CSU values training in the ethical conduct of research and professional skills, as outlined in the institutional Responsible Conduct of Research Training Program, posted at http://rcr.colostate.edu. The plan provides for three components of RCR training: 1) an online RCR training course; 2) a face‐to‐face, institutionally‐approved, formal RCR course that includes case studies; and, 3) faculty mentoring. The subject matter in the formal courses includes instruction in: a) Ethics and social responsibility in research; b) Conflict of interest; c) The use of animal/human subjects and safe laboratory practices; d) Mentor/mentee responsibilities; e) Collaborative research; f) Data acquisition, management, sharing, and ownership; g) Research misconduct; h) Responsible authorship, publication and peer review; and, i) Financial management and responsibilities. Formal instruction in an approved RCR course entails 16‐45 contact hours, delivered over one semester. Course instructors include tenured faculty in Chemistry, Biomedical Science, and Liberal Arts, as well as key administrators in the Graduate School and Office of the Vice President for Research. Formal training will occur at least once at each training stage, and/or every 4 years of training. In addition, one‐on‐one faculty mentoring will be provided: enhanced mentoring will be promoted through “training the trainer workshops” and access to the CSU online RCR Resource Center. Mentoring will be ongoing throughout the career of the trainee, and will include lab meetings and regular journal clubs. The Director of the Research Integrity & Compliance Review Office (RICRO) shall monitor RCR instruction. Verification that all trainees have taken the institutional RCR online training course and a face‐to‐face, CSU‐approved, formal RCR course will be performed by RICRO.
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texts, e.g., fiction, poetry, essays, drama, and graphic representations. ⢠Identifying and interpreting figurative language and other literary elements, e.g., metaphor, ..... were offered the choice between Rome and London, an overwhelming majorit
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(C) Kate Chopin's The Awakening. (D) Virginia Woolf's Mrs. Dalloway. Questions 11â13 are based on the following excerpt from. Zora Neale Hurston's Their Eyes Were Watching God. The people all saw her come because it was sundown. The sun was gone, b
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digital data of drawing lines and analyze them. The purpose of using this system is not limited. First, I'm going to report the outline of the double-articulation ...
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Page 2 of 30. Table of contents. 3 Introduction. Scope and Mission. Master Plan for Higher Education. Working for California. 7 Leadership. Board of Trustees. Administrative Leaders. Campus Presidents. 11 Enrollment & Degrees Conferred. Since 2007. B
Page 1 of 1. SAMPLE SET - 1. Note:These questions are the collections of student's contributions from different forums & websites. www.aptoinn.in. 917630 1689 / 98847 22837 / 91765 62187. NATA & J.E.E - B.Arch portions covered. We provide the student
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Page 2 of 2. Publish to the web. Publishing your docs online is easy â just select Share > Publish as. web page (in documents) or the Publish tab (in ...
Sample Protagonist Group. The radio towers ... A voice crackled over the airwaves. âThis⦠is⦠... call him a shrewd businessman, and a few claim he's a mutant with a set of ... Dystopians daily offer their services to Mr. Fandible in exchange .
Using the curriculum vitae for policy research: an evaluation of National Institutes of Health center and training support on career trajectories. Monica Gaughan.
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