Investigators involved in the design research

This course is designed to prepare investigators involved in the design and/or conduct of research involving
human subjects to understand their obligations to protect the rights and welfare of subjects in research. The
course material presents basic concepts, principles, and issues related to the protection of research
participants.
Evidence based research involving human subjects requires that researchers be cognizant of and adhere to
the important tenets necessary to protect subjects from abuse, harm, injury, and/or other undesirable outcomes
resulting from the research process. Based on this fact, write a minimum of 2 pages (Title page and Reference
not included in page count) of an APA formatted paper answering the following questions with a minimum of 3
“short” sentences for each question:
Historical background of human subjects protection? (10 points)
Find and discuss at least one historical incident of human subjects abuse in research and what human right
was violated. (10 points)
What steps will you take to minimize risks on human subjects? (10 points)
What populations are considered vulnerable populations and why? (10 points)
What are appropriate ways to recruit subjects? (10 points)
How would you properly obtain consent? (10 points)
What are the elements of a properly executed consent? (10 points)
What committees are responsible for monitoring the protection of human subjects? (10 points)
Scoring Scheme:
Total points for questions/content: 80 points
Title page and a minimum of 2 References: 10 points
Minimum of 3 “short” sentences to answer each question: 10 points
TOTAL POINTS: 100 (the gradebook will re-weight this total as 50 points or 5% of the course grade)
NOTE: This is a written APA formatted assignment and “NOT” a YES or NO answer assignment. You are
expected to answer each question with at least 3 short sentences, points will be deducted for using a single
sentence. Title and Reference pages are required

Sample Solution

overlays and the use of electronic reading pens. One important effect of the EA is the requirement for schools to ‘advance equality of opportunity’ between pupils with disabilities and their non-disabled peers. Reasonable adjustments can be a good way of addressing this issue.

The duty of an educational institution is to determine whether their provision places a disabled student at a major disadvantage in contrast with non-disabled students. A major or a substantial disadvantage is explained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010.

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