Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource

ISBN: 9781000522969 , 1000522962 , 9781003152811 , 1003152813 , 9781000522952 , 1000522954

Content: "What does it take to prepare students, teachers, and school staff to shape a just and sustainable future? In Trailblazers for Whole School Sustainability, you will meet educators and school leaders who are on the front lines of re-imagining school through the lens of sustainability. This book features inspiring stories from around the country, from urban and rural schools and districts that highlight best practices and lessons learned from teachers, administrators, and students as they transformed their school communities for a just and sustainable future. These stories are structured around a practical framework that demonstrates how this work allows schools and districts to work smarter, not harder, by integrating sustainability and systems thinking into leadership; curriculum and instruction; culture and climate; and facilities and operations. While each school and district's story in this book is different, the passion that drives each one to embrace sustainability in everything they do, from operations to curriculum, remains the same. Trailblazers for Whole School Sustainability shows what is possible when educators resolve to blaze a trail to re-imagine K-12 education for a just and sustainable future"--

Note: Why savvy school leaders are adopting whole school sustainability plans : (spoiler alert: It is not just to save the planet) / Timothy Baird -- The Philadelphia sustainability story : drivers for a large urban public school district's sustainability plan / Francine Locke -- Leadership and autonomy drive a sustainable future at Encinitas Union School District / Amy Illingworth -- Teaching our cities : place-based education in an urban environment / Joel Tolman -- Food waste inspires a shift to whole school sustainability at the School of Environmental Studies / Lauren Trainer -- Places, projects, and problems, oh my! : an integrated approach to sustainability curriculum at Prairie Crossing Charter School / Naomi Dietzel Hershiser -- Planting seeds for engaged 21st century citizens : civic education through place-based education at The Cottonwood School of Civics and Science / Sarah Anderson -- Student-centered assessment empowers students as agents of positive change for a just and sustainable future / Tina Nilsen-Hodges -- California's Plumas County connects students to place through Outdoor Core Mountain Kid / Rob Wade -- Building resilience through a trauma-informed lens at Codman Academy / Pamela Casna -- Adventure and experiential learning take flight at Evergreen Community Charter School / Susan Mertz, Marin Leroy, and Jo Giordano -- Fostering healthy relationships and sustainability mindsets in a climate of care / Jay Greenlinger and Brendan Callahan -- Cultural change is the key ingredient in building a sustainable food system at Austin Independent School District / Darien Clary, Anne Muller, Anneliese Tanner, and Lindsey Bradley -- Discovery Elementary School : a 3D textbook comes to life / Keith David Reeves -- Waste not, want not : Boulder Valley School District's School Food Project leads the way in K-12 food waste reduction / Laura A. Smith -- Academy for Global Citizenship's living campus reimagines public education / Katherine Elmer-Dewitt and Amanda Hanley -- From LEED to leader : Virginia Beach City Public Schools sets the bar for divisionwide sustainability / Tim Cole.

Additional Edition: Print version: Trailblazers for whole school sustainability New York, NY : Routledge, 2022 ISBN 9780367710644

Language: English

Keywords: Electronic books. ; Case studies.

URL: https://www.taylorfrancis.com/books/9781003152811

URL: lizenzpflichtig

UID:

Format: 1 online resource (272 pages)

Edition: Second edition.

ISBN: 1-957157-01-1 , 9781957157016

Content: "E-learning veteran Cammy Bean, covers nearly every aspect of the learning design process for those getting started or even for the experienced practitioner in need of new ideas. Many trainers and instructional designers fall into the talent development profession by accident, often having been tasked by their organization to train others on a subject they are expert in but with little to no formal education in instructional design. Here's where The Accidental Instructional Designer comes in. Providing a solid grounding in instructional design, Cammy explores instructional design basics such as working with subject matter experts, picking a design approach, and making learning experiences better through storytelling, interactivity, and visuals. In this second edition, she goes deeper into the learning and development space (where instructional design happens in organizations), learning tools, the technology ecosystem, and assessment and evaluation frameworks. Along the way, you'll hear from other accidental instructional designers, get ideas for your own projects, and find resources and references to take your own practice to the next level"--

Note: Cover -- Copyright -- Content -- Acknowledgments -- INTRODUCTION: Once Upon a Time -- A Walking Accident -- My Path to Instructional Design -- What I Did Next -- What About You? -- Accidental ID-My Epiphany -- From Classroom Trainer to ELearning Instructional Designer -- Finding a Passion for E-Learning, by Accident! -- What I Do Today -- Why Accidents Will Keep Happening -- You Are Not Alone -- About This Book -- Part I -- CHAPTER 1: The Basics of Instructional Design -- What Do We Actually Do? -- Where Do We Come From? -- Figure 1-1. Dream Job Word Cloud -- A Matter of Degrees -- Figure 1-2. Do You Have a Formal Degree or Certification in Instructional Design or a Related Field? -- Where Does Instructional Design Happen? -- Learning and Development, TalentDevelopment, Leadership Development -- Compliance -- Customer Education -- Sales -- Business Units -- Working From the Outside -- Vendors and Instructional Design Firms and Agencies -- Outsourcing Agencies and Staff Augmentation -- Freelancers -- E-Learning: What Do I Call Thee? Let Me Count the Ways. -- The Secret Handshakes ofInstructional Design -- So You Can Talk the Talk -- So You Can Design Better Learning Experiences -- That's a Wrap:The ABCs of Instructional Design -- CHAPTER 2: On Learning Pie -- The Learning Pie -- 1. Learning -- 2. Creativity -- 3. Technology -- 4. Business -- The Whole Pie -- Table 2-1. The Learning Pie and Its Ingredients -- Table 2-1. (Cont.) -- The Pie in Practice -- T-Shaped Skills -- Know Your Sweet Spot,Know Your Weakness -- That's a Wrap: Go Eat Some Pie! -- CHAPTER 3: Why Design Matters -- A Cautionary Tale -- Who Is a Designer? -- What Does It Mean to Design? -- The Difference Between Design and Art -- How Does It Look? -- How Does It Feel? -- How Does It Make You Feel? -- Do You Know What to Do With It? -- Does It Solve a Problem? -- Design Thinking , That's a Wrap: Becoming an Instructional Designer -- Part II -- The Learning Design Process -- CHAPTER 4: Tools, Technologies, and Platforms, Oh My! -- A View on Tools and Technologies -- Authoring Tools -- SCORM -- xAPI -- Learning Management Systems -- Learning Experience Platforms -- Learning Portals and Ecosystems -- Video Practice Tools -- Gamification and Learning Games -- Artificial Intelligence -- Augmented Reality, Virtual Reality, and the Metaverse -- Notes From the Field: One Practitioner's View -- Off-the-Shelf Content Libraries -- Designing for Inclusion and Accessibility -- That's a Wrap: Thinking About the Tech -- CHAPTER 5: Working With SubjectMatter Experts -- Industry Acronyms! -- Thinking Like a Consultant -- Kick It Off Right -- Find Out What Matters -- Be Open to a Nontraining Solution -- Define the Design and Development Process and the SME's Role -- Figure 5-1. Kineo Process Diagram -- Agree to Your Schedule -- Make the Deliverables Visual -- Share Your Design Philosophy -- Remember the Novice -- Provide Context -- Chunk It -- Keep It Short and Sharp -- Share Your Approach -- Ask the Right Questions -- Priming Your Learners -- When the SME Develops the Learning Experience -- That's a Wrap: Getting the Most Out of Your SMEs -- CHAPTER 6: What's Your Design Approach? -- Design Models -- Creating Your Objectives -- Sharing Information -- Building Skills and Knowledge -- Solving Problems and Changing Behaviors -- One Learning Designer's View -- Some Models You Can Try Out -- The Infomercial or the Explainer Video -- Search and Find -- The Voice From On High -- Explore the Process -- Job Aids and Performance Support -- Webpages, E-Magazines, E-Books, and Wikis -- Knowledge and Skill Builder -- Figure 6-1. Knowledge and Skill Builder -- Show Me, Try It, Test Me -- Just the Facts, Ma'am -- Guided Stories -- See It in Action , The Think Aloud -- Sharing Expert Views -- Learn and Apply -- Fake Branching -- Goal-Based Scenarios (Full Branching) -- Investigate and Decide -- Simulations -- Is That All There Is? -- That's a Wrap:Design Models At a Glance -- Table 6-1. Checklist for Selecting Design Models -- Table 6-1. (cont.) -- CHAPTER 7: Mixing It Up: Effective Blends and Marketing Strategies -- Is It too Good to Be True? -- Becoming a Mixologist -- A Mindset of Social, Collaborative, Continuous Learning -- The Science Behind Continuous Learning -- Figure 7-1. The Forgetting Curve and the Importance of Reinforcement -- Think Like the Marketing Team! -- How Can Training and Development Help? -- Not Your Average Compliance Program-The Change Campaign -- Mixing It Up With New Blends at Coats -- A CASE STUDY -- That's a Wrap: Mix It Up -- CHAPTER 8: Finding Your Hook -- Capturing Attention-There's a Science to It -- Open Their Eyes -- Incite Curiosity -- Introduce Variability -- AIDA: Attention, Interest, Desire, Action -- Attention -- Interest -- Desire -- Action -- It's a Sequence -- Start Using AIDA Today! -- Object to Learning Objectives -- Objection, Your Honor! -- Break the Rules -- That's a Wrap: Getting Them Hooked -- CHAPTER 9: Interactivity That Counts -- Interaction -- When Things Work Together -- When We Make Things Happen -- When We Communicate With Other Human Beings -- The Spectrum of Interactive Control -- Passive Viewing -- Search and Discover -- Total Immersion and Influence -- Avoiding the Trap of Clicky-Clicky Bling-Bling -- Is There a Bright Side to Bling? -- Table 9-1. Different Game Concepts and Their Role in Learning Design -- Distracting to the Learner -- How Can You Tell If It'sSeductive and Distracting? -- Less Clicking, More Thinking -- Get Them Feeling -- Get Them Doing -- Provide Relevant Practice -- Goal-Based Scenarios -- Create an Action Plan , Get Them Reflecting -- Get Them Connecting -- That's a Wrap: Make the Interaction Count! -- CHAPTER 10: Writing Better Learning Content -- Make It Human -- Keep It Light -- Cut It Out -- Give It Spirit -- Table 10-1. Passive or Active Voice? See for Yourself -- Treat Them Like Grown-Ups -- Table 10-2. What Learners Think About Our E-Learning -- Find Your Flow -- Be on Brand -- Hone Your Writing Skills -- Get Inspired -- That's a Wrap: Words Matter -- CHAPTER 11: It's All in the Story -- Why Do Stories Work? -- The Elements of a Good Story -- Where Can You Use Stories in Training? -- Table 11-1. Using the Right Stories for the Right Problems -- Finding the Right Stories -- Use Short Stories to Exemplify -- Figure 11-1. A Screen Shot From a Mocked-Up E-Learning Program -- Figure 11-2. A Screen Shot From a Mocked-Up E-Learning Program -- That's a Wrap: So What's Your Story? -- CHAPTER 12: Looking Good: On Visual Design -- Aligning to Your Brand -- Vision Trumps All -- Visual Design Tricks and Tips -- Make the Graphics Matter -- Use Animation Wisely -- Avoid Cheesy Stock Photos -- Find the Right Partners -- Going It Alone -- That's a Wrap: Looks Matter -- CHAPTER 13: Got Impact? Assessment and Evaluation -- What Do You Want to Measure? -- Evaluation Models -- The Kirkpatrick Model -- Table 13-1. The Four Levels of the Kirkpatrick Model -- Learning Transfer-Evaluation Model (LTEM) -- Table 13-2. The Learning Transfer-Evaluation Model -- Table 13-2. (Cont.) -- The Nuts and Bolts of Surveys, Assessments, and Questions -- Learner Feedback (Surveys) -- Interspersing Questions and Interactivity -- End of Course Assessments: The Final Test -- Simulations -- On-the-Job Observation -- Follow-Up Evaluations -- Writing Better Multiple-Choice Questions -- Putting a Data and Analytics Program in Place , That's a Wrap: Assessment and Evaluation Is More Than Just Good Questions -- Part III -- CHAPTER 14: Taking It Forward -- Find Your Peers and Share Your Work -- Connect in Person -- Read, Read, Read -- Find Your Go-To Resources -- Think Like a Mixologist -- Go the Formal Route -- Start a Book Club -- Never Stop -- My Favorite Resources -- Discussion Guide -- Part I -- Chapter 1. The Basics of Instructional Design -- Chapter 2. On Learning Pie -- Chapter 3. Why Design Matters -- Part II -- Chapter 4. Tools, Technologies, and Platforms, Oh My! -- Chapter 5. Working With Subject Matter Experts -- Chapter 6. What's Your Design Approach? -- Chapter 7. Mixing It Up: Effect Blends and Marketing Strategies -- Chapter 8. Finding Your Hook -- Chapter 9. Interactivity That Counts -- Chapter 10. Writing Better Learning Content -- Chapter 11. It's All in the Story -- Chapter 12. Looking Good: On Visual Design -- Chapter 13. Got Impact? Assessment and Evaluation -- Part III -- Chapter 14. Taking It Forward -- Selected Bibliography -- Index -- About the Author -- About ATD.

Additional Edition: ISBN 1-953946-59-3

Additional Edition: ISBN 9781953946591

Language: English

UID:

Format: 1 online resource (various pagings) : , illustrations (chiefly color).

ISBN: 9780750316927 , 9780750316910

Series Statement: [IOP release 6]

Content: Laser Safety: Practical Knowledge and Solutions provides an in-depth guide to laser safety for a wide variety of people who work regularly with lasers and similar products. Laser safety basics will be discussed within the book with an explanation of laser safety devices and useful techniques to obtain workable laser safety culture. An expansion of topics not found in the typical laser safety text includes ergonomics, mentoring, performance-based learning, on the job training, laser safety tools and solutions as well as laser disposal guidance. Considering risk analysis approaches and functional methods for laser application, and a look at making presentations more universally readable, this book will be relevant to students, researchers and laser physicists. Part of IOP Series in Coherent Sources and Applications.

Note: "Version: 20190601"--Title page verso. , part I. The basics of laser safety. 1. Why are laser accidents still happening? -- 1.1. Bad behavior and no negative consequences -- 1.2. Possible future : virtual reality -- 1.3. On the job training/mentoring (a topic you will find mentioned several times in this text, but learning is through repetition) -- 1.4. Recommendation -- 1.5. Trainer, what are your responsibilities? -- 1.6. Trainee, what are your responsibilities? -- 1.7. What makes good coaching? -- 1.8. Training review , 2. Classification : a means of hazard communication -- 2.1. Introduction -- 2.2. KEY ITEM about laser hazard classification and why people care -- 2.3. Terms to know -- 2.4. Explanation of individual laser classes -- 2.5. System classification -- 2.6. Classification changes that are being discussed -- 2.7. Training slides on classification , 3. Biological effects : something you should know about -- 3.1. Confession time -- 3.2. Let's be truthful -- 3.3. Oh! I forgot about that -- 3.4. What is all the concern over? -- 3.5. All aboard--train station analogy -- 3.6. Injury below damage threshold -- 3.7. Indoor problems below the MPE do exist -- 3.8. Equipment damage -- 3.9. So where do wavelengths go? -- 3.10. How is damage caused? -- 3.11. The anatomy of your eye -- 3.12. 800 nm trap -- 3.13. Things to know -- 3.14. Physiological damage mechanisms -- 3.15. Quick summary -- 3.16. Skin -- 3.17. Conclusion , 4. Laser safety terms : the language LSOs speak -- 4.1. Introduction -- 4.2. Glossary of terms , 5. Risk assessment for lasers -- 5.1. Purpose -- 5.2. Applicability -- 5.3. Preface -- 5.4. Background -- 5.5. What is a risk assessment? -- 5.6. Fundamental concepts -- 5.7. Terms and definitions -- 5.8. Likelihood of occurrence (probability) -- 5.9. Consequence (severity) -- 5.10. Why is risk assessment important? -- 5.11. Where are risk assessments noted/required by regulations? -- 5.12. What is the goal of risk assessment? -- 5.13. What is acceptable risk? -- 5.14. Note on structure of the risk assessment worksheets , 6. Laser protective eyewear, looking sharp in the laser lab -- 6.1. Introduction -- 6.2. Eyewear labeling -- 6.3. Can eyewear break down/fail? -- 6.4. Ultrafast pulses and laser eyewear -- 6.5. Angle of exposure -- 6.6. Attacked from behind -- 6.7. Unusual eyewear event # 1 -- 6.8. Unusual eyewear event # 2 -- 6.9. Absorptive versus reflective filter -- 6.10. Impact resistance -- 6.11. Manufacturer protection curves and non-labelled wavelengths -- 6.12. What to do if labeling wears off? -- 6.13. Prescription eyewear -- 6.14. Alignment eyewear -- 6.15. European labeling -- 6.16. Storage of eyewear , 7. Regulations, you mean there are rules? -- 7.1. Introduction -- 7.2. Standards and regulations -- 7.3. Export control -- 7.4. Outdoor use -- 7.5. What if you manufacture lasers? -- 7.6. Laser users -- 7.7. US States that have a laser regulatory programs -- 7.8. ANSI Z136 -- 7.9. ANSI control measures -- 7.10. Concluding thoughts , part II. Training related. 8. Safety culture and laser program management -- 8.1. Introduction -- 8.2. Defining safety culture -- 8.3. Safety program maturity -- 8.4. Relationships as a key element in a laser safety program -- 8.5. Risk assessments and standard operating procedures -- 8.6. Training for users and laser safety personnel -- 8.7. Change management -- 8.8. Continuous improvement -- 8.9. Incident investigation -- 8.10. Conclusion , 9. Performance-based learning in laser safety training -- 9.1. Introduction -- 9.2. Alignment demonstration -- 9.3. Examples that apply PBL to laser safety training -- 9.4. Value of these PBL exercises -- 9.5. Alignment class material -- 9.6. Conclusion , 10. Training, breaking through to users -- 10.1. Training -- 10.2. Institutional--required by regulations and standards -- 10.3. On the job training--site/equipment specific -- 10.4. Refresher training -- 10.5. Service staff challenges -- 10.6. Mobile app training, an effective training delivery approach -- 10.7. Microlearning? -- 10.8. Game learning -- 10.9. Just-in-time learning, safe plan of action -- 10.10. On the job training--OJT or is it just mentoring? -- 10.11. More on refresher training -- 10.12. Effective refresher training what are one's options? -- 10.13. Conclusion , 11. Mentoring, do what I say and follow my lead -- 11.1. Introduction -- 11.2. Goal of mentoring -- 11.3. The 10 core laser safety principals -- 11.4. How to be a good mentor or trainer -- 11.5. For those that like it short and simple -- 11.6. A hard lesson for those giving OJT/mentoring -- 11.7. What about mistakes? -- 11.8. Commonly overlooked topics -- 11.9. Safety culture , 12. Can everyone understand your work? Considering visual disabilities when designing graphics and presentations -- 12.1. Introduction -- 12.2. Color deficient vision -- 12.3. General strategies for accommodating visual impairments -- 12.4. Additional considerations , part III. Not the usual topics, going outside the space-time continuum. 13. Ergonomics in a laser lab, you must be joking -- 13.1. Introduction -- 13.2. Lab ergonomics, reaching across the table -- 13.3. Typical work activities and posture -- 13.4. Getting higher -- 13.5. Standing around -- 13.6. Weight/lifting -- 13.7. Vertical breadboard -- 13.8. Work hours -- 13.9. Concluding thoughts , 14. Laser safety tools : making your life better for less -- 14.1. Introduction -- 14.2. Carbon resin lightweight breadboards -- 14.3. Vertical breadboards -- 14.4. Black AL foil -- 14.5. Diffuse reflection material -- 14.6. Indirect laser beam viewing tools -- 14.7. Beam blocks -- 14.8. Beam dump -- 14.9. Polycarbonate sheets -- 14.10. Plastic laser enclosures -- 14.11. Metal laser enclosures, table perimeter guards -- 14.12. Laser curtains -- 14.13. Laser protective eyewear -- 14.14. Piping insulation as shelf/head guard -- 14.15. Are there more products out there? , 15. Evaluation and design of laser barriers -- 15.1. Introduction -- 15.2. Laser barrier definition -- 15.3. Laser barriers-curtain style -- 15.4. Barrier selection -- 15.5. Laser barrier curtain design -- 15.6. Laser barriers--partition style -- 15.7. Laser barrier partition design -- 15.8. Laser barriers for optical tables -- 15.9. Laser barriers for windows -- 15.10. Laser barriers at a doorway -- 15.11. Final thoughts , 16. US and European test methodology for laser protective eyewear -- 16.1. Introduction -- 16.2. ANSI and the Z 136.7 test specification -- 16.3. DIN and the EN 207 test specification -- 16.4. Performance of EN 207 specification -- 16.5. Conclusion , 17. Elements and considerations in designing and/or selecting a room interlock system -- 17.1. Introduction -- 17.2. Hazard assessment -- 17.3. Minimal system for attended operation -- 17.4. Interlocks for unattended operation -- 17.5. Reach back cascade -- 17.6. Design considerations for interlock systems , 18. Paperwork considerations (not documented not done) -- 18.1. Introduction -- 18.2. ISO 9001, just a quick word -- 18.3. Record retention -- 18.4. Training records -- 18.5. Standard operating procedures -- 18.6. Audit records -- 18.7. Laser safety chapter -- 18.8. Accuracy of warning and contact signs and postings -- 18.9. Alignment eyewear approval -- 18.10. Temporary authorization/temporary work authorization -- 18.11. Interlock checks -- 18.12. Conclusion , 19. Explaining engineering control measures found in standards -- 19.1. Introduction -- 19.2. Engineering controls -- 19.3. Conclusion , 20. Dye laser, hazards and good practice for safe use -- 20.1. Introduction -- 20.2. Dyes and solutions -- 20.3. Preparation for dye work -- 20.4. Supervisor and staff responsibilities -- 20.5. Real work rules -- 20.5..1 Protect yourself -- 20.6. If there is a spill -- 20.7. More on dyes -- 20.8. Laser dye/solvent control classes , 21. Laser disposal, end of life cycle thoughts, hospice for your laser -- 21.1. Introduction -- 21.2. Why should you care? -- 21.3. E-waste -- 21.4. What are my responsibilities? -- 21.5. Questions for the user -- 21.6. User responsibilities -- 21.7. Questions for hazardous waste transporter or handler -- 21.8. Questions for surplus receiver -- 21.9. General approaches to laser disposal -- 21.10. Power supplies -- 21.11. Optics -- 21.12. Dye lasers -- 21.13. Excimer lasers -- 21.14. Diode/semiconductor lasers -- 21.15. Diode/telecommunications laser systems , part IV. Problems and solutions, are you dealing with these? 22 How are you dealing with these topics? -- 22.1. Chapter note -- 22.2. 20 smart work practices--all are important, number sequence does not relate to safety or order of importance -- 22.3. Ventilation -- 22.4. Access control -- 22.5. Housekeeping/storage -- 22.6. Layout of optics -- 22.7. Periscope -- 22.8. Cable and hoses -- 22.9. Optics and cable identification -- 22.10. Pump diffuse scatter -- 22.11. Signage on entryway door. , Also available in print. , Mode of access: World Wide Web. , System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.

Additional Edition: Print version: ISBN 9780750316903

Language: English

DOI: 10.1088/2053-2563/ab0f25

URL: https://iopscience.iop.org/book/978-0-7503-1692-7

UID:

Format: 1 online resource (various pagings) : , illustrations (chiefly color).

ISBN: 0-7503-1691-8 , 0-7503-1692-6

Series Statement: [IOP release 6]

Content: Laser Safety: Practical Knowledge and Solutions / provides an in-depth guide to laser safety for a wide variety of people who work regularly with lasers and similar products. Laser safety basics will be discussed within the book with an explanation of laser safety devices and useful techniques to obtain workable laser safety culture. An expansion of topics not found in the typical laser safety text includes ergonomics, mentoring, performance-based learning, on the job training, laser safety tools and solutions as well as laser disposal guidance. Considering risk analysis approaches and functional methods for laser application, and a look at making presentations more universally readable, this book will be relevant to students, researchers and laser physicists. Part of / IOP Series in Coherent Sources and Applications.

Note: "Version: 20190601"--Title page verso. , part I. The basics of laser safety. 1. Why are laser accidents still happening? -- 1.1. Bad behavior and no negative consequences -- 1.2. Possible future : virtual reality -- 1.3. On the job training/mentoring (a topic you will find mentioned several times in this text, but learning is through repetition) -- 1.4. Recommendation -- 1.5. Trainer, what are your responsibilities? -- 1.6. Trainee, what are your responsibilities? -- 1.7. What makes good coaching? -- 1.8. Training review , 2. Classification : a means of hazard communication -- 2.1. Introduction -- 2.2. KEY ITEM about laser hazard classification and why people care -- 2.3. Terms to know -- 2.4. Explanation of individual laser classes -- 2.5. System classification -- 2.6. Classification changes that are being discussed -- 2.7. Training slides on classification , 3. Biological effects : something you should know about -- 3.1. Confession time -- 3.2. Let's be truthful -- 3.3. Oh! I forgot about that -- 3.4. What is all the concern over? -- 3.5. All aboard--train station analogy -- 3.6. Injury below damage threshold -- 3.7. Indoor problems below the MPE do exist -- 3.8. Equipment damage -- 3.9. So where do wavelengths go? -- 3.10. How is damage caused? -- 3.11. The anatomy of your eye -- 3.12. 800 nm trap -- 3.13. Things to know -- 3.14. Physiological damage mechanisms -- 3.15. Quick summary -- 3.16. Skin -- 3.17. Conclusion , 4. Laser safety terms : the language LSOs speak -- 4.1. Introduction -- 4.2. Glossary of terms , 5. Risk assessment for lasers -- 5.1. Purpose -- 5.2. Applicability -- 5.3. Preface -- 5.4. Background -- 5.5. What is a risk assessment? -- 5.6. Fundamental concepts -- 5.7. Terms and definitions -- 5.8. Likelihood of occurrence (probability) -- 5.9. Consequence (severity) -- 5.10. Why is risk assessment important? -- 5.11. Where are risk assessments noted/required by regulations? -- 5.12. What is the goal of risk assessment? -- 5.13. What is acceptable risk? -- 5.14. Note on structure of the risk assessment worksheets , 6. Laser protective eyewear, looking sharp in the laser lab -- 6.1. Introduction -- 6.2. Eyewear labeling -- 6.3. Can eyewear break down/fail? -- 6.4. Ultrafast pulses and laser eyewear -- 6.5. Angle of exposure -- 6.6. Attacked from behind -- 6.7. Unusual eyewear event # 1 -- 6.8. Unusual eyewear event # 2 -- 6.9. Absorptive versus reflective filter -- 6.10. Impact resistance -- 6.11. Manufacturer protection curves and non-labelled wavelengths -- 6.12. What to do if labeling wears off? -- 6.13. Prescription eyewear -- 6.14. Alignment eyewear -- 6.15. European labeling -- 6.16. Storage of eyewear , 7. Regulations, you mean there are rules? -- 7.1. Introduction -- 7.2. Standards and regulations -- 7.3. Export control -- 7.4. Outdoor use -- 7.5. What if you manufacture lasers? -- 7.6. Laser users -- 7.7. US States that have a laser regulatory programs -- 7.8. ANSI Z136 -- 7.9. ANSI control measures -- 7.10. Concluding thoughts , part II. Training related. 8. Safety culture and laser program management -- 8.1. Introduction -- 8.2. Defining safety culture -- 8.3. Safety program maturity -- 8.4. Relationships as a key element in a laser safety program -- 8.5. Risk assessments and standard operating procedures -- 8.6. Training for users and laser safety personnel -- 8.7. Change management -- 8.8. Continuous improvement -- 8.9. Incident investigation -- 8.10. Conclusion , 9. Performance-based learning in laser safety training -- 9.1. Introduction -- 9.2. Alignment demonstration -- 9.3. Examples that apply PBL to laser safety training -- 9.4. Value of these PBL exercises -- 9.5. Alignment class material -- 9.6. Conclusion , 10. Training, breaking through to users -- 10.1. Training -- 10.2. Institutional--required by regulations and standards -- 10.3. On the job training--site/equipment specific -- 10.4. Refresher training -- 10.5. Service staff challenges -- 10.6. Mobile app training, an effective training delivery approach -- 10.7. Microlearning? -- 10.8. Game learning -- 10.9. Just-in-time learning, safe plan of action -- 10.10. On the job training--OJT or is it just mentoring? -- 10.11. More on refresher training -- 10.12. Effective refresher training what are one's options? -- 10.13. Conclusion , 11. Mentoring, do what I say and follow my lead -- 11.1. Introduction -- 11.2. Goal of mentoring -- 11.3. The 10 core laser safety principals -- 11.4. How to be a good mentor or trainer -- 11.5. For those that like it short and simple -- 11.6. A hard lesson for those giving OJT/mentoring -- 11.7. What about mistakes? -- 11.8. Commonly overlooked topics -- 11.9. Safety culture , 12. Can everyone understand your work? Considering visual disabilities when designing graphics and presentations -- 12.1. Introduction -- 12.2. Color deficient vision -- 12.3. General strategies for accommodating visual impairments -- 12.4. Additional considerations , part III. Not the usual topics, going outside the space-time continuum. 13. Ergonomics in a laser lab, you must be joking -- 13.1. Introduction -- 13.2. Lab ergonomics, reaching across the table -- 13.3. Typical work activities and posture -- 13.4. Getting higher -- 13.5. Standing around -- 13.6. Weight/lifting -- 13.7. Vertical breadboard -- 13.8. Work hours -- 13.9. Concluding thoughts , 14. Laser safety tools : making your life better for less -- 14.1. Introduction -- 14.2. Carbon resin lightweight breadboards -- 14.3. Vertical breadboards -- 14.4. Black AL foil -- 14.5. Diffuse reflection material -- 14.6. Indirect laser beam viewing tools -- 14.7. Beam blocks -- 14.8. Beam dump -- 14.9. Polycarbonate sheets -- 14.10. Plastic laser enclosures -- 14.11. Metal laser enclosures, table perimeter guards -- 14.12. Laser curtains -- 14.13. Laser protective eyewear -- 14.14. Piping insulation as shelf/head guard -- 14.15. Are there more products out there? , 15. Evaluation and design of laser barriers -- 15.1. Introduction -- 15.2. Laser barrier definition -- 15.3. Laser barriers-curtain style -- 15.4. Barrier selection -- 15.5. Laser barrier curtain design -- 15.6. Laser barriers--partition style -- 15.7. Laser barrier partition design -- 15.8. Laser barriers for optical tables -- 15.9. Laser barriers for windows -- 15.10. Laser barriers at a doorway -- 15.11. Final thoughts , 16. US and European test methodology for laser protective eyewear -- 16.1. Introduction -- 16.2. ANSI and the Z 136.7 test specification -- 16.3. DIN and the EN 207 test specification -- 16.4. Performance of EN 207 specification -- 16.5. Conclusion , 17. Elements and considerations in designing and/or selecting a room interlock system -- 17.1. Introduction -- 17.2. Hazard assessment -- 17.3. Minimal system for attended operation -- 17.4. Interlocks for unattended operation -- 17.5. Reach back cascade -- 17.6. Design considerations for interlock systems , 18. Paperwork considerations (not documented not done) -- 18.1. Introduction -- 18.2. ISO 9001, just a quick word -- 18.3. Record retention -- 18.4. Training records -- 18.5. Standard operating procedures -- 18.6. Audit records -- 18.7. Laser safety chapter -- 18.8. Accuracy of warning and contact signs and postings -- 18.9. Alignment eyewear approval -- 18.10. Temporary authorization/temporary work authorization -- 18.11. Interlock checks -- 18.12. Conclusion , 19. Explaining engineering control measures found in standards -- 19.1. Introduction -- 19.2. Engineering controls -- 19.3. Conclusion , 20. Dye laser, hazards and good practice for safe use -- 20.1. Introduction -- 20.2. Dyes and solutions -- 20.3. Preparation for dye work -- 20.4. Supervisor and staff responsibilities -- 20.5. Real work rules -- 20.5..1 Protect yourself -- 20.6. If there is a spill -- 20.7. More on dyes -- 20.8. Laser dye/solvent control classes , 21. Laser disposal, end of life cycle thoughts, hospice for your laser -- 21.1. Introduction -- 21.2. Why should you care? -- 21.3. E-waste -- 21.4. What are my responsibilities? -- 21.5. Questions for the user -- 21.6. User responsibilities -- 21.7. Questions for hazardous waste transporter or handler -- 21.8. Questions for surplus receiver -- 21.9. General approaches to laser disposal -- 21.10. Power supplies -- 21.11. Optics -- 21.12. Dye lasers -- 21.13. Excimer lasers -- 21.14. Diode/semiconductor lasers -- 21.15. Diode/telecommunications laser systems , part IV. Problems and solutions, are you dealing with these? 22 How are you dealing with these topics? -- 22.1. Chapter note -- 22.2. 20 smart work practices--all are important, number sequence does not relate to safety or order of importance -- 22.3. Ventilation -- 22.4. Access control -- 22.5. Housekeeping/storage -- 22.6. Layout of optics -- 22.7. Periscope -- 22.8. Cable and hoses -- 22.9. Optics and cable identification -- 22.10. Pump diffuse scatter -- 22.11. Signage on entryway door. , Also available in print. , Mode of access: World Wide Web. , System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.

Additional Edition: ISBN 0-7503-1690-X

Language: English

DOI: 10.1088/2053-2563/ab0f25

UID:

Format: 1 online resource (292 p.)

Edition: A companion edition.

ISBN: 1-118-22404-3

Series Statement: J-B US non-Franchise Leadership

Content: Based on the best-selling Coaching for Leadership (which contains an invaluable and timeless collection of thoughts and theory from some of the world's best thinkers) this workbook is filled with illustrative case studies, examples, exercises, and activities. It addresses matrix effects (what role the organization's structure influenced the outcome), personal dynamics (the psychology and logic about how the story evolved) and additional questions for coaching practice and questions for leaders. The workbook contains its own unique material related to Organizational Behavior, Organizatio

Note: Description based upon print version of record. , Cover; Contents; Title; Copyright; About the Author; Foreword by Marshall Goldsmith; Foreword by Sarah McArthur; Dedication; Launch Pad; Introduction; How to Get the Most Out of Dr. Fink's Leadership Casebook; The Unguided Tour for the General Reader; The Guided Tour for Corporate Citizens and Students of Organizational Life; Theme Park Architecture for Educators, Teachers, and Trainers; Dr. Fink's Leadership Casebook; Casefile-1: Critical Question; Personal Reflection; Buzz Group Topics; Breakout; Coaching Practice Exercise; Situational Question; Casefile-2: Musical Fish; Personal Reflection , Buzz Group TopicsBreakout A: Confidentiality; Breakout B: Ethics; Coaching Practice Exercise / Breakout C: Coaching Dialog; Situational Question; Casefile-3: Matilda's Bitter-Sweet Taste of Success; Personal Reflection; Buzz Group Topics; Breakout A: Confidentiality; Coaching Practice Exercise / Breakout C: Coaching Dialog; Situational Question; Casefile-4: Fat Sid's Big Problem; Personal Reflection; Buzz Group Topics; Breakout; Coaching Practice Exercise; Situational Question; Casefile-5: Corporate Citizen, Dearly Departed; Personal Reflection; Buzz Group Topics; Breakout , Coaching Practice ExerciseSituational Question; Casefile-6: No Mistake; Personal Reflection; Buzz Group Topics; Breakout; Coaching Practice Exercise; Situational Question; Casefile-7: Invasion; Buzz Group and Breakout Discussion Topics; Coaching Practice Exercise; Casefile-8: The Undertaker; Personal Reflection; Buzz Group Topic; Breakout; Coaching Practice Exercise; Situational Question; Casefile-9A: The Upside Down Logic Cost Center Management; Casefile-9B: The Inculcation Calculation; Personal Reflection; Buzz Group Topics; Breakout And Situational Question; Coaching Reflection Exercise , Casefile-10: It All DependsPersonal Reflection and Situational Questions; Buzz Group Topic; Breakout Coaching Practice Exercise; Casefile-11: Oh Happy Tuesday; Fat Sid; Pamela; Benny; Dr. Fink; Matilda; Personal Reflection; Discussion Questions; Coaching Practice Exercise; Situational Question; Casefile-12: Midnight Express; Situational Reflection; Epilog; Theory; Guide to Organizational Life; Practitioner Briefing; Appendix; About the Illustrator; Acknowledgments; Glossary; References; Index , English

Additional Edition: ISBN 1-118-23773-0

Additional Edition: ISBN 1-118-10512-5

Language: English

UID:

Format: 1 online resource (256 pages)

Edition: 1

ISBN: 9783940285379

Note: Intro -- Vorwort -- iTunes-Account erstellen -- Accountdaten eintragen -- Apps am mobilen Gerät suchen, Anwendung installieren -- iTunes-Gutscheine einlösen -- Der App Store am Mac und PC -- Apps in iTunes aktualisieren -- Apps mit dem Computer synchronisieren -- Desktop individuell anpassen -- Anwendungen vom Desktop löschen -- Icons verschieben und weitere Screens hinzufügen -- App-Ordner erstellen -- App-Ordner umbenennen -- App-Ordner anpassen -- App-Ordner im Dock platzieren -- Desktop mit iTunes anpassen -- App-Ordner in iTunes anlegen -- Eine Bewertung verfassen -- Wenn beim Download was schief läuft -- Alle Wege führen in den App Store -- 00:00 bis 06:00 Uhr -- Schnellübersicht -- Aufwachen, in der richtigen Phase -- 06:00 bis 07:00 Uhr -- Schnellübersicht -- Der Tag beginnt mit … dem Wecker -- Vor dem Aufstehen noch ein paar Minuten Radio hören -- Zum Frühstückskaffee gibt es die aktuelle Tageszeitung -- Oh Schreck, das iPhone ist weg -- 07:00 bis 08:00 Uhr -- Schnellübersicht -- Bank- und Postgeschäfte auf dem Weg zur Arbeit -- Postbank-Filiale in der Nähe suchen -- Per Navi-App zum Geldautomaten -- Dauerhafte Gewichtskontrolle am iPhone -- Den Überblick über die Kalorienzufuhr behalten -- Wenn ein Ei in vier Minuten weich ist, wann ist es dann … -- Den Stundenplan im Blick behalten -- Das Periodensystem am iPad -- Spielerisches Lernen mit dem iPhone -- 08:00 bis 09:00 Uhr -- Schnellübersicht -- Alle Fahrpläne in der Tasche -- Auf dem neuesten Stand mit RSS-Feeds -- Jetzt wird's aber langsam knapp -- Fernsehen in der Wohnung, wo immer man möchte -- Einen (Podcast) für unterwegs -- Musik hören gegen Anlaufschwierigkeiten -- Multiplayer-Spiele am iPad -- Ruhigere Spiele für die Kleinen (und Großen) -- Kann dein Tamagotchi schwimmen? -- 09:00 bis 10:00 Uhr -- Schnellübersicht -- Blogs unterwegs updaten , Internetmessenger am iPhone und iPod touch -- Der Personal Trainer für die (Sport-)Hosentasche -- Do you speak english? Der Übersetzer im iPhone -- Bäume bestimmen per App -- 10:00 bis 11:00 Uhr -- Schnellübersicht -- Visitenkarten abtippen war gestern -- Wenn einer eine Reise tut … muss er sie auch buchen -- Der Flug als zeitsparende und oft preiswerte Alternative -- Wenn man trotzdem ein Hotel braucht -- Recherchetool für Cineasten -- Freizeit ist heutzutage Kommunikationszeit -- Ein Blick in die Sterne -- 11:00 bis 12:00 Uhr -- Schnellübersicht -- Das iPhone und die Umkreissuche -- Wo geht's hin und wie viele wohnen da? -- In jedem steckt ein Musiker … wenn er sich entscheiden kann -- Gehirntraining, das man bereits am Nintendo gespielt hat -- 12:00 bis 13:00 Uhr -- Schnellübersicht -- Welcher Wein passt eigentlich zu …? -- Online-Shopping für (fast) die ganze Familie -- Das saisonal passende Mittagessen -- Die komplette Wikipedia-Bibliothek im Schulranzen -- Einmal auf dem Feld arbeiten, Häuser bauen, … -- 13:00 bis 14:00 Uhr -- Schnellübersicht -- Unterwegs neue und gebrauchte Artikel kaufen -- Erst mal sehen, ob's eBay hat -- Die digitale Einkaufsliste -- Formeln, Formeln, nichts als Formeln -- Spielen kommt nicht nur von Spiel -- Auch Mathematik kann Spaß machen -- 14:00 bis 15:00 Uhr -- Schnellübersicht -- Word- und Excel-Dateien am iPad bearbeiten -- Klingeltöne für das iPhone erstellen -- Dateien auf die mobilen Geräte kopieren -- Die Damen des Hauses sind Casual Gamer -- 15:00 bis 16:00 Uhr -- Schnellübersicht -- Professionelle Präsentationen erstellen am iPad -- Layouten am iPad -- Social Media am iPhone und iPod touch -- Taschenrechner am iPad - die vermisste App -- Mit dem Finger auf der Landkarte -- 16:00 bis 17:00 Uhr -- Schnellübersicht -- Dem Blog auf die Beine helfen -- Kinoprogramm am iPhone. Mit Trailer und Reservierung , Apple TV mit dem iPhone fernbedienen -- Malen am iPad -- Entspannende Klänge und Farben am iPad -- 17:00 bis 18:00 Uhr -- Schnellübersicht -- Fußball schauen in der Sportsbar -- 18:00 bis 19:00 Uhr -- Schnellübersicht -- Das iPhone als Trainingspartner -- Rezeptideen per iPad -- Die unterschiedlichen Arten von Spielen -- Fotos nachbearbeiten am iPhone -- Der Weihnachtsmann liest Mails -- Das iPhone hört zu und erkennt Musik -- 19:00 bis 20:00 Uhr -- Schnellübersicht -- Taxi rufen auf Knopfdruck -- Auto mieten leicht gemacht -- Wie ist eigentlich das Wetter in …? -- Passwörter, Log-ins und jede Menge Verwirrung -- Wofür steht eigentlich das Kennzeichen …? -- 20:00 bis 21:00 Uhr -- Schnellübersicht -- Fußballergebnisse mitverfolgen -- Das iPad hilft bei der Wahl des passenden Hundes für die ganze Familie -- Geht noch was? -- Videos unterschiedlicher Formate im WLAN streamen -- 21:00 bis 22:00 Uhr -- Schnellübersicht -- Wie geht es eigentlich Wolfgangs Aktiendepot? -- Was ist sonst noch in der Welt passiert? -- Geheimwaffe Safari -- Push-News vom Profi-Club -- Ich seh' den Sternenhimmel … -- 22:00 bis 23:00 Uhr -- Schnellübersicht -- Die Termine für den nächsten Arbeitstag planen -- Aufgaben verwalten -- Super Lesestoff für Superhelden -- 23:00 bis 24:00 Uhr -- Schnellübersicht -- Noch ein Hörbuch zum Einschlafen … -- … mit Timer -- Die Bettlektüre am iPad -- Der Tag ist vorüber, die Familie schläft

Additional Edition: Print version: Krimmer, Michael App geht's - Apps für iPad, iPhone und iPod touch rund um die Uhr Obergriesbach : amac-buch Verlag,c2010 ISBN 9783940285263

Keywords: Electronic books.

URL: https://ebookcentral.proquest.com/lib/th-brandenburg/detail.action?docID=7248587

UID:

Format: 1 Partitur (300 Seiten) , 1 Beilage , 32cm, 1900 g

ISBN: 3760083350252 , 9790231313819

Note: 2000 ans et un jour; À la belle de Mai; À la légère; Á nos actes manqués; À part ça; À toutes les filles; ABC pour casser; Accord parfait; Aïcha; Aime-moi encore; Aimer (spectacle musical : Roméo et Juliette); Aller plus haut; Allumer le feu; Alors regarde; Amour à la machine; Amour des feintes; Amour existe encore; Années guitare; Another love in LA; Argent pourrit les gens; Arlette laguiller; Au fur et à mesure; Au pays des merveilles; Au ras des paquerettes; Authentik; Autre Finistère; Avant de partir; Bac G; Baiser; Barbès; Bas; Batida Coco; Bécaud; Belle est arrivée; Belle (spectacle musical : Notre Dame de Paris); Bête immonde; Bienvenue chez moi; Bille de verre; Bonne nouvelle; Bouge de là; Bouscule-moi; Cabane du pêcheur; Cadillac; Caroline; Cash city; C'est ça la France; C'est déjà ça; C'est quand qu'on va où; C'est toi qui m'a fait; Chacun sa route (B.O.: un indien dans la ville); Champ du possible; Chanson du Zèbre (le zébre) B.O.; Chanson pour mon grand-père (Charpie de Chapka); Chanter; Chat; Chica de Cuba; Chienne d'idée; Cinéma d'Audiard; Clara veut la lune; Clefs du paradis; Cœurs brûlés (B.O. saga TV : "Les Cœurs Brûlés"); Colore; Comme les animaux; Comme un appel; Comme un igloo; Corrida; Couleur des Blés; Daniela; Dans la jungle ou dans le zoo; Dans la salle du bar tabac de la rue des Martyrs; Dates anniversaires; De bretagne ou d'ailleurs; Démarre le show -Dernier qui a parlé; Derniers seront les premiers; Des attractions désastres; Des Cornouailles à l'Oural; Désenchantée; Dieu m'a donné la foi; Différente quand je chante; Dis-lui toi que je l'aime; Dodo Rémi; Dreyfus; Emma; En résumé en conclusion; Enfants de l'an 2000; Ennemi dans la glace; Ensemble; Entre elle & moi (spectacle musical : Sand & les Romantiques); Entre temps ramait d'Aboville; Entrer dans la lumière; Envie d'aimer (spectacle musical : les dix commandements); Est-ce que tu es seule ce soir ?; Eteins la lumière; Famille heureuse; Fan de maman; Faut qu'j'travaille; Femmes sont belles; Fièvre; Flo; Fonds Larion; Forteresse; Foule sentimentale; Fruit de la passion; Goodbye marylou; Groove Baby Groove; Homme des marais; Homme pressé; Hommes qui passent; Hors saison; Il est vraiment phénoménal -Il me dit que je suis belle; Il y a trop de gens qui t'aiment; Ile aux oiseaux (tombé pour elle); Important c'est d'aimer; innamoremto; Irlandaise; Jacobi marchait; Jadis et naguère; J'ai des doutes; Jalousie; J'appuie sur la gachette; Jardinier dort; Je crois que ça va pas être possible; Je danse le MIA; Je dis aime; Je m'appelle Hélène; Je me suis tellement manquée; Je m'envole; Je sais pas jouer; Je t'aimais je t'aime et je t'aimerai; Je t'aime; Je t'aime mélancolie; Je t'attends; Je te donne mon cœur; Je voudrais la connaître; Je vous aime adieu; Je zappe et je mate; J'en rêve encore; Jerk; J'irai où tu iras; J'la croise tous les matins; Joy; J'te l'dis quand même (Je te le dis quand même); J'te mentirais; J't'emmène au vent; Juste après; Juste quelqu'un du bien; J'veux du soleil; L N A H O; Là-bas (B.O. du film "Les Nuits Fauves"); Laisse pas traîner ton fils; Lambé an dro; Larmes des maux; Larsen; Léa; Locataire; Loup; Lucie; Ma habanera; Ma Mélissa (TV : Les Minikeums); Ma petite entreprise; Ma s… à moi (ma salope à moi); Madame rêve; Madrid Madrid; Mais qui est la belette ?; Maman; Mangez-moi, mangez-moi (le chant du psylo); Mannequins d'osier; Marchand de cailloux; Mariés de Vendée; Matrice; Maxou; Meilleurs ennemis; Melody Tempo Harmony; Mer n'existe pas; Mets de l'huile; Mille neuf cent quatre-vingt dix (1990); Mirador; Mon papa à moi; Monde est fou; Monde tourne mal; Mother mother; Mwen alé; Né en 17 à Leidenstadt; Né ici; Neige au Sahara; Noé; Nos Fiançailles; Nous nous reverrons un jour ou l'autre; Nu; Nuit je mens; Nul ne guérit de son enfance; Obsolète , Oh comme les saumons; On écrit sur les murs; On ne change pas; Osez Joséphine; Oui je l´adore; Paris; Parisien du nord; Parler d´Amour; Partir un jour; Pas assez de toi; Passer ma route; Pierpoljak (War for Jah Land); Place des grands hommes; Plastique c´est fantastique; Pleure pas boulou; Plus que tout au monde; Portrait de Norman Rockwell; Pour que tu m´aimes encore; Pour tout le monde pareil; Pouvoir des fleurs; Prenons notre temps; Princes de la ville; Pucc fiction; Quand je vois tes yeux; Que Linda Cuba; Qui de nous deux; Qui sème le vent récolte le tempo; Raisonne; Respect; Respecte mon attitude; Rêve du pêcheur; Rêve orange; Rien que de l´eau; Rio Grande; Rive gauche; Rois du monde (spectacle musical : Roméo et Juliette); Ronciers; Rouge; Rue Fontaine; Rumba Triste; Sa ké cho; Sa raison d´être; Saga Africa; Sagesse du fou; Sang pour sang; Saudade; Savoir aimer; Séparés; Shame on U; Si les anges; Si tu veux m´essayer; S´il suffisait d´aimer; Simple et funky; Sirop de la rue; Solitude des latitudes; Soul music airlines; Souris puisque c´est grave; Sous le soleil de Bodega; Sous les jupes des filles; Sucré salé; Sûr et certain; Sur la route; Suzette; Tailler la zone; Tandem; Tellement n´brick; Temps à nouveau; Temps des Cathédrales (spectacle musical : Notre Dame de Paris); Terre Indigo (B.O. saga TV : "Terre Indigo"); Toi et moi; Tomber la chemise; Tomber sous le charme; Ton invitation; Tostaky (le continent); Tous les mômes; Tout; Tribu de Dana; Tu compliques tout; Tu m´oublieras; Tu ne m´as pas laissé le temps; Tu vas me manquer (les mains qui se cherchent); Un homme heureux; Un monde parfait; Un, deux, trois; Utile; Va savoir; Variations sur le même t´aime; Victime de la mode; Vie violence; Viens voir le docteur; Vingt ans; Vivre pour le meilleur; Vivre (spectacle musical : Notre Dame de Paris); Voilà l´été; Voilà voilà; Vous êtes fous; Voyage en Italie; Voyages immobiles; White and black blues; XXL; Y a d´la haine; Y´a pas que les grands qui rêvent; Y a qu´les filles qui m´intéressent; Ya Rayah; Zen; Zobi La mouche; Zora sourit

Language: French

UID:

Format: 1 online resource (262 pages)

ISBN: 0-12-815894-8 , 0-12-815893-X

Note: Front Cover -- A Workbook of Ethical Case Scenarios in Applied Behavior Analysis -- Copyright Page -- Contents -- About the Authors -- Disclaimer -- I. Background and Preparation for Analysis of Ethical Case Scenarios -- 1 A Brief Introduction to Ethics in Applied Behavior Analysis -- The Road to the Code -- A Modern Ethics Code -- The Continued Study of Ethics -- Analyzing Ethical Challenges -- Preparing to Be an Ethical Practitioner -- 2 Using This Workbook -- 3 Suggestions for Ethical Decision-Making -- 4 Examples of Completed Case Scenarios -- Know It All -- Taking Testimonials -- II. Ethical Case Scenarios -- 5 1.0-Responsible Conduct of Behavior Analysts -- Case 1: Request for Service -- Case 2: Fighting Fads -- Case 3: Break Up, Break Down -- Case 4: Splitting Up Is Hard to Do -- Case 5: Lack of Snack -- Case 6: Unfriend Request -- Case 7: Ethical Headache -- Case 8: No Show, Oh No! -- Case 9: Risky Referral -- Case 10: Learn Something New -- Case 11: Divided Attention -- Case 12: Sharing Is Caring -- Case 13: Party Time -- Case 14: Requested Removal -- Case 15: More Than Friends -- Case 16: Fixer Upper -- Case 17: Legalize It -- Case 18: The Only One for the Job -- Case 19: Someone's Gotta Do It -- Case 20: I Know That Guy -- 6 2.0-Behavior Analysts' Responsibility to Clients -- Case 21: Walking Billboard -- Case 22: Something's in the Air -- Case 23: Look No Further -- Case 24: Muffin Melodrama -- Case 25: Word of Mouth -- Case 26: Burying the Lead -- Case 27: You Scratch My Back -- Case 28: &num -- Hashtag -- Case 29: Holiday Spirit -- Case 30: Responding to Reviews -- Case 31: Need a Nap -- Case 32: Stay the Course -- Case 33: Billing Blunder -- Case 34: Cut Off -- Case 35: Coffee Talk -- Case 36: Put Words in Your Mouth -- 7 3.0-Assessing Behavior -- Case 37: Rights to Results -- Case 38: Preemptive Plan -- Case 39: Running on Empty. , 8 4.0-Behavior Analysts and the Behavior-Change Program -- Case 40: All in the Family -- Case 41: Should I Stay or Should I Go -- Case 42: Sweet Tooth -- Case 43: My Way or the Highway -- Case 44: Community Integration -- Case 45: Ctrl-C/Ctrl-V -- Case 46: Punitive Measures -- Case 47: Let's Move! -- Case 48: Supplies With Legs -- Case 49: Sign on the Dotted Line -- Case 50: Lost in Translation -- 9 5.0-Behavior Analysts as Supervisors -- BCBA supervision -- Clinical supervision -- Case 51: In Search of Supervision -- Case 52: Spread Too Thin -- Case 53: Fractured Focus -- 10 6.0-Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- Case 54: Following the Crowd -- Case 55: Getting the Word Out -- 11 7.0-Behavior Analysts' Ethical Responsibility to Colleagues -- Case 56: Academic Advocacy -- Case 57: No "I" in Team -- Case 58: Human Resources -- 12 8.0-Public Statements -- Case 59: Problems in Press -- Case 60: Internet Troll -- Case 61: Press Release -- Case 62: Varied Expertise -- Case 63: Public Persona -- Case 64: Playground Pushiness -- Case 65: Don't Quote Me -- Case 66: Hey, That's Me! -- Case 67: Good Intentions -- Case 68: Take My Advice -- 13 9.0-Behavior Analysts and Research -- Case 69: Mad Scientist -- Case 70: Undue Influence -- Case 71: Unfortunate News -- 14 10.0-Behavior Analysts' Ethical Responsibility to the BACB -- Case 72: Under the Influence -- Case 73: Slippery Supervision -- Case 74: Above Paygrade -- Case 75: Training the Trainers -- Case 76: Signed, Sealed -- 15 Complex Scenarios Involving Multiple Codes -- Case 77: Social Media Mayday -- Case 78: Wear Many Hats -- Case 79: Promises, Promises -- Case 80: Need for Concern? -- Case 81: Decoration Dilemma -- Case 82: Glitch -- Case 83: It's Just Business -- Case 84: Top 10 -- Case 85: Gentle Nudge -- Case 86: Behind Closed Doors. , Behavior Analyst Certification Board®: Professional and Ethical Compliance Code for Behavior Analysts -- Contents -- 1.0 Responsible Conduct of Behavior Analysts -- 2.0 Behavior Analysts' Responsibility to Clients -- 3.0 Assessing Behavior -- 4.0 Behavior Analysts and the Behavior-Change Program -- 5.0 Behavior Analysts as Supervisors -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysts -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 8.0 Public Statements -- 9.0 Behavior Analysts and Research -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- Professional and Ethical Compliance Code for Behavior Analysts -- 1.0 Responsible Conduct of Behavior Analysts -- 1.01 Reliance on Scientific KnowledgeRBT -- 1.02 Boundaries of CompetenceRBT -- 1.03 Maintaining Competence through Professional DevelopmentRBT -- 1.04 IntegrityRBT -- 1.05 Professional and Scientific RelationshipsRBT -- 1.06 Multiple Relationships and Conflicts of InterestRBT -- 1.07 Exploitative RelationshipsRBT -- 2.0 Behavior Analysts' Responsibility to Clients -- 2.01 Accepting Clients -- 2.02 ResponsibilityRBT -- 2.03 Consultation -- 2.04 Third-Party Involvement in Services -- 2.05 Rights and Prerogatives of ClientsRBT -- 2.06 Maintaining ConfidentialityRBT -- 2.07 Maintaining RecordsRBT -- 2.08 DisclosuresRBT -- 2.09 Treatment/Intervention Efficacy -- 2.10 Documenting Professional Work and ResearchRBT -- 2.11 Records and DataRBT -- 2.12 Contracts, Fees, and Financial Arrangements -- 2.13 Accuracy in Billing Reports -- 2.14 Referrals and Fees -- 2.15 Interrupting or Discontinuing Services -- 3.0 Assessing Behavior -- 3.01 Behavior-Analytic AssessmentRBT -- 3.02 Medical Consultation -- 3.03 Behavior-Analytic Assessment Consent -- 3.04 Explaining Assessment Results -- 3.05 Consent-Client Records. , 4.0 Behavior Analysts and the Behavior-Change Program -- 4.01 Conceptual Consistency -- 4.02 Involving Clients in Planning and Consent -- 4.03 Individualized Behavior-Change Programs -- 4.04 Approving Behavior-Change Programs -- 4.05 Describing Behavior-Change Program Objectives -- 4.06 Describing Conditions for Behavior-Change Program Success -- 4.07 Environmental Conditions that Interfere with Implementation -- 4.08 Considerations Regarding Punishment Procedures -- 4.09 Least Restrictive Procedures -- 4.10 Avoiding Harmful ReinforcersRBT -- 4.11 Discontinuing Behavior-Change Programs and Behavior-Analytic Services -- 5.0 Behavior Analysts as Supervisors -- 5.01 Supervisory Competence -- 5.02 Supervisory Volume -- 5.03 Supervisory Delegation -- 5.04 Designing Effective Supervision and Training -- 5.05 Communication of Supervision Conditions -- 5.06 Providing Feedback to Supervisees -- 5.07 Evaluating the Effects of Supervision -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- 6.01 Affirming PrinciplesRBT -- 6.02 Disseminating Behavior AnalysisRBT -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 7.01 Promoting an Ethical CultureRBT -- 7.02 Ethical Violations by Others and Risk of HarmRBT -- 8.0 Public Statements -- 8.01 Avoiding False or Deceptive StatementsRBT -- 8.02 Intellectual PropertyRBT -- 8.03 Statements by OthersRBT -- 8.04 Media Presentations and Media-Based Services -- 8.05 Testimonials and AdvertisingRBT -- 8.06 In-Person SolicitationRBT -- 9.0 Behavior Analysts and Research -- 9.01 Conforming with Laws and RegulationsRBT -- 9.02 Characteristics of Responsible Research -- 9.03 Informed Consent -- 9.04 Using Confidential Information for Didactic or Instructive Purposes -- 9.05 Debriefing -- 9.06 Grant and Journal Reviews -- 9.07 Plagiarism -- 9.08 Acknowledging Contributions. , 9.09 Accuracy and Use of DataRBT -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- 10.01 Truthful and Accurate Information Provided to the BACBRBT -- 10.02 Timely Responding, Reporting, and Updating of Information Provided to the BACBRBT -- 10.03 Confidentiality and BACB Intellectual PropertyRBT -- 10.04 Examination Honesty and IrregularitiesRBT -- 10.05 Compliance with BACB Supervision and Coursework StandardsRBT -- 10.06 Being Familiar with This Code -- 10.07 Discouraging Misrepresentation by Non-Certified IndividualsRBT -- Glossary -- Behavior Analyst -- Behavior-Analytic Services -- Behavior-Change Program -- Client -- Functional Assessment -- Multiple Relationships -- Public Statements -- Research -- Research Review Board -- Rights and Prerogatives of Clients -- Risk-Benefit Analysis -- Service Record -- Student -- Supervisee -- References -- Index -- Back Cover.

Language: English

UID:

Format: 1 online resource (262 pages)

ISBN: 0-12-815894-8 , 0-12-815893-X

Note: Front Cover -- A Workbook of Ethical Case Scenarios in Applied Behavior Analysis -- Copyright Page -- Contents -- About the Authors -- Disclaimer -- I. Background and Preparation for Analysis of Ethical Case Scenarios -- 1 A Brief Introduction to Ethics in Applied Behavior Analysis -- The Road to the Code -- A Modern Ethics Code -- The Continued Study of Ethics -- Analyzing Ethical Challenges -- Preparing to Be an Ethical Practitioner -- 2 Using This Workbook -- 3 Suggestions for Ethical Decision-Making -- 4 Examples of Completed Case Scenarios -- Know It All -- Taking Testimonials -- II. Ethical Case Scenarios -- 5 1.0-Responsible Conduct of Behavior Analysts -- Case 1: Request for Service -- Case 2: Fighting Fads -- Case 3: Break Up, Break Down -- Case 4: Splitting Up Is Hard to Do -- Case 5: Lack of Snack -- Case 6: Unfriend Request -- Case 7: Ethical Headache -- Case 8: No Show, Oh No! -- Case 9: Risky Referral -- Case 10: Learn Something New -- Case 11: Divided Attention -- Case 12: Sharing Is Caring -- Case 13: Party Time -- Case 14: Requested Removal -- Case 15: More Than Friends -- Case 16: Fixer Upper -- Case 17: Legalize It -- Case 18: The Only One for the Job -- Case 19: Someone's Gotta Do It -- Case 20: I Know That Guy -- 6 2.0-Behavior Analysts' Responsibility to Clients -- Case 21: Walking Billboard -- Case 22: Something's in the Air -- Case 23: Look No Further -- Case 24: Muffin Melodrama -- Case 25: Word of Mouth -- Case 26: Burying the Lead -- Case 27: You Scratch My Back -- Case 28: &num -- Hashtag -- Case 29: Holiday Spirit -- Case 30: Responding to Reviews -- Case 31: Need a Nap -- Case 32: Stay the Course -- Case 33: Billing Blunder -- Case 34: Cut Off -- Case 35: Coffee Talk -- Case 36: Put Words in Your Mouth -- 7 3.0-Assessing Behavior -- Case 37: Rights to Results -- Case 38: Preemptive Plan -- Case 39: Running on Empty. , 8 4.0-Behavior Analysts and the Behavior-Change Program -- Case 40: All in the Family -- Case 41: Should I Stay or Should I Go -- Case 42: Sweet Tooth -- Case 43: My Way or the Highway -- Case 44: Community Integration -- Case 45: Ctrl-C/Ctrl-V -- Case 46: Punitive Measures -- Case 47: Let's Move! -- Case 48: Supplies With Legs -- Case 49: Sign on the Dotted Line -- Case 50: Lost in Translation -- 9 5.0-Behavior Analysts as Supervisors -- BCBA supervision -- Clinical supervision -- Case 51: In Search of Supervision -- Case 52: Spread Too Thin -- Case 53: Fractured Focus -- 10 6.0-Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- Case 54: Following the Crowd -- Case 55: Getting the Word Out -- 11 7.0-Behavior Analysts' Ethical Responsibility to Colleagues -- Case 56: Academic Advocacy -- Case 57: No "I" in Team -- Case 58: Human Resources -- 12 8.0-Public Statements -- Case 59: Problems in Press -- Case 60: Internet Troll -- Case 61: Press Release -- Case 62: Varied Expertise -- Case 63: Public Persona -- Case 64: Playground Pushiness -- Case 65: Don't Quote Me -- Case 66: Hey, That's Me! -- Case 67: Good Intentions -- Case 68: Take My Advice -- 13 9.0-Behavior Analysts and Research -- Case 69: Mad Scientist -- Case 70: Undue Influence -- Case 71: Unfortunate News -- 14 10.0-Behavior Analysts' Ethical Responsibility to the BACB -- Case 72: Under the Influence -- Case 73: Slippery Supervision -- Case 74: Above Paygrade -- Case 75: Training the Trainers -- Case 76: Signed, Sealed -- 15 Complex Scenarios Involving Multiple Codes -- Case 77: Social Media Mayday -- Case 78: Wear Many Hats -- Case 79: Promises, Promises -- Case 80: Need for Concern? -- Case 81: Decoration Dilemma -- Case 82: Glitch -- Case 83: It's Just Business -- Case 84: Top 10 -- Case 85: Gentle Nudge -- Case 86: Behind Closed Doors. , Behavior Analyst Certification Board®: Professional and Ethical Compliance Code for Behavior Analysts -- Contents -- 1.0 Responsible Conduct of Behavior Analysts -- 2.0 Behavior Analysts' Responsibility to Clients -- 3.0 Assessing Behavior -- 4.0 Behavior Analysts and the Behavior-Change Program -- 5.0 Behavior Analysts as Supervisors -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysts -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 8.0 Public Statements -- 9.0 Behavior Analysts and Research -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- Professional and Ethical Compliance Code for Behavior Analysts -- 1.0 Responsible Conduct of Behavior Analysts -- 1.01 Reliance on Scientific KnowledgeRBT -- 1.02 Boundaries of CompetenceRBT -- 1.03 Maintaining Competence through Professional DevelopmentRBT -- 1.04 IntegrityRBT -- 1.05 Professional and Scientific RelationshipsRBT -- 1.06 Multiple Relationships and Conflicts of InterestRBT -- 1.07 Exploitative RelationshipsRBT -- 2.0 Behavior Analysts' Responsibility to Clients -- 2.01 Accepting Clients -- 2.02 ResponsibilityRBT -- 2.03 Consultation -- 2.04 Third-Party Involvement in Services -- 2.05 Rights and Prerogatives of ClientsRBT -- 2.06 Maintaining ConfidentialityRBT -- 2.07 Maintaining RecordsRBT -- 2.08 DisclosuresRBT -- 2.09 Treatment/Intervention Efficacy -- 2.10 Documenting Professional Work and ResearchRBT -- 2.11 Records and DataRBT -- 2.12 Contracts, Fees, and Financial Arrangements -- 2.13 Accuracy in Billing Reports -- 2.14 Referrals and Fees -- 2.15 Interrupting or Discontinuing Services -- 3.0 Assessing Behavior -- 3.01 Behavior-Analytic AssessmentRBT -- 3.02 Medical Consultation -- 3.03 Behavior-Analytic Assessment Consent -- 3.04 Explaining Assessment Results -- 3.05 Consent-Client Records. , 4.0 Behavior Analysts and the Behavior-Change Program -- 4.01 Conceptual Consistency -- 4.02 Involving Clients in Planning and Consent -- 4.03 Individualized Behavior-Change Programs -- 4.04 Approving Behavior-Change Programs -- 4.05 Describing Behavior-Change Program Objectives -- 4.06 Describing Conditions for Behavior-Change Program Success -- 4.07 Environmental Conditions that Interfere with Implementation -- 4.08 Considerations Regarding Punishment Procedures -- 4.09 Least Restrictive Procedures -- 4.10 Avoiding Harmful ReinforcersRBT -- 4.11 Discontinuing Behavior-Change Programs and Behavior-Analytic Services -- 5.0 Behavior Analysts as Supervisors -- 5.01 Supervisory Competence -- 5.02 Supervisory Volume -- 5.03 Supervisory Delegation -- 5.04 Designing Effective Supervision and Training -- 5.05 Communication of Supervision Conditions -- 5.06 Providing Feedback to Supervisees -- 5.07 Evaluating the Effects of Supervision -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- 6.01 Affirming PrinciplesRBT -- 6.02 Disseminating Behavior AnalysisRBT -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 7.01 Promoting an Ethical CultureRBT -- 7.02 Ethical Violations by Others and Risk of HarmRBT -- 8.0 Public Statements -- 8.01 Avoiding False or Deceptive StatementsRBT -- 8.02 Intellectual PropertyRBT -- 8.03 Statements by OthersRBT -- 8.04 Media Presentations and Media-Based Services -- 8.05 Testimonials and AdvertisingRBT -- 8.06 In-Person SolicitationRBT -- 9.0 Behavior Analysts and Research -- 9.01 Conforming with Laws and RegulationsRBT -- 9.02 Characteristics of Responsible Research -- 9.03 Informed Consent -- 9.04 Using Confidential Information for Didactic or Instructive Purposes -- 9.05 Debriefing -- 9.06 Grant and Journal Reviews -- 9.07 Plagiarism -- 9.08 Acknowledging Contributions. , 9.09 Accuracy and Use of DataRBT -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- 10.01 Truthful and Accurate Information Provided to the BACBRBT -- 10.02 Timely Responding, Reporting, and Updating of Information Provided to the BACBRBT -- 10.03 Confidentiality and BACB Intellectual PropertyRBT -- 10.04 Examination Honesty and IrregularitiesRBT -- 10.05 Compliance with BACB Supervision and Coursework StandardsRBT -- 10.06 Being Familiar with This Code -- 10.07 Discouraging Misrepresentation by Non-Certified IndividualsRBT -- Glossary -- Behavior Analyst -- Behavior-Analytic Services -- Behavior-Change Program -- Client -- Functional Assessment -- Multiple Relationships -- Public Statements -- Research -- Research Review Board -- Rights and Prerogatives of Clients -- Risk-Benefit Analysis -- Service Record -- Student -- Supervisee -- References -- Index -- Back Cover.

Language: English

UID:

Format: 1 online resource (262 pages)

ISBN: 0-12-815894-8 , 0-12-815893-X

Note: Front Cover -- A Workbook of Ethical Case Scenarios in Applied Behavior Analysis -- Copyright Page -- Contents -- About the Authors -- Disclaimer -- I. Background and Preparation for Analysis of Ethical Case Scenarios -- 1 A Brief Introduction to Ethics in Applied Behavior Analysis -- The Road to the Code -- A Modern Ethics Code -- The Continued Study of Ethics -- Analyzing Ethical Challenges -- Preparing to Be an Ethical Practitioner -- 2 Using This Workbook -- 3 Suggestions for Ethical Decision-Making -- 4 Examples of Completed Case Scenarios -- Know It All -- Taking Testimonials -- II. Ethical Case Scenarios -- 5 1.0-Responsible Conduct of Behavior Analysts -- Case 1: Request for Service -- Case 2: Fighting Fads -- Case 3: Break Up, Break Down -- Case 4: Splitting Up Is Hard to Do -- Case 5: Lack of Snack -- Case 6: Unfriend Request -- Case 7: Ethical Headache -- Case 8: No Show, Oh No! -- Case 9: Risky Referral -- Case 10: Learn Something New -- Case 11: Divided Attention -- Case 12: Sharing Is Caring -- Case 13: Party Time -- Case 14: Requested Removal -- Case 15: More Than Friends -- Case 16: Fixer Upper -- Case 17: Legalize It -- Case 18: The Only One for the Job -- Case 19: Someone's Gotta Do It -- Case 20: I Know That Guy -- 6 2.0-Behavior Analysts' Responsibility to Clients -- Case 21: Walking Billboard -- Case 22: Something's in the Air -- Case 23: Look No Further -- Case 24: Muffin Melodrama -- Case 25: Word of Mouth -- Case 26: Burying the Lead -- Case 27: You Scratch My Back -- Case 28: &num -- Hashtag -- Case 29: Holiday Spirit -- Case 30: Responding to Reviews -- Case 31: Need a Nap -- Case 32: Stay the Course -- Case 33: Billing Blunder -- Case 34: Cut Off -- Case 35: Coffee Talk -- Case 36: Put Words in Your Mouth -- 7 3.0-Assessing Behavior -- Case 37: Rights to Results -- Case 38: Preemptive Plan -- Case 39: Running on Empty. , 8 4.0-Behavior Analysts and the Behavior-Change Program -- Case 40: All in the Family -- Case 41: Should I Stay or Should I Go -- Case 42: Sweet Tooth -- Case 43: My Way or the Highway -- Case 44: Community Integration -- Case 45: Ctrl-C/Ctrl-V -- Case 46: Punitive Measures -- Case 47: Let's Move! -- Case 48: Supplies With Legs -- Case 49: Sign on the Dotted Line -- Case 50: Lost in Translation -- 9 5.0-Behavior Analysts as Supervisors -- BCBA supervision -- Clinical supervision -- Case 51: In Search of Supervision -- Case 52: Spread Too Thin -- Case 53: Fractured Focus -- 10 6.0-Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- Case 54: Following the Crowd -- Case 55: Getting the Word Out -- 11 7.0-Behavior Analysts' Ethical Responsibility to Colleagues -- Case 56: Academic Advocacy -- Case 57: No "I" in Team -- Case 58: Human Resources -- 12 8.0-Public Statements -- Case 59: Problems in Press -- Case 60: Internet Troll -- Case 61: Press Release -- Case 62: Varied Expertise -- Case 63: Public Persona -- Case 64: Playground Pushiness -- Case 65: Don't Quote Me -- Case 66: Hey, That's Me! -- Case 67: Good Intentions -- Case 68: Take My Advice -- 13 9.0-Behavior Analysts and Research -- Case 69: Mad Scientist -- Case 70: Undue Influence -- Case 71: Unfortunate News -- 14 10.0-Behavior Analysts' Ethical Responsibility to the BACB -- Case 72: Under the Influence -- Case 73: Slippery Supervision -- Case 74: Above Paygrade -- Case 75: Training the Trainers -- Case 76: Signed, Sealed -- 15 Complex Scenarios Involving Multiple Codes -- Case 77: Social Media Mayday -- Case 78: Wear Many Hats -- Case 79: Promises, Promises -- Case 80: Need for Concern? -- Case 81: Decoration Dilemma -- Case 82: Glitch -- Case 83: It's Just Business -- Case 84: Top 10 -- Case 85: Gentle Nudge -- Case 86: Behind Closed Doors. , Behavior Analyst Certification Board®: Professional and Ethical Compliance Code for Behavior Analysts -- Contents -- 1.0 Responsible Conduct of Behavior Analysts -- 2.0 Behavior Analysts' Responsibility to Clients -- 3.0 Assessing Behavior -- 4.0 Behavior Analysts and the Behavior-Change Program -- 5.0 Behavior Analysts as Supervisors -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysts -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 8.0 Public Statements -- 9.0 Behavior Analysts and Research -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- Professional and Ethical Compliance Code for Behavior Analysts -- 1.0 Responsible Conduct of Behavior Analysts -- 1.01 Reliance on Scientific KnowledgeRBT -- 1.02 Boundaries of CompetenceRBT -- 1.03 Maintaining Competence through Professional DevelopmentRBT -- 1.04 IntegrityRBT -- 1.05 Professional and Scientific RelationshipsRBT -- 1.06 Multiple Relationships and Conflicts of InterestRBT -- 1.07 Exploitative RelationshipsRBT -- 2.0 Behavior Analysts' Responsibility to Clients -- 2.01 Accepting Clients -- 2.02 ResponsibilityRBT -- 2.03 Consultation -- 2.04 Third-Party Involvement in Services -- 2.05 Rights and Prerogatives of ClientsRBT -- 2.06 Maintaining ConfidentialityRBT -- 2.07 Maintaining RecordsRBT -- 2.08 DisclosuresRBT -- 2.09 Treatment/Intervention Efficacy -- 2.10 Documenting Professional Work and ResearchRBT -- 2.11 Records and DataRBT -- 2.12 Contracts, Fees, and Financial Arrangements -- 2.13 Accuracy in Billing Reports -- 2.14 Referrals and Fees -- 2.15 Interrupting or Discontinuing Services -- 3.0 Assessing Behavior -- 3.01 Behavior-Analytic AssessmentRBT -- 3.02 Medical Consultation -- 3.03 Behavior-Analytic Assessment Consent -- 3.04 Explaining Assessment Results -- 3.05 Consent-Client Records. , 4.0 Behavior Analysts and the Behavior-Change Program -- 4.01 Conceptual Consistency -- 4.02 Involving Clients in Planning and Consent -- 4.03 Individualized Behavior-Change Programs -- 4.04 Approving Behavior-Change Programs -- 4.05 Describing Behavior-Change Program Objectives -- 4.06 Describing Conditions for Behavior-Change Program Success -- 4.07 Environmental Conditions that Interfere with Implementation -- 4.08 Considerations Regarding Punishment Procedures -- 4.09 Least Restrictive Procedures -- 4.10 Avoiding Harmful ReinforcersRBT -- 4.11 Discontinuing Behavior-Change Programs and Behavior-Analytic Services -- 5.0 Behavior Analysts as Supervisors -- 5.01 Supervisory Competence -- 5.02 Supervisory Volume -- 5.03 Supervisory Delegation -- 5.04 Designing Effective Supervision and Training -- 5.05 Communication of Supervision Conditions -- 5.06 Providing Feedback to Supervisees -- 5.07 Evaluating the Effects of Supervision -- 6.0 Behavior Analysts' Ethical Responsibility to the Profession of Behavior Analysis -- 6.01 Affirming PrinciplesRBT -- 6.02 Disseminating Behavior AnalysisRBT -- 7.0 Behavior Analysts' Ethical Responsibility to Colleagues -- 7.01 Promoting an Ethical CultureRBT -- 7.02 Ethical Violations by Others and Risk of HarmRBT -- 8.0 Public Statements -- 8.01 Avoiding False or Deceptive StatementsRBT -- 8.02 Intellectual PropertyRBT -- 8.03 Statements by OthersRBT -- 8.04 Media Presentations and Media-Based Services -- 8.05 Testimonials and AdvertisingRBT -- 8.06 In-Person SolicitationRBT -- 9.0 Behavior Analysts and Research -- 9.01 Conforming with Laws and RegulationsRBT -- 9.02 Characteristics of Responsible Research -- 9.03 Informed Consent -- 9.04 Using Confidential Information for Didactic or Instructive Purposes -- 9.05 Debriefing -- 9.06 Grant and Journal Reviews -- 9.07 Plagiarism -- 9.08 Acknowledging Contributions. , 9.09 Accuracy and Use of DataRBT -- 10.0 Behavior Analysts' Ethical Responsibility to the BACB -- 10.01 Truthful and Accurate Information Provided to the BACBRBT -- 10.02 Timely Responding, Reporting, and Updating of Information Provided to the BACBRBT -- 10.03 Confidentiality and BACB Intellectual PropertyRBT -- 10.04 Examination Honesty and IrregularitiesRBT -- 10.05 Compliance with BACB Supervision and Coursework StandardsRBT -- 10.06 Being Familiar with This Code -- 10.07 Discouraging Misrepresentation by Non-Certified IndividualsRBT -- Glossary -- Behavior Analyst -- Behavior-Analytic Services -- Behavior-Change Program -- Client -- Functional Assessment -- Multiple Relationships -- Public Statements -- Research -- Research Review Board -- Rights and Prerogatives of Clients -- Risk-Benefit Analysis -- Service Record -- Student -- Supervisee -- References -- Index -- Back Cover.

Language: English