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I don’t understand this Psychology question and need help to study.

what would you do. two to three pages… only scholars references I will upload the isnstructions.principles of conciliation
Need help with my Law question – I’m studying for my class.

Present a current international dispute in which you think conciliation might be useful. How could principles of conciliation be applied? What are the advantages and disadvantages of this method (comparing it with mediation, for example)? t

The attached lesson and article https://www.mediate.com/articles/sgubinia2.cfm should be utilized. additional resources are acceptable.

350 words. Turabian author/date reference list style.M3 Ass Crisis: nursing case study help
Can you help me understand this Psychology question?

Answer 3 questions on two pages… only scholars references I will upload the isnstructions.teaching psychology week 8: nursing homework help
I need help with a Psychology question. All explanations and answers will be used to help me learn.

Over the course of your teaching career, you will come in contact with many students. Certainly, that contact has an impact on their lives. However, can you make a difference in the world beyond the influence your teaching has on individual students? How might your teaching contribute to social change?

For this Discussion, review and study this week’s Learning Resources. Consider how your view of the teaching of psychology might relate to social change beyond the individual-student level. Then think about examples that illustrate the relationship between social change and teaching.

With these thoughts in mind:

a brief description of how teaching of psychology might relate to social change beyond the individual student level. Then describe two examples that illustrate the relationship between social change and teaching.

Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

Resources

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Chapter 18, “Developing an Online Teaching Philosophy” (pp. 241–243)
Svinicki, M., & McKeachie, W. J. (2014). Vitality and growth throughout your teaching career. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 331–337). Belmont, CA: Wadsworth. University Center for the Advancement of Teaching. (n.d.). Guidance on writing a philosophy of teaching statement. Retrieved March 22, 2013, from http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance Weinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.Retrieved from the Walden Library databases. Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy Of Management Learning & Education, 11(1), 9–27.Retrieved from the Walden Library databases.
Template

Statement of Teaching Philosophy Template

Based upon (Chism, 1998), “Developing a Philosophy of Teaching Statement,”

See for additional guidance: http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance

Title

Your name

1. Conceptualization of learning

Ask yourself such questions as “What do we mean by learning?” and “What happens in a learning situation?” Think of your answers to these questions based on your personal experience. Chism (1998) points out that some teachers have tried to express and explain their understanding of learning through the use of metaphors because drawing comparisons with known entities can stimulate thinking, whether or not the metaphor is actually used in the statement. On the other hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., they describe what they think occurs during a learning episode, based on their observation and experience or based on current literature on teaching and learning.

2. Conceptualization of teaching

Ask yourself questions such as “What do we mean by teaching?” and “How do I facilitate this process as a teacher?” Chism (1998) suggests that personal teaching beliefs as to how the instructor facilitates the learning process would be appropriate for this section. Again, the metaphor format can be used, but a common practice is a more direct description of the nature of a teacher with respect to motivating and facilitating learning. Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities. Furthermore, you may talk about how you, as a teacher, have come to these conclusions (e.g., through past experience as a student or teacher, or as a result of reading the literature or taking classes).

3. Goals for students

This section should entail the description of what skills you, as the teacher, expect your students to obtain as the result of learning. You may address such issues as what goals you set for your classes, what the rationale behind them is, what kind of activities you try to implement in class in order to reach these goals, and how the goals have changed over time as you learn more about teaching and learning. For instance, you can describe how you have expected students to learn not only the content but also skills such as critical thinking, writing, and problem solving, followed by elaboration on how you have designed/planned individual sessions toward accomplishing the goals.

4. Implementation of the philosophy

An important component of the statement of a teaching philosophy should be the illustration of how your concepts about teaching and learning and goals for students are transformed into classroom activities. Ask yourself, “How do I operationalize my philosophy of teaching in the classroom?” and “What personal characteristics in myself or my students influence the way in which I approach teaching?” To answer these questions, you may reflect on how you present yourself and course materials; what activities, assignments, and projects you implement in the teaching-learning process; how you interact with students in and outside class; and the consequences.

5. Professional growth plan

It is important for teachers to continue professional growth; and to do so, teachers need to set clear goals and means to accomplish these goals. Think about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate this plan in your statement of teaching philosophy. For instance, you can illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals. Chism (1998) suggests that writing this section can help you think about how your perspectives and actions have changed over time. Consider professional conferences that might help your growth.

Referenceswhich of the following behaviors may be (1) ethical but illegal, (2) legal but unethical, (3) illegal and unethical, and (4) legal and ethical.
Need help with my Psychology question – I’m studying for my class.

Read Chapter 4

1-which of the following behaviors may be (1) ethical but illegal, (2) legal but unethical, (3) illegal and unethical, and (4) legal and ethical.

A. Working in a clinic that performs abortions

b. Respecting the wishes of a client suffering from ALS that he be permitted to die with dignity and not placed on “breathing machines”

c. Respecting the health surrogate’s wishes regarding termination of life support of her friend

d. Observing a coworker take out two tablets of oxycodone as ordered for pain management for his patient but keeping one for himself, administering only one tablet to the patient.

2-differentiate among the following: deontological theories, utilitarianism, and principlism.

3-what do you think about health-care professionals disclosing information to clients about a poor prognosis, even though the information may cause severe distress.

4-What do they think about health-care professionals disclosing information to clients against family wishes?

5. You see a colleague use another nurse’s password to access the medication administration system and take out a narcotic. What would you do?

6.Your colleague’s child fell and was brought to the emergency department. She comes back up to the unit and tells you that they cleaned and debrided the wound, and she needs to change the dressings twice a day using a wet to dry method. You see her go into the supply system and remove the dressings and saline using a patient’s identification number. What would you do?

7. You are caring for a patient who has a terminal disease. He asks you if he is dying. Would you tell him? If yes, how? If no, what might you say? .

8-You are administering hydromorphone to a patient. The patient asks you what you are administering. Would you tell the patient about the medication?

APA 6th edition style and no plagiarism.

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