1.07 Ethics Essay - 956 Words

1.07 Ethics Directions: Complete the tasks below. Replace the highlighted text with your own answers. Copy and paste your answers to the student comments box in 1.07 and submit for grading. For each of the following four cases, explain why you would either approve or disapprove the proposed research experiments. Evaluate each proposal based on the four main principles of ethical research provided in this lesson. Every research experiment must follow all four principles to be considered ethical. Copy and paste your answer only for each case to the student comments section of 1.07 and submit for grading. It is not enough to just approve or deny, you must also Case 1: The Psychology Department is requesting permission from your†¦show more content†¦There is most likely a virtual lab where they can experience the effects of brain legions. Case 2: Your University includes a college of veterinary medicine. In the past, the students practiced surgical techniques on dogs acquired from a local animal shelter. There have been some objections to this practice and the veterinary school wants the approval of your committee to continue this practice. They make the following points: 1. Almost all of the animals will eventually be killed at the animal shelter. It is wasteful of life to breed animals for the vet school when there is an ample supply of animals that will be euthanized anyway. 2. It costs at least 10 times as much to breed animals for research purposes. 3. Research with dogs from animal shelters and the practice surgeries will, in the long run, aid the lives of animals by training veterinarians. A local group of animal welfare activists demanded that you deny the schools request. They argue that the majority of these animals are lost or stolen pets and it is tragic to think that previously loved dogs could end up on a surgical table for an experiment. Furthermore, they claim that as people become aware that animals taken to shelters may end up in research laboratories, they will stop using the shelters and simply set these animals free. Your response: I would approve because it’s cost effective and the animals will be put to death anyways why not use them for somethingShow MoreRelatedEthical Dilemmas Of Professional Relationships1745 Words   |  7 Pagesany professional or business environment or field, ethics are typically very significant factors that inevitably come into play and protrude in the normal, day-to-day dynamics of the profession, and the reason for this is that professional relationships typically call for the need to integrate and implement objective perceptions and decision-making processes, and such elements leave little-to-no room for subjective opinions or emotions; thus, ethics begin to come into play when emotions and elementsRead More Ethical and Legal Considerations in Social Work1094 Words   |  5 Pagesthe professions NASW code of ethics which addresses the issue of privacy and confidentiality under the section entitled social workers ethical responsibilities to clients. 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In the above case, the patient Michael H. is described as emotionally unstable however he is not vulnerable, oppressed, or living in poverty. When a court of law or other legally authorized

A Reflection Free Essays

The best training ground for every deserving student is in fact, the University of Arizona. Its education is the food market of the human mind. It fuels the student’s professional growth and thrusts him towards definite directions in his day to day activity. We will write a custom essay sample on A Reflection or any similar topic only for you Order Now Furthermore, this university is his watering holes from which he quenches his thirsts and draws his strength as he travels treks through his arduous journey towards excellence and fulfillment. Over the years, this institute has able to mold its graduates into becoming professionals with superb brilliance, genuine dignity and outstanding values. From that day I stepped into this mammoth training ground, I was convinced this University would mean more than life to me. Its warm people, specialized programs and well-prepared curricula are the best tools to guide and shape a freshman like me. My first semester in the University of Arizona is a time of transition, in which I experienced inner transformation as well as realization of my worth as a young adult. I have realized, that with adulthood, comes responsibility. Responsibility is synonymous with obligation, dedication and perseverance. I have the obligation to make the best of my time and effort while studying, not only for the enrichment of myself but also for the benefit of those who have been backing me up in prayers and in thoughts. Aside from these, I have realized that I am accountable to my actions and the little decisions that I make each day, to keep myself whole until that day I got that priceless sheet of paper to pursue my dreams and give back to my family and my country their rewards of life and love, as much as my parents have consented and gave their full trust and support to me, even though being in this university means to be miles and miles away from home. This university has taught me to be committed to every particular task I have, especially in my academics. These things could be as simple as doing my homework diligently or to bigger things like spending wisely every single penny my parents have worked for. Furthermore, this university has taught me to dedicate myself towards living up into its vision and mission and constantly strive to gain excellence not just mentally, but holistically. Back from my humble and simple city in California, I used to misunderstand the independence I have. I relied solely with my parents and left all the household responsibilities to them. I hardly even washed the dishes, nor fixed my room! I did not even bother to clean the house or even my own mess.   I was used to having all things readily set and made available for me. I was reluctant with my studies and my dreams in life were vague. In fact, I enjoyed the company of friends and loved to stay outside shopping and partying, thinking these things would make me happy. But, I was wrong! Not that I have not yet matured that time, but I should say, I refused to grow. Aside from responsibility, I have learned to possess the virtue of balance; where there is freedom, there should always be balance. In my quite life here, I have learned to live life on my own, prepare my food, wash my clothes, clean my room, do my homework and be at peace with everyone. I have to cope with the busy schedules in school and meet the deadlines and make sure that I have read my lessons in advance. Unlike before, I realized that am not getting any younger and that, in this busy world, one should always be in moderation, no matter how many the predicaments are. Speaking of predicaments, my grandmother’s death was one of the most challenging experiences I have during my first semester here. I have been very close to her and being favored by her so much.   I never actually felt very far from home since she was always there beside me to cheer me up and inspire me. But with her death, I felt effortless with school. I was afraid to live alone and assume my responsibilities as a grown-up individual. So I had to go home most of the time.   But through constant effort and vivid plans in life, I have managed to make good in my first training at the University of Arizona. My grandmother’s death served as a challenge for me to believe in myself as much as she trusted me and believed in my potentials. In the real life, everything passes by and that all we need to do is to learn wholeheartedly from every particular experience and take that experience objectively for the betterment of ourselves. I love this university, its people and the promises it holds for each student. Although, I am experiencing a difficult time to adjust to my classmates since all of us come from different states, and the harsh hot weather this State has, I still find this very challenging and exciting. Being in a big city like Tucson is no joke for a young student but I am willing to explore the opportunities this school provides, if these were to open chances of improvement. I love the excitements here, all the fun and the activities set for students. I love the way this institution has become a tool to shape me into a better a person. I know it has only been a semester, but I could see how challenging the coming semesters would be. With the right training and education I have right now, I can see a brighter future not just for my self, for my family and also for my country. America has lots of intellectuals already!   This time, and in the years to come, what it needs are people who do not just have the minds but the heart as well! America needs citizens who are open to the growing changes in the society, taking into consideration the welfare of everybody. America needs people who, despite the diversities there are, remain to be a united and strong citizenry. The country’s effort of producing value-centered graduates demands no less! I am confident that the University of Arizona will make me and the rest of us here to be one of those people America has been longing for! How to cite A Reflection, Essay examples

Cognitive Development - Reflective Statement free essay sample

Thirteen years ago I first started learning to play the guitar and today I am still very passionate about developing my skills on the instrument. Looking in detail at the theories of Piaget and Vygotsky, this reflective statement will explore my learning journey of playing the guitar and a challenge I faced with my development explaining the impact it had with reference to the chosen theories. Jean Piaget and Lev Semanovich Vygotsky were two of the most influential theorists that contributed to how we view cognitive development today. Piaget was born in 1896 in Neuchatel, Switzerland to a father who was a scientist and a mentally ill mother. Like his father, this led him to spend most of his time in scientific study rather than perusing more conventional leisure activities. He was a very gifted as a child and at the age of 10 had published his first scientific article. At 14 he was offered a curators position at the Geneva Museum of Nation History and at 18 he had gained his first Bachelor’s degree. He then completed his PHD and by the time he was 21 he had published 25 scholarly papers. From his studies with children in Paris, he became convinced that children think in ways that are qualitatively different than adults. He passed away in 1980 at the age of 84 (Krause, Bochner, Duchesne, McMaugh, 2010). Like Piaget, Vygotsky was born into an intellectual family in the southern Byelorussian town of Gomel. Intellectually gifted as a child with an extraordinary memory, he was educated at home and later won a place at the University of Moscow in 1913. After completing university with a degree in law, he returned to Byelorussia and taught a range of subjects to adults and children including language and literature, logic and psychology, and art history and theatre. During this teaching he became interested in children with learning difficulties and intellectual disabilities inspiring him to develop research clinics that conducted research on such children. He was particularly interested in devising ways in which to assess children’s intellectual abilities and to evaluate the efficiency of intervention strategies. In 1924 he moved to Moscow to work with other psychologists and together they developed a ‘cultural-historical’ or ‘sociohistorical’ view of human development that emphasized cognitive activities such as thinking, memory and reasoning until his death in 1934. The Russian communist party banned his work from 1936 to 1956 and it wasn’t until the 1960’s that his work was well known around the world (Krause, Bochner, Duchesne, McMaugh, 2010). Piaget believed that rather my development of playing the guitar being continuous, it related to a series of distinct sequentially proceeding ‘stages’ of cognitive development from birth to my now adulthood, with thinking at one stage being qualitatively different from thinking at the next (Krause, Bochner, Duchesne, McMaugh, 2010). He identified four universal and invariant stages that all children must progress through in sequence in order to reach the level of cognitive development that demonstrates a capacity to think abstractly and use reason. These four stages in order are the ‘sensorimotor stage’ from birth till two years, the ‘preoperational stage’ from two till six or seven years, the ‘concrete operations stage’ from seven till eleven or twelve years, and finally the ‘formal operations stage’ from eleven or twelve years till adulthood. Piaget identified what he called ‘developmental milestones’ for each of his stages that were key achievements to be attained by a child in each cognitive level (Krause, Bochner, Duchesne, McMaugh, 2010). I first picked up a guitar to play when I was seven years of age so according to Piaget I probably would have been entering into my concrete operations stage. This meant that I had achieved the developmental milestone of ‘conservation’, which is the understanding that objects or quantities remain the same despite changes in personal appearance but had not yet demonstrated abstract thought and propositional reasoning as in the formal operations stage. This showed, as I understood that I could manipulate the same notes on the guitar by placing my fingers on different strings, in different locations on the fret board to achieve the same pitch of sound. But when asked to think abstractly and use propositional and hypothetical-deductive reasoning like in musical composition, I found I could only play music taught to me, not write my own. I remember writing my first song on the guitar when I was aged thirteen. This would be one of my first memories of demonstrating a capacity to think not just about concrete realities, but also about abstract possibilities or and infinite number of imaginable realities. Piaget argued that how we think remains the same no matter what our age, what changes is the way we organize our thoughts using what he described as ‘schemes’. These schemes are a mental image or cluster of related ideas used to organize existing knowledge and to make sense of new experiences (Krause, Bochner, Duchesne, McMaugh, 2010). According to this theory, I started my learning journey with the guitar as a young child when I first was exposed to the idea of music. This created a new scheme for ‘music’ and was the building platform for all my further experiences and ideas that related to music. My journey would have then progressed as I was exposed to new ideas about music, with each new idea modifying my scheme of music. Piaget described the modification of schemes when introduced to new experiences as ‘disequilibrium’, which is the cognitive imbalance resulting from inconsistency between what is known and what is expected, and something strange and expected (Krause, Bochner, Duchesne, McMaugh, 2010). This would have first been shown when introduced to the image of a guitar. By not having any prior schemes connected to this new experience, I would have entered a mental state of disequilibrium. To try fixing this imbalanced state, Piaget describes a process called ‘adaptation’ taking place. This is the process of adjusting to new situations and experiences through the modification of existing schemes or the creation of new schemes by either of two processes called ‘accommodation’ or ‘assimilation’. Accommodation refers to creating fresh information to form a new mental image or scheme. An example would be when I first experienced seeing a guitar, a new ‘guitar’ scheme was created and every other experience of guitars was then added to this scheme. As well as accommodation taking place, assimilation is used to adjust existing mental models or schemes to fit a mental experience (Krause, Bochner, Duchesne, McMaugh, 2010). An example of this would be when I previously had only seen acoustic guitars, and then being introduced to the experience of seeing an electric guitar for the first time. Knowing that it looked similar to what I currently thought a guitar looks like, but the shape and size were different, I experienced disequilibrium and then using accommodation I adjusted my existing mental model and scheme to fit the new experience. Once balance between what is familiar and known, new and unfamiliar has been achieved through the process of assimilation and accommodation, a state of equilibration will now replace the disequilibrium. This happened whenever I successfully learned a new chord, new fingering pattern or any way in which my guitar scheme encountered and adapted to a new experience. When I stopped receiving guitar lessons at the age of thirteen, the lack of social interaction with the other guitar students challenged me in my learning of the instrument. Both Piaget and Vygotsky agreed that social interaction plays an important part in influencing development. According to Piaget’s theory he suggests that social interactions with others, including peers and teachers, contribute to children’s learning experiences (Krause, Bochner, Duchesne, McMaugh, 2010). While I was receiving lessons I was critically challenged by my teacher to constantly expand my existing scheme of what I could play on the guitar, but without a teacher or mentor to stimulate cognitive development I could only attempt do this myself using anti social resources I found in books and on the internet. Piaget believed that social interaction is particularly important when children are interacting with their peers who think in similar ways and who have had similar experiences but who have a slightly different perspective (Krause, Bochner, Duchesne, McMaugh, 2010). While I was receiving lessons I’d often meet with other students to share ideas and skills to expand each other’s abilities on the guitar. This key process is described as ‘sociocognitive conflict’, which challenges children’s thinking and stimulates cognitive development as the child tries to fit together others’ views that differ from their own (Krause, Bochner, Duchesne, McMaugh, 2010). Vygotsky argued very strongly that it is interaction with others that we learn how to think. While Piaget was interested in describing what was universal in children’s cognitive development, Vygotsky was interested in differences, and particularly how these differences arose from the social, historical and cultural context in which children grow (Krause, Bochner, Duchesne, McMaugh, 2010). When I was receiving guitar lessons, Vygotsky described that I was developing not just as an individual, but also as a member of a particular society and culture. He described human’s mental abilities as ‘lower mental functions’, which are inherited, involuntary capacities such as vision hearing and taste that are controlled by external bjects and events as well as ‘higher mental functions’, which are developed through social interaction, including logical abstract thinking and language. These higher mental functions operate internally and are used to control lower mental functions, to solve problems concerning external objects and events (Krause, Bo chner, Duchesne, McMaugh, 2010). When I left my guitar lessons it was these higher mental functions that were much harder to develop by myself in a solo learning environment. One of the key concepts that differed Vygotsky’s theory of cognitive development from Piaget’s is the notion of internalisation. This is the notion that individuals change their ideas and processes when they observe and participate in social interaction (Krause, Bochner, Duchesne, McMaugh, 2010). I experienced this when I was sixteen at high school and related to other peers who also shared my interest for learning the guitar. Media also played a large role in internalising ideas from songs that I had heard on the radio or seen on television. Taking these ideas from my peers and the media, I applied them to my life and built new skills and ideas from them. Vygotsky identified what he called the ‘zone of proximal development’, or ZPD, which he described as the distance between what children can do by themselves and what they can do with the help of others (Krause, Bochner, Duchesne, McMaugh, 2010). During high school I quickly realized that the more I socialized with peers that were better than myself at playing guitar, the faster I learned new skills that would have taken me much longer to learn by myself. This is where I saw Vygotsky’s theory of ZPD being used the most. Vygotsky argued that the difference between learners is their ZPD, where one learner is much more able to benefit from assistance than the other (Krause, Bochner, Duchesne, McMaugh, 2010). During my later years in high school I found that my younger peers who hadn’t been playing guitar as long as myself benefited from older students assistance much more than I did. This showed me the significance of the role in assisting learners to progress. This reflective statement has considered how the theories of Paiget and Vygotsky have applied to my learning journey of playing the guitar and a challenge I faced during it with reference to the chosen theories. It showed how both theorists have shaped how we view cognitive development in todays teaching setting and the importance of social interaction within a learning environment. Word Count: 1979 References Krause, K. , Bochner, S. , Duchesne, S. , McMaugh, A. (2010). Educational Psychology for Learning and Teaching (3rd ed. ). Victoria: Cengage Learning