d. This seemed to help Carol to identify a response that would be appropriate. She struggled to say the word fully without assistance from Karen. d. ORLA (Oral Reading for Language in Aphasia) a. Karen used a dry erase board to write out each question and response for
1. Case Study 1 a. The ethical dilemma for Kayla is deciding between following her duties as an officer and duties as a victim’s assistant; to go against her partner or to go against what she thinks is the right thing to do in that situation. b. Relevant facts include i. Kayla, as a victim’s assistant, has a duty to provide resources and information to clients; however, Kate is not her client.
At this stage, she suggests using a ‘purist notion of trust’ in which you should trust someone to do something, only if you believe she will do that thing. In the presence of any doubt, a purist wouldn’t trust in a full-fledged sense; she just entrusts that person expecting the risk of betrayal. Hieronymi puts this purist notion of trust as opposed to the liberal notion of trust that involves the vulnerability to betrayal. So purist should suggest another relation between trust and betrayal, such as the idea that the magnitude of betrayal reflects the magnitude of trust and also the trusting belief. This seems to be a right intuition; when a long-life trusted friend betrays my trust, the damage is hugely greater than the case of mere entrusting a colleague with expected risk of betrayal.
Therefore, accepting prudential subjectivism would then commit you to respecting the patient’s decision not to be treated. Accepting an objective theory of wellbeing would allow you treat the patient because it says the patient is not the ultimate judge of what is good or bad for her. Varelius stats that “if the autonomy this person had if she continued living is objectively good for the person to the extent that it overweighs other competing values, then the patient’s decision not to be treated should be obeyed” (p.167). Analysis Varelius’ argument hinges on the idea
The evidence criterion requires a systematic review or an assessment of the quality, quantity and consistency of the body of evidence for the measure focus. For outcome measures, NQF only requires a rationale that supports the relationship between the outcome and at least one process, intervention or service. The must-pass second criterion in the hierarchy is scientific acceptability of measure properties. The goal is to make valid conclusions about quality. If a measure is not reliable and valid, then there may be risk of misclassification and improper interpretation.
Reflection English 101 was a great experience for me. I learned a lot about forming a proper essay. From the introduction, the thesis, the body, down to the conclusion. Grammatically, I learned the proper usage of commas. Prior to taking this course, I thought that you use a comma wherever you take a breath.
In Julie Beck’s informative article, “This Article Won 't Change Your Mind,” she explores and challenges the phenomenon that belief and choices are often influenced by a person’s moral characteristics and their environment. Beck first uses a short anecdote explaining how people often chooses to only believe the things that they want to believe. If a subject matter is too uncomfortable to discuss, people often become dismissive and choose not to acknowledge the unbearable truth. Beck then continues to pursue her argument by applying reliable studies in order to strengthen the ethicality of her beliefs. She uses sources such as T Leon Festinger’s study and Stanley Schachter’s book, When Prophecy Fails, in order to imbed undeniable facts into
I agree with Blum’s proposal that in some sense moral excellence is not within our control, or within our will. It is the dimension of morality that is not up to us; some refer to it as moral luck. Part of the purpose of her paper was to provide the readers an appropriate understanding of the supreme value of moral excellence and why it is worthy of our highest admiration. I don’t believe she claims that we cannot reasonably aim to be like heroes or saints, but if one does aim to become a moral exemplar, one may not always succeed. In the chapter Emulating Moral Exemplars she states that while one might naturally be inclined to wish to become a moral exemplar, it is important to accept that for most persons this could not be accomplished.
The first epistemological concern is relating between the researcher and participants within the research and about the effect on connection between values and facts. The phenomena and topic of women’s self esteem and body image being researched is positioned as objective observation. Researcher is viewed as objective, research and investigation should not be affected by interpretation and behaviour of researcher. Recognise that researcher can make their own assumptions and biases, but without affecting and interpreting participants, rather in a possible non judgemental and neutral approach. The second set of epistemological issue of these relates to the fact that knowledge is best acquired, a inductive process through observing patterns and collect evidence and knowledge in the real society, in order to built up theories and make a conclusion.
Should you allow her to retain employment based on the previous EEOC suit? a. Title VII of the Civil Rights act protects against retaliation against an individual who filed a discrimination charge, but it is not absolute. In order for an employee to succeed on a claim of retaliation they must show they engaged in protected activity, adverse employment actions were taken, and there was a causal connection between the employment action taken and the protected activity. If I can show her dismissal had no underlying connection to the protected activity I am not bound by law to retain her employment.
She used the block activity and the activity where students find their own objects and measure them to find their area. First, Ms. Kapeller modeled the activity and put the equation to find the area on the board. After a few round, she took the equation off of the board and did the activity again and the students had memorized the formula when she asked the class as a whole. She repeated her instruction several times so if some verbal student leaners needed to hear it again they could and she also had a power point available for the visual
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand. The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know.
Listen to the instructions given by the certified instructor, employ the process of prewriting, and outline their draft before writing so that they will be able to write better. In addition,” explaining a concept” in chapter of the textbook have influenced my choice of an even to write about because it explained deeply on how I can explain a subject to those that do not know anything about the subject, how to give listeners a clear dictionary definition, and how the concept is important or useful for me to be remember. For example, it is better to know the concept of a memorable event like eye-witness event to talk about; so that, one would have better things to tell the audience than to just grab a concept one do not know much about. Finally, I appreciate the good advice I had received from my instructor—Prof. Laura Baltuska; she taught me how to use prewriting process, outline my draft, and let me know that title do not need to be underline.
If the additional development determines the claimant’s psychological condition is non-severe additional vocation development may still be required as the descriptions on the SSA 3369 are not detailed enough to complete a function-by-function comparison of the PRW as required by DI 25005.001A & B; SSR 82-62. REQUEST FOR CORRECTIVE ACTION Please contact the claimant for updated information regarding mental health treatment. If additional information exists these records should be requested. Contact the claimant for updated ADLs and if possible obtain a third party report regarding her mental capabilities. After your action, please prepare a revised SSA-831 and notice if necessary and return the claim to OQP