Module 5 - CaseEthics and IRBAssignment OverviewIn this assignment you will discuss Research Ethics, the ethical principles of scientific research, the purpose of the institutional review board and professional code of ethics.Read carefully Chapter 16 of this book:Bhattacherjee, Anol, "Social Science Research: Principles, Methods, and Practices" (2012). Textbooks Collection. 3. http://scholarcommons.usf.edu/oa_textbooks/3. Chapter 16. pp. 137-142Case AssignmentUse the information provided in the readings to write a 5- to 7-page paper that discusses the ethical considerations for quantitative, qualitative, and action/evaluation research designs.Explain the purpose of an Institutional Review Board (IRB). In your own words, describe the steps of the IRB process at Trident and provide a summary of the components required in the IRB application at Trident.Finally, describe one professional code of ethics from an area of your choice.Assignment ExpectationsLength: The written component of this assignment should be 5-7 pages long (double-spaced) without counting the cover page and reference page.Organization: Subheadings should be used to organize your paper according to the questions.Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity. We encourage you to use tools such as grammarly.com and proofread your paper before submission.When you write your paper make sure you do the following: Answer the assignment questions directly. Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials. Use evidence from your readings to justify your conclusions. Be sure to cite at least five credible resources. Make sure to reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal. Your assignment will be graded using the following criteria: Assignment-driven Criteria: Student demonstrates mastery covering all key elements of the assignment. Critical Thinking/ Application to Professional Practice: Student demonstrates mastery conceptualizing the problem, and analyzing information. Conclusions are logically presented and applied to professional practice in an exceptional manner. Business Writing and Quality of References: Student demonstrates mastery and proficiency in written communication and use of appropriate and relevant literature at the doctoral level. Citing Sources: Student demonstrates mastery applying APA formatting standards to both in text citations and the reference list. Professionalism and Timeliness: Assignments are submitted on time.Module 5 - BackgroundEthics and IRBRequired ReadingTrident University International. (2017). Institutional Review Board. Website available at https://www.trident.edu/students-and-alumni/instit...Trident University International (2017). IRB Resources. PhD Trident Wiki. Available at http://phdtrident.pbworks.com/w/page/106578105/IRB%20toolsProtecting Human Research Participants. NIH Office of Extramural Research. Training site available at https://phrp.nihtraining.com/users/login.phpBhattacherjee, Anol, "Social Science Research: Principles, Methods, and Practices" (2012). Textbooks Collection. 3. http://scholarcommons.usf.edu/oa_textbooks/3Optional ReadingKitchener, K., & Kitchener, R. (2009). Social science research ethics: Historical and philosophical issues. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics. (pp. 5–23). Thousand Oaks, CA: SAGE Publications, Inc.Mabry, L. (2009). Governmental regulation in social science. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics. (pp. 107–121). Thousand Oaks, CA: SAGE Publications, Inc.Speiglman, R., & Spear, P. (2009). The role of institutional review boards: Ethics: Now you see them, now you don't. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics.(pp. 121–135). Thousand Oaks, CA: SAGE Publications, IncLincoln, Y. (2009). Ethical practices in qualitative research. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics. (pp. 150–170). Thousand Oaks, CA: SAGE Publications, Inc.Wolf, A., Turner, D., & Toms, K. (2009). Ethical perspectives in program evaluation. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics. (pp. 170–185). Thousand Oaks, CA: SAGE Publications, IncMark, M., & Gamble, C. (2009). Experiments, quasi-experiments, and ethics. In D. Mertens, & P. Ginsberg (Eds.), The handbook of social research ethics. (pp. 198–214). Thousand Oaks, CA: SAGE Publications, Inc.

Discipline: - Nutrition Type of service: Essay Spacing: Double spacing Paper format: APA Number of pages: 3 pages Number of sources: 5 sources Paper detalis: General Guidelines All assignments will be marked based on four key assessment criteria: 1) Content; 2) Depth of thinking/analysis; 2) Organization and structure; 3) Polished presentation. Written components must include evidence of the following: 1) Reflexivity; 2) Comprehension of course ideas and concepts; 3) Connections between course ideas across course materials; 4) Extension of the course ideas to ideas outside of the course material (i.e. to the activity chosen for the assignment). All written components must be in double-spaced, 12-point font, and in complete sentences and paragraphs, unless otherwise specified. To be complete, your paper must meet the following specifications: • Be between 1000 and 1250 words, including your references • Present an analysis of one experiential activity described below, or some other activity that is pre-approved by the instructor • At least one paragraph describing the experiential activity, or some other form of prep work that is used to produce, structure, or define the experience • Apply the conceptual tool box and/or Guptil, Copelton, and Lucal’s three principles as appropriate to the chosen activity • Cite at least three of the complementary articles form the course, as well as Guptil, Copelton, and Lucal’s chapters included in the module • Be presented in a polished, well-organized manner that is free of spelling errors • Use citations to present your analysis appropriately and formatted in APA consistently throughout the paper • Include a References section where full bibliographic citations are listed and properly formatted according to APA format Although opinions and personal insights are valuable, you must include evidence of reasoning or rationale to illustrate how or why you arrive at any opinion or personal insight. Please be sure to not simply state your opinion (agree or disagree, like or dislike etc) about a reading, concept, or argument, but to state why you hold the opinion or view that you do, and use other readings or sources to compare, contrast, or support your opinion. Write an advocacy letter to an elected official about sustainability Writing a letter to those in a position to influence or write policy is one effective means of advocating for change. Letter writing can be an effective way of communicating your issue and views. You can write to a politician to say that you don't like something, and also to let them know when you support something they do, when you feel more action is needed, or to thank them for supporting your view. This assignment option gives you the opportunity to write an advocacy letter to an elected official. In addition to writing the letter per the guidelines below, you will write a discussion and rationale in which you draw on the course readings to discuss the reasons you chose the elected official you did to receive your letter, and why you chose the issue and framing you did. Guidelines for Writing a Good Letter • Letter is neatly handwritten and signed with a printed name and signature. • Personalize the letter, don't send generic letters. • Keep it short, definitely no longer than 2 pages. • Always close with a statement regarding their response or comments, (e.g."I look forward to your response." • Keep a positive and professional tone to the letter. • Write on only one subject per letter. • Attach other relevant information, such as a key messages sheet or newspaper clippings. • Thoroughly edit your letter to correct any language, grammatical, or punctuation errors. • Include your contact information. Don't know your representative? Municipal The Union of Nova Scotia Municipalities has contact information on all of Nova Scotia's Municipal units: www.unsm.ca! Click on "Membership Directory." Then click on "quick list! Of municipal units" for addresses and phone numbers. Provincial! You'll find contact information for all MLAs at: www.gov.ns.ca/legislature/members/Index.html Federal! Contact information for all MPs both in Ottawa and in their home ridings can be found at: www.parl.gc.ca Click on "Senators and Members." Then click on "House of Commons Current." This page has a handy "Find your MP using your postal code" feature. What to include in your letter 1. Begin with who you are and why are you are concerned. 2. Start with a congratulatory or positive remark. 3. State the problem or issue. Be sure to note its impact on health, nutrition, food access, the environment, the economy, or some sector that the official receiving the letter is concerned with. 4. Discuss the importance of putting this issue on the public agenda. 5. Include an example to illustrate why this issue is important to you and to the area that the policy maker represents. 6. State what actions you think are needed and why. 7. Indicate that you look forward to hearing back from them about this issue. General Marking Guidelines Please note that not all of the criteria described below will relate to every assignment or piece of work. A range of criteria have been included below to give students a sense of the features that may be evaluated in an assignment and the quality of work required for each grand range. The exact grade step achieved within any grade range will be determined by the number and mix of criteria that a student meets across the various grade ranges (i.e. some aspects of a piece of work may fall within the A range and B range; this may earn an A-). A range work: The submitted piece of work meets all guidelines of the assignment (i.e. page length, spacing, number of references, referencing style etc). The thesis statement, if required, has a thoughtful, creative argument and is clear and precise; it is a complete sentence and contains an identifiable "what," "how," and "so what" Thesis is very well-supported by supporting arguments that develop the main thesis in a logical way throughout the paper. The thesis (or main argument) doesn't rely on opinion, bias, or prejudice, but instead takes into consideration a range of evidence The mapping statement follows the thesis statement and provides a concise and effective road map to the supporting arguments that will be used throughout the paper to develop the thesis statement Arguments are well-developed, relevant, and sophisticated. They show evidence of analyzing and interpreting the material using appropriate course concepts rather than observing and describing. They demonstrate insightful and/or original interpretation of the course concept(s) as it(they) relate to the material and the topic. The essay contains only necessary recall of important events or details from the reference material and does little summarizing Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly Connection is made between course concepts and the students’ prior learning, other life experiences, and future goals. The connections made are eloquent and insightful; and there is clear evidence of the student applying the course material to make sense of, gain deeper insight into, or critically think about prior learning or experiences Knowledge of course and reference material is intimate and evident (e.g., no factual errors, attention to detail, understands the timeline of the story, and maybe even remarks on the significance of this temporality) Knowledge of the course concept(s) used is intimate and evident. The course concepts are used to interpret and make sense of the events and themes of the reference material in a meaningful way. Concluding paragraph ties up any loose ends, leaves the reader with a clear sense of the "so what" of the essay Masterful use of formal academic language. Choice and placement of words seems accurate and natural, not forced: clear, simple prose rather than pompous, grandiloquent diction (Hint: beware the thesaurus!); no colloquialisms, slang, or contractions Sentences are well-constructed with varied length and structure Paragraphs are tight, well-structured, logical: they develop one point, have a clear and argumentative topic sentence, are approx. 5-10 sentences long, and their relation to the thesis is evident No errors of grammar, punctuation and/or spelling. Polished presentation. (Hint: proofread, proofread, proofread, ideally out loud) Quotations are exceptionally well-used: they are relevant to the argument they are supposed to be supporting, are integrated well into the prose (i.e., they don't interrupt flow of text), and are introduced and analyzed adequately Referenced according to APA (or other according to assignment guidelines) requirements, including proper in-text citations B range work: The submitted piece of work meets most guidelines of the assignment (i.e. page length, spacing, number of references, referencing style etc). The piece of work addresses the main point of the assignment fairly well. The piece of work demonstrates an understanding of the course concepts but these may not be used to interpret the topic or questions of the assignment quite as elegantly or as deeply. The course concepts used are appropriate to the topic or question and are used in a way that elucidate the events, themes, and main ideas. Introductory paragraph is appropriate (i.e., it effectively introduces the topic to be covered in the piece of work) Thesis statement is clear, argumentative, states the topic, and is a complete sentence. It may contain a strong and interesting "what" and "how" without a strong "so what" Thesis is reasonably well-supported by accurate evidence from the course or reference material The mapping statement follows the thesis statement and provides a fairly accurate, although perhaps overly lengthy or cumbersome description of the supporting arguments that will be used throughout the paper to develop the thesis statement Arguments are clear, convincing, logically organized. They show evidence of analyzing the course or reference material using appropriate course concepts rather than observing and describing, though the arguments are not as complex, insightful, or original as an A-range paper. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. Knowledge of course or reference material is obvious: no errors, but perhaps some relevant details are omitted or glossed over or the scope of evidence, including the nuances of the relationships, events, or themes Knowledge of the course concept(s) used is intimate and evident. The course concepts are used to interpret and make sense of the topic or themes of the assignment in a meaningful way. There is more to the use of the course concepts in the paper than a simple mention of the course concept Connection is made between course concepts and the students’ prior learning, other life experiences, and future goals. The connections made are interesting, but not as eloquent or insightful as an A range piece of work. Connections made are appropriate but are not used to illuminate or dig deeper as in an A range paper. Student reflects on own biases and positions and uses course material to illuminate change ways of thinking or understanding. Student does not attempt to or poorly explains how and why they arrived at news modes of thinking. Concluding paragraph explains how the essay developed, recaps the argument rather than making its relevance obvious to the reader A variety of vocabulary is used appropriately. The choice and placement of words may be inaccurate at times and/or seems overdone (e.g., overuse of thesaurus, word choice problems). Language contains very few colloquialisms, slang, contractions Most sentences are well constructed and have varied structure and length Paragraphs are mostly logical, with appropriate transitions. May rely too much on disparate points that all relate to the thesis, but that don't develop over the course of the paper (i.e., 2 or 3 separate points that are all interchangeable rather than additive). Might lack a topic sentence but still have cohesion. May be too long There are a few errors in grammar, punctuation and/or spelling but they do not interfere with understanding Quotes are well-used: they are analyzed and relevant to argument, but perhaps not elegantly integrated into the text Referenced according to APA (or other style as per assignment guidelines) requirements (including in-text citations) with minor errors C range work: The submitted piece of work meets few guidelines of the assignment (i.e. page length, spacing, number of references, referencing style etc). The piece of work demonstrates some understanding of the course concept(s), but little insight or application. Introductory statement or paragraph is broad and general, or hyperbolic, or relies on assumptions that are not elaborated in the paper Thesis statement is provided but is unclear, vague, a truism, or merely description or opinion rather than argument Thesis is not particularly well-supported by the evidence from the course or reference material: there may be unsubstantiated claims, irrelevant examples, or omission of evidence that contradicts thesis There is no mapping statement, the mapping statement is overly long as to be unwieldy, or there is not discernment between the main argument presented by the thesis and the mapping statement. Arguments state the obvious (summarize) or are somewhat flawed: too much opinion or description rather than interpretation or analysis; don't support/not linked to thesis; don't fit together to build a coherent argument; repetition rather than development of ideas Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. Knowledge of course or reference material is unclear or doubtful at times: some minor factual errors; unable to accurately name concepts/facts; minor confusion about chronology Knowledge of course concepts(s) is questionable. The course concepts are simply referred to without being applied in a way that makes sense of or interprets main themes, arguments, or events in the piece of work Student makes little or weak attempt to reflect on own biases and positions Connection is made between course concepts and the students’ prior learning, other life experiences, and future goals but the connection is left as self-evident and not explained as to the significance of the connection Concluding paragraph simply restates essay topic and summarizes main points. Inaccurate or confused word choice and sentence structure makes it difficult to decipher ideas (i.e. clichés may be used to articulate key ideas, overuse of thesaurus has made ideas markedly unclear and vague) Most sentences are well-constructed but have a similar structure and/or length. The choice and placement of words is confused at times Frequent errors in grammar, punctuation and/or spelling interfere with understanding Paragraphs do not always flow well; no transitions to the next paragraph; usually lacks topic sentence; paragraphing doesn't organize ideas in a clear way (i.e., one idea is not elaborated per paragraph); may be too long or too short Quotations are sometimes not introduced, may be poorly chosen (not relevant to thesis), may be poorly placed and integrated in paragraph (sometimes will appear as first or last sentence of paragraph), not always analyzed Some referencing and in-text citations conform to APA (or other style as per assignment guidelines) requirements. D range work: The ideas or argument in the essay vaguely resembles the assignment guidelines. The essay demonstrates little understanding of the course concept(s) with little to no application to the themes or ideas in the piece of work Introduction lacks basic elements and/or includes sweeping generalizations Thesis statement is lacking, confusing, or difficult to identify There is no mapping statement Recounts concepts, ideas, or arguments from course or reference material without using these as evidence that can support an argument. The majority of the paper is summary of course or reference material, course readings, or lectures. Arguments are flawed: irrelevant to thesis; may contradict evidence; rely almost entirely on opinion or prejudice Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question. Knowledge of the course concepts is doubtful: factual errors; unable to accurately name key ideas; confusion about chronology Knowledge of course concepts(s) is absent. The course concepts are simply described, but are not referred to using terminology used in class or in the readings and are not used to interprets main themes, arguments No connection of course material to learning or experiences outside of the course. No evidence of reflexive thinking Conclusion is unrelated to the rest of the paper or introduces new ideas Word choice is exceedingly poor. Jargon, clichés, and overuse of thesaurus detracts from the meaning. Marked overuse of the thesaurus. Sentences are mostly awkward, distractingly repetitive or difficult to understand Numerous errors in grammar, punctuation and/or spelling that interfere with understanding Paragraphs are jumbled with multiple ideas and no clear flow No, inappropriate, or excessive use of quotations without adequate explanation or contextualization Poorly referenced and/or incorrect use of in-text citation An “F” essay No useful introduction No or completely garbled thesis statement Evidence irrelevant or lacking No or inappropriate quotations Arguments are incoherent Knowledge of book lacking No conclusion Vocabulary is limited and inappropriate Many sentences are incomplete or meaningless Paragraphs have no organization or flow Frequent errors in grammar, punctuation and/or spelling that interfere with understanding Incorrect referencing and in-text citations 1-Page Summary