and violations of ethics over time.
ethics in medical research
The document discusses medical research ethics. It defines medical research as research aimed at improving human health by finding better ways to prevent and treat diseases. It notes that medical research is important for developing new treatments but requires the involvement of research volunteers. The document then discusses principles of ethical research including having social or scientific value, using valid scientific methods, obtaining informed consent from participants, and ensuring risks do not outweigh benefits. It also examines the history of research ethics guidelines from the Code of Hammurabi to the Nuremberg Code and Belmont Report. Key ethical issues in research involving human subjects are also summarized such as respecting autonomy, avoiding harm, and protecting privacy and confidentiality.
Publication ethics in research.ppt
This document discusses research ethics and provides an overview of key concepts. It describes two types of ethics - descriptive ethics which examines what a society believes is morally correct, and prescriptive ethics which focuses on how researchers should behave. The document outlines two approaches to ethical decision making - deductive reasoning which uses ethical theories and principles, and case-based reasoning which examines prior decisions. It also summarizes the Belmont Report which established core ethical principles of respect for persons, beneficence, and justice. The document concludes with case studies of proposed research and potential ethical issues.
Dahl-presentation - ethics and research.ppt
This document discusses research ethics and outlines key concepts in the field. It describes how researchers were not properly considering subjects' interests, leading to problems like lack of informed consent. In response, the US government established regulations and the Institutional Review Board system to oversee research ethics. The Belmont Report identified core ethics principles of respect for persons, beneficence, and justice. Researchers must apply these principles, get informed consent, minimize risks and select subjects fairly. The roles of the IRB, OHRP and FDA in enforcing research ethics standards are also summarized.
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0709C
http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
And just 2% of those firms have women
CEOs.
We’ve long blamed such numbers on the
“glass ceiling,” the notion that women suc-
cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
erating at all ranks, not just the top, say
Eagly and Carli.
Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
neously. For example, prepare women for
line management with demanding assign-
ments. Use objective criteria to measure
performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
ing followers—is ideally suited to today’s
business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
• Resistance to women’s leadership: People
view successful female managers as more
deceitful, pushy, selfish, and abrasive than
successful male managers.
• Leadership style issues: Many female lead-
ers struggle to reconcile qualities people
prefer in women (compassion for others)
with qualities people think leaders need to
succeed (.
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
18
Further Reading
Awareness of the five forces
can help a company
understand the structure of its
industry and stake out a
position that is more
profitable and less vulnerable
to attack.
Reprint R0801E
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Walden University, 2020.
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The Five Competitive Forces That Shape
Strategy
page 1
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You know that to sustain long-term profit-
ability you must respond strategically to
competition. And you naturally keep tabs
on your
established rivals
. But as you scan
the competitive arena, are you also looking
beyond
your direct competitors? As Porter
explains in this update of his revolutionary
1979 HBR article, four additional competi-
tive forces can hurt your prospective profits:
•
Savvy
customers
can force down prices
by playing you and your rivals against
one another.
•
Powerful
suppliers
may constrain your
profits if they charge higher prices.
•
Aspiring
entrants
, armed with new ca-
pacity and hungry for market share, can
ratchet up the investment required for
you to stay in the game.
•
Substitute offerings
can lure customers
away.
Consider commercial aviation: It’s one of
the least profitable industries because all
five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
—plane and engine
manufacturers, along with unionized labor
forces—bargain away the lion’s share of air-
lines’ profits.
New players
enter the indus-
try in a constant stream. And
substitutes
are readily available—such as train or car
travel.
By analyzing all five competitive forces, you
gain a complete picture of what’s influenc-
ing profitability in your industry. You iden-
tify game-changing trends early, so you can
swiftly exploit them. And you spot ways to
work around constraints on profitability—
or even reshape the forces in your favor.
By understanding how the five competitive forces influence profitability.
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This document provides an overview of research ethics and scientific misconduct. It begins with the history of research ethics, covering developments from the 18th century through World War II and the Nuremberg Code. It then discusses key documents and guidelines that shape modern research ethics like the Declaration of Helsinki and Belmont Report. The document defines informed consent and its key components. It also covers conflicts of interest and provides examples of scientific misconduct like fabrication, falsification and plagiarism. Overall, the document provides important context on the evolution of research ethics and outlines the key ethical principles and guidelines that researchers must follow.
Ethics in health research
This document discusses ethics in health research. It provides an overview of the origins and principles of ethics, including teleological and deontological perspectives. It then discusses ethics specifically in the context of health research, including how research must be useful and avoid harm. The document outlines several historical examples of unethical human experimentation, such as the Nazi experiments and Unit 731 tests during WWII. It also discusses international efforts to establish ethical guidelines, including the Nuremberg Code, Declaration of Helsinki, and Belmont Report. The core ethical principles of autonomy, beneficence, justice, and respect for the environment are covered. Elements of informed consent and protections for vulnerable populations are also summarized.
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This document summarizes a presentation on research ethics given to the RRC Research Ethics Board in 2006. It discusses the history of unethical human research, key events that shaped modern ethics policies, and core concepts in research ethics like informed consent and risk/benefit assessment. The presentation covers milestones like the Nuremberg Code, Declaration of Helsinki, and Belmont Report that established ethical standards after atrocities like the Nazi experiments and Tuskegee Syphilis Study. The goal of research ethics is to protect human subjects while also allowing critical research.
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Scientific integrity and avoiding misconduct are important issues discussed by governments, universities, and the scientific community. Upholding high ethical standards in research helps ensure reliable results and safety. Some examples of misconduct include falsifying or fabricating data, plagiarism, and failing to maintain confidentiality. Consequences for misconduct can be severe, such as job termination, fines, and bans from research. Maintaining integrity through practices like careful record keeping, peer review, and consulting advisors protects scientists and the legitimacy of their work.
Research ethics & scientific misconduct
This is a presentation I gave to the Research Coordinators in the Federal Ministry of Health, Sudan (04.03.2015).
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• Brief historical background on research ethics
• What makes research ethical?
• Definition and examples of scientific misconduct
• How to make your research ethical and avoid scientific misconduct?
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This document discusses ethics and scientific misconduct in research. It provides definitions of ethics, scientific misconduct, and informed consent. Regulations and guidelines like the Belmont Report were created to protect human subjects following abuses. Researchers must obtain IRB approval and informed consent, avoiding misconduct issues like fabrication, plagiarism, and nonpublication of data. Proper data collection, storage, and authorship are also discussed.
Write a critical analysis post discussing the following questions .docx
Write a critical analysis post discussing the following questions in no less than 500 words.
1. What questions do you still have after reading chapter five of the textbook?
2. What does gender mean to you? How do you experience gender? What are the differences among gender identity, gender expression, and gender roles?
3. What do you think the Genderbread Person and/or the Gender Unicorn leaves out, in terms of how we experience our sexual identity? Are the separate labels it presents (gender identity, gender expression, biological sex, and sexual orientation) really all that separate? How are labels helpful and unhelpful in presenting who we are and in understanding other people’s experiences of their sexual identities? Think about the "transcension" piece with regards to these questions as well.
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Ethics in Criminal Justice Research
Chapter 2
*
Ethical Issues in Criminal Justice Research
Ethical - behavior conforming to the standards of conduct of a given group
Matter of agreement among professionals
Need to be aware of general agreements of ethical behavior among CJ “community”
Some research designs may be impractical because of ethical issues
No Harm to Participants
Weighing potential benefits against possibility of harm is an ethical dilemma in research
Possible harms of criminal justice research include:
Physical harm
Psychological harm
Embarrassment
Groups at risk include:
Research subjects
Researcher
Third parties
No Harm to ParticipantsAll research involves risksResearcher cannot completely guard against all possible harm Researcher should have firm scientific grounds for conducting research which could potentially present harmHarm to subjects is only justified if the potential benefits outweigh the potential harms
Voluntary Participation
CJ research often intrudes into subjects’ lives
Participation must be voluntary
This threatens generalizability
Results only represent those who participated
Often not possible with field observations
E.g., observe people without them being aware they are being observed
Anonymity and Confidentiality
Anonymity – when researcher cannot identify a given piece of information with a given person
Confidentiality – a researcher can link information with a subject, but promises not to do so publicly
Research must make it clear to the responded whether the survey is anonymous or confidential
Deceiving Subjects
Generally considered unethical
Use of deception must be justified
Widom (1999) – child abuse and illegal drug use
Telling research subjects the purpose of the study would have biased the results
Inciardi (1993) – studying crack houses
Advises researchers not to “go undercover”
Analysis and Reporting
Researchers have ethical obligations to scientific community
Make shortcomings and/or negative findings known
Tell ...
This week, reflect on what you learned from the NIH materials abou
This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.
·
·
·
· Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.
· Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?
· The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.
· Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.
3 pages only
2 scholarly articles
Protecting Human Research Participants
NIH Of fic e of E xt ramural R e se a rc h
Introduction
Research with human subjects can occasionally result in a dilemma for investigators. When the
goals of the research are designed to make major contributions to a field, such as improving the
understanding of a disease process or determining the efficacy of an intervention, investigators
may perceive the outcomes of their studies to be more important than providing protections
for individual participants in the research.
Although it is understandable to focus on goals, our society values the rights and welfare of
individuals. It is not considered ethical behavior to use individuals solely as means to an end.
The importance of demonstrating respect for research participants is reflected in the principles
used to define ethical research and the regulations, policies, and guidance that describe the
implementation of those principles.
Who?
This course is intended for use by individuals involved in the design and/or conduct of National
Institutes of Health (NIH) funded human subjects research.
What?
This course is designed to prepare investigators involved in the design and/or conduct of
research involving human subjects to understand their obligations to protect the rights and
welfare of subjects in research. The course material presents basic concepts, principles, and
issues related to the protection of research participants.
Why?
As a part of NIH's commitment to the protection of human subjects and its response to Federal
mandates for increased emphasis on protection for human subjects in research, the NIH Office
of Extramural Research released a policy on Required Education in the Protection of Human
Research Participants in June 2000. This course is specifically designed for extramural
investigat ...
Legal and Ethical ComplexitiesVolume 24 1, Spring 1996.docx
Legal and Ethical Complexities
Volume 24: 1, Spring 1996
The Journal of Law, Medicine & Ethics
18
18
18
of Consent with Coylitively Impaired Research Subjects:
Proposed Guidelines
Jessica WIIen Berg
When science takes man as its subject, tensions arise between two values basic to Western society: freedom of scientific inquiry and protection of individual inviolability.... At the heart of this conflict lies an ageold question: When may a society, actively or by acquiescence, expose some of its members to harm in order to seek benefits for them, for others, or for society as a whole?]
he term human research may connote a number of negative images: the Nazi experimentation during World War Il, the Tuskegee syphilis study, or the Willowbrook experiments. All of these abuses of medical experimentation share one thing in common—they did not employ satisfactory informed consent procedures, either because the subjects were not given adequate information, because they simply were not given a choice whether to participate or not, or because the subjects suffered from cognitive impairments that rendered them unable to consent. One positive outcome of these and other abuses in biomedical research has been the promulgation of codes of ethics that restrict human experimentation. Many of these codes have focused on informed consent procedures, reasoning that only when truly informed consent is obtained is experimentation justified. The present regulations, however, are not sufficient to protect all vulnerable2 groups, in particular, cognitively impaired subjects.
Cognitively impaired subjects present difficult issues in relation to informed consent. Because people suffer different degrees of cognitive impairment, problems may range from difficulties in understanding consent documents to
Jowmal ofLaw, Medicine & Ethics, 24 (1996): 18-35.
0 1996 by the American Society of Law, Medicine & Ethics.
severe incapacity rendering the subject incompetent to make any research decision about involvement in research. In the latter situation, third-party consent is necessary to protect individual inviolability. Thus research in this context raises a number of questions: (1) What experiments involving cognitively impaired subjects are permissible?; (2) How does one distinguish among levels of cognitive impairment?; (3) What protections should apply in various cases to ensure adequate informed consent?; and (4) Who should have the authority to consent to participation for an incompetent subject? To answer these questions, I initially examine the historical evolution of constraints on human experimentation, focusing on informed consent. Then I explore the contours of surrogate decision making. Third, I identify a set of proposed guidelines for research involving cognitively impaired subjects. In so doing, I evaluate some alternative proposed guidelines in this area. Although each one entails a number of useful suggestions, all fall short of encompassing the necessary el ...
Ethical principles for conducting research with human participants
This document discusses ethical principles for conducting research with human participants. It defines ethics, experiments on humans, and unethical human experimentation. It outlines controls and requirements for research, including obtaining consent from participants and oversight of the research process. Examples are given of some of the worst medical experiments in history, including those conducted by Nazi doctors and Unit 731 in Japan during World War II. The document stresses the importance of considering risks and benefits, protecting human dignity, and having proper scientific justification and oversight for any research with human subjects.
Assignment on Importance of ethics in agriculture
This document discusses various topics relating to ethics in agricultural research. It begins by defining ethics and outlining the main areas of study within ethics. It then discusses ethical issues that can arise in scientific research, including research ethics frameworks like the Nuremberg Code and examples of scientific misconduct. It also addresses agricultural ethics and sustainability concerns, as well as ethics around initiating research, intellectual property rights, research administration, and guidelines for ethical behavior in scientific research. Overall, the document provides an overview of key ethical considerations that are important for conducting agricultural research.
Wk 8Outline Applied Ethics EssayInstructionsThis assign.docx
Wk 8
Outline: Applied Ethics Essay
Instructions
This assignment is designed to help you begin work on your Applied Ethics Essay due in Week 9. In this assignment, you will create an outline of what you will be writing in your essay. An outline is a tool used to organize your thoughts. You do not need to flesh out all your ideas, but briefly state your ideas along with supporting details that you will use in your final essay.
Begin by reading through the following cases. Choose one that interests you, and select one of the moral questions to respond to. Then, develop an outline that you will use to structure your final essay.
Your outline must include the following:
Briefly state a clear position on the moral question presented.
List relevant facts of the case.
Identify clarifying concepts you will use to analyze the case.
Describe an ethical standard pertinent to the case.
Include at least four references with proper SWS citation and explain how the information in that reference is relevant to your position. At least two of these sources will be from your textbook and other course materials.
See Sample Outline [DOCX] for an example of how this might look.
Strayer Writing Standards
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.
Learning Outcomes
The specific course learning outcome associated with this assignment is:
Analyze how ethical standards impact moral decision making.
Case Study: Criminal Justice
USA PATRIOT Act and Academic Freedom (Boss, 1, p. 488)
A senior at the University of Massachusetts, Dartmouth, was visited at his parent’s home by federal agents after he requested a copy of The Little Red Book, Mao Tse-Tung’s book on communism. The student who requested the book through the university library’s inter-library loan was doing a research paper on communism for a class on totalitarianism and fascism. The two agents who came to his home said the book was on a “watch list” and that the student’s background, which included “significant time abroad,” prompted them to investigate.
His professor told reporters that he suspected that there is a lot more monitoring of student and faculty activities by federal agents than most people realize. The professor also reconsidered a class that he was going to teach on terrorism because he feared it might put the students at risk. “I shudder to think of all the students I’ve had monitoring al-Qaeda websites, what the government must think of that,” he said. “Mao Tse-Tung is completely harmless."
The USA PATRIOT Act overrides library confidentiality laws. The Department of Homeland Security has the authority to monitor college students’ and professors’ library borrowing records, Internet records, and e-mails, as well as international travel and phone calls. In addition, librarians are bound by a gag order. Once records are requested, librarians a.
Ethical considerations in molecular & biotechnology research
A lecture presented by Dr. Ghaiath Hussein in University of Khartoum for the students of the MSc programme in Genetics/Molecular Biology.
Session 1 (Introduction): Definition of ethics, bioethics and medical ethics.
What is an ethical issue?
International approaches to medical ethics
Islamic approaches to medical ethics
5.ethical consideration in research
This document discusses ethical considerations in research. It provides historical background on the development of ethics codes from the 1700s experiments of Edward Jenner to the atrocities of Nazi human experiments during World War II. This led to the establishment of the Nuremberg Code in 1949 and the Declaration of Helsinki in 1964 to provide ethical standards for research involving human subjects. Subsequent guidelines discussed include the National Research Act of 1974, Belmont Report of 1979, Common Rule, and HIPAA of 1996. Examples are given of unethical research studies and violations of ethics over time.
ethics in medical research
The document discusses medical research ethics. It defines medical research as research aimed at improving human health by finding better ways to prevent and treat diseases. It notes that medical research is important for developing new treatments but requires the involvement of research volunteers. The document then discusses principles of ethical research including having social or scientific value, using valid scientific methods, obtaining informed consent from participants, and ensuring risks do not outweigh benefits. It also examines the history of research ethics guidelines from the Code of Hammurabi to the Nuremberg Code and Belmont Report. Key ethical issues in research involving human subjects are also summarized such as respecting autonomy, avoiding harm, and protecting privacy and confidentiality.
Publication ethics in research.ppt
This document discusses research ethics and provides an overview of key concepts. It describes two types of ethics - descriptive ethics which examines what a society believes is morally correct, and prescriptive ethics which focuses on how researchers should behave. The document outlines two approaches to ethical decision making - deductive reasoning which uses ethical theories and principles, and case-based reasoning which examines prior decisions. It also summarizes the Belmont Report which established core ethical principles of respect for persons, beneficence, and justice. The document concludes with case studies of proposed research and potential ethical issues.
Dahl-presentation - ethics and research.ppt
This document discusses research ethics and outlines key concepts in the field. It describes how researchers were not properly considering subjects' interests, leading to problems like lack of informed consent. In response, the US government established regulations and the Institutional Review Board system to oversee research ethics. The Belmont Report identified core ethics principles of respect for persons, beneficence, and justice. Researchers must apply these principles, get informed consent, minimize risks and select subjects fairly. The roles of the IRB, OHRP and FDA in enforcing research ethics standards are also summarized.
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Wk 8Outline Applied Ethics EssayInstructionsThis assign.docx
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www.hbrreprints.org
Women and the
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Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
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The Idea in Brief The Idea in Practice
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Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
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CEOs.
We’ve long blamed such numbers on the
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cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
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Women’s leadership style—characterized
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business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
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www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
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Further Reading
Awareness of the five forces
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You know that to sustain long-term profit-
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competition. And you naturally keep tabs
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Savvy
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Suppliers
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By analyzing all five competitive forces, you
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www.hbr.org
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P O T L I G H T
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Included with this full-text
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Article Summary
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The Innovator’s DNA
Five “discovery skills” separate
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skills distinguish the most innovative
entrepreneurs from other executives.
DOING
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Questioning
allows innovators to break
out of the status quo and consider new
possibilities.
•
Through
observing
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small behavioral details—in the
activities of customers, suppliers, and
other companies—that suggest new
ways of doing things.
•
In
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, they relentlessly try on
new experiences and explore the world.
•
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networking
with individuals
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THINKING
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The four patterns of action together help
innovators
associate
to cultivate new
insights.
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem
01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
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Putting Industrial Policy Ahead of Market Forces
CHINA MANUFACTURING 2025
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© 2017 by the European Union Chamber of Commerce in China, all rights reserved. This study may not be reproduced either in part
or in full without prior written consent of the European Union Chamber of Commerce in China.
Table of Contents
1. Executive Summary∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1
2. Why China wants to change∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.1 China has been the world’s factory, and now it wants more∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.2 Climbing out of the ‘smile curve’ trough and
escaping the middle income trap∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3
2.3 China’s race to get rich before it gets old∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4
2.4 Feeling squeezed from both sides:
competition from developed and developing countries∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4
2.5 A latecomer to manufacturing automation∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5
3. CM2025 vs Industry 4.0∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
3.1 Fundamental differences to the EU’s approach remain∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
4. The CM2025 initiative∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.1 So what is CM2025?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.2 Market share targets and ‘indigenous innovation’∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11
4.3 Planning the Chinese economy’s future∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 12
4.4 Macro-level planning: the new thinking∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.5 Who’s in charge, masters or markets?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.6 Old wine in new bottles? Yes and no∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 14
4.7 Industry-level planning: the old wine∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5. Policy tools used in support of CM2025∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5.1 Forced technology transfers in exchange for market access∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.2 Market access and government procurement restrictions for
foreign-invested enterprises (FIEs)∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.3 Standards∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙16
5.4 Subsidies∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙.
www.hbr.orgWant CollaborationAccept—and Actively .docx
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Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
The quest for harmony and
common goals can actually
obstruct teamwork. Managers
get truly effective
collaboration only when they
realize that conflict is natural
and necessary.
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Feb 2020.
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Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
harvard business review • march 2005 page 1
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The quest for harmony and common goals can actually obstruct
teamwork. Managers get truly effective collaboration only when they
realize that conflict is natural and necessary.
The challenge is a long-standing one for senior
managers: How do you get people in your or-
ganization to work together across internal
boundaries? But the question has taken on ur-
gency in today’s global and fast-changing busi-
ness environment. To service multinational
accounts, you increasingly need seamless col-
laboration across geographic boundaries. To
improve customer satisfaction, you increas-
ingly need collaboration among functions
ranging from R&D to distribution. To offer so-
lutions tailored to customers’ needs, you in-
creasingly need collaboration between prod-
uct and service groups.
Meanwhile, as competitive pressures contin-
ually force companies to find ways to do more
with less, few managers have the luxury of re-
lying on their own dedicated staffs to accom-
plish their objectives. Instead, most must work
with and through people across the organiza-
tion, many of whom have different priorities,
incentives, and ways of doing things.
Getting collaboration right promises tre-
mendous benefits: a unified face to customers,
faster internal decision making, reduced costs
through shared resources, and the develop-
ment of more innovative products. But despite
the billions of dollars spent on initiatives to im-
prove collaboration, few companies are happy
with the results. Time and again we have seen
management teams employ the same few
strategies to boost internal cooperation. They
restructure their organizations and reengineer
their business processes. They create cross-unit
incentives. They offer teamwork training.
While such initiatives yield the occasional suc-
cess story, most of them have only limited im-
pact in dismantling organizational silos and
fostering collaboration—and many are total
failures. (See the sidebar “The Three Myths of
Collaboration.”)
So what’s the problem? Most companies re-
sp.
www.hbr.orgHow to Design Smart Business Experiments.docx
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How to Design Smart
Business Experiments
by Thomas H. Davenport
Included with this full-text
Harvard Business Review
article:
Idea in Brief—the core idea
Idea in Practice—putting the idea to work
1
Article Summary
2
How to Design Smart Business Experiments
Managers now have the tools
to conduct small-scale tests
and gain real insight. But too
many “experiments” don’t
prove much of anything.
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How to Design Smart Business Experiments
page 1
Idea in Brief Idea in Practice
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•
Too many business innovations are
launched on a wing and a prayer—de-
spite the fact that it’s now reasonable to
expect truly valid tests.
•
With a small investment in training,
readily available software, and the right
encouragement, an organization can
build a “test and learn” capability.
•
Companies that equip managers to per-
form small-scale yet rigorous experi-
ments don’t only save themselves from
expensive mistakes—they also make it
more likely that great ideas will see the
light of day.
You or someone on your team is suggesting a change that just might work. But why act on a
hunch when you can hold out for evidence? According to the author, the best way to support
decision making on potential innovations is to...
•
Design an experiment.
Start with a hypothesis about how the change
will help the business. If it’s a good one, you’ll
learn as much by disproving it as you would
by proving it. Put it to the test by measuring
what happens in a test group versus a control
group. From the outset, be clear on what you
need to measure to produce a decisive re-
sult—and whether that’s a metric you even
have the capability to track.
•
Act on the facts.
Nothing but a success in a testing environ-
ment should be rolled out more broadly. But
neither should failures simply be scrapped.
Refine the hypothesis on the basis of the re-
sults, and consider testing a variation. Most
important, capture what’s been learned, and
make it available to others in the organization
through a “learning library,” so resources aren’t
wasted proving the same thing again.
Example:
Marketers at the Subway restaurant chain
wanted to drum up business by putting
foot-long subs on sale for only $5, but fran-
chise owners worried that the promotion
would lure existing customers away from
higher-priced menu items. An experiment
pitting test sites against control sites
proved that the promotion would pay off—
which it subsequently did.
•
Make testing the norm.
Create the training and infrastructure that will
enable nonexperts in statistics to .
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A R T I C L E
B
E S T
O F
H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
by W. Chan Kim and Renée Mauborgne
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Value Innovation: The Strategic Logic of High Growth
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
Product 7251
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B
E S T
O F
H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
page 1
The Idea in Brief The Idea in Practice
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Struggling to stay ahead of your rivals? No
need. Instead of trying to match or beat
them on cost or quality, make the other
players irrelevant—by staking out new
market space where competitors haven’t
ventured.
How? Become a
value innovator
: identify
radical ideas that make quantum leaps in
the value you provide customers.
Value innovators ask, “What if we started
fresh—and forgot everything we know
about our industry’s existing rules and tra-
ditions?” When CNN’s creators asked this
question, they replaced the traditional net-
works’ format with real-time news from
around the world, 24 hours a day.
Value innovators don’t set out to build com-
petitive advantage. But their innovative
practices lead them to achieve precisely
that. Virgin Atlantic, for example, cut first-
class airline service and channeled cost sav-
ings into greater value for business-class
passengers: more comfortable seats and
free transportation to and from airports. It
attracted not only business-class customers
but also full-economy-fare and first-class
passengers of other airlines.
To become a value innovator, consider the fol-
lowing strategies, as exemplified by French
hotelier Accor:
Assume that you
can
shape your industry’s
conditions.
In the mid-1980s, the budget
hotel industry in France had two markets: in-
expensive hotels that had poor beds and
noise, and pricier hotels that provided upscale
amenities and a decent night’s sleep. Accor
redefined the industry by providing inexpen-
sive
and
superior accommodations to cost-
conscious travelers.
Focus on what the majority of your buyers
value.
Accor identified what customers of all
budget hotels wanted: a good night’s sleep
for a low price.
Consider how you might chang.
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B
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
by Jim Collins
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Level 5 Leadership: The Triumph of Humility and Fierce Resolve
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
What catapults a company
from merely good to truly
great? A five-year research
project searched for the
answer to that question, and
its discoveries ought to change
the way we think about
leadership.
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B
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H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
page 1
The Idea in Brief The Idea in Practice
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Out of 1,435
Fortune
500 companies that
renowned management researcher Jim
Collins studied, only 11 achieved and sus-
tained greatness—garnering stock returns
at least three times the market’s—for 15
years after a major transition period.
What did these 11 companies have in com-
mon? Each had a “Level 5” leader at the
helm.
Level 5 leaders blend the paradoxical com-
bination of
deep personal humility
with
intense professional will
. This rare combi-
nation also defies our assumptions about
what makes a great leader.
Celebrities like Lee Iacocca may make head-
lines. But mild-mannered, steely leaders like
Darwin Smith of Kimberly-Clark boost their
companies to greatness—and keep them
there.
Example:
Darwin Smith—CEO at paper-products
maker Kimberly-Clark from 1971 to
1991—epitomizes Level 5 leadership.
Shy, awkward, shunning attention, he
also showed iron will, determinedly rede-
fining the firm’s core business despite
Wall Street’s skepticism. The formerly
lackluster Kimberly-Clark became the
worldwide leader in its industry, generat-
ing stock returns 4.1 times greater than
the general market’s.
HUMILITY + WILL = LEVEL 5
How do Level 5 leaders manifest humility?
They routinely credit others, external factors,
and good luck for their companies’ success.
But when results are poor, they blame them-
selves. They also act quietly, calmly, and deter-
minedly—relying on inspired standards, not
inspiring charisma, to motivate.
Inspired standards demonstrate Level 5 lead-
ers’ unwavering will. Utterly intolerant of me-
diocrity,.
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www.hbr.orgBE S TO F H B RTh.docx
www.hbr.org
B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
Article Summary
The Work of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
Further Reading
Followers want comfort,
stability, and solutions from
their leaders. But that’s
babysitting. Real leaders ask
hard questions and knock
people out of their comfort
zones. Then they manage the
resulting distress.
Reprint R0111K
2
3
14
This document is authorized for use only in ANGELA MONTGOMERY's WAL DDBA 8151 Organizational Leadership: Doctoral Theory and Practice-1 at Laureate Education - Baltimore from
Dec 2017 to Feb 2019.
B
E S T
O F
H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
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What presents your company with its
toughest challenges? Shifting markets?
Stiffening competition? Emerging tech-
nologies? When such challenges intensify,
you may need to reclarify corporate values,
redesign strategies, merge or dissolve busi-
nesses, or manage cross-functional strife.
These
adaptive challenges
are murky,
systemic problems with no easy answers.
Perhaps even more vexing, the solutions
to adaptive challenges
don’t
reside in the
executive suite. Solving them requires the
involvement of people
throughout
your
organization.
Adaptive work is tough on everyone. For
leaders
, it’s counterintuitive. Rather than
providing solutions, you must ask tough
questions and leverage employees’ collec-
tive intelligence. Instead of maintaining
norms, you must challenge the “way we do
business.” And rather than quelling conflict,
you need to draw issues out and let people
feel the sting of reality.
For your
employees
, adaptive work is painful—
requiring unfamiliar roles, responsibilities,
values, and ways of working. No wonder
employees often try to lob adaptive work
back to their leaders.
How to ensure that you
and
your employees
embrace the challenges of adaptive work?
Applying the following six principles will help.
1. Get on the balcony.
Don’t get swept up in
the field of play. Instead, move back and forth
between the “action” and the “balcony.” You’ll
spot emerging patterns, such as power strug-
gles or work avoidance. This high-level per-
spective helps you mobilize people to do
adaptive work.
2. Identify your adaptive challenge.
Example:
When British Airways’ passengers nick-
named it “Bloody Awful,” CEO Colin Marshall
knew he had to infuse the company with a
dedication to customers. He identified the
adaptive chall.
www.hbr.orgBE S T PR A C T I C E.docx
www.hbr.org
B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
•
Everyone knows that being
fair costs little and pays off
handsomely. Then why do so
few executives manage to
behave fairly, even though
most want to?
Reprint R0603H
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
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B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
harvard business review • march 2006 page 1
C
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V
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D
.
Everyone knows that being fair costs little and pays off handsomely.
Then why do so few executives manage to behave fairly, even though
most want to?
When Company A had to downsize, it spent
considerable amounts of money providing a
safety net for its laid-off workers. The severance
package consisted of many weeks of pay, exten-
sive outplacement counseling, and the continu-
ation of health insurance for up to one year.
But senior managers never explained to their
staff why these layoffs were necessary or how
they chose which jobs to eliminate. What’s
more, the midlevel line managers who deliv-
ered the news to terminated employees did so
awkwardly, mumbling a few perfunctory words
about “not wanting to do this” and then hand-
ing them off to the human resources depart-
ment. Even the people who kept their jobs
were less than thrilled about the way things
were handled. Many of them heard the news
while driving home on Friday and had to wait
until Monday to learn that their jobs were se-
cure. Nine months later, the company contin-
ued to sputter. Not only did it have to absorb
enormous legal costs defending against wrong-
ful termination suits, but it also had to make
another round of layoffs, in large part because
employee productivity and morale plummeted
after the first round was mishandled.
When Company B downsized, by contrast, it
didn’t offer nearly as generous a severance
package. But senior managers there explained
the strategic purpose of the layoffs multiple
times before they were implemented, and ex-
ecutives and middle managers alike made
themselves available to answer questions and
express regret both to those who lost their jobs
and to those who remained. Line managers
worked with HR to tell people that their jobs
were being eliminated, and they expressed
genuine concern while doing so. As a result,
virtually none of the laid-off employees filed a
wrongful termination lawsuit. Workers took
some time to adjust to the loss of their former
colleagues, but they understood why the lay-
offs had happened. And within nine months,
Company B’s performance was better than it
had been before the layoffs .
www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx
This document provides information about a textbook titled "Fundamentals of Database Management Systems" by Mark L. Gillenson. It includes credits for those involved in publishing the book, as well as brief contents of the textbook, which covers topics such as data modeling, relational databases, SQL, logical and physical database design, and more. The purpose of the textbook is to provide a firm grounding in database fundamentals while also surveying major database topics, with the goal of being suitable for a one-semester course on database management.
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
www.downloadslide.comhttpwww.downloadslide.comRET.docx
www.downloadslide.com
http://www.downloadslide.com
RETAIL MANAGEMENT
A Strategic Approach
THIRTEENTH EDITION
GLOBAL EDITION
Barry Berman
Hofstra University
Joel R. Evans
Hoftsra University
Patrali Chatterjee
Montclair State University
Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong
Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan
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To Linda; Glenna, Paul, Danielle, Sophie, and Joshua;
and Lisa, Ben, Philip, Emily, and Levi
To Linda, Jennifer and Phil, and Stacey and Adam
To Amit; Amal, Bharati, and Parnali; and Trisha and Raaka
Thank you for support and encouragement.
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Manager, Learning Tools: Brian Surette
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Managing Producer, Digital Studio, Arts and Business:
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Digital Studio Producer: Darren Cormier
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Full-Service Project Management and Composition: Nathaniel Jones,
SPi Global
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Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page.
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and Associated Companies throughout the world
Visit us on the World Wide Web at: www.pearsonglobaleditions.com
© Pearson Education Limited 2018
The rights of Barry Berman, Joel R. Evans and Patrali Chatterjee to be identified as the authors of this work have been asserted by them in accordance
with the Copyright, Designs and Patents Act 1988.
Authorized adaptation from the United States edition, entitled Ret.
www.ebook3000.comList of Cases by ChapterChapter 1.docx
www.ebook3000.com
List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
www.cambridge.org9781107008519CAMBRIDGE TEXTS IN THEH.docx
www.cambridge.org/9781107008519
CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
Series editors
KARL AMERIKS
Professor of Philosophy, University of Notre Dame
DESMOND M. CLARKE
Emeritus Professor of Philosophy, University College Cork
The main objective of Cambridge Texts in the History of Philosophy is to expand the
range, variety, and quality of texts in the history of philosophy which are available in
English. The series includes texts by familiar names (such as Descartes and Kant) and also
by less well-known authors. Wherever possible, texts are published in complete and
unabridged form, and translations are specially commissioned for the series. Each volume
contains a critical introduction together with a guide to further reading and any necessary
glossaries and textual apparatus. The volumes are designed for student use at under-
graduate and postgraduate level, and will be of interest not only to students of philosophy
but also to a wider audience of readers in the history of science, the history of theology,
and the history of ideas.
For a list of titles published in the series, please see end of book.
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
t ra n s lat e d a n d e d i t e d by
MARY GREGOR
a n d
JENS TIMMERMANN
University of St. Andrews
t ra n s lat i o n r ev i s e d by
JENS TIMMERMANN
w ith a n i nt ro duct i o n by
CHRISTINE M. KORSGAARD
Harvard University
Revised Edition
cambr idge un iver s i ty pre s s
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge cb2 8ru, UK
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9781107008519
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 1998 and reprinted eighteen times
Revised edition first published 2012
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this publication is available from the British Library
i sbn 978-1-107-00851-9 Hardback
i sbn 978-1-107-40106-8 Paperback
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to
in this publication, and does not guarantee that any content on such
websites is, or will remain, accurate or appropriate.
www.cambridge.org
www.cambridge.org/9781107008519
Contents
Preface to the revised edition page vii
Introduction ix
Chronology xxxvii
Further reading xl
Groundwork of the Metaphysics of Morals
Preface 3
First section: Transition from comm.
www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx
www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docx
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docx
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
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- 1. You should address the following questions in writing your Op- Ed: 1. Based on the information presented above in the five case studies, you are to voice your view on how Institutional Review Boards (in the U.S.) and/or Review Ethics Boards (in Canada) should enforce a set of common rules regarding research. A. How much freedom should researchers be allowed in conducting their research? B. What regulations should be enforced to: -- prevent the abuse of research subjects and -- ensure, more generally, that the research strives to promote positive benefits for the larger society sponsoring it? ESSAY TOPIC 1. Taking a Position 2. Persuasive 3. Hook and Structure 4. Writing and Clarity 5. Tone GRADING CRITERIA-Guidelines from “Background file” The National Research Act - 1974 Created the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.
- 2. One of the charges to the Commission was to identify the basic ethical principles that should underlie the conduct of biomedical and behavioral research involving human subjects and to develop guidelines which should be followed to assure that such research is conducted in accordance with those principles Three principles of Belmont report 1979 1. respect for persons 2. beneficence 3. justice Respect for persons a. treat persons as autonomous agents b. persons with diminished autonomy entitled to special protection Beneficence 1. do not harm 2. maximize possible benefits 3. minimize possible harms justice
- 3. Who ought to receive the benefits of research? Who should bear its burdens? The “Common Rule” 1991 Department of Health and Human Services established the Office for Human Research Protection to oversee the implementation of Belmont Report. This has included the establishment and supervision of the Institutional Review Boards The criteria for IRB approval include: 1. risks to subjects are minimized 2. risks reasonable in relation to expected benefits 3. equitable selection of subjects 4. informed consent requirement 5. informed consent must be documented 6. provisions for data monitoring 7. protection of subjects’ privacy and confidentiality The key cases 0. The Tuskagee Syphilis Experiment (1946-1948) 1. Guatemala Syphilis experiment 2. Huron-Wendat: Studying Old Bones 3. The IRB and the future of fieldwork 4. IRB overreach– Behind closed door
- 4. 5.) The Yanomami Case 0: The Tuskagee experiment (US Public Health Department) 1932-72 1. subjects not informed of the diagnosis 2. no informed consent or its equivalent 3. no treatment offered when penicillin became available in 1947 4. no measures to prevent further infections 5. preventing patients from seeking treatment elsewhere Case 1 Guatemalan Syphilis Experiment US Public Health Service- John Cutler Deliberately infected healthy people to study penicillin effect 76% patients prescribed the therapy, 26% completion Case 2. Huron-Wendat Ossuary The Huron-Wendat Nation is demanding that Louisiana State University return the “stolen” remains of about 200 people. They say researchers improperly gathered the bones from an Ontario ossuary to use for unauthorized student research. . . . The dispute raises questions about the best way for academics to be culturally sensitive
- 5. Archaeologist Heather McKillop is the LSU professor who oversaw the excavation and export of bones from the Poole- Rose ossuary near Cobourg to Baton Rouge, La., where she teaches. She was given permission to do so by the native community geographically closest to the ossuary, the Alderville First Nation, which is not Huron-Wendat. For remains deemed very old and aboriginal, there are two choices under the Ontario Cemeteries Act: One is to contact the closest First Nations group, which in this case was the Alderville First Nation. The second option is to consult with the most likely people descended from the dead. To the Huron-Wendat buried bones are sacred because a person’s soul rests with the remains, while a second soul soars skyward Case 3. IRB and the future of fieldwork Should talking to people, and collecting stories, the research activities that anthropologists and many other scholars typically
- 6. do, be subject to the same restrictions as biomedicine and experimental research? Why yes? Why not? Who should be deciding whether a population is a “vulnerable” one? Case 4. Irb overreach? Issues of due process Case 5: The yanomami (James Neel and Napoleon Chagnon) Issue 1. a. Neel collects blood samples for genetic research b. Samples never returned Issue 2. a. Neel attempts to help control the spread of measles b. Gives half of the vaccine to Venezuelan Govt. including all his immune gamma globuline (MIG) (prevents anaphylactic shock) continued c. measles outbreak among the Yanomami d. Neel carries out vaccinations e. numbers of people die, most likely due to the reaction to the vaccine Issue 3. Neel never consulted the Yanomami about his genetic research, procedures, and ways to give back to the community
- 7. Chagnon Unfavorable, possibly partially staged representations of the Yanomami? We’ll be viewing some this material in class. What to do? Now the US Department of Health and Human Services is reconsidering the rules and regulations while allowing researchers and publics to weigh in. It is your turn… IN Your OP-Ed Based on the information presented in the five case studies (“Background File”) you are to voice your view on: How Institutional Review Boards (in the U.S.) and/or Review Ethics Boards (in Canada) should enforce a set of common rules regarding research. 2. How much freedom should researchers be allowed in conducting their research? 3. What regulations should be enforced to prevent the abuse of research subjects and ensure that the research strives to promote positive benefits for the larger society sponsoring it?
- 8. For Thursday, February 12, bring to class two copies of an outline of the op-ed piece you will be writing. The outline should state your position on the regulations and procedures related to the research on human subjects and answer the two questions posed in the “Background File.” In supporting your position, you can draw on some or all of the cases described in the "Background File” material (BBLearn=> "content" => "Public Anthropology"). Think about a "hook," that is, an attention-grabbing way to start your op-ed piece. There are 15 points available for this assignment. For this assignment you are encouraged to collaborate with your group members by asking their feedback on your outline. You may want to use “file swap” tool on your group’s forum. Each student has to write and bring to class their own individual outline. Your op-ed text (about 500-700 words long) will be due on line at the Public Anthropology website, on Friday, February 13 by 11:59 PM, accessible by registration only.