Testimony of Susanne M. Bruyere, PhD, CRC, on behalf of the American Psychological Association: Presented to the United States Senate, Committee on Appropriations, Subcommittee on Labor, Health and Human Services Education and Related Agencies on the subject of the National Institute for Disability and Rehabilitation Research

1991 ◽  
Author(s):  
Susanne M. Bruyere ◽  
2003 ◽  
Vol 33 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Sonia Shah

Drug companies' quest for speedy results has led to a boom in trials based in developing countries, where ethical standards may be lax and the impoverished sick abundant. According to the U.S. Department of Health and Human Services Inspector General's office, the number of researchers based outside the United States seeking new drug approvals has increased 16-fold over the last decade. In this article, a 1996 Pfizer trial in Nigeria—the subject of a controversial class-action suit—illustrates the dangers.


PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 952-954
Author(s):  
Martin S. Robinette

The importance of early identification of hearing loss is summarized in the report issued by the United States (US) Department of Health and Human Services,1 entitled "Healthy People 2000." The goal is to reduce the average age at which children with significant hearing impairment are identified to no more than 12 months. The report states: The future of a child born with significant hearing impairment depends to a very large degree on early identification (ie, audiological diagnosis before 12 months of age) followed by immediate and appropriate intervention.


2016 ◽  
Vol 44 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Shaziela Ishak ◽  
Nicholas P. Salter

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing instruction. In an online survey, 177 psychology instructors across the United States reported on psychological writing instruction and their writing assignments. In general, we found that instructors reported using many best practices. Comparisons between courses revealed that instructors use course-specific writing instruction such that it becomes progressively complex across courses. However, instructors might not provide students with enough training to successfully complete assignments. Instructors assign diverse assignments, though, suggesting that students get varied practice at psychology-specific writing.


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