Introduction
Research involving human subjects is associated with various ethical concerns, hence there is the need for a regulatory body to approve clinical studies before they are conducted. Institutional Review Board (IRB) is an “administrative body established to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution with which it is affiliated” (Oregon State University, 2020, para. This paper discusses the primary responsibilities and priorities of IRBs and the specific guidelines that the Medical College of Wisconsin (MCW) applies when conducting research using at-risk human populations, such as women, children, minorities, and cognitively impaired subjects.
Main body
The primary responsibility of IRBs is to ensure that all the appropriate measures are taken to safeguard the welfare and rights of human subjects in research. Therefore, all researches involving human subjects, whether funded or not, have to undergo review by the respective IRB. Therefore, this body could approve, ask for modifications, disapprove, and monitor any given study using human participants. The priority of IRBs is on human rights, welfare, and rights. The mandate of these bodies is specified by both institutional policies and federal regulations. In the US, IRBs are regulated by the US Food and Drug Administration (FDA).
According to the FDA (n.d.), IRBs are required to use certain protocols and group processes when reviewing various studies and related materials before approval. The Guidance for Institutional Review Boards and Clinical Investigators offers a framework of guidelines that IRBs should follow when executing their mandates. The regulations to be followed are outlined in the Good Clinical Practice and Clinical Trials, which is a “comprehensive list of regulations governing human subject protection and the conduct of clinical trials” (FDA, n.d., para. 3). Other regulations are outlined in Information for Health Professionals, Clinical Safety Data Management, FDA Compliance Programs 7348.809, and 7348.811 (FDA, n.d.).
At the MCW, the MCW-IRB is mandated to approve and monitor all researches involving human subjects. According to MCW Office of Research (n.d.), the Human Research Protection Program (HRPP) Office, which is a part of the MCW, “must review all human subjects research in which we are engaged by MCW IRB policies and MCW Corporate Policy RS.HS.040 – HRPP” (p. 3). The MCW’s guidelines when dealing with groups at risk require such participants to be subjected to the protocols involving human subjects. Therefore, informed consent must be obtained before participants can take part in the study. In cases, where the subjects cannot give informed consent, such as children and the mentally impaired, a guardian is expected to sign the consent on behalf of the participant. The subjects should be fully informed about how the data or specimens will be collected and used together with the purposes of the study. Personal information should be kept private and labeled using aliases or numbers to conceal the identity of the participants. In cases where private data or biospecimen need to be identified by the researcher, such information should be communicated to the participants for their explicit authorization.
Conclusion
IRBs are regulatory bodies whose purpose is to ensure that human rights, welfare, and privacy are observed when conducting research using human subjects. Therefore, IRBs have the authority to approve or disapprove a request to conduct a given study. At MCW, the IRB has its policies based on institutional guidelines and federal regulations to govern how research involving at-risk populations is conducted as explained in this paper.
References
FDA. (N.d.). Institutional review boards (IRBs) and protection of human subjects in clinical trials.
MCW Office of Research. (N.d.). Definition and determination of human subjects research. Web.
Oregon State University. (2020). What is the institutional review board.
Fashion Sustainability For High-End And Low-Cost Brands
Introduction
In recent years, the concept of sustainability became highly essential in the sphere of manufacturing all over the world. In particular, fashion companies demonstrate a growing interest in their products’ environmentally and ethically appropriate manufacturing, distribution, and consumption. However, according to many consumers, the option of sustainability in the fashion industry is unrealistic. The purpose of this paper is to evaluate sustainable fashion in order to compare and contrast its probability in the future for luxury and low-cost brands.
Concept of Sustainability
Sustainability unites the ideas of environmentalism, economic development, and social equity. The fundamental goal of global sustainability is “to meet society’s current needs by using Earth’s natural resources without compromising the needs of future generations” (Liu et al., 2015, p. 964). The appearance and current increased popularity of the practice is determined by the necessity to concentrate on the impact of human activities. Regardless of the fact that the planet is an integrated system that comprises the complex interaction between nature and people, management and research isolate the component of this system, such as energy, air, biodiversity, land, water, food and population (Liu et al., 2015). That is why the compounding influence on the environment frequently goes “beyond the organisational level, space, and time of focus” and cannot be evaluated (Liu et al., 2015, p. 964). Meanwhile, global sustainability challenges caused by human activities include climate change, air pollution, freshwater shortages, biodiversity loss, and infectious disease spread.
Sustainable Fashion
Sustainable practice may be currently observed in fashion, an industry that traditionally has a controversial attitude to manufacturing and consumers’ needs. A substantial number of people view sustainability and fashion as inherently contradictory concepts due to short life cycles of products and striking hedonism that do not imply durability, product reuse, and ethics(Lundblad and Davies, 2016). However, the global fashion industry currently demonstrates a heightened interest in environmental protection and socio-economically appropriate development (Bly et al., 2015). Sustainable fashion may be defined as the production, transportation, storage, marketing, use, and recycling of clothing, shoes, and various accessories with the consideration of both socio-economic and environmental aspects (Gurova and Morozova, 2016). Modern trends that support sustainable fashion include the circular and sharing economy, consumerism, and fair trade (Todeschini et al., 2017). Fashion companies should provide appropriate working conditions for all employees by aligning with international guidelines and corporate ethics. In addition, the aim of sustainable fashion is to minimize all negative effects of manufacturing through the efficient selection and use of natural and renewable energy sources and maximize recycling, repair, and reuse of products.
In general, the influence of personal ethics on the fashion industry is not an exceptionally modern tendency. In the 1980s, the first anti-fur campaigns were organized to attract the attention of fashion retailers to moral issues (Lundblad and Davies, 2016). The first clothing line without fur and leather in all designs was launched by Stella McCartney in 2001 (Lundblad and Davies, 2016). At the beginning of the 21st century, sustainable fashion shows were subsequently held in Paris, New York, and London (Lundblad and Davies, 2016). Later, low-cost fashion brands started to integrate the concept of sustainability into their products’ life cycle as well.
Fashion Sustainability for Low-Cost and High-End Brands
Similarities
As a matter of fact, fashion may be defined as a highly complex industry where luxury corporations, multinational mass-market retailers, and artisan tailors work and cooperate with each other. That is why, any innovative trends, tendencies, or ideas inevitably affect all members of the system. It goes without saying that both mass-market and luxury fashion segments are currently affected by the concerns of environmental and socio-economic sustainability (Arrigo, 2015). In fact, they perform similar strategies in order to make the life cycle of their products more sustainable (Henninger et al., 2016). High-end and low-cost brands evaluate “the environmental impact of each activity from product design to store management” to reduce the excessive use of natural resources (Arrigo, 2015, p. 19). In addition, they implement new technologies that aim to emphasize recycling policy, reduce total emissions, and moderate waste (Arrigo, 2015). Both segments additionally pay attention to socio-economic sustainability by the improvement of employees’ working conditions, the development of social policies, and the prevention of discrimination.
Fashion Sustainability for Low-Cost and High-End Brands
Differences
However, the prospects of sustainability for mass-market and luxury brands are substantively different, as general conceptions, the principles of manufacturing, and target audience differ for these segments. In particular, mass-market fashion may be characterized by “the growth of the fashion demand caused by the reduction of clothing price and the wide availability of fashion offerings” (Arrigo, 2015, p. 13). Substantial volumes of manufacturing and global logistics’ processes have a highly negative impact on the environment (Moon et al., 2015). In addition, outsourcing and the strategies of delocalization frequently lead to “the adoption of unfair labor practices” that include overwhelming working hours, low wages, and child labor (Arrigo, 2015, p. 13). For low-cost brands, the implementation of sustainable practices inevitably results in the rise of material, labor and transportation costs. As a result, the increased prices for clothing limit the consumers’ shopping capacity.
In turn, sustainability for high-end brands may be regarded as more approachable. Regardless of the fact that the luxury fashion segment is characterized by wasteful personal pleasure, ostentation, and superficiality, it currently bestows respect for society and the environment as well (Arrigo, 2015). High-end fashion companies are not characterized by substantial volumes of manufacturing and sales turnover. They do not depend on delocalization and outsourcing as their production in home countries is limited in terms of quantity. In general, luxury companies implement sustainability through the preservation of “natural resources such as leather, pears, and silk that are key components of their offers” (Arrigo, 2015, p. 15). In addition, they focus on their employees’ professional growth and creativity. Luxury brands have fewer barriers for sustainability in comparison with mass-market companies as they are not restraint by cost reduction. They may attract their customers by the promotion of not only beauty and uniqueness but environmental friendliness of luxury items as well.
Conclusion
Despite the fact that a substantial number of people think that sustainability is not optional for the fashion industry, both mass-market and luxury fashion segments demonstrate the growing interest in environmental protection and appropriate socio-economical development. They perform similar strategies in order to make the life cycle of their products more sustainable and evaluate the impact of their manufacturing on the planet’s ecology. In addition, the fashion industry pays attention to socio-economic sustainability by the improvement of employees’ working conditions, the development of social policies, and prevention of discrimination. However, the implementation of sustainable practice in the future is more probable for high-end brands in comparison with mass-market companies as they do not depend on substantial sales turnover, delocalisation, and cost reduction.
Reference List
Arrigo, E. (2015). ‘Corporate sustainability in fashion and luxury companies’, Symphonya. Emerging Issues in Management, 4, pp. 9-23. Web.
Bly, S. et al. (2015). ‘Exit from the high street: an exploratory study of sustainable fashion consumption pioneers’, International Journal of Consumer Studies, 39(2), pp. 125-135. Web.
Gurova, O. and Morozova, D. (2016). ‘A critical approach to sustainable fashion: practices of clothing designers in the Kallio neighborhood of Helsinki’, Journal of Consumer Culture, 18(3), pp. 397-413. Web.
Henninger, C. E. et al. (2016). ‘What is sustainable fashion?’ Journal of Fashion Marketing and Management, 20(4), pp. 400-416. Web.
Liu, J. et al. (2015) ‘Systems integration for global sustainability’, Science, 347(6225), pp. 963-972. Web.
Lundblad, L. and Davies, I. A. (2016). ‘The values and motivations behind sustainable fashion consumption’, Journal of Consumer Behaviour, 15(2), pp. 149-162. Web.
Moon, K. K-L. et al., (2015). ‘Popularisation of sustainable fashion: barriers and solutions’, The Journal of the Textile Institute, 106(9), pp. 939-952. Web.
Todeschini, B. V. et al. (2017). ‘Innovative and sustainable business models in the fashion industry: entrepreneurial drivers, opportunities, and challenges’, Business Horizons, 60(6), pp. 759-770. Web.
Readings For Developing Quality Educational Programs
Introduction
Curriculum development is a complicated matter that requires an understanding of various concepts ideas. The primary objective of curriculum leaders is to provide students with knowledge and learning experiences appropriate to their nature and needs (Parkay et al., 2019). In order to achieve the objective, curriculum leaders need to take into consideration various factors, including social forces, human development stage, and learning styles. All these aspects are explicitly covered in Chapters 2-4 of the book by Parkay et al. (2019). The present paper offers a synthesis of the areas that were most insightful for acquiring a greater understanding and better appreciation of curriculum development and curriculum leadership.
Social Forces
There are ten social forces that influence the achievement of students and their level of academic adaptation. These forces include ethnic and cultural diversity, changes in morality, family stress, the environment, technological revolution changing the world of work, promotion of equal rights, crime and violence, lack of purpose and meaning, and global interdependence (Parkay et al., 2019). While I was aware of the majority of social forces, I did not understand how impactful they were on curriculum development. For instance, due to the increased danger of crime and violence at schools and in the streets, authorities need to ensure that students are aware of the associated dangers. Knowledge about the practices concerning the prevention of adverse consequences of exposure to crime and violence is crucial in modern reality. Another important idea I have not realized before is the fact that students of all ages face the problem of the lack of purpose and meaning. The western world and its consumeristic views caused the inability to feel joy in living every day of one’s life. I understand now that curriculum leaders need to help children to find something meaningful in their lives to have a purpose.
The understanding of the impact of social forces will have a significant impact on my future career. When developing a curriculum in the future, I will pay special attention to the social forces that affect young people in the US. In particular, I will ensure that students of all ages have classes concerning the orientation in life that will help the children understand their importance and empower them to accomplish great goals for the country, global society, and our Lord Almighty.
Human Development
Chapter 3 touched upon the influence of human development on curriculum creation. Parkay et al. (2019) describe five factors that should guide curriculum planners. They include the biological basis of physical differences, physical maturation, intellectual development and achievement, emotional growth, and social development. (Parkay et al., 2019). Educators need to implement the interpretation of these five factors to achieve the goal of providing knowledge and learner experience relevant to the development stage. In other words, curriculum leaders need to match learners’ developmental stages and the explicit curriculum. Before reading Chapter 3 of the book by Parkay et al. (2019), I was aware of Erikson’s model of psychosocial development. Now I understand that there is also Piaget’s theory and Kohlberg’s framework of moral development. These theories added to my understanding of the developmental stages every human goes through. At the same time, I understood that there is uncertainty about the types of developmental stages and the ages associated with going to the next developmental stage.
This realization will help me in my future career in curriculum leadership as it encourages controlling for uncertainties. The current body of empirical knowledge and theories demonstrate that there is no certain age every child changes. Different people go from one stage to another at varying times. This implies I will never be able to meet the needs of all students based on their developmental stage. I will have to aim at creating an adequate curriculum for the majority of students. However, I will need to systematically assess if the assumptions about the prevailing developmental stages at different grade levels are adequate. Such evaluation will help me control for uncertainties associated with inconsistencies in different theories of human development.
Learning Styles
Kolb’s framework of learning styles is often used by curriculum leaders to facilitate the learning process. In brief, the theory explains the differences in the learning process of people assuming that people choose two out of four processes to learn new things, which are feeling, watching, thinking, and doing. As a result, there emerged four different learning styles: diverging (feeling and watching), assimilating (watching and thinking), converging (thinking and doing), and accommodating (doing and feeling) (Parkay et al., 2019). While the learning styles were familiar to me, I did not realize that they are not predetermined by nature. Learning styles change over time, depending on the environmental circumstances and developmental stages of people. Additionally, I thought that students can be helped only by exploiting the advantages of the preferred learning style. However, Parkay et al. (2019) claim that students can be helped by identifying their lesser preferred learning style and strengthening it.
In my future position as a curriculum leader, I will utilize the knowledge of the importance of learning styles. I will strive to achieve a balanced curriculum that draws on abilities from all the stages of the learning cycle. The curriculum should help the students to try every learning style to understand what works best for them. At the same time, the teachers should be provided with the opportunity to analyze the learning styles of all the students and utilize both their strengths and weaknesses. I came to believe that instead of providing a set of fixed tasks, the curriculum should encourage teachers to develop learning opportunities for students based on their learning styles. This implies that the majority of tasks should either provide only general guidelines for students to allow creativity in the learning process or give several variants of task completion path based on the learning styles.
Conclusion
Curriculum leaders need to ensure that the students receive the best learners’ experience regardless of their learning style, developmental stage, or social factors. The present assignment helped to realize that curriculum leaders need to help the students find meaning in life to avoid depression and deviant behavior. Additionally, the curriculum should be adjusted to meet the needs of people, depending on their developmental stage. However, achieving perfection in this aspect is impossible due to the developmental variations of individual students. Finally, every curriculum should include learning opportunities for people with different learning styles so that teachers can take advantage of the individual differences of students. Instead of trying to build only the preferred learning styles, teachers need to be provided with the opportunity to improve the least preferred learning styles. In summary, the implementation of the knowledge acquired from the present assignment will help me become a better curriculum leader in the future.
Reference
Parkay, F. W., Anctil, E. J., & Hass, G. (2019). Curriculum leadership: Readings for developing quality educational programs (10th ed.). Allyn & Bacon.