DEPARTMENT OF PROFESSIONAL STUDIES



Department of Health Care Administration

College of Health and Human Services

California State University, Long Beach

 

HCA 417 – 01: Technology, Ethics, and Society

Spring 2016

|Instructor: Henry O’Lawrence, Ph.D. |Course: 3829 |

|On Campus: henry.olawrence@csulb.edu |Class Meets: 100% Online |

|Office Hours: Wednesdays 3:30 pm to 6:30 pm; By phone anytime and by |Class Room: online |

|appointment – Mondays, Tuesdays, and Wednesdays | |

|Office Location: – |Additional Contact Information: |

|HHS1 -001 |HCA Program Administrative Coordinator: Deby McGill, dmcgill@csulb.edu |

|Phone: (562) 985-8103 |Tel. 562/985-5694; fax 562/985-5886 |

Course Description

A framework for understanding the ways in which human societies transform themselves through technological innovation; and understanding ethical questions concerning the social effects of technological change and students’ understanding of health care ethics, ethical issues, and ethical behavior in contemporary health care settings. Letter grade only (A-F).

Teaching/Learning Objectives

Students who have completed this course should be able to:

Learning Objectives, Domain and Competency Table

|Learning Objective |Domain |Competency |Activity (A1), Assignment (A2) or|

| | | |Assessment (A3) |

|Define “technology” and “ethics” and discuss the various worldwide |5 |A. General Management |Online exercises and |

|impacts of technology upon society | | |reflection/critical commentary |

| | | |for each major function |

|Synthesize basic concepts and principles of organizational, |2 |A. Leadership Skills and |Questions on Midterm and Final |

|biomedical, and business ethics and demonstrate the ability to apply| |Behavior |Exam |

|them in defining and analyzing critical issues in health care | | | |

|settings | | | |

|Compare and contrast the effects that technology has had on the |1 |C. Facilitation |Conducting Meetings on Internet |

|human-made environment. | | |media as Skype, Google Docs, and |

| | | |BeachBoard (BB) |

|Develop a framework for ethical decision-making, especially as it |3 |A. Personal and |Team presentation via |

|applies to the export of technology | |professional accountability|PowerPoint/Prezi and peer |

| | | |feedback |

HCA Undergraduate E-Portfolio Designated Assignments

|Learning Objective, from Syllabus |Domain |Competencies, |Title of E-Portfolio |

| | |{Job relevant skills to learn} |Designated Assignment |

| | | |{from syllabus} |

|Develop a framework for ethical |Professionalism |Personal and professional accountability |Group Project Proposal and PowerPoint and Final |

|decision-making, especially as it | | |Research Paper |

|applies to the export of technology | | | |

| | | | |

|And | | | |

| | | | |

|Define “technology” and “ethics” and | | | |

|discuss the various worldwide impacts | |Relationship Management | |

|of technology upon society |General Management | | |

| | | | |

*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the Beachboard (BB). It is a student’s responsibility to remain updated on course changes.

Required Text (get the most recent versions in the book store):

| [pic] |Morrison, E. E., & Furlong, B. (2013). Health care |

| | |

| |ethics: Critical issues for the 21st century. (3rd |

| | |

| |ed.). Burlington, MA: Jones & Bartlett Learning. |

| | |

Methods of Instruction

• Discussion Board

• Small group problem-solving activities

• Informal peer content critique/feedback

• Informal and formal critique/feedback by the instructor

• Readings from class texts, class notes/material, and from additional sources

• Individual field and research activities/case report

Evaluation

Your unit grade will be based on the following criteria:

|Profile with Picture |40 |4% |

|Introduction on Discussion Board |10 |1% |

|Cultural Relativism Web Exercise |60 |6% |

|Discussion Board |160 |16% |

|8 Discussion Board Assignments @ 10 points each (80 points) | | |

|Discussion Comments to other student’s postings – 16 @ 5 points (80 points) | | |

|Quizzes over Weekly Readings 12 @ 10 points each |120 |12% |

|500 Word Essay |80 |8% |

|Movie Critique - Gattaca or The Island or Erin Brokovich or Wall-e or The Day the Earth Stood Still (2008 version) |80 |8% |

|Midterm |100 |10% |

|Group Project Proposal |40 |4% |

|Group Project (PowerPoint Presentation) |100 |10% |

|Group Project Comments 2 @ 5 points each |10 |1% |

|Final Examination |100 |10% |

|Final Research Paper |100 |10% |

|Total Points |1000 |100% |

CLASS POLICIES:

Attendance: There is no attendance policy in this class in a traditional sense—the students are not required to participate in the class activities at any specific time each week. However, every assignment in this class has a due-date—such assignments must be submitted/presented on time.

Late Work: No late work will be accepted or rewarded any credit unless the failing to submit an assignment on time is due to those circumstances outlined in the CSULB Attendance Policy as Excused Absences (Academic Senate Policy #01-01). Please refer to the CSULB Catalog or visit the CSULB Academic Senate site to get familiar with the policy ().

Participation: In this class, Participation is a set of specific weekly activities with the established deadlines. The nature of these activities and the evaluation criteria for them are described in detail further in this syllabus.

Mandatory Essay

It is a University requirement to ask students to submit a 500-word essay by the end of the second week and/or before the third week of school. This written requirement is in addition to the course assignments required for this class. However, it is required by the school. You can use any topic about technology and/or ethics. Remember, it has to be at least 500 words. Use MS Word. Please follow APA guidelines. You must cite at least 3 references. Be sure to cite them in the text and in the reference list at the end.

You will be submitting the paper through Turn-It-In. The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report.  If you have a percentage between 25% and 35%, you can receive no higher than a 70%. All assignments with a higher than 35% will not be accepted and you will receive an F (0 grade) for the assignment.

Contacting Instructor

Please always show the course number and section in the subject line.

Example: HCA 417 01

ASSIGNMENTS

Assignments, other than discussion boards and exams will be submitted to dropbox.

If you must submit a document by email to linda.martinez@csulb.edu – Please save any files that you send in the following format:

………………………………………………………………..

Lastname.Firstinitial.AssignmentName

Example: Jones.X.Quiz1

Please submit in word files

…………………………………………………………………

Basic Technical Requirements:

Internet access, E-mail account and access, Word Processing with MS Word compatibility: many of the class notes, documents, and additional readings are stored as MS Word files and documents; you will need this program in order to retrieve and open these documents and files; you will also need to use a MS Word compatible program to submit some of your work to the instructor.

 

Individual Assignments:

All individual assignments must be computer-typed and word-processed, in the format described in the latest APA manual. It is very important that you note that the writing style guide that the department requires for citations is APA 6th Edition. It is highly recommended that all students have a copy of the book. A quick style guide can be accessed through the University Library at: csulb.edu/library/eref/vref/style.html. More information about APA style is on Beachboard (BB) content for the course.

YOUR RESPONSIBILITIES - Successful students follow both oral and written instructions. The syllabus and information on BeachBoard (BB) are the primary sources of instructions; so successful students should read the instructions carefully and refer to them regularly. Successful students ask question before due dates. Successful students look up information first so that they ask informed questions. If they can’t find the answers, they contact the instructor via voice mail or email or texting.

Successful students pay close attention to how they can best and most easily learn the material in a particular subject area. You may find it helpful to take a learning styles inventory to guide your study habits. You can access one online at . If you have difficulty figuring out how best to learn the material in this class, please make an appointment to see me.

Discussion Questions:

Discussion Board Lessons

Must show a word count

350-400 word essays addressing the questions stated in the assignment. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed and your ability to conduct additional relevant topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference a minimum of three sources of information in APA format; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

Evaluating Criteria for Discussion Questions

Must show a total word count – count does not include references.

The responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

10 points per lesson--relevant content provided to all questions for the lesson;

well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format

8 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format

6 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research

5 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics are acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Discussion Participation Lessons

Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.

 

Evaluating Criteria for Discussion Participation:

Must show a word count

Your comments must contain at least 150 words each. The comments to each lesson’s Posting will be assessed according to the following rubric:

5 points per comment—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences for each one.

3 point per comment—the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment does not have the required amount of words or sentences or does not acknowledge the points in the posting.

0 points per comment—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

Discussion Board Introduction – Must show a word count

The initial discussion board assignment, titled “Introduction” is to introduce yourself and your interests. You do not need references for this posting and you do not have to post comments on your classmates. You must have at least 300 words.

Profile Page – this is the page on your BeachBoard (BB) home page – complete it there and I will check it there.

The requirements for each section of the profile page are listed below:

Must have picture of yourself for full credit

|Interests/Hobbies: |At least 3 |

|Favorite Music: |Favorite type of music and favorite song |

|Favorite TV Shows: |At least 3 |

|Favorite Movies: |At least 3 |

|Favorite Books: |At least 3 |

|Favorite Quotations: |At least 1 |

|Favorite Websites: |At least 3 with description – describe even if it is a common site –and explain why you like it - be creative on the |

| |sites - include the URL – example – |

|Future Goals: |At least 3 |

|Most Memorable |At least 1 of your most memorable experiences and why it was memorable |

|Learning Experience: | |

“I don’t have one is not an acceptable answer for any of the above.”

Cultural Relativism Web Exercise - Do the web exercise

Go to



then click on Exercises

then click Cultural Relativism and follow directions

Take a screen shot of the last page showing you completed it and submit it to the dropbox.

Movie Critique Essay – Choose one of the following movies - Gattaca or The Island or Erin Brokovich or Wall-e or The Day the Earth Stood Still (2008 version)

This written essay should be typed using MS Word, it should not exceed two (2) pages, and should be double-spaced. The objective of this written assignment is to help you identify the key ethical implications of the technology presented on the chosen film. Your essay should attempt to provide an analysis of the ethical implications to society brought about by the technology presented in the film selected. I am NOT looking for a recount of the movie, but a summary of the key ethical aspects of the technologies in question if it were to be applied to society. You should have at least 2 references other than the movie, the movie will the third reference. References are to be listed on the bottom of the second page. Submit the essay to the dropbox.

You will be submitting the paper through Turn-It-In. The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report.  If you have a percentage between 25% and 35%, you can receive no higher than a 70%. All assignments with a higher than 35% will not be accepted and you will receive an F (0 grade) for the assignment.

Exams:

You will have 12 true/false/multiple choice quizzes over the reading assignments from the textbook. You will be allowed take the exam two times and the computer will retain the higher score. Once you open the exam, you must finish it. You cannot save it and return later. All weekly, midterm and final will be opened 8:00 am on Friday and closed 11:55 pm on Sunday.

There will also be a midterm and a final exam. The exams are multiple-choice and true/false. The exams are a random selection from the same question pool as the weekly quizzes. The final will cover material covered after the midterm. You will only have one attempt for the midterm exam and the final exam.

Group Assignments:

There will be one group assignment in this course—Team Power Point Presentation. Each student will be assigned to a team by the instructor. Each team will be able to communicate through its own discussion section on BeachBoard (BB); team members can also communicate via e-mail, phone, or any other preferred and accepted mode of communication by all members. Please note, that it is NOT expected that the team should meet in person; however, this decision is within each team’s discretion as long as all members consent.

Group Project Proposal: The proposal is to be between ½ and 1 page long. Using APA style, define your topic and explain why your group chose this topic. You must use at least one reference for the proposal. When you submit it to BeachBoard (BB), be sure everyone’s name is in the comment section. Only one member will submit the proposal.

Group Project: You will be assigned to groups of 3 or 4 and together as a group you will select an area of technology and present how this technology has helped to change the world. Together, you will develop a PowerPoint presentation of at least 12 slides and post it to the discussion board. The team leader will submit the Presentation to BeachBoard (BB) and to the dropbox. Be sure every member’s name is on the cover page. I expect to see creativity, graphics and information that is thorough enough for the reader to understand. Since this is strictly posted and not presented in person, the information must be clear and concise. Each member of the group is responsible for at least 3 references which will be cited in the text and in a reference list on the last slide. The last slide does not count as one of the 12 minimum.

Group Project Comments: Make constructive comments on two of your classmate’s group projects.

Final Research Paper:

The paper must be 7 - 10 pages double spaced, using a size 12 font of either Times Roman or Arial, the title page, abstract page and reference page are not included in the 7 - 10 pages requirement. The paper should address the issues of ethics (theory and practices in work-related aspects of society). The focus is up to you. You may consider topics such as Globalization, Economics, and Human Rights, Information Technology, etc…, as it relates to ethics in today’s world. In general, choose a topic that is relevant to the course topics and discussions, on the one hand; and on the other, something that is relevant to your own professional, personal, and/or academic experience and interests.

The Paper must be written and organized according to APA format; particularly, pay attention to citations and references of research sources, and to the correspondence between citations in text of your essay and references at the end. It is expected that you will be using at least 10 different sources (minimum); that will include academic publications, national/international database, media/news reports, etc… The paper will be submitted to the dropbox. This is the assignment designated to be used in your e-portfolio.

You will be submitting the paper through Turn-It-In. The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report.  If you have a percentage between 25% and 35%, you can receive no higher than a 70%. All assignments with a higher than 35% will not be accepted and you will receive an F (0 grade) for the assignment.

All assignments must be submitted by the specified due dates outlined in this syllabus

 Submission Instructions

Discussion Questions; Discussion Participation Comments:

Type (or copy/paste from a word file) your answers, comments, and reference entries into the class main discussion board under the forums designated by the instructor. It is to your advantage to develop your posting in a word processing document and then copy it to BeachBoard (BB). The word processor will check spelling and grammar so you do not lose points on something easily correctible.

TURN-IT-IN SOFWARE

Cheating and Plagiarism. Please be aware of and ensure that your behavior conforms to University Policy, as contained in the California State University, Long Beach Policy Statement 80-01:.  All papers will be screened for plagiarism using the “Turn-It-In” software system.  The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report.  If you have a percentage between 25% and 35%, you can receive no higher than a 70%. All assignments with a higher than 35% will not be accepted and you will receive an F (0 grade) for the assignment.

 LETTER GRADES

Grades will be assigned based on the following percentages/scores:

 

|% |Letter Grade |

|93 -100 |A |

|83 - 92 |B |

|73 - 82 |C |

|63 - 72 |D |

| 0 - 62 |F |

Please note that an A in this class is a 92.5% or better.

The University’s General Education policy for this course requires students to write a minimum of 5,000 words in the course of the semester.

Writing assignments in this course will be comprised of:

( Short written reports (summary or evaluative style, 2-3 pages, 400-600 words)

( Short case scenarios (synthesis, 1-2 pages)

( Written case reports (Introduction, body, and conclusion; presentation skills)

( Executive summaries (summary or evaluative style, 1 page; presentations skills)

( Literature reviews and reports of relevant material

( Analytic and interpretive assignments based on critical reading, writing, and thinking skills.

( Students will choose a topic of their choice from the instructional subjects as a research paper

for their final project in the class.

NOTE: All written assignments must be grammatically correct and formatted using APA.

HCA 417

Course Schedule

|Assign |Due Date |Description | |

|INTRODUCTION |8-24-16 |Post your introduction on Discussion Board (You do not need references for this | |

| | |posting.) | |

|1 |8-25-16 |Post Discussion Board 1 Responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Review the APA PowerPoint Presentation under the | |

| | |Course Outline | |

| | |Read Morrison & Furlong Chapters 1 & 2 (Pages 1–66) | |

| |8-28-16 |Post two comments on classmates Discussion 1 | |

| | |Complete Weekly Quiz 1 | |

| | | | |

| | |Suggested Reading: | |

| | |Rachels, J. (1999). The elements of moral philosophy, | |

| | |(3rd Ed.). New York, NY: McGraw-Hill College. | |

| | | | |

| | |Stay current! Read about ethical dilemmas raised by the media, public or Government.| |

| | | | |

| | | | |

| | |You can also find latest articles related to this topic as part of your discussion | |

| PROFILE |8-31-16 |Create Profile –answer all questions with picture | |

|2 |9-1-16 |Post Discussion Board 2 Responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Spice for the Good Life (OCD) | |

| | |Read Healing the Wounds that Never Heal (OCD) | |

| | |Read Morrison & Furlong Chapters 3 & 4 (Pages 67–96) | |

| |9-4-16 |Post two comments on classmates discussion 2 | |

| | |Complete Weekly Quiz 2 | |

|MANDATORY |9-7-16 |Mandatory 500 word essay due – submit to dropbox | |

|ESSAY | | | |

|3 |9-8-16 |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Morrison & Furlong Chapters 5 & 6 (Pages 97-126) | |

| |9-11-16 |Complete Weekly Quiz 3 | |

| | | | |

| | |Suggested Reading: | |

| | |Burke, J. G., & Eakin, M. C. (1979). Technology | |

| | |And change. San Francisco, CA: Boyd & Fraser | |

| | |Publishing Company. Contemporary | |

| | |technology. South Holland, IL: Goodheart- | |

| | |Willcox. | |

| | |Flowers, C. (1998). A science odyssey. William | |

| | |Morrow & Company, Inc. (also available on | |

| | |video at a local library). | |

| | | | |

| | |You can also find latest articles related to this topic as part of your discussion | |

|WEB EXERCISE |9-14-16 |Cultural Relativism – Web Exercise Due | |

| | |Go to | |

| | | | |

| | |then click on Exercises | |

| | |then click Cultural Relativism and follow directions | |

| | | | |

| | |Take a screen shot of the last page showing you completed it and submit it to the | |

| | |dropbox. | |

|4 |9-15-16 |Post Discussion Board 3 Responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Good Health Drug (OCD) | |

| | |Read Desperate Air (OCD) | |

| | |Read Cloning | |

| | |Read Morrison & Furlong Chapters 7 & 8 (Pages 127–158) | |

| |9-18-16 |Post two comments on classmates discussion 3 | |

| | |Complete Weekly Quiz 4 | |

| | | | |

| | |Suggested Reading: | |

| | |Mills, S. (1997). Turning away from technology: A | |

| | |new vision for the 21st century. Sierra Club Books. | |

|5 |9-22-16 |Post Discussion Board 4 Responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Morrison & Furlong Chapters 9 & 10 (Pages 159–183) | |

| |9-25-16 |Post two comments on classmates discussion 4 | |

| | |Complete Weekly Quiz 5 | |

|6 |9-29-16 |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Oregon’s Death with Dignity (OCD) | |

| | |Read Quality of Life (OCD) | |

| | |Read Morrison & Furlong Chapters 11 & 12 (Pages 185–207) | |

| |10-2-16 |Complete Weekly Quiz 6 | |

|GROUP PROPOSAL |10-5-16 |Group Project Proposal Due – team leader submits to Dropbox on Group Assignments: | |

| | |There will be one group assignment in this course—Team Power Point Presentation. | |

| | |Each student will be assigned to a team by the instructor soon after the midterm | |

| | |exam. Each team will be able to communicate through its own discussion forum | |

| | |accessible only to the assigned members of the team; team members can also | |

| | |communicate via e-mail, phone, or any other preferred and accepted by all members | |

| | |modes of communication. Please note, that it is NOT expected that the team should | |

| | |meet in person; however, this decision is within each team’s discretion as long as | |

| | |all members consent. | |

| | | | |

| | |Group Project Proposal: The proposal is to be between ½ and 1 page long. Using APA | |

| | |style, define your topic and explain why your group chose this topic. You must use | |

| | |at least one reference for the proposal. | |

| | | | |

| | |Group Project: You will be assigned to groups of 3 or 4 and together as a group you| |

| | |will select an area of technology and present how this technology has helped to | |

| | |change the world. Together you will develop a PowerPoint presentation of at least 12| |

| | |slides post it to the discussion board under the correct date. Each member of the | |

| | |group is responsible for at least 3 references which will be cited in the text and | |

| | |in a reference list on the last slide. | |

| | | | |

| | |Group Project Comments: Make constructive comments on two of your classmate’s group | |

| | |projects. | |

| | | | |

| | |BeachBoard (BB) – only one submission per group | |

| | |Dropbox – only one submission per group | |

| | |Be sure all members names are on the first slide | |

| | | | |

| | |The team leader will submit the presentation to both the dropbox and the BeachBoard | |

| | |(BB). When submitting to the dropbox, please put all members name in the comment | |

| | |section in the dropbox. | |

|MIDTERM EXAM DUE |10-9-16 |Midterm exam due (Posted from 10-7-16 to 10-9-16) | |

|7 |10-13-16 |Post Discussion Board 5 responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Embryonic Stem Cells May Be Necessary (OCD) | |

| | |Read Genetics and Intergenerational Concerns (OCD) | |

| | |Read GenEthics Consortium Cases… (OCD) | |

| | |Read Morrison & Furlong Chapters 13 & 14 (Pages 209–241) | |

| |10-16-16 |Post two comments on classmates discussion 5 | |

| | |Complete Weekly Quiz 7 | |

|8 |10-20-16 |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Read Morrison & Furlong Chapters 15 & 16 (Pages 243–276) | |

| |10-23-16 |Complete Weekly Quiz 8 | |

|9 |10-27-16 |Post Discussion Board 6 responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Population Growth Sentencing Millions To | |

| | |Hydrological Poverty (OCD) | |

| | |20th Century Power System Incompatible With Digital | |

| | |Economy (OCD) | |

| | |Read Morrison & Furlong Chapters 17 & 18 (Pages 277–316) | |

| |10-30-16 |Post comments to two classmates discussion board 6 | |

| | |Complete Weekly Quiz 9 | |

|MOVIE CRITIQUE |11-2-16 |Essay on one of the following movies (your choice) Due: | |

| | |Gattaca or The Island or Erin Brokovich or Wall-e or | |

| | |The Day the Earth Stood Still (2008 version) | |

|10 |11-3-16 |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |The Debate Over Assessing Technology (OCD) | |

| | |Forced Innovation (OCD) | |

| | |President's Information Technology Advisory | |

| | |Committee (PITAC)- Report to the President (OCD) | |

| | |Browse Government site | |

| | | | |

| | |Read Morrison & Furlong Chapters 19 & 20 (Pages 317–343) | |

| |11-6-16 |Complete Weekly Quiz 10 | |

|11 |11-10-16 |Post Discussion Board 7 responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |The Ethics of Weapons Research for Insiders and | |

| | |Outsiders (OCD) | |

| | |Abstract of the Paper for the 27-28 January 2002 | |

| | |(OCD) | |

| | |Read Morrison & Furlong Chapters 21 & 22 (Pages 345–374) | |

| |11-13-16 |Post two comments on classmates discussion 7 | |

| | |Complete Weekly Quiz 11 | |

| 12 |11-17-16 |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Review Chapter PowerPoints | |

| | |Falling Through The Net Ii: (OCD) | |

| | |Read Morrison & Furlong Chapters 23 & 24 (Pages 375–207) | |

| |11-20-16 |Complete Weekly Quiz 12 | |

|FALL BREAK/ |11-21-16 |Fall/Thanksgiving Break | |

|THANKSGIVING HOLIDAY |TO | | |

| |11-27-16 | | |

|FINAL PAPER |11-30-16 |Final Research Paper submitted to dropbox | |

|13 & 14 |12-1-16 |Lesson 13 | |

| | |Work on Group Projects | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| | |Rights and Wrongs: A guide to Rights in the Internet | |

| | |(OCD) | |

| | |Report to Congress: Joint Study of Section 1201(g) of the | |

| | |Digital Millennium | |

| | |Articles on Healthcare | |

| | | | |

| | |Lesson 14 | |

| | |Post Discussion Board 8 responses | |

| | |Read Introduction | |

| | |Read Objectives | |

| | |Read Key Concepts | |

| |12-4-16 |Post two comments on classmates discussion 8 | |

|GROUP PROJECT |12-5-16 |Group Project Posted to Discussion Board - team leader also submits to dropbox – | |

| | |only one submission per group | |

| |12-7-16 |Post two Individual comments on group postings | |

|FINAL EXAM |12-11-16 |Final Exam – will be posted 12-9-16 to 12-11-16 | |

| | | | |

*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the BeachBoard (BB). It is a student’s responsibility to remain updated on course changes.

Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect.  All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation.  Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, .       

Bibliography

Andersen, A. (2001). Changing the U.S. health care system. Indianapolis, IN: Jossey-Bass.

Ashcroft, R. E., Dawson, A., Draper, H. & McMillan, J. R. (2007). Principles of health

care ethics, (2nd ed.). Online ISBN: 9780470510544. DOL: 10:1002/9780470510544.

Ashley B. & O’Rourke, K. (2002). Ethics of health care: An introductory

textbook. Washington, DC: Georgetown University Press.

Badaracco, J. Jr. (1997). Defining moments: When managers must choose between

right and right. Boston, MA: Harvard Business School Press.

Bauchspies, W. K., Croissant, J., & Restivo, S. (2006). Science, technology, and society:

A sociological approach. Malden, MA: Blackwell

Boyle, P. et al. (2001). Organizational ethics in health care: Principles, cases, and

practical solutions. Indianapolis, IN: Jossey-Bass.

Chadwick, R. (Ed.), (2001). The concise encyclopedia of the ethics of new technologies.

San Diego, CA: Academic Press.

Donaldson, T., & Dunfee, T. (1999). Ties that bind: A social contracts approach to

business ethics. Boston, MA: Harvard Business School Press.

Donaldson, T., & Werhane, P. (1999). Ethical issues in business: A philosophical

approach. New York, NY: Simon & Schuster.

Ermann, D., Williams, M., & Shauf, M. (1997). Computers, ethics and society. London:

Oxford University Press.

Harris, D. (2003). Contemporary issues in healthcare law and ethics. Health

Administration Press and AUPHA.

Garrett, T. M., Baillie, H. M., & Garrett, R. M. (2009). Health care: Principles and

problems. (5th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN – 10: 0132187906

George, R. T. (2002). The ethics of information technology and business. Hoboken, NJ: Wiley, John & Sons, Inc. ISBN: 13: 9780631214250.

Kleinman, D. L. (2005). Science and technology in society. Malden, MA: Blackwell.

MacKinnon, B. (2010). Ethics: Theory & contemporary issues – Concise Edition.

Lexington, KY: Cengage Learning. ISBN: 13: 9781111435837.

Seedhouse, D. (2009). Ethics: The heart of healthcare. (3rd ed.). Hoboken, NJ: Wiley, John & Sons, Inc. ISBN: 13: 9780470018132.

Spencer, E. (2000). Organization ethics in health care. Oxford, England: Oxford University Press.

Webley S., & More, E. (2003). Does business ethics pay? Ethics and Financial

Performance. The Institute of Business Ethics.

Winston, M. E., & Edelbach, R. D. (2008). Society, ethics, and technology. (4th ed.).

Belmont, CA: Wadsworth Group/Thomson Learning.

Online References: (These references are not APA formatted – they are merely additional cites you can visit for information.)



scu-edu/scu/centers/ethics/homepage

tech



luc.edu/depts/ethics

















Appendix A

CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010

The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific competencies, organized into 5 domains (). CSULB’s Health Care Administration Department has adopted these competencies as the basis for its curriculum, effective 2010. The domains are listed and defined below, with the principal areas included in each domain. HCA graduates are expected to demonstrate competence in aspects of all five domain areas.

Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establishes and maintains relations, and facilitates constructive interactions with individuals and groups.

A. Relationship Management

B. Communication Skills

C. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains.

A. Leadership Skills and Behavior

B. Organizational Climate and Culture

C. Communicating Vision

D. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement.

A. Personal and Professional Accountability

B. Professional Development and Lifelong Learning

C. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function.

A. Healthcare Systems and Organizations

B. Healthcare Personnel

C. The Patient’s Perspective

D. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General Management

B. Financial Management

C. Human Resource Management

D. Organizational Dynamics and Governance

E. Strategic Planning and Marketing

F. Information Management

G. Risk Management

H. Quality Improvement

My Rubric for Grading Research Paper

Levels of Writing Quality Research Paper for the Following Classes

(HCA 417i, 410, and422i, 457i)

Writing quality research paper for my course will be evaluated using the features defining the four levels. A passing grade for the writing quality of the paper will be achieved by writing at Level 3.

Level 1 Writing (Beginner). Features of these papers:

• Ill-defined or no thesis

• Unfocused sense of audience

• Inadequate organization and/or development

• Inappropriate or insufficient details to support ideas

• Does not demonstrate understanding of topic beyond a surface level

• Multiple errors in grammar, diction, sentence structure, or spelling

Level 2 Writing (Novice). Features of these papers:

• Vague purpose or multiple purposes

• Sense of audience wavers

• Evident but inconsistent development

• Does not advance an argument with adequate support

• Demonstrates some understanding of the topic, but does make connections among ideas

• Lack of language facility with frequent errors

Level 3 Writing (proficient). Features of these papers:

• Expresses a clear, coherent thesis

• Sticks to the purpose and provides adequate transitions among ideas

• Connects ideas within the material and to other ideas and sources

• Moves beyond surface understanding and demonstrates facility with topical and disciplinary knowledge

• Conveys a sense of audience with appropriate use of disciplinary language

• Advances argument with sound evidence and references

• Readability enhanced by facility with language and sentence conventions

Level 4 Writing (Advanced). Features of these papers:

• Insightful, creative or skillfully designed purpose

• Sense of audience demonstrated through form and language

• Demonstrates disciplinary understanding and interconnections; makes links that suggest the discovery of new information or new ways of designing/displaying information

• Effective organization contributes to full development of presentation

• Innovatively or expertly advances argument with well-researched evidence and documentation

• Work enhanced by facility in language use, range of diction, and syntactic variety

Dichotomous Scale for Evaluating Writing

Yes No

Substance ___ ___ 1. Paper addresses the issue.

___ ___ 2. Paper has a focus, central idea.

___ ___ 3. Paper develops major aspects of the central idea.

___ ___ 4. Paper shows awareness of importance of main ideas.

Organization ___ ___ 5. Structure or pattern of the paper is clear.

___ ___ 6. Paper has an introduction, development, and

conclusion.

___ ___ 7. Each paragraph is coherent.

___ ___ 8. Transitions from one idea to next are logical.

Mechanics ___ ___ 9. Sentence structure is coherent

___ ___ 10. Sentences are not awkward.

___ ___ 11. Sentences are varied.

___ ___ 12. Errors in use of verbs are few.

___ ___ 13. Errors in use of pronouns are few.

___ ___ 14. Errors in use of modifiers are few.

___ ___ 15. Errors in word usage are few.

___ ___ 16. Punctuation errors are few.

___ ___ 17. Spelling errors are few.

Evidence ___ ___ 18. Statements are accurate.

___ ___ 19. Opinions are adequately supported.

___ ___ 20. Sources are identified and documented

appropriately.

Mechanics

(alternative) ___ ___ Paper shows control of grammar.

___ ___ Paper shows control of syntax.

___ ___ Paper has few misspellings.

Appendix D

CRITERIA FOR GRADING

A Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (92.5%)

• Write a research paper (must include 10 references, not less than 7 pages, written in APA style, must grammatically sound, and must be a very good quality report)

• Take mid-term examination (must score 92.5%)

• Take final exam (must score 92.5%)

B Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (82.5% or higher)

• Take mid-term examination (must score 82.5% or higher)

• Take final exam (must score 82.5% or higher)

• Research paper acceptable

C Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (72.5%)

• Take mid-term examination (must score 72.5% or higher)

• Take final examination (must score 72.5% or higher)

• Poor final research paper

Components of a Research Report

Overview of Expectation:

• Abstract (2%)

• Introduction (10%)

• Statement of the problem/purpose of study (10%)

• Need of the study/report/objective (Educational Value) (8%)

• Literatures (10%)

• Findings/Analysis (35%)

• Conclusion (5%)

• Recommendations (5%)

• References (5%)

• Overall APA format (10%)

* Note: All research projects must be written in APA style

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