To prepare for this week’s Assignment complete the Learning Activity. ( I CHOSE FORENSIC PSYCHOLOGY )

In a 10- to 15-page scholarly research paper, evaluate one Section (set of enforceable standards) from the APA Ethics Code (Sections 1 through 10) as it applies to a career role within your area of specialization. The enforceable standards are located in Chapters 4–13 of the textbook. Along with the textbook and APA Ethics Code, review and cite a minimum of five scholarly articles from peer-reviewed journals.

For this assignment, you should write your paper with a particular audience in mind: new employees who will begin working in this job role. Your goal is to inform them about the ethical standards that relate to this role and how their personal values and socio-cultural influences may affect their ethical decision-making in this role. First, choose a specific job role within your specialization, and then choose a Section of enforceable standards to apply to that job role. For example, if your specialization is Industrial and Organizational psychology, you could choose the career role of “consultant.” Then, you could choose the Section on “Privacy and Confidentiality,” and explain how the standards in this section relate to the daily work tasks of someone in that job. You should choose a job and Section most relevant to your career goals.

In the paper, consider how each standard of the Section would affect ethical decision-making in that job. For example, if you chose Section 4 on “Privacy and Confidentiality,” then explain how each standard, such as “4.01 Maintaining Confidentiality” and “4.02 Discussing the Limits of Confidentiality,” apply to that job. Provide the new employees with examples of work related activities, common dilemmas, and interactions in the workplace to which the standards relate. You will also synthesize the information from the articles and the course readings to support your main ideas in this paper.

Finally, in a one-page section, analyze the relationship between your personal values (beliefs, possible biases, morals, etc.) and ethical decision-making in this job role. Make suggestions for how the new employees can analyze their personal values and socio-cultural influences in relation to ethical decision-making in this role.

Be sure to address the following in your paper:

1. What is the chosen job role that will serve as the context for your paper? What are some key job tasks, work related activities, and interactions associated with this job? Explain these as if you were presenting a summary of them to the new employees.
2. Summarize your chosen Section of the Ethics Code. Be sure to address each of the standards of that section. Remember to write this with your audience in mind.
3. How does each standard of the Section relate to typical work related activities, common dilemmas, and interactions of this job? Provide concrete examples to illustrate these for the new employees.
4. Are there any ethical issues within your chosen job that are not explicitly covered in the APA Ethics Code?
5. How do your personal values (beliefs, possible biases, morals, etc.) relate to the ethical codes associated with ethical decision-making in your chosen career role? How do you suggest new employees evaluate their personal values and how these relate to the Ethics Code?
6. What personal and socio-cultural influences may contribute to your beliefs, values, and decision-making? How do you suggest new employees evaluate how their personal and socio-cultural influences may contribute to their beliefs, values, and decision-making? What resources could the new employees consult when facing an ethical dilemma?

Oh, the humanity! The world is mourning the untimely death of a brilliant and world-famous journalist — you! As only you could do, you came back just long enough to write your own obituary before going to that great newsroom in the sky for your reward. This obituary will be printed later this afternoon in the Troy Evening Daily Planet.

This is the one time that you may — in fact, you will have to — make up facts, quotes and other information to complete an assignment. You will have to make up your cause of death, place and time of death (your death should not happen today; it should be in the future).

You will need to create the glorious details of your exciting career, your life and your contributions to society. You may also want to invent your mate for this assignment.

While your facts for this assignment may be made up, your obituary must meet the following requirements:

• Use correct AP style.
• Use the software settings for paragraph indentions and double-spacing that we have specified in class.
• Include a dateline in the proper format (all caps, followed by a long dash; consult the Stylebook as to whether to put the state name after the city).
• In the story, mention the blog that you are using for JRN 2201 (you don’t need to mention JRN 2201). Provide a hyperlink to this blog.
• Make sure your name is on your assignment.
• The length should be 350 to 400 words.

File this story through Blackboard before the deadline given in class.

This is a news obituary — not the kind that a funeral home or a family would place in the newspaper as a paid notice. The story is mainly about the individual’s life, but his or her death is what makes it timely.

(By the way, it is common for the news media to write obituaries about living people so that something is ready to be published when that person dies. The media want to be prepared to run a story in the event of a known person’s death.)

Such an obituary includes quotations (from the subject and from others) and a biography. Here’s a general outline:

• FIRST, report that so-and-so (full name) died. Tell what makes this person prominent: “Former President Richard Nixon died late Monday night of a heart attack.” NOTE also the cause of death; this is often not specific, but may be given in such phrases as “died of natural causes,” “died after a brief illness,” etc. The first paragraph typically includes the person’s age and the date and place of death.

• SECOND, give a paragraph (or more if the subject’s importance warrants it) to briefly summarize the important points of the individual’s career.

• THIRD, begin a chronological account. “He was born in Tampa, Florida, on Aug. 12, 1943, at the height of World War II, to John James and Norma Cox (Fedders), and grew up on the family farm south of town.”

• DO NOT LEAVE OUT: facts of birth (date, place, parents); statistical record (marriage, divorce, children, grandchildren); survivors (including parents, spouse, children, brothers and sisters); educational experience; and major employers. The basic statistical facts may go into a separate paragraph by themselves (except for survivors, which always come last), or they may be worked into a larger narrative of the life.

Below is a link to an obituary that may be useful as a model:

• George Harrison’s obituary from the BBC (Nov. 30, 2001)

For this assignment Develop a specific task analysis for this task. please respond with 500 word and follow the instructions I attached some resources

Think of a job site where you have found a job for an individual. Pick one task with which the individual had or might have had performance difficulty. Develop a specific task analysis for this task.

Task Analysis

Before the individual begins working, you must analyze the job and organize the daily routine. This includes identifying the areas in which various job tasks are performed, determining the essential and non-essential job functions, establishing a work routine, identifying supports in the workplace and designing appropriate training and support strategies. Usually, working one shift prior to introducing the individual to the position will be adequate for completing these activities. When you have performed the job, you can note the specific duties and estimate the amount of time required for completion of each task of the job.

In order to develop and use task analyses; you must follow these steps:

1. Identify the specific task(s) needed to complete the activity.
2. Observe and or perform the identified task(s).
3. Develop a task analysis for each task.
4. “Field test” your task analyses.
5. Revise the task analyses as needed.
6. Set a performance criterion for the individual.
7. Determine the baseline for the individual’s current performance level.
8. Begin skill acquisition training using the task analysis.
9. Probe/test the individual’s performance on a regular basis.
10. Provide skill acquisition training until performance criterion is met.

Characteristics of a “Good” Task Analysis:

• The targeted behavior is specified.
• Steps are stated in terms of observable behavior.
• Steps are written with adequate detail and one behavior per step.
• Each step results in a visible change in the task or process.
• Steps are ordered from first to last.
• Steps are worded in the form of a verbal cue.

Helpful hints for developing task analyses:

• Make modifications: Do a written description of initial ideas, implement them, modify as needed, and rewrite them.
• Through the use of discrimination, you can find ways to systematize tasks to fit the individual and the work site. For example, vacuuming in a pattern results in a clean rug and eliminates the need to discriminate where the rug is dirty.
• By using the most efficient method of getting the job done, you can reduce the amount of movement required.
• When you write cues or think about using cues, be clear, concise and direct to keep the individual aware of what he/she must do.

Sample Task Analyis

The following task analysis was developed for cleaning a bathroom toilet. The coach/specialist developed it from watching a co-worker perform the duty:

1. Pick up the bucket, brush and cleanser.
2. Fill bucket with clean water.
3. Go to the first toilet.
4. Put cleanser in the toilet.
5. Set down container.
6. Dip brush in bucket.
7. Tap brush.
8. Brush top of toilet.
9. Brush sides of toilet.
10. Brush front of toilet.
11. Dip brush in bucket.
12. Tap brush.
13. Brush lid of toilet.
14. Raise lid of toilet.
15. Raise lid and brush.
16. Brush inside of toilet.
17. Dip brush in bucket.
18. Tap brush.
19. Lower lid of toilet.
20. Brush outside of toilet bowl.
21. Put brush in bucket.
22. Get cleanser.
23. Go to next toilet.

When observing an individual following these steps, it is important that you watch to see if he/she can follow them in an efficient and appropriate manner. For example, if the individual does not understand how many times to “tap the brush”, you could modify the instruction to say: “Tap the brush 3 times.” This is a very short example and it would need to be modified depending on the individual and the exact expectations of the employer for getting the task done.

• SAND BUDGETS:

• (a) What’s the source for beach-sand in the natural, unaltered Oceanside Littoral Cell?

(b) Consider a “multiple choice” version of the question above on Exam #1, and the possible incorrect choices that might be available for you to choose…Predict one or more common misconceptions about beach-sand in a natural, unaltered Littoral Cell.

2.Diagram and correctly label the main components of the Oceanside Littoral Cell:

3.(a) Under what condition is there net depletion in the amount of material held in storage

in an Open System?

(b) How does this relate to the Oceanside Littoral Cell, post-urbanization of San Diego?

4. (a) Under what condition is there no net change in the amount of material held in storage

in an Open System?

(b) How did this relate to the Oceanside Littoral Cell, pre-urbanization of San Diego?

5.The “sand budget” of the natural, unaltered Oceanside Littoral Cell existed in which one of

the following three states: disequilibrium, static equilibrium, or dynamic equilibrium?

Briefly explain or elaborate:

6.Accurately discuss the role of “recycling” relative to the “sand budget” of area beaches such

as the Oceanside Littoral Cell.

B.FROM THE HANDOUT: “The Flight From Science And Reason”

7. Choose the answer that best represents a rejection of rationalism:

The laws which govern gas consumption by Ford trucks are dependent upon

a) the sex and ethnicity of the driver

b) the universal theories of physics

8. Choose the answer that best represents a rejection of rationalism:

One dollar plus one dollar equals two dollars

a) only for certain cultural groups

b) for all people

C.ENERGY LAWS

9.“A car must be taken back to the Gas Station repeatedly for refueling because some of its’

energy gets destroyed each time it gets driven.” Evaluate the statement above in the

context of the First and Second Energy Laws.

10.Consider the following statement:

Heat is an invisible, weightless, indestructible fluid (the “caloric fluid”) that when

absorbed by matter, raises its temperature; as such Heat can be neither created nordestroyed.

(a) Accurate or not accurate?(b) How? (c) Thus, describe the relationship to Clausius.

11. Consider the following statement:

Heat is simply molecular-scale, randomly-distributed Kinetic Energy; processes such

as “friction” can produce Heat by transforming other forms of Energy, such as

ordered, macro-scale motion, into molecular-scale, randomly-distributed motion

(a)Accurate or not accurate?(b) How? (c) Thus, describe the relationship to Clausius.

12. (a) Does an increase in entropy mean an increase in “order” or “disorder” of a system’s

energy supply?

(b) Thus, an increase in Entropy is a measure of a system’s increased “___________ to

perform work.”

13. Time moves in the direction that the total Entropy of the Universe increases or decreases?

14. Of the following, which are TRUE vs. FALSE?

According to the Second Energy Law:

a. all natural system processes operate in such a way as to generate and maintain a

condition of maximum entropy

b. all natural system processes operate in such a way as to dissipate ordered, useable

energy into non-ordered, non-useable, randomly distributed heat energy

c. it is impossible to design a car engine that is so efficient and so well-tuned that it

doesn’t produce any heat at all, but instead converts all of the chemical energy

stored in gasoline into the useful work of going from “A” to “B”

15.Of the following, which are TRUE vs. FALSE? As per what law?

When work is performed:

a. Energy is conserved

b. Energy is transformed

c.Entropy (or “disorder”) increases

d.Entropy (or “disorder”) is conserved

Part 1: Identify the 10 paraphrases/descriptions of the poems

Part 2: Choose one poem for a paper analysis and compare it to one or more of 6 listed poems

Pages: 4 pages, double spacing

Formatting: College Literature

PART ONE:

Identify the paraphrases and/or descriptions of some aspect of 10 of the poems (put quotation marks around the title) and the poet . There are 10 identification questions (see attachment). Listed are 12 poems. Two poems have been omitted. No poem should be cited more than once. Copy/paste the 10 descriptions into your document. Beside them write the title of the poem and name of the poet, correctly spelling and punctuated.Then beneath each answer, quote correctly, grammatically, and in context from the poems to show why you chose this poem for this particular descriptor. Do NOT quote the entire poem or long chunks of it. Select the material that will make your case. Then explain the quotation and how it fits. FMI see “Using Quotations Effectively” in Online Office.

Example:

o [Description] The speaker’s mother is upset.

o [Response] “My Papa’s Waltz” by Theodore Roethke”

o “My mother’s countenance/ Could not unfrown itself “(ll7-8)

o The speaker’s mother is frowning, indicating that she’s upset, perhaps because her pots and pans are sliding from the “kitchen shelf”(ll 5-6) perhaps because her husband has been drinking.

❗ Please see attachment for the paraphrases and/or descriptions of the 10 poems❗

❗ Title of the 12 poems (see attachment for the links):❗

1. Wilfred Owen, “Dulce et Decorum Est” (1917)

2. Randall Jarrell, “The Death of the Ball Turret Gunner” (1945)

3. Carolyn Forché, “The Colonel” (1978) Text

4. James Merrill, “Casual Wear” (Poem Attached) (1984)

5. Jose Emilio Pacheco, “High Treason” ( tr Alastair Reid) (1985)

6. Agi Mishol, “Women Martyr” (2006) (tr. Lisa Katz)

7. William Shakespeare, “When my love swears that she is made of truth”(1609)

8. WH Auden, “Lullaby” (1937)

9. Thomas, Hardy, “Neutral Tones” (1867)

10. Carolyn Kizer, “Bitch” (1983)

11. Edna St Vincent Millay, “What lips my lips have kissed, and where, and why” (1920)

12. Erica Jong, “The Man Under the Bed” (1973)

PART TWO:

Choose one of the four poems (see attachment) for a paper of analysis. For background info, google (1) the author and (2) words and references you don’t understand. Explain the speaker, the situation, and what happens in the poem as well as one of the following: speakers attitude toward the events he describes, use of imagery or figurative language, or impact of the poem on a reader. Lastly, compare it with one or more poem(s) from the 6 listed below, pointing out not only similarities but significant differences in tone, language (figurative or literal imagery), subject matter and/or theme.

❗ Title of the 4 poems: (See attachment for the poems)❗

1. The Album by Andreas Morgner

2. Samira by Allan Tierney

3. The Woman He Killed by Elliot Richardson

4. W. H. Auden, Epitaph on a Tyrant

❗ Please see attachment for the complete list information of the 6 poems:❗

1. Wilfred Owen, “Dulce et Decorum Est” (1917)

2. Randall Jarrell, “The Death of the Ball Turret Gunner”(1945)

3. Carolyn Forché, “The Colonel” (1978)

4. James Merrill, “Casual Wear” (Poem Attached) (1984)

5. Jose Emilio Pacheco, “High Treason” ( tr Alastair Reid) (1985)

6. Agi Mishol, “Women Martyr” (2006) (tr. Lisa Katz)