Team IV Presentation - Affirmative Actioni - Leadership and Ethics at LeTourneau University - Team IV is Cimberly Lawernce, Don McCormack, Sonia Miller, Christi Quintanilla
This document discusses job discrimination and affirmative action. It defines different types of discrimination, such as intentional vs unintentional, and individual vs institutional. It also defines affirmative action as programs that aim to increase representation of underrepresented groups. The document outlines US laws prohibiting discrimination and debates around forms of discrimination and affirmative action, including arguments for and against these practices.
This document discusses various topics related to job discrimination, including:
(1) Definitions of job discrimination and its various forms like intentional and unintentional discrimination.
(2) Evidence of ongoing discrimination from statistical disparities and biased attitudes.
(3) The historical and legal context of affirmative action programs established to remedy past discrimination.
(4) Moral debates regarding affirmative action, including arguments for compensating past wrongs versus claims of reverse discrimination.
(5) The comparable worth doctrine and debates over equal pay for jobs requiring equal skills.
(6) Definitions of sexual harassment and appropriate ways to document and address harassment in the workplace.
Presentation by Josie Prioletti (facilitator) from field - Disability and Sexuality Forum held on Thursday 18 March at Darebin Arts and Entertainment Centre, Preston.
The document discusses disability in the workplace and the Americans with Disabilities Act (ADA). It explains that before the ADA, employers could deny employment simply due to a person's disability. The ADA established rules to protect disabled individuals from discrimination and ensure equal treatment and rights in the workplace. It also clarifies what constitutes a disability under the ADA. As a result of these protections, more people with disabilities now feel confident applying for jobs knowing they cannot be denied employment solely based on their disability.
(Chapter 16 Internationa! Diversity and Facing the Future .docxjoyjonna282
This document summarizes recommendations for organizations to promote diversity and inclusion at multiple levels. It recommends that organizations appoint an executive leader responsible for diversity, ensure management at all levels supports diversity, conduct fair hiring practices, provide training and mentoring programs, monitor promotion rates, and support employee resource groups. The key ideas are that organizational commitment from top to bottom is needed, human resource practices must be evaluated for fairness, and diversity efforts require long-term strategies rather than just quick fixes.
Team IV Presentation - Affirmative Actioni - Leadership and Ethics at LeTourneau University - Team IV is Cimberly Lawernce, Don McCormack, Sonia Miller, Christi Quintanilla
This document discusses job discrimination and affirmative action. It defines different types of discrimination, such as intentional vs unintentional, and individual vs institutional. It also defines affirmative action as programs that aim to increase representation of underrepresented groups. The document outlines US laws prohibiting discrimination and debates around forms of discrimination and affirmative action, including arguments for and against these practices.
This document discusses various topics related to job discrimination, including:
(1) Definitions of job discrimination and its various forms like intentional and unintentional discrimination.
(2) Evidence of ongoing discrimination from statistical disparities and biased attitudes.
(3) The historical and legal context of affirmative action programs established to remedy past discrimination.
(4) Moral debates regarding affirmative action, including arguments for compensating past wrongs versus claims of reverse discrimination.
(5) The comparable worth doctrine and debates over equal pay for jobs requiring equal skills.
(6) Definitions of sexual harassment and appropriate ways to document and address harassment in the workplace.
Presentation by Josie Prioletti (facilitator) from field - Disability and Sexuality Forum held on Thursday 18 March at Darebin Arts and Entertainment Centre, Preston.
The document discusses disability in the workplace and the Americans with Disabilities Act (ADA). It explains that before the ADA, employers could deny employment simply due to a person's disability. The ADA established rules to protect disabled individuals from discrimination and ensure equal treatment and rights in the workplace. It also clarifies what constitutes a disability under the ADA. As a result of these protections, more people with disabilities now feel confident applying for jobs knowing they cannot be denied employment solely based on their disability.
(Chapter 16 Internationa! Diversity and Facing the Future .docxjoyjonna282
This document summarizes recommendations for organizations to promote diversity and inclusion at multiple levels. It recommends that organizations appoint an executive leader responsible for diversity, ensure management at all levels supports diversity, conduct fair hiring practices, provide training and mentoring programs, monitor promotion rates, and support employee resource groups. The key ideas are that organizational commitment from top to bottom is needed, human resource practices must be evaluated for fairness, and diversity efforts require long-term strategies rather than just quick fixes.
The document discusses the protocol for a continuous concrete action, noting that one significant feature is guidelines. It explains that action learning and action research both involve taking action and reflecting on it, with the goal of learning. While they can look similar, action learning focuses more on individual learning rather than extending theoretical knowledge.
PUB 611Seminar in Public Human Resources Administration Midterm Exa.docxwoodruffeloisa
PUB 611Seminar in Public Human Resources Administration: Midterm Exam
Exam Questions
1. Identify and describe the four public personnel management functions (PADS).
2. What are the four competing values that have traditionally affected the allocation of public jobs? Which three nongovernment values that have emerged recently conflict with them?
3. What are the pros and cons of contracting out? If you have experience with contracting out, what challenges did you face in writing the contract specifications and what challenges did you face in administering the contract?
4. How does the historical development of job analysis relate to the differing objectives of elected and appointed officials, merit system advocates, HR directors and specialists, supervisors and managers, and employees? How are these reflected in the concepts of position management, human resource management, and career development?
5. Describe the contemporary pay and benefits environment.
6. Identify the elements included in a total compensation package.
7. Describe the comparative advantages and disadvantages of competing systems used to determine pay—point-factor job evaluation, rank-in person, and broad-banding.
8. Discuss how conflicts over the fairness of EEO, AA, and diversity management programs have affected the role of the public HR manager in achieving both productivity and fairness.
Social Equity and Diversity Management
Dr. James R. Welsh
Barry University
1
1
2
Man is the most composite of all creatures....
“Well, as in the old burning of the Temple at Corinth, by the melting and intermixture of silver and gold and other metals a new compound more precious than any, called Corinthian brass, was formed; so in this continent,--asylum of all nations,--the energy of Irish, Germans, Swedes, Poles, and Cossacks, and all the European tribes,--of the Africans, and of the Polynesians,--will construct a new race, a new religion, a new state, a new literature, which will be as vigorous as the new Europe which came out of the smelting-pot of the Dark Ages, or that which earlier emerged from the Pelagic and Etruscan barbarism.”
Ralph Waldo Emerson, journal entry, 1845,
The Metaphor of the Melting Pot…
Because of a continuous mass immigration that was a feature of the United States economy and society since the first half of the 19th century, ethnic diversity is common in both rural and urban areas.
The absorption of the stream of immigrants became, in itself, a prominent feature of America's national myth.
The idea of the melting pot is a metaphor that implies that all the immigrant cultures are mixed and amalgamated without state intervention.
The melting pot theory implied that each individual immigrant, and each group of immigrants, assimilated into American society at their own pace.
Today the United States can easily be considered one of the most diverse nations in the world.
Recent estimates show that one in three U.S. residents is a member of an ...
CH. 4. Is there an ironic dimension of whistle-blowing with respecMorganLudwig40
CH. 4. Is there an ironic dimension of whistle-blowing with respect to employee loyalty? Give two examples of this phenomenon.
First, there are professions who are protected by virtue of the law. According to Boatright and Smith, “An agent is a person who is engaged to act in the interest of another person (called the principal) and is authorized to act on that person behalf” (2017, pg. 69). Individuals such as lawyers work on behalf of their principal client”. If a member of society is arrested for armed robbery, the lawyer has an obligation to the principal to serve and protect their interest to the best of their ability. The client may not have the they adequate law knowledge and experience necessary to defend themselves. The principle must rely on the fiduciary duty of a lawyer to protect their self-interest. In this case, it is the duty of the lawyer to act on the behalf of the client as if they were defending themselves.
Second, there are the three types of employees which economist Albert O. Hirshcman describes to the relationship between a whistle-blower and a loyalty. Mr. Hirshcman describes the three types as Exit, Voice, and Loyalty.
The Exit type are those employees who are dissatisfied with the current condition and see no change for the better in the foreseeable future. Dissatisfied with the current situation these employees exit the company.
The Voice type speak up within the organization and wait for change. They follow the chain of command in hopes of change which may or may not occur.
Finally, the Loyalty type are employees within an organization who desire to remain and watch the organization flourish. Boatright and Smith say that “Loyalty is a factor that keeps people from exiting an organization, but, at the same time, activates the voice option” (2017, pg.175). It seems difficult to fathom that the most loyal are the whistle-blowers, however, due to their commitment, they want to see the company succeed.
CH> 7. What is the meaning of discrimination in employment, the legal distinction between disparate treatment and disparity impact, and what are the various forms of discrimination?
Discrimination in employment is a form of unjust “…decisions employers make hiring, promotion, pay, fringe benefits, and the other terms and conditions of employment…” (Boatright and Smith, 2017, pg. 135). Discrimination occurs when a group of people are excluded from having an employment opportunity due to a preconceived notion which stems from the employer.
Disparate treatment is a way to prove illegal employment discrimination. An employee who makes a disparate treatment claim alleges that he or she was treated differently than other employees who were similarly situated, and that the difference was based on a protected characteristic (Nolo, 2020).
Disparate impact is like disparate treatment when the effect produces the comparable results. In the case of Griggs v. Duke Power Company, Duke Power created regulations which were aimed a ...
when he learned he may be fired for poor performance. He may.docxalanfhall8953
This summary provides the key details from the document in 3 sentences:
The document discusses various federal laws that prohibit discrimination in the workplace, including Title VII of the Civil Rights Act of 1964 which outlaws discrimination based on race, color, religion, sex, or national origin. It outlines how these laws protect against discrimination in hiring, firing, pay, promotions and other employment activities. The document also provides examples of discrimination cases and how certain laws like the Equal Pay Act, Pregnancy Discrimination Act, and Americans with Disabilities Act expanded protections against discrimination.
The document discusses racial discrimination faced by 74 African American former employees at Hillshire Brands Company. The Equal Employment Opportunity Commission investigated claims of racist graffiti and slurs used by supervisors and coworkers. The EEOC found the claims to be substantiated and Hillshire Brands was ordered to pay $4 million to the employees. The company was also required to implement anti-discrimination and harassment prevention programs. The case highlights the racial discrimination that still exists and the importance of regulatory bodies like the EEOC in addressing workplace discrimination issues.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docxtroutmanboris
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
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The document discusses the protocol for a continuous concrete action, noting that one significant feature is guidelines. It explains that action learning and action research both involve taking action and reflecting on it, with the goal of learning. While they can look similar, action learning focuses more on individual learning rather than extending theoretical knowledge.
PUB 611Seminar in Public Human Resources Administration Midterm Exa.docxwoodruffeloisa
PUB 611Seminar in Public Human Resources Administration: Midterm Exam
Exam Questions
1. Identify and describe the four public personnel management functions (PADS).
2. What are the four competing values that have traditionally affected the allocation of public jobs? Which three nongovernment values that have emerged recently conflict with them?
3. What are the pros and cons of contracting out? If you have experience with contracting out, what challenges did you face in writing the contract specifications and what challenges did you face in administering the contract?
4. How does the historical development of job analysis relate to the differing objectives of elected and appointed officials, merit system advocates, HR directors and specialists, supervisors and managers, and employees? How are these reflected in the concepts of position management, human resource management, and career development?
5. Describe the contemporary pay and benefits environment.
6. Identify the elements included in a total compensation package.
7. Describe the comparative advantages and disadvantages of competing systems used to determine pay—point-factor job evaluation, rank-in person, and broad-banding.
8. Discuss how conflicts over the fairness of EEO, AA, and diversity management programs have affected the role of the public HR manager in achieving both productivity and fairness.
Social Equity and Diversity Management
Dr. James R. Welsh
Barry University
1
1
2
Man is the most composite of all creatures....
“Well, as in the old burning of the Temple at Corinth, by the melting and intermixture of silver and gold and other metals a new compound more precious than any, called Corinthian brass, was formed; so in this continent,--asylum of all nations,--the energy of Irish, Germans, Swedes, Poles, and Cossacks, and all the European tribes,--of the Africans, and of the Polynesians,--will construct a new race, a new religion, a new state, a new literature, which will be as vigorous as the new Europe which came out of the smelting-pot of the Dark Ages, or that which earlier emerged from the Pelagic and Etruscan barbarism.”
Ralph Waldo Emerson, journal entry, 1845,
The Metaphor of the Melting Pot…
Because of a continuous mass immigration that was a feature of the United States economy and society since the first half of the 19th century, ethnic diversity is common in both rural and urban areas.
The absorption of the stream of immigrants became, in itself, a prominent feature of America's national myth.
The idea of the melting pot is a metaphor that implies that all the immigrant cultures are mixed and amalgamated without state intervention.
The melting pot theory implied that each individual immigrant, and each group of immigrants, assimilated into American society at their own pace.
Today the United States can easily be considered one of the most diverse nations in the world.
Recent estimates show that one in three U.S. residents is a member of an ...
CH. 4. Is there an ironic dimension of whistle-blowing with respecMorganLudwig40
CH. 4. Is there an ironic dimension of whistle-blowing with respect to employee loyalty? Give two examples of this phenomenon.
First, there are professions who are protected by virtue of the law. According to Boatright and Smith, “An agent is a person who is engaged to act in the interest of another person (called the principal) and is authorized to act on that person behalf” (2017, pg. 69). Individuals such as lawyers work on behalf of their principal client”. If a member of society is arrested for armed robbery, the lawyer has an obligation to the principal to serve and protect their interest to the best of their ability. The client may not have the they adequate law knowledge and experience necessary to defend themselves. The principle must rely on the fiduciary duty of a lawyer to protect their self-interest. In this case, it is the duty of the lawyer to act on the behalf of the client as if they were defending themselves.
Second, there are the three types of employees which economist Albert O. Hirshcman describes to the relationship between a whistle-blower and a loyalty. Mr. Hirshcman describes the three types as Exit, Voice, and Loyalty.
The Exit type are those employees who are dissatisfied with the current condition and see no change for the better in the foreseeable future. Dissatisfied with the current situation these employees exit the company.
The Voice type speak up within the organization and wait for change. They follow the chain of command in hopes of change which may or may not occur.
Finally, the Loyalty type are employees within an organization who desire to remain and watch the organization flourish. Boatright and Smith say that “Loyalty is a factor that keeps people from exiting an organization, but, at the same time, activates the voice option” (2017, pg.175). It seems difficult to fathom that the most loyal are the whistle-blowers, however, due to their commitment, they want to see the company succeed.
CH> 7. What is the meaning of discrimination in employment, the legal distinction between disparate treatment and disparity impact, and what are the various forms of discrimination?
Discrimination in employment is a form of unjust “…decisions employers make hiring, promotion, pay, fringe benefits, and the other terms and conditions of employment…” (Boatright and Smith, 2017, pg. 135). Discrimination occurs when a group of people are excluded from having an employment opportunity due to a preconceived notion which stems from the employer.
Disparate treatment is a way to prove illegal employment discrimination. An employee who makes a disparate treatment claim alleges that he or she was treated differently than other employees who were similarly situated, and that the difference was based on a protected characteristic (Nolo, 2020).
Disparate impact is like disparate treatment when the effect produces the comparable results. In the case of Griggs v. Duke Power Company, Duke Power created regulations which were aimed a ...
when he learned he may be fired for poor performance. He may.docxalanfhall8953
This summary provides the key details from the document in 3 sentences:
The document discusses various federal laws that prohibit discrimination in the workplace, including Title VII of the Civil Rights Act of 1964 which outlaws discrimination based on race, color, religion, sex, or national origin. It outlines how these laws protect against discrimination in hiring, firing, pay, promotions and other employment activities. The document also provides examples of discrimination cases and how certain laws like the Equal Pay Act, Pregnancy Discrimination Act, and Americans with Disabilities Act expanded protections against discrimination.
The document discusses racial discrimination faced by 74 African American former employees at Hillshire Brands Company. The Equal Employment Opportunity Commission investigated claims of racist graffiti and slurs used by supervisors and coworkers. The EEOC found the claims to be substantiated and Hillshire Brands was ordered to pay $4 million to the employees. The company was also required to implement anti-discrimination and harassment prevention programs. The case highlights the racial discrimination that still exists and the importance of regulatory bodies like the EEOC in addressing workplace discrimination issues.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docxtroutmanboris
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docxtroutmanboris
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docxtroutmanboris
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
General Resources > ProQuest >
Advanced Search
>
Search Options
>
Source Type
), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docxtroutmanboris
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
Only Fools Rush In
.
Choose and complete one of the two assignment options.docxtroutmanboris
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. there have been human records, and quite possibly for tens of
thousands of years before that.
Rival ethnic groups wage war upon each other, enslave members
of opposing groups, and
even try to exterminate them. The concept of racial equality is a
comparatively recent one,
and it has only been a matter of decades that governments have
denounced racial prejudice
and made efforts to undo at least some of the damage it has
caused.
India is a case in point, with its centuries-old tradition of the
caste system, which has splintered
the population into a hierarchy of social classes determined by
birth. While the higher castes
have been the holders of the country’s wealth and power, at the
very bottom are the “untouch-
ables” who are so low that, in the past, upper castes avoided
coming into any contact with them.
Making up 16% of the country’s population, they historically
had no meaningful access to edu-
cation, respectable employment, or political representation.
Millions today live on the streets or
in garbage dumps, where they forage for scraps of anything that
might have some resale value.
Chapter Outline
Introduction
5.1 Discrimination
Features of Discrimination
Social Institutions and Discrimination
Intentional and Unintentional Discrimination
4. 135
Section 5.1 Discrimination
While India was a colony, the British government made efforts
to elevate the untouchables
into mainstream society, one of the first efforts at what we now
call affirmative action. After
independence in 1947, the government of India continued this
policy, even writing into the
constitution special protections and opportunities for the
untouchables. Among these poli-
cies is the reservation of 16% of all government jobs for
untouchables, in direct proportion
to their number in the population. A high percentage of student
positions in universities are
also reserved for them.
When we look at India’s situation, it
is easy to conclude that the country
chose the right remedy: Dramatic
injustices call for dramatic correc-
tive measures, without which the
untouchables would be forever
locked into a cycle of the most
unimaginable poverty. It is not just
India, however, that has this prob-
lem. Many of the world’s countries
have minority groups that are eco-
nomically suffering because of a
history of discrimination.
The United States is a case in
point. This country has adopted
solutions like India’s, though not
quite as radical. Businesses, in
5. particular, are on the cutting edge
of social reforms that aim to elevate historically disadvantaged
minority groups. Some-
times companies proactively embrace these efforts, but in most
cases the efforts are backed
by government mandates and businesses have no choice but to
comply. Discrimination in
the workplace is one of the most important ethical and legal
issues for businesses. Social
conscience urges companies to eliminate discriminatory
practices, and the law requires them
to do so. In this chapter, we will explore many of the issues
connected with discrimination in
the workplace.
5.1 Discrimination
We will begin with a look at the nature of discrimination itself,
how it affects businesses and
other social institutions, and the evidence for it.
Features of Discrimination
Two types of discrimination are relevant to businesses:
• Public accommodations discrimination: In this type of
discrimination, a business
or some other public access place prejudicially denies services
to some customers.
• Employment discrimination: This type of discrimination refers
to prejudicial
treatment of people in hiring, promotion, and termination
decisions.
Saurabh Das/Associated Press
7. discrimination, a person’s gender
or skin color is irrelevant to his or her function as a customer,
and it would be arbitrary to
deny that person service. With employment discrimination, a
person’s gender or skin color
is also irrelevant to the person’s job performance, and it would
also be arbitrary to deny that
person an employment opportunity on that basis.
Of course, it is not always discriminatory to deny opportunities
to people because of some
unique feature about them. Suppose that a blind person tried to
rent a car from Hertz or apply
for a job as an air-traffic controller. In these cases, having
eyesight is a necessary requirement
for driving a car or being an air-traffic controller, and there is
nothing arbitrary about denying
those opportunities to blind people.
However, it can at times be a challenge to determine whether a
particular physical fea-
ture is needed to do the job. For example, a 240-pound woman
from San Francisco was
denied work as an aerobics instructor because of her weight.
The company in question
was Jazzercise, which advertised itself as the world’s leading
dance-fitness program, hav-
ing 5,000 certified instructors across the country. The
company’s stated policy was that
their instructors must have a “fit appearance,” and they turned
down the woman when
seeing her in person. After she complained to the San Francisco
Human Rights Commis-
sion, the Jazzercise company agreed to drop the “fit
appearance” criterion and conceded
that “recent studies document that it may be possible for people
9. Section 5.1 Discrimination
Social Institutions and Discrimination
In combating discrimination, there are three principal social
institutions that are targeted for
change: schools, governments, and businesses.
Eliminating discrimination in schools is important because these
institutions provide people
with the skills to compete for almost everything else in life. If
schools at both the K–12 and
college levels systematically discriminated against certain
groups, those individuals would
forever be at a competitive disadvantage and locked into
something like a caste system, which
it would be exceedingly difficult to rise above.
Eliminating discrimination in positions of political power is
important because it is the gov-
ernment that shapes social policy regarding the equal treatment
of groups. Without proper
representation in government, the risk is too great that the
interests of White males will pre-
vail over those of other groups.
Finally, eliminating discrimination in the workplace is
important because it is the quality of
jobs that determines whether an employee becomes rich or poor.
When employers systemati-
cally discriminate against certain groups, they turn those groups
into a socioeconomic under-
class from which, again, it is difficult to break free.
Intentional and Unintentional Discrimination
10. In the past, discrimination was an integral and acceptable part
of doing business; that was a
reflection of the prevailing social order. Women and ethnic
minorities, it was felt, should be
What Would You Do?
In the court case Swartzentruber v. Gunite Corp. (2000),
Sheldon Swartzentruber sued his
employer for religious discrimination. Swartzentruber was a
member of the Church of the
American Knights of the Ku Klux Klan and had a tattoo on his
forearm of a hooded figure
standing in front of a burning cross, one of the sacred symbols
of his church. Fellow workers
complained that they found the tattoo offensive and threatening.
His supervisor asked him
to keep it covered, which he did inconsistently, but after several
reminders from his boss,
Swartzentruber sued for harassment.
1. If you were Swartzentruber’s supervisor, would you have
made him cover the tattoo,
let him expose it, or fire him? Explain your answers.
2. If you were an African American worker at the company,
would you have complained
about Swartzentruber’s tattoo, quit your job, or just tried to
ignore it? Explain your
answers.
3. The court maintained that the alleged harassment “occurred
because of his self-
identification as a member of the KKK, not because of his
religious beliefs.” Is that
relevant to whether Swartzentruber was discriminated against?
12. in one racially divided town, a family restaurant had a policy of
placing a small letter B on the
backs of application forms filled out by Black applicants. They
would then overlook these
applications when selecting candidates to interview. The
business managers were knowingly
and intentionally discriminating against Black applicants.
Other times, however, businesses engage in unintentional
discrimination, when their poli-
cies or practices uncritically reflect prejudicial stereotypes. A
famous public accommoda-
tions example of this was when President Bill Clinton’s 21
secret service agents went to a
Denny’s restaurant for breakfast; while the White agents
received their meals, those for six
Black agents arrived only after repeated requests an hour later,
just as the group was leaving.
A spokesperson for Denny’s stated that “It’s a service issue, not
a discriminatory issue,” which
he said resulted from the quantity of orders and the kitchen
backlog. The incident sparked
a $54-million class action lawsuit against Denny’s that revealed
a pattern of discriminatory
activity in many of the restaurant’s locations.
The Jazzercise example from before appears to be a case of
unintentional employment dis-
crimination in that the company wrongly assumed that only
people within a certain weight
range were athletically fit. In addition to those about weight,
policies about height, beards,
tattoos, and body piercings can also have a discriminatory
effect. Unintentional discrimina-
tion of this sort is sometimes referred to as a “facially neutral
employment practice,” which is
13. defined by anti-discrimination law as a practice “that does not
appear to be discriminatory on
its face; rather it is one that is discriminatory in its application
or effect” (The Free Dictionary,
n.d.). For example, a company can establish a dress code, but it
cannot have a discriminatory
impact, either on its face or as an effect.
Some of our personal biases are hidden from us, and, to help
reveal them, a research proj-
ect called Project Implicit has several free online tests that
users can take to uncover their
implicit associations about race, gender, weight, sexuality,
religion, disability, and age. Accord-
ing to Project Implicit, “Much of perception, thinking, and
action occurs outside of conscious
awareness or conscious control. Because of that, judgment and
action can be unintentionally
influenced by factors that we do not recognize, and may not
value.” By becoming aware of
these unconscious factors, businesses might better achieve
“organizational innovation and
change” (Project Implicit, 2011).
Evidence of Public Accommodations Discrimination
When looking for evidence of discrimination within the
business world, there are two types:
• Direct evidence of discrimination is overt written or oral
statements by employ-
ers that display their discriminatory intention. A sign on a
restaurant door that
says “No Blacks” would be an example of this in regards to
public accommodation
15. eliminated? Unfortunately, it is
alive and well in business. Attorneys specialize in it throughout
the country, state govern-
ments have offices devoted to it, and complaints are plentiful.
Immediately after the terrorist attacks on September 11, 2001,
many businesses overtly
discriminated against Middle Eastern customers. For example,
on the afternoon of the attacks,
a hotel in Des Moines, Iowa, revoked its previous offer to host
the annual convention of the
Midwest Federation of American Syrian-Lebanese Clubs, and
repeatedly refused to recon-
sider its decision in the subsequent weeks. In another case, the
manager of a nightclub told
a Sikh customer to remove his turban or leave the club, while
that same Sikh customer had
been permitted to wear it at the club prior to September 11. A
survey of around 1,000 Arabs
and Muslims by the New York City Commission on Human
Rights indicated that 69% of the
respondents experienced discrimination after the attacks, one-
quarter of which was related
to public accommodations.
But even in less politically charged climates, clear cases of
public accommodations discrimi-
nation still occur. In 2008, a case was settled against a
nightclub in Virginia Beach, Virginia,
that imposed a dress code that targeted hairstyles common
among African Americans, such as
dreadlocks, cornrows, and braids, and did so as a pretext for
denying African Americans admis-
sion. A government spokesperson commented, “It is unfortunate
that in today’s society, Afri-
can Americans and other individuals still must endure
17. Cape Verdean patrons. One
staff member allegedly told these patrons that they could not
enter the bar because they did
not “know the owner” and that the bar did not want any
“trouble” or “problems” (Attorney
General of Massachusetts, 2014). The owner agreed to a
$100,000 settlement.
When complaints of accommodations discrimination are brought
to the Department of Jus-
tice, the agency sometimes uses “testers” to confirm the
allegations, which they explain here:
Fair housing testing consists of individuals posing as
prospective home seek-
ers (i.e., testers) simulating housing transactions with a housing
provider.
Responses from the housing provider to the testers are
compared for differ-
ences. An inference of discrimination can be made when there is
a substantial
difference in the treatment of the testers by the housing
provider when the
only material difference between the testers is a protected basis
(e.g., dis-
ability). A “Protected Tester” is one who exhibits the protected
characteris-
tic being tested. A “Control Tester” lacks the protected
characteristic. (United
States v. Westminster Asset Corp., 2014)
In 2013 the Department of Justice settled a case in which a
property manager in Edina,
Minnesota, discriminated against a prospective renter from
Somalia. The testing evidence
indicated that the manager “showed white testers apartments
18. when they walked in while she
told Somali testers they had to make an appointment to see an
apartment the next day. She
also failed to tell Somali testers about certain apartments
becoming available that she men-
tioned to white testers” (U.S. Department of Justice, 2013).
Similarly, in 2014, the Department of Justice settled a case
against an apartment complex landlord
in North Ridgeville, Ohio, who routinely quoted higher rental
and application fee rates to African
Americans and refused to show them vacant units. “The
department sent African-American and
white testers posing as prospective renters to the complex and
the African-American testers
were quoted higher rents and application fees than the white
testers. African-American
testers were also told that they could not view a unit at that
time, while similarly situated white
testers were shown units” (U.S. Department of Justice, U.S.
Attorney’s Office, Northern District
of Ohio, 2014). The landlord agreed to pay $30,000 to resolve
the complaint. A Department of
Justice spokesperson said, “It is simply unacceptable for a
landlord to make renting an apart-
ment more difficult and more expensive because of a person’s
race.”
Evidence of Employment Discrimination
The employment process within business is usually a private
one, in which discussions and
decisions about prospective candidates are not open to the
public. As a result, direct evidence
of employment discrimination is hard to come by, and evidence
has to be gathered by more
21. by showing that less experienced males in the company had
gotten promotions.
The evidence here is still indirect—there is no explicit
statement from the company to the
effect of “we did not promote you because you are a woman.”
However, through the under-
mining of the company’s nondiscriminatory explanation, it
seems more reasonable that the
company’s differential treatment was discriminatory in nature.
There is another type of indirect evidence that suggests the
ongoing discriminatory treat-
ment of minorities within society as a whole—namely, income
inequality, which involves
the extent to which income is distributed in an uneven manner
among a population. Some
income-inequality studies focus on race and gender disparities,
and much of those data in the
United States come from the Census Bureau. The statistics show
that race and gender income
differences have decreased since 1953, but a sizeable income
gap still remains, as Figure 5.1
reveals. Note that the statistics themselves show only that major
income disparities exist—to
use this as evidence for discrimination, a person must further
show that these differences
cannot be reasonably explained by nondiscriminatory factors.
Figure 5.1: The U.S. income gap, 2013
Income inequalities may reflect race and gender disparities.
Race and gender discrepancies have
decreased since the 1950s, but there is still a large income gap.
Source: U.S. Census Bureau. (2013). Historical income tables.
22. Table P-36. Retrieved from
www.census.gov/hhes/www/income/data
/historical/people/
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
White
male, not
Hispanic
White
female, not
Hispanic
Asian
male
Asian
female
Black
male
24. 70
80
1994 2012
Women
Men
Section 5.1 Discrimination
There are a few nondiscriminatory reasons used to explain the
income inequality between
genders. For example, it is often suggested that women gravitate
toward careers that pay
lower than those of men, such as education, counseling, and
nursing. It is also argued that
many women place less value on jobs with long work hours that
pay more, and place more
value on a flexible schedule that allows for family commitments
and perhaps pays less. These
explanations are controversial, and perhaps even grounded in
stereotypes. However, they
suggest that women’s own choices may be a cause of gender
income disparities and, if so, the
income-inequality argument for discrimination falls apart.
With racial income inequality, there is also a possible
nondiscriminatory explanation:
Black and Hispanic people have less access to education, which
in turn makes them less
competitive for lucrative jobs. Thus, their lower pay may be
not the result of employment
discrimination, but instead an unfortunate consequence of their
sociological background.
25. The educational obstacle is less of a barrier for White women,
who first surpassed
White men in college enrollment in 1991; since then, the gap
has continued to widen, as
Figure 5.2 shows.
Figure 5.2: Share of recent high school completers enrolled in
college
the following October
Between 1994 and 2012, the number of female high school
completers who enrolled in college the
following fall increased from 63% to 71%.
Source: Pew Research Center “Women’s College Enrollment
Gains leave Men Behind,” March 6, 2014,
www.pewresearch.org/fact-tank/2014/03/06/womens-college-
enrollment-gains-leave-men-behind/
0
10
20
30
40
50
60
70
27. is difficult because tax records of married couples reflect joint
income, not each spouse’s
individual income. However, some parallel might be drawn from
countries that do record
individual income of couples. In Canada, for example, the
proportion of women in the top
1% rose from 11% in 1982 to 21% in 2010 (Atkinson, Casarico,
& Voitchovsky, 2014).
But this concept of the glass ceiling is also controversial, and
with gender-based glass ceil-
ings the argument has been put forward that many obstacles to
women’s promotion result
from personal choices similar to those discussed above, such as
the desire for part-time
working arrangements. As one analyst stated, “the only ceiling
that exists in corporate
America is gender-neutral—it prevents those who choose to
devote more time to their per-
sonal lives from advancing at the same rate as those who devote
more uninterrupted time
to the workplace” (Women in Management, 2002).
In short, income-inequality statistics and the phenomenon of the
glass ceiling demonstrate
that serious pay gaps exist. Those, in and of themselves, do not
constitute compelling indi-
rect evidence of systematic employment discrimination.
However, it still may be important
to attempt to eliminate the pay gap even if it cannot be
demonstrated to result from current
discriminatory employment practices. The pay gap that exists
still has historical roots in past
discrimination, and that alone may justify remedying the
inequality.
29. 144
Section 5.2 Employment Discrimination and Affirmative Action
Features of Affirmative Action
The principal aim of affirmative action policies in the
workplace is to increase the representa-
tion of women and minority groups in areas of business from
which they have been histori-
cally excluded. Some of these positive measures include
• active recruiting of minority workers,
• elimination of biases in job criteria,
• minority training programs for senior positions, and
• active promotion of minority workers to senior positions.
The aim of affirmative action is sometimes described as equal
results, meaning achieving pro-
portional minority representation in a work or economic
environment where minorities are pres-
ently underrepresented. For example, if 2% of the White male
population is wealthy, then 2% of
the population of women and minorities should be wealthy. In
this sense, affirmative action seeks
to achieve an outcome in which women and minorities are
proportionally represented in posi-
tions of wealth and power. Affirmative action policies are
typically seen as temporary measures
to fix problems that exist right now; when equality is achieved,
they will no longer be necessary.
Preferential Treatment
The most controversial component of affirmative action is
preferential treatment, that is,
30. special consideration given in hiring and promotion situations
to people from historically dis-
advantaged groups. Suppose, for example, that a White man and
a Black man are applying for
the same job, and, although their credentials are similar, the
White man has more educational
experience. Thus, on paper, the White man is the stronger
candidate. Because the Black man
is a member of a historically underrepresented group,
preferential treatment policies would
make him the preferred candidate over the White man.
Sometimes preferential treatment involves a quota system,
where a certain number of jobs
are set aside for members of minority groups in direct
proportion to their numbers in the
community. The notions of affirmative action and preferential
treatment are often used inter-
changeably, but they are not identical: Preferential treatment is
just one type of affirmative
action policy, and is not necessarily the central component. As
one governmental agency
stated, “Affirmative action is not preferential treatment. Nor
does it mean that unqualified
persons should be hired or promoted over other people. What
affirmative action does mean
is that positive steps must be taken to provide equal
employment opportunity” (Office of Fed-
eral Contract Compliance Programs, 1993). Nevertheless,
preferential treatment has become
the focal point for debates about affirmative action policies.
Compensation for Discrimination
The strategy of affirmative action programs is group-oriented in
the sense that every indi-
32. disadvantaged and addresses
the situation by compensating each person within that group.
The benefit of group compensation is that it avoids the
impossible task of examining the
claims of each person individually within that group. For
example, with group compensation,
a Black woman would not have to show how she had been
personally disadvantaged through
the legacy of slavery, Jim Crow laws, and racial prejudice.
Those facts have already been estab-
lished for her minority group as a whole, so she would not have
to make her case individually.
There are downsides to group compensation, however, which is
the source of some of the
controversy with affirmative action policies:
• Some individual members of a minority group may be less
deserving of compen-
sation than other individual members but receive the benefit
anyway. Take, for
example, a Black man who was raised in an affluent family and
has not personally
experienced discrimination. He would still be entitled to the
same special consid-
eration as a Black man who has personally and regularly
experienced social and
economic discrimination.
• Some members of majority groups may be as deserving of
special consideration
as members of a minority group are, yet they will not qualify to
receive it. Take, for
example, a White man whose family has been caught up in a
cycle of poverty for
34. resale or redistribution.
146
Section 5.2 Employment Discrimination and Affirmative Action
rationale behind affirmative action was given in a famous
speech by President Lyndon John-
son in 1965:
Equal opportunity is essential, but not enough, not enough. Men
and women
of all races are born with the same range of abilities. But ability
is not just the
product of birth. Ability is stretched or stunted by the family
that you live with
and the neighborhoods you live in—by the school you go to and
the poverty
or the richness of your surroundings. It is the product of a
hundred unseen
forces playing upon the little infant, the child, and finally the
man. (para. 16)
Johnson’s point was that people’s abilities are often shaped by
social factors beyond their con-
trol, particularly education and family environment. A member
of a racial minority who is born
into such a disadvantaged situation will not be able to
effectively compete for higher level jobs;
it is only through affirmative steps that society can help elevate
him or her to those positions.
President Bill Clinton similarly stated that “the purpose of
affirmative action is to give our nation
a way to finally address the systemic exclusion of individuals of
35. talent on the basis of their gen-
der or race from opportunities to develop, perform, achieve and
contribute” (1995, p. 1108). His
point was that social practices of systematic exclusion have had
a long-term negative impact on
minority groups that cannot immediately be erased by merely
ending discriminatory behavior.
Helps Reduce Poverty
A second argument for affirmative action is that it helps reduce
poverty. Completely apart
from issues of fairness, affirmative action has an important
social benefit, since high poverty
rates adversely affect society as a whole and not just the poor
themselves. Poverty contributes
to crime, reduces the educational level of the workforce, and
strains the country’s welfare
system. Minority discrimination and poverty are correlated, and
thus by providing job oppor-
tunities to members of those minority groups, poverty within
those groups is lessened. This
not only reduces poverty for the recipients of affirmative action,
but it helps break the cycle of
poverty that these recipients would otherwise pass on to their
children.
Helps Reduce Racism
A third argument is that affirmative action helps reduce racism.
Much of the bigotry expressed
toward minorities owes to low socioeconomic status, a culture
of poverty, and harmful ste-
reotypes that inevitably result from this. Through getting better
jobs, the socioeconomic sta-
tus of members of minority groups is improved, and the
traditional stereotypes do not apply.
These workers thus become positive role models that others
37. tial treatment. The rights that White males have to not be
discriminated against are as valid
as those of any member of a minority group.
The point is that even if we concede that preferential-treatment
programs aim to help his-
torically disadvantaged groups, such good intentions alone do
not make the policies just.
Imagine that, in our efforts to redress the past harms from
discrimination, we redistributed
half of the wealth of all White males among minorities. One day
I have $10,000 in my bank
account and the next day I have $5,000, with the missing half
going into the bank accounts
of members of disadvantaged minorities. Even if this had a
proven benefit to the members
of the minority groups, most of us would judge an effort like
this to be grossly unfair to
White males. While preferential treatment is not as extreme as
this, it has the same kind
of built-in unfairness. Another way that this unfairness is
expressed is that preferential
treatment essentially takes the view that two wrongs make a
right. Some Whites in the
past discriminated against some minority groups, even enslaving
their members, and that
was undoubtedly wrong. In the present, descendants of those
members of minority groups,
through preferential-treatment programs, have been given
opportunities over better-quali-
fied Whites who had nothing to do with that past discrimination.
But, it is argued, these two
wrongs do not make preferential treatment right.
Creates Social Tension and Negative Attitudes About Minorities
A second argument against preferential treatment is that it
38. creates social tension and nega-
tive attitudes about minorities who benefit from these programs.
If an employer has one job
opening and hires a minority applicant to
fill it, there may be 50 angry White male
applicants, each of whom blames that
minority applicant for taking the job away
from him. Other critics have gone further
and argued that preferential-treatment
programs have created an atmosphere in
which White males are openly vilified and
can do little to stop it. As one opponent of
these programs stated, “We have institu-
tionalized a counter-white-male bias. We
have created a new group who are being
discriminated against. . . . [This group
has] no access to legal recourse or power.
We have institutionalized discrimination
against one group. When does it end?”
(Lynch, 1989, p. 181). Rather than creating
equality and removing social tension, pref-
erential treatment has resulted in a new
inequality where there is a hierarchy of the
oppressed. Blacks are the primary recipi-
ents of preferential treatment, followed by
women, then Native Americans, then His-
panics, then Asians, then individuals with
Stew Milne/Associated Press
Roger Williams University student Adam Noska
(center) is awarded a “whites only” scholar-
ship from College Republicans president Jason
Mattera (left). The award was intended to draw
attention to the issue of affirmative action. How-
ever, just days after receiving the award and
40. Republican Party criticized
it for having racist overtones, and the University’s president
said that he had redouble his
efforts to make the campus an open environment. Noska
ultimately donated the money to
a local charity and stated, “What I was not prepared for was the
overwhelming number of
people who told me that I had disappointed them or that they
expected more out of me”
(Associated Press, 2004).
Exceeds Sufficient Nondiscrimination Without
Preferential Treatment
A third argument is that nondiscrimination without preferential
treatment is sufficient for
achieving social equality. This argument states that society has
come a long way since the
days of overt racism and sexism, and the laws that we currently
have in place are all that we
need to elevate the economic status of women and minorities.
Government officials continu-
ally promise that preferential treatment is only a temporary
measure that in time will no
longer be necessary, but, critics claim, that time seems to never
come. Critics thus contend
that programs of preferential treatment are no longer necessary,
and now is the time for dis-
mantling them.
What Would You Do?
You are a White employee and are on a list to be considered for
a training program
that would lead to career advancement and a pay increase. You
find out that you were
not accepted, but some minority candidates with less seniority
42. section, we will look at U.S.
anti-discrimination laws and the impact they have on
businesses. The legal issues surround-
ing affirmative action policies in the United States are not
always the most enjoyable things
to explore. There are subtle conceptual distinctions and complex
regulations, and emotions
run high. However, this is precisely where nondiscrimination in
the workplace is put into
practice. From a practical standpoint, being ethical in non-
discriminatory business practices
ultimately means following government regulations. All
employees in medium to large com-
panies need to be familiar with key aspects of these laws; for
many managers, mastery of
non-discrimination policies will be a key part of their job.
The Civil Rights Act of 1964
The story of Federal anti-discrimination laws begins with the
Civil Rights Movement of the
late 1950s and the Civil Rights Act of 1964. This legislation
was devised to put an end to a cen-
tury of racial segregation and discrimination. It was hotly
contested in Congress; one South-
ern senator stated, “We will resist to the bitter end any measure
or any movement which
would have a tendency to bring about social equality and
intermingling and amalgamation
of the races in our states” (quoted in Spartacus Educational,
2014). Fortunately, that senator
was outvoted. The Act addresses issues of discrimination in
voting and segregation in public
facilities and schools, but two portions are especially relevant
to businesses. Title II of the act
prohibits discrimination and segregation in places of public
43. accommodation, such as hotels,
restaurants, gas stations theaters, and stadiums. The critical
portion of it is this:
All persons shall be entitled to the full and equal enjoyment of
the goods, ser-
vices, facilities, and privileges, advantages, and
accommodations of any place
of public accommodation, as defined in this section, without
discrimination
or segregation on the ground of race, color, religion, or national
origin. (Civil
Rights Act of 1964, 1965, Section 201)
Employment discrimination is addressed in Title VII, the
critical portion of which is this:
It shall be an unlawful employment practice for an employer—
(1) to fail or refuse to hire or to discharge any individual, or
otherwise to
discriminate against any individual with respect to his
compensation, terms,
conditions, or privileges of employment, because of such
individual’s race,
color, religion, sex, or national origin; or
(2) to limit, segregate, or classify his employees in any way
which would
deprive or tend to deprive any individual of employment
opportunities or
otherwise adversely affect his status as an employee, because of
such indi-
vidual’s race, color, religion, sex, or national origin. (Civil
Rights Act of 1964,
1965, Section 703)
45. gion, sex, and national origin.
Affirmative Action: Two Laws, Two Governmental Agencies
Affirmative action policies in the United States are founded on
two distinct laws: Title VII
of the Civil Rights Act of 1964 (just discussed) and Presidential
Executive Order Num-
ber 11246 in 1965. The term affirmative action made its way
into law through an earlier
executive order by President Kennedy in 1961 requiring any
business seeking a Federal
government contract to engage in affirmative action. The order
stated, “The contractor
will not discriminate against any employee or applicant for
employment because of race,
creed, color, or national origin. The contractor will take
affirmative action to ensure that
applicants are employed, and that employees are treated during
employment, without
regard to their race, creed, color, or national origin” (Executive
Order No. 10925, 1961).
But Kennedy’s conception of affirmative action was mild, and
meant essentially that con-
tractors needed to exhibit an active concern to eliminate
discrimination. Four years later,
this order was revised and strengthened by President Johnson
and also included gender
(Executive Order No. 11246, 1965).
It was in 1968 that the government first required target dates for
evaluating a contrac-
tor’s affirmative action program. The regulation stated, “The
contractor’s program shall
provide in detail for specific steps to guarantee equal
employment opportunity keyed to
47. Enforcing Title VII and Executive Order No. 11246
The task of enforcing Title VII of the Civil Rights Act was
assigned to the Equal Employment
Opportunity Commission (EEOC), which sets policies for
dealing with discrimination com-
plaints, holds hearings on specific complaints, and has the
authority to file discrimination
suits against employers. The commission’s single mission is
“the elimination of illegal dis-
crimination from the workplace” (Equal Employment
Opportunity Commission, n.d.).
While the EEOC oversees compliance with Title VII, the
affirmative action Executive Order for
government contractors is under the domain of the Office of
Federal Contract Compliance
Programs (OFCCP)—a branch of the Department of Labor. The
OFCCP enforces affirmative
action compliance in several ways. It offers technical assistance
to Federal contractors and
subcontractors to help them understand the regulatory
requirements and review process. It
conducts compliance evaluations and complaint investigations
of Federal contractors’ per-
sonnel policies and procedures. The ultimate punishment by the
OFCCP for violations is the
loss of a company’s Federal contracts, and companies may have
to pay lost wages to victims
of discrimination. Each year, the OFCCP issues an “Opportunity
Award” to a contractor who
implements outstanding affirmative action programs; recipients
have included Raytheon,
Texas A&M University, and Dell.
The laws and regulations that are jointly
enforced by the EEOC and OFCCP are called
48. equal employment opportunity (EEO)
laws. From a business’s perspective, EEO laws
mandated by the EEOC and OFCCP go hand in
hand: While the one agency oversees Title VII,
and the other government contracts, medium
to large businesses typically need to comply
with both. It is beyond the scope of this chap-
ter to give a detailed account of the EEO laws,
but there are a few important concepts relat-
ing to these laws that are central to compliance
for businesses and to the debates surround-
ing them. One of them is the concept of a pro-
tected class, described above. Since the Civil
Rights Act of 1964, the list of legally protected
groups regarding employment discrimination
has grown, and now the list includes (1) race,
(2) color, (3) religion, (4) sex, (5) national ori-
gin, (6) age—people over 40, (7) disability,
and (8) genetic information.
Technically speaking, every U.S. citizen belongs to some
protected class, if only by virtue of
being either a man or a woman and having genetic information.
However, the EEO laws aim
specifically at protecting women and minority groups because
of the history of discrimina-
tion against them. A minority is a subgroup of a population that
differs in race, religion, or
national origin from the dominant group. The EEOC designates
a minority as being one of four
groups: (1) American Indians or Alaskan Natives, (2) Asians or
Pacific Islanders, (3) Blacks,
or (4) Hispanics. The EEOC does not technically classify
women as a minority. However,
women are considered as having “minority status” as far as the
law is concerned, because
50. find “unique solutions to the
ever-changing EEO and Affirmative Action compliance
landscape” (Pinnacle, 2015).
Government Protocols
There are two main government protocols that most medium to
large businesses must follow
for proper compliance. The first is the Uniform Guidelines on
Employee Selection Pro-
cedures (UGESP), which are guidelines that require employers
to carefully inspect the pro-
cesses they use to hire, promote, or terminate employees, and
ensure that those processes are
fair and nondiscriminatory. If a company’s current practices
produce a deficiency of women
or minority employees, the company must conduct a validity
study to show that the imbal-
ance was not discriminatory (“Uniform Guidelines,” 2010).
The UGESP aims at weeding out discriminatory hiring and
promotion practices. However,
a second government protocol, known as an affirmative action
plan (AAP), focuses more
aggressively on assuring that employers implement affirmative
action in their employment
practices. In some cases, affirmative action plans are
mandatory; in others, they are volun-
tary. The OFCCP requires contractors with 50 or more
employees and government contracts
of $50,000 to develop these plans. However, the EEOC advises
all private-sector companies
to devise voluntary affirmative action plans as a way of
addressing deficiencies in their hir-
ing and promotion procedures, especially as might be revealed
by the Uniform Guidelines on
Employee Selection Procedures.
52. resale or redistribution.
153
Section 5.3 U.S. Anti-Discrimination Laws
affirmative action than others. Another reason is that the court
cases themselves significantly
differ in their details, even when on the surface they seem to be
about the same issue. We will
look at some of the famous Supreme Court cases that have
wrestled with the nuances of affir-
mative action practices of businesses, universities, and
government offices. We will consider
them chronologically.
Regents of the University of California vs. Bakke (1978)
The first important case, Regents of the University of California
vs. Bakke (1978), involved a
White man named Allan Bakke who twice applied to the school
of medicine at the Univer-
sity of California, Davis, but was rejected both times, while less
qualified minority applicants
were admitted as part of a racial quota system that reserved 16
places for minorities. The
court ruled that universities could take race into account when
admitting students, but it was
unconstitutional for them to use rigid racial quotas to increase
minorities as the University of
California had done.
The university was required to admit Bakke. While the legal
case ended there, the ruling has
been continually debated by legal scholars and in the media. A
53. case in point is the following
comparison between the medical careers of Bakke and Patrick
Chavis, one of the 16 minority
candidates against whom Bakke was originally competing:
Bakke . . . ended up with a part-time anesthesiology practice in
Rochester, Min-
nesota. Dr. Patrick Chavis, the African-American who allegedly
“took Bakke’s
place” in medical school, has a huge OB/GYN practice
providing primary care
to poor women in predominantly minority Compton. Bakke’s
scores were
higher, but who made the most of his medical school education?
From whom
did California taxpayers benefit more? (Rice & Hayden, 1995)
United Steelworkers of America v. Weber (1979)
In another case, United Steelworkers of America v. Weber
(1979), Brian Weber, a young White
laboratory assistant at the Kaiser Aluminum and Chemical
Corporation, applied for a spe-
cial training program that would have resulted in a promotion.
The company made an agree-
ment with the United Steelworkers of America labor union that
for every one White person
accepted into such training programs, one Black person would
also be accepted. The com-
pany had many more Whites than Blacks, and thus accepted
some Black employees into the
program ahead of White employees with more seniority. When
Weber was not accepted into
the program, he sued on the grounds that the decision violated
Title VII of the Civil Rights Act.
The court ruled against Weber and in favor of his company.
55. credentials, was rejected from the Univer-
sity of Michigan’s law school. She sued on the grounds that the
school had used race as a predom-
inant factor, thus giving applicants belonging to certain
minority groups a significantly greater
chance of admission than students with similar credentials from
disfavored racial groups. The
court ruled in favor of the law school, indicating that the
Constitution “does not prohibit the Law
School’s narrowly tailored use of race in admissions decisions
to further a compelling interest in
obtaining the educational benefits that flow from a diverse
student body” (Grutter v. Bollinger,
343). The court clarified, though, that preferential-treatment
policies cannot go on indefinitely:
Race-conscious admissions policies must be limited in time.
This requirement
reflects that racial classifications, however compelling their
goals, are poten-
tially so dangerous that they may be employed no more broadly
than the inter-
est demands. Enshrining a permanent justification for racial
preferences would
offend this fundamental equal protection principle. (Grutter v.
Bollinger, 342)
The point is that even though preferential-treatment programs
serve an important social pur-
pose, they are potentially damaging and can only be used as
temporary measures. The Court
explicitly stated, “We expect that 25 years from now the use of
racial preferences will no lon-
ger be necessary” (Grutter v. Bollinger, 343).
Wal-Mart Stores, Inc. v. Dukes et al. (2011)
56. All of the Supreme Court cases we have discussed so far
specifically involve questions about
preferential-treatment policies and whether they violate the
rights of Whites. While the rul-
ings differ in many respects, a consistent pattern emerges
regarding the permissibility of
quota systems in affirmative action programs. Generally
speaking, the court considers quo-
tas discriminatory against Whites; however, the government can
rightfully order companies
to meet gender and minority quotas when they have repeatedly
engaged in discriminatory
practices.
A final Supreme Court case on affir-
mative action is not about reverse
discrimination against Whites but
instead about the ability of women
and minority employees to sue their
employers for discriminatory prac-
tices. The 2011 case, Wal-Mart Stores,
Inc. v. Dukes et al., was the largest gen-
der-discrimination case to that point
in history. Betty Dukes, a 54-year-old
Walmart employee, sued the com-
pany for sex discrimination when she
was denied training that would have
led to a promotion. Her suit, though,
was a class action lawsuit on behalf
of 1.5 million female employees who,
like herself, she claimed, were also
Karen Bleier/AFP/Getty Images
Betty Dukes stands outside the Supreme Court
building with supporters at a rally one year after
58. only be in the thousands of dollars.
Conclusion
We opened this chapter looking at affirmative action in India. In
his book Affirmative Action
in India and the United States, economist Thomas Sowell (2004,
p. 49) argued that India’s
efforts at boosting the social level of untouchables have been a
failure: “It is hard to escape
the conclusion that affirmative action in India has produced
minimal benefits to those most in
need and maximum resentments and hostility toward them on
the part of others.” According
to Sowell, while untouchables have had special positions open
to them in universities, busi-
nesses, and governments, comparatively few have been able to
acquire the skills to move into
those positions. For a teenager whose life experience has been
salvaging scrap metal from a
garbage dump, it makes little difference if law schools have
special spots available to students
who are untouchables. The odds are slim that such a teenager
will succeed in even getting a
high-school diploma.
Sowell’s assessment of affirmative action programs throughout
the world was the same, and
he argued that people in the United States can learn by
observing patterns of failures else-
where. One such pattern is that every country claims that its
problem with discrimination
against minorities is unique, which justifies its policies of
preferential treatment. Further,
Sowell wrote, in all of these countries “considerable effort has
been made to depict such poli-
cies as ‘temporary,’ even when in fact these preferences turn
60. and that they will not continue
indefinitely. The problem, though, is that discrimination and its
devastating effects on minori-
ties are the consequence of hundreds, and sometimes thousands,
of years of prejudicial tradi-
tion. It is unrealistic to expect that such a historically rooted
problem can be solved with just
a few decades of policy changes, and it is understandable that
“temporary” policies of prefer-
ential treatment have become ongoing features of social policy.
Summary & Resources
Chapter Summary
We began this chapter looking at different types of
discrimination, the main two types being
public accommodations discrimination and employment
discrimination. Some discrimina-
tion is intentional, some unintentional. Evidence of
discrimination can be direct or indirect.
One indirect type of evidence for discrimination is income
inequality and another is the phe-
nomenon of the glass ceiling.
Next we looked at affirmative action, the most controversial
type preferential treatment,
which involves special consideration given to people from
historically disadvantaged groups
in hiring and promotion situations. This often involves a quota
system. Compensating victims
of discrimination can be done individually or as a group;
governmental affirmative action
policies rest on group compensation. The concept of affirmative
action is a controversial one,
and we looked at arguments both for and against it.
61. From a practical standpoint, nondiscriminatory behavior in the
workplace essentially means
following affirmative action laws that are mandated by the
government. The two main affir-
mative action laws are (1) the Civil Rights Act, which grants
equal access to public accommo-
dations (Title II) and equal opportunity for employment (Title
VII), and (2) the presidential
executive order requiring government contractors to take
affirmative action measures. The
Equal Employment Opportunity Commission (EEOC) oversees
compliance with Title VII, and
the Office of Federal Contract Compliance Programs (OFCCP)
oversees compliance with the
executive order. These two agencies stipulate two procedures
for compliance. The first is laid
out in the Uniform Guidelines on Employee Selection
Procedures (UGESP), and the second
involves the creation of an affirmative action plan (AAP).
Problems routinely arise within the business world with
attempts to follow affirmative action
laws. Several major Supreme Court rulings have clarified when
a business’s affirmative action
decision crosses the line and becomes unconstitutional. The
Supreme Court’s general view
is that quota systems are discriminatory against White males,
but companies can still be
ordered to use quotas when they have repeatedly engaged in
discriminatory practices.
Discussion Questions
1. Consider the Jazzercize example at the beginning of this
chapter and discuss
whether the company was discriminating against the instructor.
63. 5. Governmental affirmative action policies rely on a system of
group compensation,
rather than individual compensation. Examine the different
advantages and disad-
vantages of the group-compensation approach as listed in the
chapter, and discuss
whether the government did the right thing by adopting the
group-compensation
approach.
6. Consider the three arguments in favor of affirmative action
discussed in the
chapter. Indicate which is the weakest and which is the
strongest, and discuss
why.
7. Consider the three arguments against affirmative action
discussed in the
chapter. Indicate which is the weakest and which is the
strongest, and discuss
why.
Key Terms
affirmative action The policy of
improving the opportunities of those
within historically disadvantaged groups
through positive measures beyond neutral,
nondiscriminatory action.
affirmative action plan (AAP) U.S. Fed-
eral requirement for assuring that employ-
ers implement affirmative action in their
employment practices.
65. resale or redistribution.
158
Summary & Resources
equal employment opportunity (EEO)
laws The laws and regulations that are
jointly enforced by the EEOC and OFCCP.
equal opportunity The policy of treating
employees without discrimination.
equal results An affirmative action con-
cept of achieving proportional minority
representation in a work or economic
environment where minorities are presently
underrepresented.
glass ceiling A discrimination situation in
which women and minority workers hit a
level beyond which they cannot advance,
while their White male counterparts con-
tinue to progress.
group compensation An antidiscrimination
policy in which each individual within a disad-
vantaged group is compensated based purely
on his or her membership in that group.
income inequality Indirect evidence of
discrimination based on an analysis of the
extent to which income is distributed in an
uneven manner among a population.
66. indirect evidence of discrimination
Behavior of a company that implies
discriminatory conduct.
individual compensation An antidiscrimi-
nation policy in which each person is com-
pensated based on his or her individual claim.
intentional discrimination Discrimina-
tion in which the policies of a company are
shaped by overt racial prejudices of its man-
agers or executives.
minority A subgroup of a population that
differs in race, religion, or national origin
from the dominant group.
Office of Federal Contract Compliance
Programs (OFCCP) U.S. Federal agency
(a branch of the Department of Labor)
responsible for implementing the affirma-
tive action executive order regarding govern-
ment contractors.
preferential treatment Special consid-
eration given to people from historically
disadvantaged groups in hiring and promo-
tion situations.
protected classes Specific groups that are
protected from discrimination by law.
public accommodations discrimination
A business or some other public access
place prejudicially denies services to some
68. Summary & Resources
Business Ethics Case Study 5.1: Religious Freedom and Public
Accommodations Discrimination—Conflict Between
Two Laws
The First Amendment to the Constitution establishes freedom of
religious expression:
“Congress shall make no law respecting an establishment of
religion, or prohibiting the free
exercise thereof ”; Title II of the Civil Rights act prohibits
businesses from discriminating
against customers:
All persons shall be entitled to the full and equal enjoyment of
the goods,
services, facilities, privileges, advantages, and accommodations
of any place
of public accommodation, as defined in this section, without
discrimination
or segregation on the ground of race, color, religion, or national
origin. (Civil
Rights Act of 1964, 1965)
As firm as these two laws are, they come in conflict with each
other when a business owner
refuses to accommodate a customer on the basis of the owner’s
deeply held religious
convictions. One example of this is with pharmacies that refuse
to sell contraception
to customers. This was the situation in three Walgreens stores in
Alabama and Georgia
where pharmacists cited religious convictions as the reason for
not dispensing the Plan B
contraception to male customers for their female partners, even
though such purchases
69. were legal.
Similar conflicts arise when businesses refuse to provide
services to homosexuals based
on religious objections. In one case, the owner of a cake shop in
Colorado turned away a
customer who wanted a cake for a same-sex marriage. The
business owner said, “I’ll make
you birthday cakes, shower cakes, sell you cookies and
brownies, I just don’t make cakes
for same-sex weddings” (Craig v. Masterpiece Cakeshop, 2015).
In another case, a florist in
the state of Washington was sued by a long-time customer when
she refused on religious
grounds to provide him with flowers for his same-sex wedding
(Ingersoll v. Arlene’s Flowers,
2015). In yet another case, a social work graduate student at
Eastern Michigan University
refused to treat a gay student because her religious convictions
prevented her from affirming
homosexual lifestyles. She was subsequently expelled from her
university’s program for
being in violation of the American Counseling Association code
of ethics which stipulates
that counselors must not “engage in discrimination based on . . .
sexual orientation” (Ward v.
Wilbanks, 2010).
One case that has received widespread attention is that of Elaine
Huguenin, owner of Elane
Photography in New Mexico, who turned down an email request
from Vanessa Willock to
photograph a same-sex commitment ceremony (Elane
Photography, LLC v. Willock, 2013).
Huguenin responded, saying, “We do not photograph same-sex
weddings.” Willock sued,
71. on its own time and sold them at a gallery, or if it was hired by
certain clients but did not
offer its services to the general public” then the law would not
apply to them. But once they
became a business and put themselves out publically for hire,
the public accommodations
law applies. To exempt them in this case on religious grounds
would allow any creative
business to refuse service to any member of a protected class.
The Court noted that an
African American photographer could refuse to photograph a
KKK rally because political
group membership is not a protected class in New Mexico.
However, a KKK photographer
could not refuse to photograph an African American because
race is a protected class.
In the Court Ruling, Judge Richard C. Bosson, who wrote the
concurring opinion, made
it clear why civil rights won out over religious freedom. New
Mexico’s Human Rights Act
makes sexual-orientation discrimination “just as intolerable as
discrimination directed
toward race, color, national origin, or religion,” and Elane
Photography’s owners cannot turn
away gay customers any more than “they could refuse to
photograph African-Americans or
Muslims.” According to Bosson, this case is an important lesson
that, in a pluralistic society,
“all of us must compromise, if only a little, to accommodate the
contrasting values of others.”
Such compromise, Bosson concluded, “is part of the glue that
holds us together as a nation”
and “it is the price of citizenship” that the owners of Elane
Photography must pay (Elane
Photography, LLC v. Willock, 2013).
72. In the aftermath of cases like Elane Photography v. Willock,
legislatures in several states
have proposed laws to allow businesses the right to refuse
service based on religious
convictions. Some bills explicitly target sexual orientation, such
as one in South Dakota that
would prohibit lawsuits against a business “for refusing to serve
a person or couple based
on sexual orientation” (SD SB128, 2014). Others do not
mention sexual orientation or any
other issue but seek to elevate the right of religious freedom to
a point where it would trump
other considerations. For example, Arizona’s “Religious
Freedom” bill says that “state action
shall not substantially burden a person’s exercise of religion
even if the burden results from
a rule of general applicability” (AZ SB1602, 2014). That is, no
law can prevent someone
from practicing a required component of their faith, even in
situations that might otherwise
legitimately restrict a person’s speech or conduct. Thus,
religious freedom would outweigh
sexual-orientation freedom. The bill passed Arizona’s
legislature but was vetoed by the
governor after a heated public debate. Mitt Romney stated that,
if passed, the Arizona law
“would have allowed people to use religion as a fig leaf for
prejudice.”
The American Civil Liberties Union, which opposes such laws,
argues that there is nothing
new about claiming a right to discriminate in the name of
religion. “In the 1960s, we saw
institutions object to laws requiring integration in restaurants
because of sincerely held
76. Chapter Outline
Introduction
6.1 Hiring
Criminal Background Checks
Credit Checks
Social Media Information and Job Application Screening
Interviews
6.2 Wages and Benefits
Market Wage
Minimum Wage and a Living Wage
6.3 Workplace Safety
OSHA
Safety Culture
6.4 Worker Privacy
Electronic Monitoring
Data Breach
Searches
Drug and Alcohol Testing
6.5 Whistleblowing
78. 165
Section 6.1 Hiring
efforts were monumental for the time and influenced laws
throughout the country, which are
foundational to many of our current expectations of employee
working conditions.
Job environments for employees today in the United States are
infinitely better than in 1911,
but there are still many areas of ethical concern. As businesses
seek to maximize profit, there
remains the risk of doing so at the expense of employee
interests. They may not be as callous as
locking all exit doors, which was a quick fix to the problem of
employee theft in earlier times, but
serious problems still arise. In this chapter, we explore some of
the more notable areas of con-
cern for employees. We will begin with the integrity of the
hiring process, then move to questions
of fair wages, workplace safety, worker privacy, and
whistleblowing protection.
6.1 Hiring
An employee’s experience with a company begins with the
hiring process. As employers seek to
find the best candidate for a position, the two most important
moral and legal obligations they
have are non-discrimination and due diligence. Chapter 5
covered employment discrimination—
that is, the prejudicial treatment of people in hiring, promotion,
and termination decisions—and
laws that aim to combat this. Due diligence in hiring involves
79. an employer thoroughly research-
ing a job candidate before hiring him or her. Without exercising
due diligence, an employer may
inadvertently hire someone completely unsuited for the job or,
worse, someone who is a danger-
ous psychopath. Failure to exercise due diligence may result in
negligent hiring—that is, when
an employer knew or should have known about an employee’s
untrustworthy character upon
first hiring him or her. In addition, sometimes due diligence can
run off track. In this section, we
will consider the ethical and legal problems that can arise in the
hiring process with regard to
criminal background checks, credit checks, social media access,
and interviews.
Criminal Background Checks
One step in the due diligence process is consideration of the
candidate’s application and
résumé. However, around half of all job applicants commit
some form of résumé fraud.
Figure 6.1 lists the most common lies found on résumés.
Because employers cannot trust the information provided by
applicants, due diligence
requires fact checking to see that the material contained on
applications is accurate, and also
that relevant information has not been left out. Many third-party
companies specialize in
verifying the contents of résumés and conducting background
checks, and large corpora-
tions often rely on these specialized companies. Criminal
background checks are one type
of pre-employment background check that companies can
perform. In fact, such checks are
81. 7.
8.
9.
10.
Stretching work dates.
Inflating past accomplishments and skills.
Enhancing job titles and responsibilities.
Exaggerating educational background.
Inventing periods of "self-employment" to cover up
unemployment.
Omitting past employment.
Faking credentials.
Falsifying reasons for leaving prior employment.
Providing false references.
Misrepresenting a military record.
Section 6.1 Hiring
in hiring and promotion situations. This especially affects Black
and Hispanic groups, who are
convicted of crimes more often than Whites; this, in turn, raises
issues of hiring discrimination.
82. For example, a class action lawsuit was filed against the
Washington Metropolitan Area Tran-
sit Authority for recent changes to its criminal background
screening policies on the grounds
that they discriminate against Black workers. According to the
lawsuit, the new policy “goes
far beyond any legitimate public safety concerns, to
permanently stigmatize and bar from
employment well-qualified individuals, a disproportionate
number of whom are African-
Americans.” The policy would disqualify workers for positions
if they were convicted of two
misdemeanor drug possession offenses in the past five years, or
a crime of violence at any
point in their past. The policy directly affects the hiring of new
employees, but it also applies
to current employees who could be fired for their past criminal
histories, even if they revealed
them at the time of their employment (Rogers, 2014).
Credit Checks
Another form of background screening for some organizations is
a credit check. In fact,
almost half of all employers in the United States run credit
checks on applicants and con-
sider such checks another relevant source of information on a
candidate’s credentials. Why
do employers run credit checks? The following are just a few of
the arguments employers put
forth for why they believe such checks are helpful in making
hiring decisions:
• Applicants who are financially responsible will also be
responsible on the job.
• Applicants who are struggling with debt will focus more on
their financial problems
83. than their job responsibilities.
Figure 6.1: Top 10 résumé lies
Fact checking is part of the interview process. Employers
should verify the accuracy of information
presented in an applicant’s résumé.
Source: Adapted from Resume Fraud: The Top 10 Lies, by
Christopher T. Marquet, CEO, Marquet International Ltd. and
Lisa J.B. Peterson.
Copyright (2005) Marquet International. Retrieved from
http://www.marquetinternational.com/pdf/Resume%20Fraud-
Top%20
Ten%20Lies.pdf
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