Understanding the Law
Understanding the Law
It is of important for the administrators to understand more of research regulation. Research regulation has a self -satisfaction to the administrators who have involved themselves in research. There is personal satisfaction in carrying out research. Research also equips one with knowledge on different views concerning law and how different people have different perspective about the laws. There is need in research regulatory for administrators to provide other peers with great ideas. Research regulatory opens more opportunities because an individual has got more ideas than other people. In addition, it is good to have research regulation in order to provide the best service to your subjects. The most important benefit for research regulation for administrators is that it equips one with knowledge which will aid in provision of the best services to the subjects (Pritchard, 2010).
Conclusively, it is really difficult to sort out facts because there are different parties. It becomes therefore difficult to sort how the relationship between the parties. It is hard to determine which fact is true and which one is false fact. This needs one to identify the truth fact and make decisions on the same. It needs many questions in order to come up with decisions on sorting out the facts. Fact sorting needs dedication simply because it is time consuming which need much to be done. You need to know which fact to come before the other and which one should follow. Actual events can also be determinant of the cases to be drawn. Cases can be read in class whereby the teacher holds a discussion or a presentation in class. Future cases presented in class can be informed of class discussions whereby the presenter can teach the learners how handle cases (Mastroianni & Kahn, 2009)
Mastroianni, A., & Kahn, J. (2009). Swinging on the pendulum: shifting views of justice in human subjects research. Hastings Center Report, 31(3), 21-28.
Pritchard, I. A. (2010). Travelers and trolls: Practitioner research and institutional review boards. Educational Researcher, 31(3), 3-13.
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