History of Technology Essay Assignment task

History of Technology Essay Assignment

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Type	Essay
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Description/Paper Instructions

History of Technology Essay Assignment

please respond to this thread by writing an essay of at least 300 words that addresses each item in one of the following question sets. Note which question you are answering in your post:

1. Lynda Shaffer’s article is a ‘revisionist’ work. Having read this work, define revisionism. Provide examples from “Southernization” to show how her work challenged your view (or the dominant view as you understand it) of human history.
2. Is the History of Technology addressed thoroughly enough in teaching history as a whole? Is it addressed incorrectly? For example, should technology be seen as something that determines the course of a particular society, or is the development of a civilization and its values more complex than this?
3. Compare Leo Marx’s and Jared Diamond’s perspectives on progress. Which is more persuasive and why?
4. The underlying assumption for many modern people is that technology = progress. Is this true? What does progress mean? What are some of the many ways people define progress?
5. This class is entitled “Technological Transformations,” and the focus is on progress as a product of technology.  Drawing on this week’s readings as an introduction to the topic, discuss what you expect to learn in this class.  What is the importance of Aristotle, Archimedes, and the concept of southernization to the big picture?

Your Initial Post is expected to be a 300 word prose essay, with a thesis statement and 2-5 paragraphs supporting and explaining the thesis. Remember to base your response on information and analysis from the readings. Cite the information and analysis you provide. Explain what you learned in your own words, and do your best to synthesize the authors’ analyses into your own original analysis; do not rely exclusively on quotations from the readings to make your points. Please change the title of your post to something unique. Notewhich question you have chosen to answer.

Your Initial Post should be up by THURSDAY. 

So that our discussion is thoughtful and sustained,

Chicago style citation is my preferred method, and you are free to practice Chicago style by using it in your Discussions. However, for the purposes of Discussions, a simplified form of parenthetical citation is all that is required. For example, for Lynda Shaffer, the following would work. (Lynda Shaffer, “Southernization,” 15) I am using 15 simply as an example. Insert the appropriate page in place of 15.

Please save the work as a Word document in the following manner: Last name first initial_ Week 4_PSY 510

Be sure to answer each part of each question separately and completely .

With regard to question # 1, According to Behnke (2005),

“An ethical dilemma arises when two or more of the values found in the Ethical Principles conflict. Resolving an ethical dilemma requires identifying the relevant values and weighing those competing values against one another to determine which receives priority” (para .4). In addition to the nature of the dilemma, be sure to identify the Principles that you believe are in conflict in this dilemma. (Remember the distinction between the Principles (A-E) and the Standards that we reviewed in earlier discussions).

For Question# 2, about stakeholders, THINK BIG, and remember to include the main character(s) PLUS  any other persons or entities that may have a stake in the outcome.

For the remainder of the questions, cite specific ethical Standards to support your conclusions.

For Question # 4, review Fisher, and APA Standard 7, with regard to ethics involved with educational roles.

Note that in Question # 7, two Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) should be discussed, and additional standards are required to be addressed. Consider aspects of Standards 2 & 3.

For Q # 8, review the ethical theories in the textbook (Ch. 3, pp. 36-42).

For Q # 9, review the six steps of ethical decision making in the textbook (p. 46, 47).

Since there is no rubric for this week’s assignment, here is a scoring guide:

There are 9 questions.

Q’s # 1, 3-6, 8, and 9 are worth up to 6 points each.

Q 2 is worth up to 8 points.

Q # 7 is worth up to 10 points.

The total will be equal to a percentage, where 60 points =100 %.

Best regards,

Behnke S., Ph.D. (2005). On being an ethical psychologist. Monitor on Psychology 36(7) 114. Retrieved from: http://www.apa.org/monitor/julaug05/ethics.aspx

Cite and reference academic sources according to APA 6th edition guidelines.

PSY-510 Contemporary and Ethical Issues in Psychology

Handling Disparate Information

Directions: In a minimum of 50 words, for each question, thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting.

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. Who are the stakeholders and how will they be affected by how Dr. Vaji resolves this dilemma?
3. What additional information might Dr. Vaji collect to provide him with a more accurate picture of Leo’s multicultural attitudes and professional skills? What are the reasons for and against contacting Leo’s supervisor for more information? Should he request that Leo’s sessions with clients be electronically recorded or observed?
4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparate class? Why or why not?
5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic white, Hispanic, or non-Hispanic black?
6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?
7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?
8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternatives best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?
9. What steps should Dr. Vaji take to implement his decision and monitor its effect?

References:

Read Case 7: Handling Disparate Information for Evaluating Trainees on pages 440-441 in your textbook. Once you have read the case study completely, answer the discussion questions found in the attached document “Case 7” under the assignment tab.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide,

Case 7. Handling Disparate Information for Evaluating Trainees

Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student.

The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom.

They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Appendix A Case Studies for Ethical Decision Making 441After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?
3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?
4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?

440 Decoding the Ethics CodeSuggested ReadingsKielbasa, A. M., Pomerantz, A. M., Krohn, E. J., & Sullivan, B. F. (2004). How does clients’ method of payment influence psychologists’ diagnostic decisions. Ethics & Behavior, 14, 187–195.Shapiro, E. L., & Ginzberg, R. (2003). To accept or not to accept: Referrals and the maintenance of boundaries. Professional Psychology: Research & Practice, 34, 258–263.Wilcoxon, S., Magnuson, S., & Norem, K. (2008). Institutional values of managed mental health care: Efficiency or oppression? Journal of Multicultural Counseling and Development, 36, 143–154.Woody, R. H. (2011). The financial conundrum for mental health practitioners. American Journal of Family Therapy, 39, 1–10.

Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe inci-dents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these cli-ents in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Publications, Inc. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?
3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?
4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not? 442 Decoding the Ethics Code5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?
5. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?
6. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?9. What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007).

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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