A Framework for Thinking Ethically
This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
· Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.
· Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we face?
If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested .
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
Question 1Discuss with your colleagues the following questions.docxssuser774ad41
Question 1
Discuss with your colleagues the following questions: What is Legality? Specifically how are employees and medical entities legally responsible in Health Service Organizations? Provide two specific real life case examples that you find on the internet or in the print media. Read the background articles but this discussion will take research beyond the above articles. Provide citation of authority to support your initial response to discussion questions. Peers are expected to demonstrate critical thinking in their questions related to the classmates' descriptions. Initial response to dicussion topic must be no later than midnight Thursday and then you must substantively respond to at least 2 classmate submissions no later than 6pm Sunday. See Discussion Requirements in Discussion topic entitled "
Discussion Expectations and Grading"
No duplication. Redundant primary posts will not be graded.
Lecture articles
http://www.beckershospitalreview.com/hospital-management-administration/13-legal-issues-for-hospitals-and-health-systems.html
[Legal issues facing health care professionals]
http://ijahsp.nova.edu/articles/Vol2num1/pdf/lazaro.pdf [ethical and legal analysis of health care case]
Background Readings for week 1 discussion 1
http://www.whitehouse.gov/our-government
[everyone should have a baseline understanding of the U.S. Government, specifically the Executive, Legislative and Judicial branches, and legal responsibilities of individuals and organizations from each of the three branches]
https://www.osha.gov/workers.html#6
[This government website outlines employer responsibilities under Occupational Health and Safety Administration federal law.]
http://healthsafety.etsu.edu/docs/Employee_Safety_Handbook.pdf
[This employee handbook identifies a number of state and federal obligations as it relates to employees. Pay special attention to the activities and programs on page 10 of this handbook.]
http://www.wha.org/data/sites/1/emergencyPrep/EthicalResp_HCLeadership_8-08.pdf
Question 2
Discuss with your colleagues 1.What are Ethics? 2. Where do they come from and who is responsible? 3. How do ethics apply to health care organizations and its employees? Provide two specific real life case examples that you find on the internet or in the print media. 4. Research a specific ethics issue applicable to health care organizations, discuss how it was handled, what ethics theory epitomizes the handling of the issue and how would you have handled the issue and which specific ethics theory would apply to your solution. [see below A Framework for Thinking Ethically to help with last question]
Read the background articles but this discussion will take research beyond the above articles. Provide citation of authority to support your initial response to conference questions. Peers are expected to demonstrate critical thinking in their questions related to the classmates' descriptions. Initial response to dicussion topic mu ...
Weeks 5 & 6 – YOU as a stakeholderI Morals & Ethical Pri.docxphilipnelson29183
Weeks 5 & 6 – YOU as a stakeholder
I Morals & Ethical Principles
II Ethical Decision Making in Business
(Why good people do bad things)
Greg Smith
Choice of
Ethical
Perspective
Morality:
The social rules that govern & limit our conduct, especially the ultimate rules concerning right and wrong.
The basic guidelines for cooperative social existence.
Serves to restrain the purely self-interested desires in each of us in order to make it possible for all of us to live together.
When we make a decision or take an action we can be:
Moral - in compliance with moral standards
key operating questions of management is "is this action or decision fair to us and all stakeholders involved?"
Immoral - in opposition to moral standards
key operating question of management is "can we make money with this action or decision regardless of what it takes?"
Amoral - without consideration of moral standards
key operating question of management is "can we make money with this action or decision?"
Nonmoral - outside the sphere of moral concern
Moral standards get confused with:
Law Etiquette
Conscience
Corporate/Professional Codes
Religion
Moral Relativism:
The belief that morality is just a function of what a particular society happens to believe, that what is right is determined by what a society says is right.
abortion is condemned as immoral in Catholic Spain, but is practiced as a morally neutral form of birth control in Japan
Moral relativists believe that there is no absolute moral standard independent of culture, no universal definition of right or wrong.
polygamy, stealing, slavery have all been tolerated by the moral system of one society or another
Moral Universalism is the belief that variations in moral standards reflect different factual circumstances rather than fundamental differences in values.
Which is right?
It is good to emphasize that in viewing other cultures we should keep
an open mind and not simply dismiss their social practices.
Compromise position is Moral Perspectivalism,
the consideration of multiple perspectives while at the same time asserting universal truths.
Kohlberg’s Levels of Moral Development
*
1. Preconventional Level:
- how we behave as infants & children
- emphasis in decisions is on ourselves
Stage 1 - Reaction to punishment - pain avoidance
Stage 2 - Seeking of rewards - praise, candy, trip to a movie
2. Conventional Level:
- child learns the importance of conforming to norms of society
Stage 3 - Good boy/nice girl morality - rewards such as feelings of warmth, loyalty acceptance from family & peers
Stage 4 - Law and order morality - certain norms are expected in society - individual sees himself as part of a larger social system
3. Postconventional Level:
- a more advanced notion of right or wrong than that which is conventionally articulated
- moral principles are internalized, seen as "right"
- focus is on humanity as a whole
- f.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
Question 1Discuss with your colleagues the following questions.docxssuser774ad41
Question 1
Discuss with your colleagues the following questions: What is Legality? Specifically how are employees and medical entities legally responsible in Health Service Organizations? Provide two specific real life case examples that you find on the internet or in the print media. Read the background articles but this discussion will take research beyond the above articles. Provide citation of authority to support your initial response to discussion questions. Peers are expected to demonstrate critical thinking in their questions related to the classmates' descriptions. Initial response to dicussion topic must be no later than midnight Thursday and then you must substantively respond to at least 2 classmate submissions no later than 6pm Sunday. See Discussion Requirements in Discussion topic entitled "
Discussion Expectations and Grading"
No duplication. Redundant primary posts will not be graded.
Lecture articles
http://www.beckershospitalreview.com/hospital-management-administration/13-legal-issues-for-hospitals-and-health-systems.html
[Legal issues facing health care professionals]
http://ijahsp.nova.edu/articles/Vol2num1/pdf/lazaro.pdf [ethical and legal analysis of health care case]
Background Readings for week 1 discussion 1
http://www.whitehouse.gov/our-government
[everyone should have a baseline understanding of the U.S. Government, specifically the Executive, Legislative and Judicial branches, and legal responsibilities of individuals and organizations from each of the three branches]
https://www.osha.gov/workers.html#6
[This government website outlines employer responsibilities under Occupational Health and Safety Administration federal law.]
http://healthsafety.etsu.edu/docs/Employee_Safety_Handbook.pdf
[This employee handbook identifies a number of state and federal obligations as it relates to employees. Pay special attention to the activities and programs on page 10 of this handbook.]
http://www.wha.org/data/sites/1/emergencyPrep/EthicalResp_HCLeadership_8-08.pdf
Question 2
Discuss with your colleagues 1.What are Ethics? 2. Where do they come from and who is responsible? 3. How do ethics apply to health care organizations and its employees? Provide two specific real life case examples that you find on the internet or in the print media. 4. Research a specific ethics issue applicable to health care organizations, discuss how it was handled, what ethics theory epitomizes the handling of the issue and how would you have handled the issue and which specific ethics theory would apply to your solution. [see below A Framework for Thinking Ethically to help with last question]
Read the background articles but this discussion will take research beyond the above articles. Provide citation of authority to support your initial response to conference questions. Peers are expected to demonstrate critical thinking in their questions related to the classmates' descriptions. Initial response to dicussion topic mu ...
Weeks 5 & 6 – YOU as a stakeholderI Morals & Ethical Pri.docxphilipnelson29183
Weeks 5 & 6 – YOU as a stakeholder
I Morals & Ethical Principles
II Ethical Decision Making in Business
(Why good people do bad things)
Greg Smith
Choice of
Ethical
Perspective
Morality:
The social rules that govern & limit our conduct, especially the ultimate rules concerning right and wrong.
The basic guidelines for cooperative social existence.
Serves to restrain the purely self-interested desires in each of us in order to make it possible for all of us to live together.
When we make a decision or take an action we can be:
Moral - in compliance with moral standards
key operating questions of management is "is this action or decision fair to us and all stakeholders involved?"
Immoral - in opposition to moral standards
key operating question of management is "can we make money with this action or decision regardless of what it takes?"
Amoral - without consideration of moral standards
key operating question of management is "can we make money with this action or decision?"
Nonmoral - outside the sphere of moral concern
Moral standards get confused with:
Law Etiquette
Conscience
Corporate/Professional Codes
Religion
Moral Relativism:
The belief that morality is just a function of what a particular society happens to believe, that what is right is determined by what a society says is right.
abortion is condemned as immoral in Catholic Spain, but is practiced as a morally neutral form of birth control in Japan
Moral relativists believe that there is no absolute moral standard independent of culture, no universal definition of right or wrong.
polygamy, stealing, slavery have all been tolerated by the moral system of one society or another
Moral Universalism is the belief that variations in moral standards reflect different factual circumstances rather than fundamental differences in values.
Which is right?
It is good to emphasize that in viewing other cultures we should keep
an open mind and not simply dismiss their social practices.
Compromise position is Moral Perspectivalism,
the consideration of multiple perspectives while at the same time asserting universal truths.
Kohlberg’s Levels of Moral Development
*
1. Preconventional Level:
- how we behave as infants & children
- emphasis in decisions is on ourselves
Stage 1 - Reaction to punishment - pain avoidance
Stage 2 - Seeking of rewards - praise, candy, trip to a movie
2. Conventional Level:
- child learns the importance of conforming to norms of society
Stage 3 - Good boy/nice girl morality - rewards such as feelings of warmth, loyalty acceptance from family & peers
Stage 4 - Law and order morality - certain norms are expected in society - individual sees himself as part of a larger social system
3. Postconventional Level:
- a more advanced notion of right or wrong than that which is conventionally articulated
- moral principles are internalized, seen as "right"
- focus is on humanity as a whole
- f.
This presentation is all about the Ethical Frameworks or Moral Framework which helps us to determine how to solve a problem that might occur from our moral judgement and issues.
Ethical issues in biotechnology and related areas.
For soft copy of this document please feel free to contact us on info@biotechsupportbase.com or snjogdand@gmail.com
Factors Influencing The Way In Which Decisions Are Made Looking a.docxPOLY33
Factors Influencing The Way In Which Decisions Are Made:
Looking at all sides of a conflict is not an easy task. Several factors, which we may not be aware of, contribute to our understanding (or misunderstanding) and hence, influence the final choice. Consequently, people involved in the same conflict may arrive at different solutions caused by any of the following:
•
Context
the circumstances surrounding the issue, influences what parts are thought important or unimportant. For instance, if the individuals in a conflict are acquainted, the nature of the relationship matters. The bond between family members is very different than the one between friends .Gender, past experiences, education and age also act as a frame, modifying how the problem and the consequences are understood.
•
Values,
which are derived from personal beliefs, are grounded in traditional sources such as family, religion and school. They form an underlying framework which focuses our attention on certain aspects of a problem and may advocate for a particular choice. Values vary from individual to individual reflecting cultural, religious and other personal experiences and may play a greater role in conflict solutions arising in situations where points of law are not in question.
•
Principles
, which are sometimes derived from external sources such as institutions or ethical theories, typically provide guidance rather than specify an action. They can assist in prioritizing values by lending greater weight to one value over another. Conflicts which involve legal issues may be solved more readily by a direct appeal to known principles. Professional codes of ethics and
laws(
rules), then specify how principles are carried out. The four major principles guiding many institutional practices are: beneficence, non-
maleficence
, autonomy and justice (fairness). From these, courses of actions are derived. Which principle has priority in any one decision varies depending on personal beliefs, facts and other contextual information.
•
Ethical systems
are an important part of the process of justifying a particular action. The simple identification of principles and values is typically not sufficient to make a complex, difficult decision. At some point, justification for a particular choice begins to take place. Three of the more common ethical systems select different components of the conflict as a focal point: a person's motives, the consequences of the action, or an appeal to an external system of principles. As in the case with perspective, the action chosen is influenced by a tension between external forces such as obeying rules or finding a good outcome, and the character of individual (integrity).
Some philosophers argue that there really are only two systems for determining what is right or good. How "right" and "good" are connected through a course of action is the primary difference between two of the most common ethical systems which are
1.
Teleological Theor ...
1) You must clearly label the answer to each question.2) If you .docxjeremylockett77
1) You must clearly label the answer to each question.
2) If you are unable to draw diagrams in Microsoft Word, you may use scanned copies of hand drawn diagrams.
3) Word count: The suggested word limit for each sub-question is 200-250 words. (1200 to 1500 words altogether)
4) You must clearly acknowledge all sources using Harvard referencing system including the textbook.
Question 1 (a) Explain, with the aid of diagrams, how an outbreak of hostilities in the Middle East might be expected to impact the Australian markets for petrol and passenger cars with large engines that run on petrol. (6 marks)
(b) The latest electric car is expected to be released in Australia shortly at a very affordable price. What impact might this have on the market for cars which run on petrol? Justify your answer. (4 marks)
Question 2 (a) Australian government is encouraging young people to attend universities with a view to increase the proportion of educated youth workforce. While this policy certainly reduces the number of people available for work today it will increase their skills when they eventually complete their university degrees and enter the workforce. Use the production frontier model and graph to show the effects of such a policy on Australian output. (6 marks)
(b) What are the long-term determinants of economic growth and how can government influence economic growth. (4 marks)
Question 3 (a) Suppose the government is thinking of imposing a sales tax on all brands of cigarettes. What will be the likely impact of this tax on the price of cigarettes and who will bear the major burden of the tax? How will your answer change if the tax was imposed on the consumption of coffee instead? Explain with the help of appropriate diagrams. (6 marks)
(b) Coles and Woolworths dominate the Australian supermarket/grocery sector. Which type of market structure does this sector resemble? Provide a brief explanation. Based on the concepts learnt in this unit explain the likely reasons for the prevalence of this market structure in the Australian supermarket sector. (4 marks)
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded da ...
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Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
More Related Content
Similar to A Framework for Thinking EthicallyThis document is designed as a.docx
This presentation is all about the Ethical Frameworks or Moral Framework which helps us to determine how to solve a problem that might occur from our moral judgement and issues.
Ethical issues in biotechnology and related areas.
For soft copy of this document please feel free to contact us on info@biotechsupportbase.com or snjogdand@gmail.com
Factors Influencing The Way In Which Decisions Are Made Looking a.docxPOLY33
Factors Influencing The Way In Which Decisions Are Made:
Looking at all sides of a conflict is not an easy task. Several factors, which we may not be aware of, contribute to our understanding (or misunderstanding) and hence, influence the final choice. Consequently, people involved in the same conflict may arrive at different solutions caused by any of the following:
•
Context
the circumstances surrounding the issue, influences what parts are thought important or unimportant. For instance, if the individuals in a conflict are acquainted, the nature of the relationship matters. The bond between family members is very different than the one between friends .Gender, past experiences, education and age also act as a frame, modifying how the problem and the consequences are understood.
•
Values,
which are derived from personal beliefs, are grounded in traditional sources such as family, religion and school. They form an underlying framework which focuses our attention on certain aspects of a problem and may advocate for a particular choice. Values vary from individual to individual reflecting cultural, religious and other personal experiences and may play a greater role in conflict solutions arising in situations where points of law are not in question.
•
Principles
, which are sometimes derived from external sources such as institutions or ethical theories, typically provide guidance rather than specify an action. They can assist in prioritizing values by lending greater weight to one value over another. Conflicts which involve legal issues may be solved more readily by a direct appeal to known principles. Professional codes of ethics and
laws(
rules), then specify how principles are carried out. The four major principles guiding many institutional practices are: beneficence, non-
maleficence
, autonomy and justice (fairness). From these, courses of actions are derived. Which principle has priority in any one decision varies depending on personal beliefs, facts and other contextual information.
•
Ethical systems
are an important part of the process of justifying a particular action. The simple identification of principles and values is typically not sufficient to make a complex, difficult decision. At some point, justification for a particular choice begins to take place. Three of the more common ethical systems select different components of the conflict as a focal point: a person's motives, the consequences of the action, or an appeal to an external system of principles. As in the case with perspective, the action chosen is influenced by a tension between external forces such as obeying rules or finding a good outcome, and the character of individual (integrity).
Some philosophers argue that there really are only two systems for determining what is right or good. How "right" and "good" are connected through a course of action is the primary difference between two of the most common ethical systems which are
1.
Teleological Theor ...
1) You must clearly label the answer to each question.2) If you .docxjeremylockett77
1) You must clearly label the answer to each question.
2) If you are unable to draw diagrams in Microsoft Word, you may use scanned copies of hand drawn diagrams.
3) Word count: The suggested word limit for each sub-question is 200-250 words. (1200 to 1500 words altogether)
4) You must clearly acknowledge all sources using Harvard referencing system including the textbook.
Question 1 (a) Explain, with the aid of diagrams, how an outbreak of hostilities in the Middle East might be expected to impact the Australian markets for petrol and passenger cars with large engines that run on petrol. (6 marks)
(b) The latest electric car is expected to be released in Australia shortly at a very affordable price. What impact might this have on the market for cars which run on petrol? Justify your answer. (4 marks)
Question 2 (a) Australian government is encouraging young people to attend universities with a view to increase the proportion of educated youth workforce. While this policy certainly reduces the number of people available for work today it will increase their skills when they eventually complete their university degrees and enter the workforce. Use the production frontier model and graph to show the effects of such a policy on Australian output. (6 marks)
(b) What are the long-term determinants of economic growth and how can government influence economic growth. (4 marks)
Question 3 (a) Suppose the government is thinking of imposing a sales tax on all brands of cigarettes. What will be the likely impact of this tax on the price of cigarettes and who will bear the major burden of the tax? How will your answer change if the tax was imposed on the consumption of coffee instead? Explain with the help of appropriate diagrams. (6 marks)
(b) Coles and Woolworths dominate the Australian supermarket/grocery sector. Which type of market structure does this sector resemble? Provide a brief explanation. Based on the concepts learnt in this unit explain the likely reasons for the prevalence of this market structure in the Australian supermarket sector. (4 marks)
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded da ...
My Personal Ethics Essay
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Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
Zero trust is a security stance for networking based on not trusting any users, devices, or applications by default, even those that are already on the network. The zero trust model uses identity and access management (IAM) as a foundation for an organization’s security program. For this assignment:
Research the zero trust model.
Write a report that describes the following:
The purpose of zero trust and what differentiates it from other security models
An overview of how zero trust works in a network environment
How zero trust incorporates least privilege access through role-based access control (RBAC) and/or attribute-based access control (ABAC)
Need 2 pages around 600 words
.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
Zero plagiarism4 referencesLearning ObjectivesStudents w.docxransayo
Zero plagiarism
4 references
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and
submitted
in
Week 4
.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the
Diagnostic and Statistical Manual of Mental Health Disorders
, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature.
.
Zero Plagiarism or receive a grade of a 0.Choose one important p.docxransayo
Zero Plagiarism or receive a grade of a 0.
Choose one important police function: Law enforcement, order maintenance or service, etc.
OR
Choose one important police strategy: Traditional Policing, Community Policing, Data Driven Policing, etc.
Write a research paper describing the strateugy or function in detail and discussing the significance of the strategy or function with respect to the roles in society.
Format: Title Page, Outline, Text, and References
Must have 3 sources
You can use your textbook: Cox, Steven M., et al. (2020). Introduction to Policing. Fourth Edition. Thousand Oaks, CA: SAGE Publications, Inc.
Paper must by 6 pages long
APA Style
.
ZACHARY SHEMTOB AND DAVID LATZachary Shemtob, formerly editor in.docxransayo
ZACHARY SHEMTOB AND DAVID LAT
Zachary Shemtob, formerly editor in chief of the Georgetown Law Review, is a clerk in the US District Court for the Southern District of New York. David Lat is a former federal prosecutor. Their essay originally appeared in the New York Times in 2011.
Executions Should Be Televised
Earlier this month, Georgia conducted its third execution this year. This would have passed relatively unnoticed if not for a controversy surrounding its videotaping. Lawyers for the condemned inmate, Andrew Grant DeYoung, had persuaded a judge to allow the recording of his last moments as part of an effort to obtain evidence on whether lethal injection caused unnecessary suffering.
Though he argued for videotaping, one of Mr. DeYoung’s defense lawyers, Brian Kammer, spoke out against releasing the footage to the public. “It’s a horrible thing that Andrew DeYoung had to go through,” Mr. Kammer said, “and it’s not for the public to see that.”
We respectfully disagree. Executions in the United States ought to be made public.
Right now, executions are generally open only to the press and a few select witnesses. For the rest of us, the vague contours are provided in the morning paper. Yet a functioning democracy demands maximum accountability and transparency. As long as executions remain behind closed doors, those are impossible. The people should have the right to see what is being done in their name and with their tax dollars.
This is particularly relevant given the current debate on whether specific methods of lethal injection constitute cruel and unusual punishment and therefore violate the Constitution.
There is a dramatic difference between reading or hearing of such an event and observing it through image and sound. (This is obvious to those who saw the footage of Saddam Hussein’s hanging in 2006 or the death of Neda Agha-Soltan during the protests in Iran in 2009.) We are not calling for opening executions completely to the public — conducting them before a live crowd — but rather for broadcasting them live or recording them for future release, on the web or TV.
When another Georgia inmate, Roy Blankenship, was executed in June, the prisoner jerked his head, grimaced, gasped, and lurched, according to a medical expert’s affidavit. The Atlanta Journal-Constitution reported that Mr. DeYoung, executed in the same manner, “showed no violent signs in death.” Voters should not have to rely on media accounts to understand what takes place when a man is put to death.
Cameras record legislative sessions and presidential debates, and courtrooms are allowing greater television access. When he was an Illinois state senator, President Obama successfully pressed for the videotaping of homicide interrogations and confessions. The most serious penalty of all surely demands equal if not greater scrutiny.
Opponents of our proposal offer many objections. State lawyers argued that making Mr. DeYoung’s execution public raised safety concerns..
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Zeng Jiawen ZengChenxia Zhu English 3001-015292017Refl.docxransayo
Zeng
Jiawen Zeng
Chenxia Zhu
English 3001-01
5/29/2017
Reflective Essay
Becoming a good writer is a challenging and continuous process that need to constantly improving your writing skills in different area as same as constructive reflection for identification of both progress and directions for further development. My writing competence has improved significantly during the ten weeks of English 3001 Writing Proficiency course in such areas as grammar, use of verb tenses, and content quality.
The most serious problems I faced in writing process previously were grammar issues and poor content of the essays. To be more precise, I used to lack empirical competence in proper use of verb tenses. My confusions of tense forms destroyed all the sense of the essay, and often improper sentence structure made the result of the writing process insufficient to meet the University Writing Skills Requirements. Initially, when I tried to improve my skills in the given area, I only paid attention to the highlighted mistakes and comments of the tutor. Nonetheless, I realized it was not enough. Therefore, I changed this strategy to a more constructive one. To be more precise, I started reading more books in English and wrote essays diverse topics apart from the course tasks. It was an effective type of training since in several weeks my essays revealed particular progress which I took into consideration and continued.
I realize that it does not suffice to finally meet the University Writing Skills Requirements since this is only a fraction of real competence in writing. The next step of self-improvement the given sphere is editing that also has numerous issues and challenges to be dealt with. It means that there are two domains within the notion of writing competence, and both of them have no limits and require constant self-improvement. Therefore, my goal to meet academic requirements is only one more step in the course of acquisition of linguistic competence and capacity to master English in terms of writing essays and academic papers.
Moreover, I know that currently I need to focus more on content issues, persuasive capacity and proper use of diverse materials employed to support evidence which are crucial elements of writing papers per University requirements. On the other hand, I see that all the core problems with linguistic competence which I have faced earlier, are solved, which means that I need to focus on further self-improvement and keep constructive work in order to achieve my next targets in the field of concern. Furthermore, I have considerable progress in such important dimensions of academic paper construction as thesis development, use of testimony and personal observations, and alignment of different ideas into a coherent, justified and credible academic entity. Now I do not permit run-ons, excessive use of articles or comma splices to emerge in my works. It means that flaws of basic and medium level are dealt with, and further self-de.
zClass 44.8.19§ Announcements§ Go over quiz #1.docxransayo
z
Class 4
4.8.19
§ Announcements
§ Go over quiz #1
§ Practice listening quiz
§ Lecture on social organization of Hindustani music
z
Announcements
§ Aashish Khan recital on April 28
§ Assignment #1 will be posted this week
§ Summer course on Indian rhythm
z
Practice listening quiz
z
Terms
§ Socio-musical identity – the connection of social rank to musical
status; prevalent throughout musical communities in South and
Central Asia
§ Soloist – the lead musical role
§ Accompanist – the supporting musical role(s)
§ Heterophony – style of music in which a melody is closely
imitated by another instrument or voice
z
Questions to keep in mind
§ What does social class have to do with music performance?
§ How is authority created and controlled?
§ How is it challenged?
§ What is the relationship between soloist and accompanist?
§ How does this affect music performance?
§ What is the relationship between student and teacher?
z
Social class and caste in South Asia
§ Societies were stratified in a social hierarchy
§ High caste – rulers, priests, elite
§ Low caste – manual laborers
§ Dalits – “untouchables”
§ Caste specialization of artisan trades common among Muslim communities
§ Carpentry, pastoralism, leather making, jewelry making, and music!
§ The community to which you were born determined your social rank and the
opportunities that would be available to you
§ People could ”change” their class through certain strategies
§ Marriage, contesting the hegemony of the upper classes
z
Organization of specialist knowledge
§ Music is a practice of specialized communities
§ Music is your life!
§ No word for “musician”
§ Rather, terms denoting the specialty of the performer are used
§ This categorization indicates musical identity (the instrument one
performs) as well as that person’s social rank and roles
z
Organization of specialist knowledge
§ Dhrupadiya – singer of dhrupad
§ Gawaiya – vocalist
§ Binkar – bin (veena) player
§ Khayalia – singer of khyāl
§ Sitariya – sitar player
§ Sarodiya – sarod player
§ Tabliya – tabla player
§ Sarangiya – sarangi player
§ Rubabi – rubab player
§ Qawwal - singer of Qawwali
z
Instrument association
Soloist
Vocal
Sitar
Rudra veena
Sarod
Dance
Rubab
Surbahar
Bansuri
Accompanist
Sarangi
Tabla
Harmonium
z
Social roles and ranks
§ Relationship between occupation and social identity is very
close
§ Soloists are venerated and have great prestige
§ Accompanists have lower social and musical status
§ They are subservient to soloists in both roles
z
Performance structure
§ Soloist (Dhrupad, khyāl, thumri, ghazal
§ Vocal
§ Instrumental
§ Accompanist
§ Melodic
§ Sarangi
§ Harmonium
§ Student
§ Heterophony
§ Rhythmic
§ Tabla
§ Dholak
§ Drone
§ Tanpura
z
Social roles and ranks
§ Soloists and accompanists belonged to different social class
§ Never intermarried
§ Cousin marriages
§ Soloist class – kalawant
§ Accompanist classes – mirasi, dhari (dhadhi).
zClass 185.13.19§ Announcements§ Review of last .docxransayo
z
Class 18
5.13.19
§ Announcements
§ Review of last class
§ Finish lecture on Qawwali, begin intro to Pakistan
z
Announcements
§ Keshav Batish senior recital, June 5 – Extra credit
§ Exam #1 results posted
§ 2 perfect scores, 25 A’s, 46 B’s, 37 C’s, 17 D and lower
§ Summer course on Indian rhythm (second session)
§ Learn tabla and dholak!
§ Enrollment open now!
z
Last class review
§ Qawwali – “Food for the soul”
§ Sufi devotional poetry set to music
§ Performed at dargah
§ ‘Urs
z
Terms
§ Mehfil – small, intimate gatherings that involve entertainment of
various sorts, including music, poetry, dance etc.
z
Tum Ek Gorakh Dhandha Ho
§ “You are a baffling puzzle”
§ Written by Naz Khialvi (1947-2010)
§ Pakistani lyricist and radio broadcaster
§ Popularized by Ustad Nusrat Fateh Ali Khan (1948-1997)
z
Tum Ek Gorakh Dhandha Ho
kabhi yahaan tumhein dhoonda
kabhi wahaan pohancha
tumhaari deed ki khaatir kahaan
kahaan pohancha
ghareeb mit gaye paamaal ho
gaye lekin
kisi talak na tera aaj tak nishaan
pohancha
ho bhi naheen aur har ja ho
tum ik gorakh dhanda ho
At times I searched for you here,
at times I traveled there
For the sake of seeing You, how
far I have come!
Similar wanderers wiped away
and ruined, but
Your sign has still not reached
anyone
You are not, yet You are
everywhere
You are a baffling puzzle
z
Bhar Do Jholi Meri
§ Traditional song
§ Popularized in movie “Bajrangi Bhaijaan” (2015)
z
Bhar Do Jholi Meri
Tere Darbaar Mein
Dil Thaam Ke Woh Aata Hai
Jisko Tu Chaahe
Hey Nabi Tu Bhulata Hai
Tere Dar Pe Sar Jhukaaye
Main Bhi Aaya Hoon
Jiski Bigdi Haye
Nabi Chaahe Tu Banata Hai
Bhar Do Jholi Meri Ya Mohammad
Lautkar Main Naa Jaunga Khaali
They come into Your court
clenching their hearts
Those people whom You desire to
see , O Prophet!
I’ve also come to Your door with
my head bowed down
You’re the One who can fix
broken fates, O Prophet!
Please fill my lap, O Prophet!
I won’t go back empty handed
z
Ustad Nusrat Fateh Ali Khan
(1948-1997)
§ Pakistani vocalist
§ Sang classical (khyāl) but more famous as a Qawwali singer
§ Brought classical performance techniques to Qawwali
§ Visiting artist at University of Washington from 1992-93
§ Legacy carried on through his nephew, Rahat Fateh Ali Khan
z
Introduction to Pakistan
Badshahi Mosque, Lahore
Built in 1671 by Emperor Aurangzeb
z
Pakistan
§ Prominent Bronze Age (3000-1500BCE) settlements of Mohenjo
Daro and Harrapa along Indus River Valley
§ Hinduism widespread during Vedic Age (1500-500BCE)
§ Ruled by series of Hindu, Buddhist, and eventually Muslim
(Persian) dynasties
§ Islam introduced by Sufi missionaries from 7th to 13th centuries
§ Ethnically and linguistically diverse
z
Indus Valley civilization
z
Pakistan ethnicities
z
Modern India and Pakistan
§ By the end of 19th century British rule was in effect over much of
old Mughal Empire territory
§ The Hindu and Muslim divide among this territory was be.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Framework for Thinking EthicallyThis document is designed as a.docx
1. A Framework for Thinking Ethically
This document is designed as an introduction to thinking
ethically. We all have an image of our better selves-of how we
are when we act ethically or are "at our best." We probably also
have an image of what an ethical community, an ethical
business, an ethical government, or an ethical society should be.
Ethics really has to do with all these levels-acting ethically as
individuals, creating ethical organizations and governments, and
making our society as a whole ethical in the way it treats
everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us
how human beings ought to act in the many situations in which
they find themselves-as friends, parents, children, citizens,
businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important
information for our ethical choices. Some people have highly
developed habits that make them feel bad when they do
something wrong, but many people feel good even though they
are doing something wrong. And often our feelings will tell us
it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but
ethics applies to everyone. Most religions do advocate high
ethical standards but sometimes do not address all the types of
problems we face.
· Ethics is not following the law. A good system of law does
incorporate many ethical standards, but law can deviate from
what is ethical. Law can become ethically corrupt, as some
totalitarian regimes have made it. Law can be a function of
power alone and designed to serve the interests of narrow
groups. Law may have a difficult time designing or enforcing
standards in some important areas, and may be slow to address
new problems.
· Ethics is not following culturally accepted norms. Some
2. cultures are quite ethical, but others become corrupt -or blind to
certain ethical concerns (as the United States was to slavery
before the Civil War). "When in Rome, do as the Romans do" is
not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide
important data to help us make better ethical choices. But
science alone does not tell us what we ought to do. Science may
provide an explanation for what humans are like. But ethics
provides reasons for how humans ought to act. And just because
something is scientifically or technologically possible, it may
not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical
standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we
face?
If our ethics are not based on feelings, religion, law, accepted
social practice, or science, what are they based on? Many
philosophers and ethicists have helped us answer this critical
question. They have suggested at least five different sources of
ethical standards we should use.Five Sources of Ethical
Standards
The Utilitarian Approach
Some ethicists emphasize that the ethical action is the one that
provides the most good or does the least harm, or, to put it
another way, produces the greatest balance of good over harm.
The ethical corporate action, then, is the one that produces the
greatest good and does the least harm for all who are affected-
customers, employees, shareholders, the community, and the
environment. Ethical warfare balances the good achieved in
ending terrorism with the harm done to all parties through
death, injuries, and destruction. The utilitarian approach deals
with consequences; it tries both to increase the good done and
to reduce the harm done.
3. The Rights Approach
Other philosophers and ethicists suggest that the ethical action
is the one that best protects and respects the moral rights of
those affected. This approach starts from the belief that humans
have a dignity based on their human nature per se or on their
ability to choose freely what they do with their lives. On the
basis of such dignity, they have a right to be treated as ends and
not merely as means to other ends. The list of moral rights -
including the rights to make one's own choices about what kind
of life to lead, to be told the truth, not to be injured, to a degree
of privacy, and so on-is widely debated; some now argue that
non-humans have rights, too. Also, it is often said that rights
imply duties-in particular, the duty to respect others' rights.
The Fairness or Justice Approach
Aristotle and other Greek philosophers have contributed the
idea that all equals should be treated equally. Today we use this
idea to say that ethical actions treat all human beings equally-or
if unequally, then fairly based on some standard that is
defensible. We pay people more based on their harder work or
the greater amount that they contribute to an organization, and
say that is fair. But there is a debate over CEO salaries that are
hundreds of times larger than the pay of others; many ask
whether the huge disparity is based on a defensible standard or
whether it is the result of an imbalance of power and hence is
unfair.
The Common Good Approach
The Greek philosophers have also contributed the notion that
life in community is a good in itself and our actions should
contribute to that life. This approach suggests that the
interlocking relationships of society are the basis of ethical
reasoning and that respect and compassion for all others-
especially the vulnerable-are requirements of such reasoning.
This approach also calls attention to the common conditions that
are important to the welfare of everyone. This may be a system
4. of laws, effective police and fire departments, health care, a
public educational system, or even public recreational areas.
The Virtue Approach
A very ancient approach to ethics is that ethical actions ought to
be consistent with certain ideal virtues that provide for the full
development of our humanity. These virtues are dispositions
and habits that enable us to act according to the highest
potential of our character and on behalf of values like truth and
beauty. Honesty, courage, compassion, generosity, tolerance,
love, fidelity, integrity, fairness, self-control, and prudence are
all examples of virtues. Virtue ethics asks of any action, "What
kind of person will I become if I do this?" or "Is this action
consistent with my acting at my best?"
Putting the Approaches Together
Each of the approaches helps us determine what standards of
behavior can be considered ethical. There are still problems to
be solved, however. The first problem is that we may not agree
on the content of some of these specific approaches. We may
not all agree to the same set of human and civil rights. We may
not agree on what constitutes the common good. We may not
even agree on what is a good and what is a harm. The second
problem is that the different approaches may not all answer the
question "What is ethical?" in the same way. Nonetheless, each
approach gives us important information with which to
determine what is ethical in a particular circumstance. And
much more often than not, the different approaches do lead to
similar answers.
Making Decisions
Making good ethical decisions requires a trained sensitivity to
ethical issues and a practiced method for exploring the ethical
aspects of a decision and weighing the considerations that
should impact our choice of a course of action. Having a method
for ethical decision making is absolutely essential. When
5. practiced regularly, the method becomes so familiar that we
work through it automatically without consulting the specific
steps. The more novel and difficult the ethical choice we face,
the more we need to rely on discussion and dialogue with others
about the dilemma. Only by careful exploration of the problem,
aided by the insights and different perspectives of others, can
we make good ethical choices in such situations. We have found
the following framework for ethical decision making a useful
method for exploring ethical dilemmas and identifying ethical
courses of action.
A Framework for Ethical Decision Making
Recognize an Ethical Issue
1. Could this decision or situation be damaging to someone or
to some group? Does this decision involve a choice between a
good and bad alternative, or perhaps between two "goods" or
between two "bads"?
2. Is this issue about more than what is legal or what is most
efficient? If so, how?
Get the Facts
3. What are the relevant facts of the case? What facts are not
known? Can I learn more about the situation? Do I know enough
to make a decision?
4. What individuals and groups have an important stake in the
outcome? Are some concerns more important? Why?
5. What are the options for acting? Have all the relevant persons
and groups been consulted? Have I identified creative options?
Evaluate Alternative Actions
6. Evaluate the options by asking the following questions:
· Which option will produce the most good and do the least
harm? (The Utilitarian Approach)
· Which option best respects the rights of all who have a stake?
(The Rights Approach)
· Which option treats people equally or proportionately? (The
6. Justice Approach)
· Which option best serves the community as a whole, not just
some members? (The Common Good Approach)
· Which option leads me to act as the sort of person I want to
be? (The Virtue Approach)
Make a Decision and Test It
7. Considering all these approaches, which option best
addresses the situation?
8. If I told someone I respect-or told a television audience-
which option I have chosen, what would they say?
Act and Reflect on the Outcome
9. How can my decision be implemented with the greatest care
and attention to the concerns of all stakeholders?
10. How did my decision turn out and what have I learned from
this specific situation?
This framework for thinking ethically is the product of dialogue
and debate at the Markkula Center for Applied Ethics at Santa
Clara University. Primary contributors include Manuel
Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks,
Margaret R. McLean, David DeCosse, Claire André, and Kirk
O. Hanson. It was last revised in May 2009.
A Framework for Thinking Ethically Page 3
Ethical Decision-Making
Based on
“A Framework for Thinking Ethically” Markkula Center for
Applied Ethics
“Five Ways to Shape Ethical Decisions” Capism Website
“A Framework for Universal Principles of Ethics”
Larry Colero, W. Maurice Young Centre for Applied Ethics
7. 1
Communication and Ethical Decisions
Unethical Communication
Universal Ethical Principles
Ethical Dilemmas
Ethical Approaches
Ethical Decision-Making
Temper
TantrumsLyingSilent TreatmentInsultsInterruptingNot
ListeningTalking behind someone’s
backDisrespectSarcasmManipulationPulling out
phoneArgumentativeTalking over
peopleInsensitiveUnapologeticActing like it’s a jokeBeing rude
or offensiveProfanityNegative
GesturesHaving an attitudeRolling EyesNo Eye
ContactOverreactingAggressivePulling out Phone
Unethical Communication Behaviors
“A Framework for Universal Principles of Ethics”
By Larry Colero, W. Maurice Young Centre for Applied Ethics
Do Good
Do No Harm
10. does the least harm.
benefits the most people.
produces the best outcome for everyone affected.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Santa Clara University. May 2009.
Common Good Approach
An ethical action
benefits society as a whole, not just some members.
shows respect and compassion for all others – especially the
vulnerable.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Santa Clara University. May 2009.
Virtue Approach
An ethical action
What kind of person will I become if I do this?
Is this action consistent with my acting at my best?
Emphasizes the virtues or moral character of persons.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Santa Clara University. May 2009.
11. The Rights Approach
An ethical action
best protects and respects the moral rights of those affected.
focuses on respect for human dignity and our ability to choose
freely how we live our lives.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Santa Clara University. May 2009.
Fairness or Justice Approach
An ethical action
treats all human beings equally.
must be based on standards of equity, fairness, and impartiality.
distributes benefits and burdens fairly.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Santa Clara University. May 2009.
Ethical Approaches to Guide Decision
Which option will do the most good and the least harm?
(Utilitarian Approach)
Which option best respects the rights of all who have a stake?
(Rights Approach)
12. Which option treats people equally or proportionately?
(Fairness or Justice Approach)
Which option best serves the community as a whole, not just
some members? (Common Good Approach)
Which option leads me to act as the sort of person I want to be?
(Virtue Approach)
Velasquez, M. et al. “A Framework for Thinking
Ethically.” Santa Clara University. May 2009.
Ethical Decision-Making Essay Guidelines
Describe the ethical dilemma.
Analyze the issue using more than one ethical standard.
What ethical standards apply?
Consider the consequences and possible outcomes if these
standards are applied to the decision.
Analyze the issue from your ethical perspective.
Discuss the core beliefs that guide your ethical conduct and
ethical thinking.
Ethical Decision-Making Essay Guidelines
Two citations in text
MLA style; Works Cited
400-600 words
Double-spaced
12-point Times New Roman or Calibri
Correct grammar and word choice
Spell-checked; edited
13. A Framework for Thinking Ethically
This document is designed as an introduction to thinking
ethically. We all have an image of our better selves-of how we
are when we act ethically or are "at our best." We probably also
have an image of what an ethical community, an ethical
business, an ethical government, or an ethical society should be.
Ethics really has to do with all these levels-acting ethically as
individuals, creating ethical organizations and governments, and
making our society as a whole ethical in the way it treats
everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us
how human beings ought to act in the many situations in which
they find themselves-as friends, parents, children, citizens,
businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important
information for our ethical choices. Some people have highly
developed habits that make them feel bad when they do
something wrong, but many people feel good even though they
are doing something wrong. And often our feelings will tell us
it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but
ethics applies to everyone. Most religions do advocate high
ethical standards but sometimes do not address all the types of
problems we face.
· Ethics is not following the law. A good system of law does
incorporate many ethical standards, but law can deviate from
what is ethical. Law can become ethically corrupt, as some
totalitarian regimes have made it. Law can be a function of
power alone and designed to serve the interests of narrow
groups. Law may have a difficult time designing or enforcing
standards in some important areas, and may be slow to address
new problems.
· Ethics is not following culturally accepted norms. Some
14. cultures are quite ethical, but others become corrupt -or blind to
certain ethical concerns (as the United States was to slavery
before the Civil War). "When in Rome, do as the Romans do" is
not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide
important data to help us make better ethical choices. But
science alone does not tell us what we ought to do. Science may
provide an explanation for what humans are like. But ethics
provides reasons for how humans ought to act. And just because
something is scientifically or technologically possible, it may
not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical
standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we
face?
If our ethics are not based on feelings, religion, law, accepted
social practice, or science, what are they based on? Many
philosophers and ethicists have helped us answer this critical
question. They have suggested at least five different sources of
ethical standards we should use.Five Sources of Ethical
Standards
The Utilitarian Approach
Some ethicists emphasize that the ethical action is the one that
provides the most good or does the least harm, or, to put it
another way, produces the greatest balance of good over harm.
The ethical corporate action, then, is the one that produces the
greatest good and does the least harm for all who are affected-
customers, employees, shareholders, the community, and the
environment. Ethical warfare balances the good achieved in
ending terrorism with the harm done to all parties through
death, injuries, and destruction. The utilitarian approach deals
with consequences; it tries both to increase the good done and
to reduce the harm done.
15. The Rights Approach
Other philosophers and ethicists suggest that the ethical action
is the one that best protects and respects the moral rights of
those affected. This approach starts from the belief that humans
have a dignity based on their human nature per se or on their
ability to choose freely what they do with their lives. On the
basis of such dignity, they have a right to be treated as ends and
not merely as means to other ends. The list of moral rights -
including the rights to make one's own choices about what kind
of life to lead, to be told the truth, not to be injured, to a degree
of privacy, and so on-is widely debated; some now argue that
non-humans have rights, too. Also, it is often said that rights
imply duties-in particular, the duty to respect others' rights.
The Fairness or Justice Approach
Aristotle and other Greek philosophers have contributed the
idea that all equals should be treated equally. Today we use this
idea to say that ethical actions treat all human beings equally-or
if unequally, then fairly based on some standard that is
defensible. We pay people more based on their harder work or
the greater amount that they contribute to an organization, and
say that is fair. But there is a debate over CEO salaries that are
hundreds of times larger than the pay of others; many ask
whether the huge disparity is based on a defensible standard or
whether it is the result of an imbalance of power and hence is
unfair.
The Common Good Approach
The Greek philosophers have also contributed the notion that
life in community is a good in itself and our actions should
contribute to that life. This approach suggests that the
interlocking relationships of society are the basis of ethical
reasoning and that respect and compassion for all others-
especially the vulnerable-are requirements of such reasoning.
This approach also calls attention to the common conditions that
are important to the welfare of everyone. This may be a system
16. of laws, effective police and fire departments, health care, a
public educational system, or even public recreational areas.
The Virtue Approach
A very ancient approach to ethics is that ethical actions ought to
be consistent with certain ideal virtues that provide for the full
development of our humanity. These virtues are dispositions
and habits that enable us to act according to the highest
potential of our character and on behalf of values like truth and
beauty. Honesty, courage, compassion, generosity, tolerance,
love, fidelity, integrity, fairness, self-control, and prudence are
all examples of virtues. Virtue ethics asks of any action, "What
kind of person will I become if I do this?" or "Is this action
consistent with my acting at my best?"
Putting the Approaches Together
Each of the approaches helps us determine what standards of
behavior can be considered ethical. There are still problems to
be solved, however. The first problem is that we may not agree
on the content of some of these specific approaches. We may
not all agree to the same set of human and civil rights. We may
not agree on what constitutes the common good. We may not
even agree on what is a good and what is a harm. The second
problem is that the different approaches may not all answer the
question "What is ethical?" in the same way. Nonetheless, each
approach gives us important information with which to
determine what is ethical in a particular circumstance. And
much more often than not, the different approaches do lead to
similar answers.
Making Decisions
Making good ethical decisions requires a trained sensitivity to
ethical issues and a practiced method for exploring the ethical
aspects of a decision and weighing the considerations that
should impact our choice of a course of action. Having a method
for ethical decision making is absolutely essential. When
17. practiced regularly, the method becomes so familiar that we
work through it automatically without consulting the specific
steps. The more novel and difficult the ethical choice we face,
the more we need to rely on discussion and dialogue with others
about the dilemma. Only by careful exploration of the problem,
aided by the insights and different perspectives of others, can
we make good ethical choices in such situations. We have found
the following framework for ethical decision making a useful
method for exploring ethical dilemmas and identifying ethical
courses of action.
A Framework for Ethical Decision Making
Recognize an Ethical Issue
1. Could this decision or situation be damaging to someone or
to some group? Does this decision involve a choice between a
good and bad alternative, or perhaps between two "goods" or
between two "bads"?
2. Is this issue about more than what is legal or what is most
efficient? If so, how?
Get the Facts
3. What are the relevant facts of the case? What facts are not
known? Can I learn more about the situation? Do I know enough
to make a decision?
4. What individuals and groups have an important stake in the
outcome? Are some concerns more important? Why?
5. What are the options for acting? Have all the relevant persons
and groups been consulted? Have I identified creative options?
Evaluate Alternative Actions
6. Evaluate the options by asking the following questions:
· Which option will produce the most good and do the least
harm? (The Utilitarian Approach)
· Which option best respects the rights of all who have a stake?
(The Rights Approach)
· Which option treats people equally or proportionately? (The
18. Justice Approach)
· Which option best serves the community as a whole, not just
some members? (The Common Good Approach)
· Which option leads me to act as the sort of person I want to
be? (The Virtue Approach)
Make a Decision and Test It
7. Considering all these approaches, which option best
addresses the situation?
8. If I told someone I respect-or told a television audience-
which option I have chosen, what would they say?
Act and Reflect on the Outcome
9. How can my decision be implemented with the greatest care
and attention to the concerns of all stakeholders?
10. How did my decision turn out and what have I learned from
this specific situation?
This framework for thinking ethically is the product of dialogue
and debate at the Markkula Center for Applied Ethics at Santa
Clara University. Primary contributors include Manuel
Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks,
Margaret R. McLean, David DeCosse, Claire André, and Kirk
O. Hanson. It was last revised in May 2009.
A Framework for Thinking Ethically Page 3
NCA Credo for Ethical Communication
(approved by the NCA Legislative Council, November 1999)
19. Questions of right and wrong arise whenever people
communicate. Ethical communication is
fundamental to responsible thinking, decision making, and the
development of relationships and
communities within and across contexts, cultures, channels, and
media. Moreover, ethical
communication enhances human worth and dignity by fostering
truthfulness, fairness,
responsibility, personal integrity, and respect for self and
others. We believe that unethical
communication threatens the quality of all communication and
consequently the well-being of
individuals and the society in which we live. Therefore we, the
members of the National
Communication Association, endorse and are committed to
practicing the following principles of
ethical communication:
We advocate truthfulness, accuracy, honesty, and reason as
essential to the integrity of
communication.
We endorse freedom of expression, diversity of perspective, and
tolerance of dissent to achieve
the informed and responsible decision making fundamental to a
civil society.
We strive to understand and respect other communicators before
evaluating and responding to
their messages.
We promote access to communication resources and
opportunities as necessary to fulfill human
potential and contribute to the well-being of families,
communities, and society.
20. We promote communication climates of caring and mutual
understanding that respect the
unique needs and characteristics of individual communicators.
We condemn communication that degrades individuals and
humanity through distortion,
intimidation, coercion, and violence, and through the expression
of intolerance and hatred.
We are committed to the courageous expression of personal
convictions in pursuit of fairness
and justice.
We advocate sharing information, opinions, and feelings when
facing significant choices while
also respecting privacy and confidentiality.
We accept responsibility for the short- and long-term
consequences for our own communication
and expect the same of others.
Picking Up the Slack
Ethical Case Study by Chloe Wilson
Greg and Natalie have been in business classes together since
freshman year. While they’re not close friends, they have
always enjoyed each other’s company in class and have been in
the same social circle as they’ve moved from lower division
courses to where they are now: senior capstone. Greg and a few
of his friends invite Natalie to join their group at the start of the
term, and they begin to work on their project.
Fairly quickly, though, Greg realizes that Natalie isn’t pulling
21. her weight[endnoteRef:1]. Any aspect of the project that’s
assigned to her has to be redone by other members of the group,
she doesn’t pay attention in meetings, and she consistently
shows up late or hungover. Greg and his other groupmates think
that Natalie needs to step it up[endnoteRef:2] and take this
project seriously, but they ultimately agree it would be more
trouble than it’s worth to confront her about it. They decide to
just push through and let her do her own thing. Natalie
continues to participate marginally in discussions, planning, and
writing, but makes it clear through her actions that their final
presentation is not her biggest priority. [1: To pull one’s
weight means to do your fair share of work or
to work as hard as other people in a group] [2: To step it up
means to increase or to make more active]
After Greg’s group gives its final presentation, the members are
asked to write an evaluation on their teammates that the
professor will use to determine individual grades. When it
comes to most of his teammates, Greg easily gives them all A’s
and B’s for their participation and contributions to the project.
However, when Greg comes to Natalie’s evaluation, he is faced
with a dilemma. It’s their last big project before graduation,
and if he were to evaluate her in a harsh way, it could
negatively affect her cumulative GPA. He doesn’t want to throw
her under the bus[endnoteRef:3]; however, her apathy and poor
work ethic put a huge burden on everyone else’s
shoulders[endnoteRef:4], and Greg had to personally sacrifice a
lot of time and effort to make up for her mistakes or tasks that
she left undone. [3: To throw someone under the bus means to
avoid blame, trouble, or criticism by allowing someone else to
take responsibility.] [4: To be a burden on everyone’s
shoulders means to put the responsibility for completing the
work on everyone else
Definitions provided by thefreedictionary.com
(http://idioms.thefreedictionary.com)]
22. Ethical Question: What should Greg do? Is it worth giving her
an honest evaluation, just so the professor will give her the
grade she deserves? Or is giving her a bad evaluation petty and
unnecessary, considering that they are all about to graduate and
their group received an A, regardless of her performance?
Reference:
Wilson, C. (2013, May 11). Picking up the slack. Retrieved May
18, 2017, from https://www.scu.edu/the-big-q/the-big-q-
blog/picking-up-the-slack.html
Case Study Page 1
In this assignment, you will analyze an ethical issue in
communication from several ethical perspectives, consider the
consequences if these perspectives were applied to the issue,
and analyze the situation from your own ethical perspective.
Learning Objectives
· Acknowledge the complexity of the ethical issues being
analyzed.
· Demonstrate an understanding of ethical theories and
concepts.
· Analyze and evaluate the situation applying more than one
ethical perspective.
· Consider the implications and consequences of these actions to
ethical decision-making in this situation.
· Analyze the issue from own ethical perspective and examines
the beliefs and values that inform your ethical thinking,
conduct, and decision-making.
· Cite sources correctly in-text and create a Works Cited or
References page following MLA or APA guidelines.
· Write a well-organized essay with minimal errors in spelling,
punctuation, grammar, and sentence structure. Writing style
should be smooth, skillful, and coherent with variety in
sentence structure and effective word choice.
23. Core Curriculum Objectives:
· Critical Thinking - to include creative thinking, innovation,
inquiry, and analysis, evaluation, and synthesis of information.
· Communication - to include effective development,
interpretation, and expression of ideas through written, oral,
and visual communication.
· Personal Responsibility - to include the ability to connect
choices, actions, and consequences to ethical decision-making.
STEP 1: READ the ETHICAL DECISION-MAKING ESSAY
GUIDELINE
Read the Ethical Decision-Making Guidelines thoroughly before
you continue with this assignment. You will be referring to the
guidelines frequently. It is wise to make a copy.
STEP 2: REVIEW the ETHICAL DECISION-MAKING
GRADING RUBRIC
Review the grading rubric so you will know how your essay will
be graded. Make a copy so you can refer to it while you are
writing your essay.
STEP 3: READ the CASE STUDY: PICKING up the SLAC
Read the case study, Picking up the Slack, and make a copy.
STEP 4: RESEARCH ETHICAL STANDARDS & ETHICAL
DECISON-MAKING
Read A Framework for Thinking Ethically first since it is a
required source in your essay. It will give you a brief
description of the Five Sources of Ethical Standards. These
standards are also referred to in the literature as ethical
theories, ethical perspectives, and decision rules. Other good
sources for your essay are: NCA Credo for Ethical
Communication and your textbook.
After you have read A Framework for Ethical Thinking, review
the Ethical Decision-Making PowerPoint in the next step. The
PowerPoint reviews the five sources of ethical standards, the
ethical decision-making process, and the essay guidelines.
STEP 5: REVIEW the ETHICAL DECISION-MAKING PPT
The PowerPoint reviews:
· the Five Ethical Standards
24. · the Ethical Decision-Making Process
· the Essay Guidelines
Now accessible for screenreaders.
STEP 6: FOLLOW GUIDELINES for SOURCE CITATIONS
The Richland College Library has excellent resources to help
you cite in-text sources and create a Works Cited/Reference
page. Here's a quick and easy way to access source citing
guidelines:
· Open the RLC Library Resources link.
· This will take you to the Library's home page.
· Under Research Assistance, click on APA Citations.
· You can also use Noodle Tools to create your citations. The
link is also under Research Assistance
STEP 7: Type, Save, Edit, and Submit
Type your essay, save the document frequently, edit your work
to reduce plagiarism, spelling and grammatical errors. Finally,
submit the document as a Microsoft Word document on E-
Campus.
ETHICAL DECISION-MAKING CASE STUDY
Essay DirectionsASSIGNMENT OVERVIEW
The case study for this ethical decision essay assignment was
written by Chloe Wilson and is titled Picking Up the Slack,
which presents a common ethical dilemma that you find when
working on a team. Your assignment is to write an essay
analyzing this ethical scenario. The following are the steps to
follow:
· Read Picking Up the Slack case studyso you understand the
ethical dilemma that Greg is facing.
25. · Explain why this is an ethical issue that requires an ethical
decision.
· Now learn about the different ethical standards that can be
used when making an ethical decision. When facing an ethical
situation, one way to determine what action to take is to
evaluate the situation using the Five Approaches to Ethical
Standards discussed in the article titled A Framework for
Thinking Ethically.
· After readingthe Framework article, learn more about ethical
decision-making by finding at least two other sources that you
will use in your essay. One of these sources may be your Think
Communication or Practically Speaking textbook. More sources
are listed on the last page of this assignment under References.
Feel free to explore this topic using other articles or books.
· Once you understand the Five Approaches to Ethical
Standards, analyze Greg’s dilemma from more than one ethical
standard. Determine the action Greg should take if he applied
these ethical standards. Consider the consequences and possible
outcomes of his actions.
· Glossary of Ethical Terms is listed on the third page of this
assignment.
· Also at the end of the Framework article, there is information
about a free Ethical Decision Making app for your mobile
device that you might find useful; however, this is not required.
I found this app to be interesting as it can be used for future
ethical dilemmas and does not just apply to this assignment.
· Now that you know more about ethical decision-making and
determined a course of action based on these approaches,
analyze this dilemma from your own ethical perspective. If you
were Greg, what would you do? Which ethical standard would
you apply if you were in this situation?
· Last discuss the ethical values and core beliefs that influence
your ethical conduct and ethical thinking. ESSAY FORMAT
REQUIREMENTS
· 400 – 600 words total (about 1 ½ pages).
· Your name and section number in the top right hand corner of
26. the first page.
· Center the title of essay at the top of the first page.
· Two sources of evidence to support your interpretation of the
ethical standards and conclusions. Sources must be cited in
your essay.
· Use effective word usage and phrase choices; proper spelling,
syntax, and grammar.SOURCES ARE REQUIRED USING APA
STYLE
· In your essay, you will refer to the Picking Up the Slack case
study and A Framework for Thinking Ethically article, which
must be cited in the text of your essay and the Reference page
or it is considered plagiarizing.
· In addition to this source (A Framework for Thinking
Ethically article), one other source is required, and may be from
our textbook or the NCA Credo for Ethical Communication.
You may use additional sources, but they too must be credible
and cited properly. See below for more information on
evaluating sources and evidence.
· Plagiarizing Policy: If all sources are not properly cited in the
essay and Reference page, then zero points will be earned for
this assignment.EVALUATING SOURCES AND EVIDENCE
· Is the author an authority on the subject? (background and
credentials)
· Is the information relevant to the assignment?
· Is the information accurate? (reliable, correct)
· Is the information current and up-to-date?
· Is the information objective, unbiased, and complete?
· Evidence should be relevant, credible, sufficient, and free
from fallacies.
· Internet information and websites should be used with caution.
Be skeptical if
· The source or author is not named.
· The author’s credentials are not given.
· The website is not current (has not been updated).
· The information is biased.ESSAY GUIDELINES (How to
write your essay)1st Create the Introduction (first paragraph):
27. · Write as if you do not know who will be reading your essay
and assume your reader has not read the case study.
· Clearly state the ethical dilemma that will be analyzed in the
essay (topic sentence).
· Provide a brief summary so the reader has a full understanding
of the issue (remember the reader has not read the case study).
Summarize the situation with fairness to all parties.
· End your introduction with a clearly stated purpose, which is
your thesis statement. Tell your reader what will follow in the
body of your essay.2nd Develop the Body (minimum 3
paragraphs):
· After reading A Framework for Thinking Ethically, follow the
directions above and analyze the ethical dilemma using the Five
Approaches to Ethical Standards. Consider the implications and
consequences of each decision if these approaches were applied
to this situation. Assume your reader has no knowledge of
these approaches so explain the key concepts. (1-2 paragraphs)
· If you were involved in a situation like this, what would you
do? Analyze the situation using the ethical standard that you
would apply to this situation. Discuss the implications and
consequences of your decision if you used this standard as a
rationale for your decision. (1 paragraph)
· Next discuss how this ethical standard is similar or different
from your own ethical values and core beliefs. Discuss your
core beliefs and how they evolved to form your ethical identity.
How do your core beliefs guide your ethical thinking and
ethical conduct today? Which core beliefs influenced your
decision in this dilemma? (1 paragraph)
· According to the AACU’s Ethical Reasoning VALUES Rubric,
· Core beliefs “can reflect one’s environment, religion, culture
or training.”
· Core beliefs are “fundamental principles that consciously or
unconsciously influence one’s ethical conduct and ethical
thinking . . . . even if they are unacknowledged.”
· You may or may not choose to act on your core beliefs.
· In general, your core beliefs shape your responses when faced
28. with an ethical decision.
· For the body of your essay, follow these writing guidelines:
· Start each paragraph with a topic sentence that effectively
states the purpose of the paragraph.
· Develop sentences that are logical and clear. Ideas should
flow logically. Paragraphs should be unified and work together
to support the thesis.
· Make paragraphs coherent by using effective and appropriate
transitions between ideas and paragraphs.3rd Write the
Conclusion (last paragraph):
· Restate the thesis.
· Provide a summary and closure.
Essay Checklist and Important Reminders
· The essay should not sound as if the writer is answering a
series of questions.
· The purpose of the essay should be clear to the reader and
reflect an awareness of the audience.
· The thesis should be clearly stated in the introduction.
· Relevant background information should be provided in the
introduction so the audience has a clear understanding of the
ethical issue and why an ethical decision is required.
· The introduction should engage the reader.
· The essay should be well-organized, written in Standard
English, and free of grammatical and syntax errors.
· Word choice and phrases should be appropriate and effective.
· Main ideas should be fully developed, supported, and show
critical thinking.
· Ideas should flow logically. Sentence structure should be
correct, coherent, and varied.
· Outside sources should be smoothly integrated in the essay.
The essay should include correctly formatted in-text citations
and a correct Reference page.
· The conclusion should provide closure and restate the thesis.
· The tone and style are appropriate for the essay’s purpose and
audience.
· There is a clear voice and point of view. The writer is
29. identified with a quality (honesty, sincerity, intelligence). The
audience should get a sense of the writer.
· Facts are distinguished from opinions, opinions are supported
and qualified and opposing views are represented fairly.
· Essay has been spell-checked and edited.
GLOSSARY OF ETHICAL TERMS (by AACU and Stephen F.
Austin State University)
· Character traits associated with ethics include honesty, truth-
seeking, integrity, responsibility, respect, compassion and
empathy.
· A core belief is a principle or fundamental belief which guides
a person’s actions or decisions. A core belief can change over
time.
· Ethics refer to standards of right and wrong that influence our
core beliefs and values, our ethical conduct and ethical
thinking. Our ethics guide our daily actions and behavior,
including our communication with family, friends, co-workers,
and the community.
· An ethical dilemma is a problem or situation that requires a
person to choose between alternatives based on standards of
moral conduct.
· Ethical standards impose obligations to “do the right thing,” to
stand up for our/others’ rights.
· Ethical perspectives/concepts are the different theoretical
means through which ethical issues are analyzed, such as ethical
theories (e.g. utilitarian, natural law, virtue) or ethical concepts
(e.g. rights, justice, duty).
· Ethical Reasoning is reasoning about right and wrong human
conduct. It requires you to be able to assess your own ethical
values and the social context of problems, recognize ethical
issues in a variety of settings, think about how different ethical
perspectives might be applied to ethical dilemmas and consider
the ramifications of alternative actions. Your ethical self-
identity evolves as you practice ethical decision-making skills
and learn how to describe and analyze positions on ethical
issues.
30. · Context is the historical, cultural, professional, or political
situation, background, or environment that applies to a given
ethical issue.
· A perspective is a world view that informs core beliefs and
ethical opinions. It is how one sees oneself, other people, and
the world. Perspectives are not limited to theories and concepts
in ethical philosophy. They may also include political and
religious convictions, cultural assumptions, and attitudes shaped
by one’s family, background.
References
Engleberg, I. & Wynn, D. Think Communication. New Jersey:
Pearson Education, Inc. 2015.
Print.
“Ethical Reasoning Value Rubric.” American Association of
Colleges and Universities. American Association of Colleges
and Universities. 2009. Web. 15 Aug. 2014.
“Personal Responsibility Value Rubric.” Stephen F. Austin
University. Stephen F. Austin University. 2014. Web. 15 July
2014.
"NCA Credo for Ethical Communication." National
Communication Association. National Communication
Association, Nov. 1999. Web. 28 Oct. 2015.
Rothwell, D. Practically Speaking. New York: Oxford
University Press. 2014. Print.
Velasquez, M. et al. “A Framework for Thinking Ethically.”
Markkula Center for Applied Ethics. Santa Clara University.
May 2009. Web. 15 Aug. 2014.
Wilson, C. “Picking Up the Slack (Big Q).” Markkula Center
for Applied Ethics. Santa Clara University. 11 Mar. 2013.
Web. 15 Aug. 2014.
Essay Directions Page 1
Ethical Decision-Making Essay Grading Rubric Revised May
31. 2017
Name: _________________________Course/Section Number:
______________ Grade: ______ / 100
NM = not met minimum NI= needs improvement A = average
G = good E= excellent
NM
NI
A
G
E
Section 1 _____ 10 pts
Introduction
· Purpose of the essay is clear to the audience.
· Ethical dilemma is explained clearly. (evaluated in Idea
Development)
· Writer addresses why the dilemma calls for an ethical
decision.
· Relevant background information is given.
· Thesis is restated and audience understands what will follow.
Section 2 _____ 30 pts
32. Organization
· Paragraphs start with a topic sentence.
· Sentences support the paragraph’s main ideas.
· Paragraphs are unified and coherent supporting the thesis.
· Logical progression of ideas with a clear structure and
sequence.
· Transitions effectively connect sentences and paragraph.
· Conclusion provides closure and restates thesis.
Writing Style and Mechanics
· Writing is smooth, skillful and coherent.
· Variety in sentence structure; effective word choice; no
repetition.
· Academic tone and diction are appropriate for essay’s purpose
and audience.
· Minimal errors in punctuation, spelling, grammar, and
mechanics; no comma splices and run-on sentences.
· The essay reflects a sense of audience.
Section 3 _____40 pts
Use of Sources and Evidence· Demonstrates skillful use of high
quality, credible, relevant sources. · Evaluates information from
sources. Correctly interprets author’s meaning. · Fully develops
and supports ideas using relevant source information. · Facts
are distinguished from opinions. · Opinions are supported and
qualified. · Opposing views are represented fairly.
Idea Development and Critical Thinking
· Clearly explains the ethical dilemma, ethical standards,
implications and consequences of decisions.
33. · Discusses what they would do if faced with this dilemma and
the ethical standard they would use to make the decision.
· Considers how the ethical standard is similar or different from
their own core beliefs and ethical values.
· Explains the origin of their core beliefs. Shows how their
core beliefs evolved and influences their ethical conduct,
thinking, and decision-making today.
Section 4 _____ 20 pts
In-text citations and References
· Outside sources are integrated smoothly in the essay.
· The essay includes correctly formatted in-text citations and a
correct References page.
· APA guidelines are followed.
· Two different sources are cited in-text and on the reference
page.
