This document describes an online training program in applied ethics called Training in Applied Ethics (TAEPP). It establishes the program's vision and mission, which are to use meta-ethics to provide flexible learning opportunities to help people apply ethics in their lives. The program offers two certification levels (Associate and Fellow) through online classes on various applied ethics topics. Classes are 1-3 hours and last 16 weeks, with topics rotating between individual, group, and global perspectives. Students complete papers or field projects and are evaluated with grades or rubrics. The document provides sample topics and outlines policies like scheduling, tuition rates, and topic selection processes.
This document contains a sample syllabus for a course on professional ethics for computer science students. The course aims to introduce ethics and ethical theories, provide discussions on ethical dilemmas in IT, and discuss the code of ethics for IT professionals and relevant cybercrime laws. The syllabus outlines course objectives, topics to be covered including ethical theories and issues, applicable laws, and teaching strategies like discussion, cooperative learning, role playing and case studies. Assessment includes quizzes, exams, classroom activities and assignments.
The document discusses the development of an SMS system for LDVSODA. The system will allow for monitoring schedules, updates to customers and users about services, and dissemination of information about events. It will make the organization's services and processes more useful but does not currently show routes or destinations or allow for customer inquiries.
This document lists psychology classes from graduate programs taken by Aaron Givan above the undergraduate level. It includes classes from The Union Institute and University's Ph.D. program in Measurement, Statistics and Evaluation in Education, Arizona State University's Master of Counseling program in Counseling Psychology, San Francisco Theological Seminary's Doctor of Ministry in Advanced Pastoral Studies, and Texas Christian University's program in Advanced Pastoral Studies. The classes cover topics like qualitative research methods, psychological testing, counseling, group procedures, professional ethics, and clinical pastoral education.
This document contains a collection of resources shared by Aaron Givan, including documents on dissertation formatting, qualitative research guides, inventories for self-knowledge, Bloom's taxonomy, and mentoring experience at NCU. It also includes curriculum vitae, teaching history, potential research topics, and psychology course transcripts. The document serves as a compilation of materials to assist students in their academic work.
This document describes online classes for teachers' professional development offered by Aaron Givan. It covers four topics areas: the mind and education, classroom development, online education, and the person of the teacher. Classes are offered at the K-8, 9-12, and college levels for 1-3 semester hours of credit or on a satisfactory/unsatisfactory basis. Tuition is $275 per semester hour. Learning is viewed as a lifelong journey connecting one's personality and preferred learning behaviors. Approaches include experiential learning within cultural contexts and relating human information processing to structure and behaviors.
This document lists AaronLee Givan's extensive professional development experiences including online classes taken through Northcentral University as well as numerous external seminars, webinars and workshops attended on topics such as online learning, leadership, change management, social media, statistics, research methods and more. Givan has completed NCU's requirements for an Online Teaching Certificate and maintains ongoing professional development through online courses and resources on statistics, assessment and technology integration.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals that provide context for the course. The course objectives, content, learning outcomes, assessment tasks and teaching-learning activities are defined over 18 weeks. Key topics covered include moral reasoning frameworks, moral development stages, virtue ethics, rights theory, utilitarianism, justice and fairness, and ethics in a globalized world. References include books, articles, and essays on these ethical theories and principles.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals. The course learning outcomes and content are presented, covering topics such as moral development, virtue ethics, rights theory, utilitarianism, and justice/fairness. References for required readings such as books, articles, and essays are included at the end.
This document contains a sample syllabus for a course on professional ethics for computer science students. The course aims to introduce ethics and ethical theories, provide discussions on ethical dilemmas in IT, and discuss the code of ethics for IT professionals and relevant cybercrime laws. The syllabus outlines course objectives, topics to be covered including ethical theories and issues, applicable laws, and teaching strategies like discussion, cooperative learning, role playing and case studies. Assessment includes quizzes, exams, classroom activities and assignments.
The document discusses the development of an SMS system for LDVSODA. The system will allow for monitoring schedules, updates to customers and users about services, and dissemination of information about events. It will make the organization's services and processes more useful but does not currently show routes or destinations or allow for customer inquiries.
This document lists psychology classes from graduate programs taken by Aaron Givan above the undergraduate level. It includes classes from The Union Institute and University's Ph.D. program in Measurement, Statistics and Evaluation in Education, Arizona State University's Master of Counseling program in Counseling Psychology, San Francisco Theological Seminary's Doctor of Ministry in Advanced Pastoral Studies, and Texas Christian University's program in Advanced Pastoral Studies. The classes cover topics like qualitative research methods, psychological testing, counseling, group procedures, professional ethics, and clinical pastoral education.
This document contains a collection of resources shared by Aaron Givan, including documents on dissertation formatting, qualitative research guides, inventories for self-knowledge, Bloom's taxonomy, and mentoring experience at NCU. It also includes curriculum vitae, teaching history, potential research topics, and psychology course transcripts. The document serves as a compilation of materials to assist students in their academic work.
This document describes online classes for teachers' professional development offered by Aaron Givan. It covers four topics areas: the mind and education, classroom development, online education, and the person of the teacher. Classes are offered at the K-8, 9-12, and college levels for 1-3 semester hours of credit or on a satisfactory/unsatisfactory basis. Tuition is $275 per semester hour. Learning is viewed as a lifelong journey connecting one's personality and preferred learning behaviors. Approaches include experiential learning within cultural contexts and relating human information processing to structure and behaviors.
This document lists AaronLee Givan's extensive professional development experiences including online classes taken through Northcentral University as well as numerous external seminars, webinars and workshops attended on topics such as online learning, leadership, change management, social media, statistics, research methods and more. Givan has completed NCU's requirements for an Online Teaching Certificate and maintains ongoing professional development through online courses and resources on statistics, assessment and technology integration.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals that provide context for the course. The course objectives, content, learning outcomes, assessment tasks and teaching-learning activities are defined over 18 weeks. Key topics covered include moral reasoning frameworks, moral development stages, virtue ethics, rights theory, utilitarianism, justice and fairness, and ethics in a globalized world. References include books, articles, and essays on these ethical theories and principles.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals. The course learning outcomes and content are presented, covering topics such as moral development, virtue ethics, rights theory, utilitarianism, and justice/fairness. References for required readings such as books, articles, and essays are included at the end.
This document provides information about ethics classes and training offered by Aaron Lee Givan, Ph.D. It includes:
1. An introduction to ethicsclasses.com and Aaron Givan's background establishing the site in 2004.
2. A list of 10 ethics-related course concentrations and descriptions of ethics instructorships Givan has taught at various universities since 1999.
3. An overview of Givan's proposal for a "Personal and Professional Development for the Professions" course and consulting services he provides on ethics-related topics.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
This document contains the annual teaching plans for Life Orientation for Grade 11 students in Term 1 and Term 2. The plans cover the following CAPS topics: Development of the Self in Society, Careers and Career Choices, Democracy and Human Rights, Social and Environmental Responsibility. Each week focuses on different core concepts, skills and values within these topics such as goal setting, relationships, admission requirements, democratic participation, and environmental issues. The document also outlines the requisite prior knowledge, resources, informal and formal assessment including a source-based task and PET. Physical education activities are included each week to develop students' skills.
This document provides an overview of Unit 1 of an ethics course focused on environment and development. It introduces key concepts and terms related to ethics. The unit aims to define philosophy, ethics, and morality. It explains that ethics studies how humans should live and determines what is right and wrong. The unit examines the fields of environmental ethics and development ethics and how they are interrelated. It provides learning outcomes, readings, and discussion of key topics that will be covered in the unit, including deontological and teleological ethics, and ethical monism, relativism and pluralism.
The document provides information on the Zamboanga del Sur Provincial Government College (ZSPGC) in the Philippines, including its vision, mission, philosophy, goals, and objectives. The vision is for ZSPGC to be a leading institution that forms globally competitive local professionals committed to improving quality of life. The mission is to provide quality higher education in various fields to enhance graduates' competitiveness through research, extension, and teaching. The goal is to reduce poverty through education while fostering environmental awareness. The document also outlines the learning outcomes and curriculum for an Ethics course on moral principles and decision-making.
The document discusses research problems and their identification and formulation. It begins by defining a research problem as a phenomenon that a researcher intends to explore, such as a social problem, question, concept, or relationship. It emphasizes that properly identifying a research problem is the first step of the research process and lays the foundation for the entire study. The document then provides examples of broad research topics and considerations for selecting a suitable problem. It outlines several sources and steps that researchers can use to identify a research problem, including reviewing literature, consulting experts, investigating social issues, and refining a topic into a clear research question.
The document provides an overview of the development team and management team for a module on the Disciplines and Ideas in Applied Social Sciences (DIASS). It introduces the authors, evaluators, illustrator, chairperson, and co-chairpersons for the module. It also lists the printed location and contact information.
Week Four Discussion NuclearPowerMust post first.CHE1.docxtroutmanboris
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"We're not in a clean energy revolution; we're in a clean energy crisis," says
climate policy expert Michael Shellenberger. His surprising solution: nuclear.
In this passionate talk, he explains why it's time to overcome longstanding
fears of the technology, and why he and other environmentalists believe it's
past time to embrace nuclear as a viable and desirable source of clean
power.
Watch this TED talk and join the conversation about Nuclear Power, Clean
Energy and Climate Change.
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• Your opinion about Nuclear Power
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video, a website, etc...
Contribute to the conversation with two comments to somebody else's
post.
Don't forget to add references to data and statements you use to express
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citations)
• Comments due Sunday 11:59pm
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ASSESSMENT 7:
EDAD 5473 – SPECIAL PROGRAMS PROJECT
New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.
NELP Elements: 5.3, 6.3, 4.4
1.
Description of the Assessment
This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will
communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community(Element 5.3.
Phi 445 Effective Communication / snaptutorial.comBaileyaz
For more classes visit
www.snaptutorial.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, and Virtue Ethics Case Study: Starbucks
PHI 445 Week 2 Discussion Capitalism and Socialism Case Study: Uber
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
PHI 445 Effective Communication - tutorialrank.comBartholomew76
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, an
This document provides instructions for an assignment on research ethics. Students are asked to analyze an assigned case study involving unethical research. They must write a 2-3 page paper summarizing the key events of the case, discussing how it violated ethical principles and responsibilities, analyzing the lasting impacts, and suggesting how similar issues could be prevented in the future. The document lists several possible case studies for students to choose from and provides a grading rubric focusing on the structure and content of the paper.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, and Virtue Ethics Case Study: Starbucks
PHI 445 Week 2 Discussion Capitalism and Socialism Case Study: Uber
MELJUN CORTES research mentoring_cetcs_2018MELJUN CORTES
This document outlines the structure and components of a research paper. It begins with an introduction to the study's objectives, hypotheses, methodology, findings, and conclusions. It then provides details on the typical contents of each chapter, including the problem statement, literature review, methodology, data analysis, and conclusions. Statistical methods that could be used are also discussed, such as descriptive analysis, t-tests, ANOVA, and non-parametric tests. Guidelines are provided for key sections like the conceptual framework, research design, sampling, and definition of terms. The document serves as a reference for students on how to organize and present the various elements of a research study.
This document provides information for the PHI 445 Entire Course which includes assignments, discussions, and quizzes. It covers topics such as utilitarianism, deontology, virtue ethics, capitalism, socialism, and business ethics. It includes 3 papers, 6 discussions, and 9 quizzes that cover a range of ethical issues in business through case studies of companies like Starbucks, Uber, Monsanto, and others. Students would analyze these cases using different ethical frameworks and discuss laws, regulations, economic systems, and their impact on business operations and decisions.
Course SyllabusPrerequisitesThere are no prerequisites for PHI20.docxmarilucorr
Course Syllabus
Prerequisites
There are no prerequisites for PHI208.
Course Description
This course explores key philosophical concepts from an ethical perspective. Students will analyze selected assertions of knowledge and the methods of reasoning humans use to justify these claims. Through research into theories of science and religion, as well as the theoretical and empirical challenges these institutions of thought face, students will also investigate how the mind constructs and understands reality. This will provide a foundation for an exploration into questions of morality, in which students will look at traditional and contemporary ethical theories, and apply these theories to contemporary moral issues.
Course Design
In this course, students will be introduced to various ethical theories and practical ethical issues. 1) Students will examine and engage dominant theories of ethics, as well as relativism, and how the relativist position argues against universal ethical principles. Students will utilize what they learn about those ethical theories to examine a contemporary ethical issue and reflect on their own ideas about relativism. 2) Students will examine consequentialist ethical theory and responses to the consequentialist position. 3) Students will examine deontological ethical theory. 4) Students will examine virtue ethics. 5) Students will examine feminist ethics and how feminist ethics relate and attempt to break free from the previous ethical positions. While students are learning about the various ethical theories they will also examine articles that utilize the theories to make arguments in relation to contemporary moral problems. Students will ultimately be asked to choose a contemporary moral problem and apply the ethical theories to the moral problem, while also explaining which theory they find to provide the strongest position.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
Define the nature and scope of morality and ethics.
Differentiate among traditional ethical theories.
Interpret philosophical thought through critical thinking.
Apply the concepts of ethical and moral reasoning to contemporary issues.
Determine one’s own ethical perspectives through personal reflection.
Course Map
The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
Define the nature and scope of morality and ethics.
1
1
1
2
2
3
4
4
5
5
Week One Discussion
Week One Readings Quiz
Week One Media Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three Readings Quiz
Week Four Readings Quiz
Week Four Media Quiz
Week Five Readings Quiz
Final Exam
Differentiate among traditional ethical theories.
1
2
2
3
3
4
4
5
5
5
5
Week One Readings Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three .
The document provides guidance and activities for promoting ethical responsibility among vocational education and training (VET) students. It outlines four main activities: 1) using case studies to explore real-world ethical scenarios, 2) classroom discussions and debates on CSR topics, 3) creating social entrepreneurship projects, and 4) developing a volunteer program. For each activity, it discusses objectives, resources, implementation steps, and intended learning outcomes with the goal of helping VET students develop ethical decision-making skills for business contexts.
This document outlines the requirements for a 1,500 word case study assignment. Students must choose a community, group, or organization they are familiar with and discuss a problem this group identified and how they addressed it. The case study should include: an introduction to the group and problem, a description of the problem and its impacts, details on the actions and approaches taken to address the problem, an analysis of the results and lessons learned, connections to relevant theories, and a conclusion with references. The case study will be graded based on inclusion of these required elements.
This document provides suggestions for academic writing, including completing purpose exercises to define goals and plans. It recommends visiting libraries and speaking with librarians for reference searches, expecting to collect 10-15 references per week. The document also suggests outlining by arranging key quotes on index cards and using paragraphs of 3-5 sentences in written drafts. Chapter 2 should demonstrate the need for the topic through progressive reasoning supported by rephrased quotes and references.
This document provides information about ethics classes and training offered by Aaron Lee Givan, Ph.D. It includes:
1. An introduction to ethicsclasses.com and Aaron Givan's background establishing the site in 2004.
2. A list of 10 ethics-related course concentrations and descriptions of ethics instructorships Givan has taught at various universities since 1999.
3. An overview of Givan's proposal for a "Personal and Professional Development for the Professions" course and consulting services he provides on ethics-related topics.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
This document contains the annual teaching plans for Life Orientation for Grade 11 students in Term 1 and Term 2. The plans cover the following CAPS topics: Development of the Self in Society, Careers and Career Choices, Democracy and Human Rights, Social and Environmental Responsibility. Each week focuses on different core concepts, skills and values within these topics such as goal setting, relationships, admission requirements, democratic participation, and environmental issues. The document also outlines the requisite prior knowledge, resources, informal and formal assessment including a source-based task and PET. Physical education activities are included each week to develop students' skills.
This document provides an overview of Unit 1 of an ethics course focused on environment and development. It introduces key concepts and terms related to ethics. The unit aims to define philosophy, ethics, and morality. It explains that ethics studies how humans should live and determines what is right and wrong. The unit examines the fields of environmental ethics and development ethics and how they are interrelated. It provides learning outcomes, readings, and discussion of key topics that will be covered in the unit, including deontological and teleological ethics, and ethical monism, relativism and pluralism.
The document provides information on the Zamboanga del Sur Provincial Government College (ZSPGC) in the Philippines, including its vision, mission, philosophy, goals, and objectives. The vision is for ZSPGC to be a leading institution that forms globally competitive local professionals committed to improving quality of life. The mission is to provide quality higher education in various fields to enhance graduates' competitiveness through research, extension, and teaching. The goal is to reduce poverty through education while fostering environmental awareness. The document also outlines the learning outcomes and curriculum for an Ethics course on moral principles and decision-making.
The document discusses research problems and their identification and formulation. It begins by defining a research problem as a phenomenon that a researcher intends to explore, such as a social problem, question, concept, or relationship. It emphasizes that properly identifying a research problem is the first step of the research process and lays the foundation for the entire study. The document then provides examples of broad research topics and considerations for selecting a suitable problem. It outlines several sources and steps that researchers can use to identify a research problem, including reviewing literature, consulting experts, investigating social issues, and refining a topic into a clear research question.
The document provides an overview of the development team and management team for a module on the Disciplines and Ideas in Applied Social Sciences (DIASS). It introduces the authors, evaluators, illustrator, chairperson, and co-chairpersons for the module. It also lists the printed location and contact information.
Week Four Discussion NuclearPowerMust post first.CHE1.docxtroutmanboris
Week Four Discussion: Nuclear
Power
Must post first.
CHE101 Introductory Chemistry WE
Discussions List View Topic Settings Help
Subscribe
This week contains a discussion question that you are required to answer.
"We're not in a clean energy revolution; we're in a clean energy crisis," says
climate policy expert Michael Shellenberger. His surprising solution: nuclear.
In this passionate talk, he explains why it's time to overcome longstanding
fears of the technology, and why he and other environmentalists believe it's
past time to embrace nuclear as a viable and desirable source of clean
power.
Watch this TED talk and join the conversation about Nuclear Power, Clean
Energy and Climate Change.
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
1 of 3 11/13/22, 1:03 PM
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Rubrics
Rubric for Discussion Board
Start a New Thread
Filter by:
Sort by:
Least Recent Activity
You must start a thread before you can read and reply to other
threads
For your main post share:
• Your opinion about the talk
• Your opinion about Nuclear Power
• A link to source to learn about Nuclear Power. It can be an article, a
video, a website, etc...
Contribute to the conversation with two comments to somebody else's
post.
Don't forget to add references to data and statements you use to express
your opinion. References validate your position and the information on your
post.
Due dates:
• Main post Friday 11:59pm, 300 word minimum (not including
citations)
• Comments due Sunday 11:59pm
All Threads
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ASSESSMENT 7:
EDAD 5473 – SPECIAL PROGRAMS PROJECT
New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.
NELP Elements: 5.3, 6.3, 4.4
1.
Description of the Assessment
This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will
communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community(Element 5.3.
Phi 445 Effective Communication / snaptutorial.comBaileyaz
For more classes visit
www.snaptutorial.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, and Virtue Ethics Case Study: Starbucks
PHI 445 Week 2 Discussion Capitalism and Socialism Case Study: Uber
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
PHI 445 Effective Communication - tutorialrank.comBartholomew76
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, an
This document provides instructions for an assignment on research ethics. Students are asked to analyze an assigned case study involving unethical research. They must write a 2-3 page paper summarizing the key events of the case, discussing how it violated ethical principles and responsibilities, analyzing the lasting impacts, and suggesting how similar issues could be prevented in the future. The document lists several possible case studies for students to choose from and provides a grading rubric focusing on the structure and content of the paper.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 3 Paper of Week 3 Assignment, Week 5 Assignment, 3 Set of Week 1,2 Quiz, 2 Response to each DQ
PHI 445 Week 1 Quiz (3 Sets)
PHI 445 Week 1 Discussion Utilitarianism, Deontology, and Virtue Ethics Case Study: Starbucks
PHI 445 Week 2 Discussion Capitalism and Socialism Case Study: Uber
MELJUN CORTES research mentoring_cetcs_2018MELJUN CORTES
This document outlines the structure and components of a research paper. It begins with an introduction to the study's objectives, hypotheses, methodology, findings, and conclusions. It then provides details on the typical contents of each chapter, including the problem statement, literature review, methodology, data analysis, and conclusions. Statistical methods that could be used are also discussed, such as descriptive analysis, t-tests, ANOVA, and non-parametric tests. Guidelines are provided for key sections like the conceptual framework, research design, sampling, and definition of terms. The document serves as a reference for students on how to organize and present the various elements of a research study.
This document provides information for the PHI 445 Entire Course which includes assignments, discussions, and quizzes. It covers topics such as utilitarianism, deontology, virtue ethics, capitalism, socialism, and business ethics. It includes 3 papers, 6 discussions, and 9 quizzes that cover a range of ethical issues in business through case studies of companies like Starbucks, Uber, Monsanto, and others. Students would analyze these cases using different ethical frameworks and discuss laws, regulations, economic systems, and their impact on business operations and decisions.
Course SyllabusPrerequisitesThere are no prerequisites for PHI20.docxmarilucorr
Course Syllabus
Prerequisites
There are no prerequisites for PHI208.
Course Description
This course explores key philosophical concepts from an ethical perspective. Students will analyze selected assertions of knowledge and the methods of reasoning humans use to justify these claims. Through research into theories of science and religion, as well as the theoretical and empirical challenges these institutions of thought face, students will also investigate how the mind constructs and understands reality. This will provide a foundation for an exploration into questions of morality, in which students will look at traditional and contemporary ethical theories, and apply these theories to contemporary moral issues.
Course Design
In this course, students will be introduced to various ethical theories and practical ethical issues. 1) Students will examine and engage dominant theories of ethics, as well as relativism, and how the relativist position argues against universal ethical principles. Students will utilize what they learn about those ethical theories to examine a contemporary ethical issue and reflect on their own ideas about relativism. 2) Students will examine consequentialist ethical theory and responses to the consequentialist position. 3) Students will examine deontological ethical theory. 4) Students will examine virtue ethics. 5) Students will examine feminist ethics and how feminist ethics relate and attempt to break free from the previous ethical positions. While students are learning about the various ethical theories they will also examine articles that utilize the theories to make arguments in relation to contemporary moral problems. Students will ultimately be asked to choose a contemporary moral problem and apply the ethical theories to the moral problem, while also explaining which theory they find to provide the strongest position.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
Define the nature and scope of morality and ethics.
Differentiate among traditional ethical theories.
Interpret philosophical thought through critical thinking.
Apply the concepts of ethical and moral reasoning to contemporary issues.
Determine one’s own ethical perspectives through personal reflection.
Course Map
The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
Define the nature and scope of morality and ethics.
1
1
1
2
2
3
4
4
5
5
Week One Discussion
Week One Readings Quiz
Week One Media Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three Readings Quiz
Week Four Readings Quiz
Week Four Media Quiz
Week Five Readings Quiz
Final Exam
Differentiate among traditional ethical theories.
1
2
2
3
3
4
4
5
5
5
5
Week One Readings Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three .
The document provides guidance and activities for promoting ethical responsibility among vocational education and training (VET) students. It outlines four main activities: 1) using case studies to explore real-world ethical scenarios, 2) classroom discussions and debates on CSR topics, 3) creating social entrepreneurship projects, and 4) developing a volunteer program. For each activity, it discusses objectives, resources, implementation steps, and intended learning outcomes with the goal of helping VET students develop ethical decision-making skills for business contexts.
This document outlines the requirements for a 1,500 word case study assignment. Students must choose a community, group, or organization they are familiar with and discuss a problem this group identified and how they addressed it. The case study should include: an introduction to the group and problem, a description of the problem and its impacts, details on the actions and approaches taken to address the problem, an analysis of the results and lessons learned, connections to relevant theories, and a conclusion with references. The case study will be graded based on inclusion of these required elements.
This document provides suggestions for academic writing, including completing purpose exercises to define goals and plans. It recommends visiting libraries and speaking with librarians for reference searches, expecting to collect 10-15 references per week. The document also suggests outlining by arranging key quotes on index cards and using paragraphs of 3-5 sentences in written drafts. Chapter 2 should demonstrate the need for the topic through progressive reasoning supported by rephrased quotes and references.
This document provides a summary of Aaron Givan's teaching experience at Northcentral University from 2005 to 2014. It lists the subjects taught each year, including Organizational Leadership, Leadership in Higher Education, Education, Curriculum & Teaching, Research Methods, Dissertation Completion, Gifted and Talented Education, Leadership Attributes, English as a Second Language, and Educational Foundations. It also provides the total number of learners for each subject each year and an overall total of 1551 learners from 2005 to 2014. Additionally, it notes that Aaron Givan scored 82 comprehensive exams from 2012 to 2014, for a grand total of 1633 learners and exams.
Aaron Lee Givan has extensive experience in professional activities related to education from 1997 to 2007 including conducting public opinion surveys and developing models in areas like foundations of education, diversity and ethics. He has provided consulting services in communication skills training, research analysis, vocational development training and conflict management. Givan also has various certifications in online teaching tools like WebCT and Blackboard and has attended many professional conferences and workshops focused on topics such as dissertation management, creating a syllabus, and online learning.
Aaron Lee Givan PhD has presented seminars, workshops, and conferences on various topics including "Caring for the Care Giver", "Teaching with Clarity", and "Managing Difficult People in the Work Place". He has also provided funding for aging and wellness conferences. Additionally, Givan's fine art watercolors have been used as training artifacts, sold at auction and individually, displayed in a museum, and shown in art showings in Arizona and North Dakota.
Aaron Lee Givan PhD teaches a wide range of courses related to psychology, ethics, leadership, organizational development, and professional development. These include Personality Studies, Behavioral Inventories, Ethics in Society, Ethical Leadership, Strategic Vision and Planning, Leadership and Motivation, and Employee Training Programs. He has been teaching as an adjunct professor since 1989 across various subjects.
This document lists publications by Aaron Lee Givan, PhD spanning from 1991-2004. The publications cover a wide range of topics related to education including test anxiety, spiritual behaviors, personality styles, research methods, diversity, creativity, learning styles, multicultural education, ethics, and syllabi for psychology and sociology courses. Many of the publications are research proposals, models, inventories, or syllabi developed by Givan for his work in education.
This document provides two links to audio files discussing the relationship between science and democracy. The first link is about the three waves of science studies and examines how science has been viewed and studied over time. The second link discusses the meaning of democracy and how scientific behaviors can either support or contradict democratic values and principles.
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles represented by "The Prairie House" metaphor - Point of Entry, Illustration, So What, and Now What. These sections explore traits, components, style as metaphor, and extensions of Kolb's learning styles including personal learning goals, teaching adaptations, and implications for research. The document also provides options for an online discussion, including taking Kolb's Learning Style Inventory, exploring online resources, and innovating or creating new products related to Kolb's learning styles.
This document discusses Kolb Learning Styles and experiential learning. It outlines Kolb's four learning styles - concrete experience, reflective observation, abstract conceptualization, and active experimentation - which make up a four-stage learning cycle. The document then discusses using learning styles as a metaphor and extending the applications to personal learning goals, teaching adaptations, and innovations in research. It concludes by providing online resources for professionals to further explore Kolb's learning styles through a discussion and doing a learning styles inventory.
This document lists 40 different learning tools and modalities for instruction that were developed based on 20 years of comparative studies in personality and learning theory. The tools can be used individually or in combination, and include models like the information processing model, experiential learning model, and creativity-based problem solving guidelines. The tools also include exercises, strategies, principles, and frameworks for reflection, collaboration, decision making, and evaluation.
This document provides a summary of the subjects taught and number of learners per year by an online instructor at Northcentral University from 2005 to 2014. It lists the subjects taught as Organizational Leadership, Leadership in Higher Education, Education, Curriculum & Teaching, Research Methods, Dissertation Completion, Gifted and Talented Education, Leadership Attributes capstone, English as a Second Language, and Educational Foundations. The total number of learners taught across all subjects from 2005 to 2014 was 1551, with an additional 82 learners for comprehensive exams scored, for a grand total of 1633 learners taught by this instructor.
From 2006 to 2009, the individual served as the Lead Mentor/Manager for the Curriculum and Teaching specialization at Northcentral University. Their responsibilities included screening mentor credentials, providing quarterly staff meetings, revising syllabi, and advising mentors. They also managed courses related to action research and the doctoral dissertation process from 2007 to 2009. Finally, they administered mentor communications and operations for several curriculum and teaching courses as well as action research and dissertation courses.
This document provides a link to a dissertation chaired by someone with the last name Givan. The dissertation can be accessed at a specific URL on the library website of Northern Central University. The document was last accessed on September 15, 2015.
This document contains student evaluation ratings for an online ethics course taught from August 2014 to May 2015, including return rates and ratings for course experience, delivery mode, and instructor experience on a scale of 1 to 5. Overall, the average ratings across all classes were 4.536/5 for course experience, 4.432/5 for delivery mode, and 4.722/5 for instructor experience, indicating positive student evaluations of the course and instructor.
Aaron Givan is an expert in topics related to measurement, statistics, and evaluation in education. He has expertise in 20 areas including qualitative research methods, creativity, learning styles, brain studies, test anxiety, lifelong planning, personal growth, mentoring, learning strategies, non-discursive learning models, social construction of knowledge, artistic problem solving, educational foundations, personal life planning, work environments, groups, wellness, wellness development, and personal narrative.
This document itemizes Aaron Lee Givan's teaching concentrations based on his transdisciplinary studies completed at The Union Institute and University from 1993-1997. It lists his concentrations in 7 subject areas: Curriculum and Instruction (38 semester hours), Foundations of Education (30 semester hours), Educational Theory and Practice Today (37 semester hours), Higher Education (42 semester hours), Learning Styles and Teaching Strategies (51 semester hours), Lateralilty (42 semester hours), and Art in Education (27 semester hours). Each concentration includes the independent study courses taken and their semester hours. His dissertation focused on Learning Styles and was titled "Learning Styles: The Key to Learning Strategies Management."
This 3 sentence summary provides the high level information from the document:
Educational trends in the 1990s are discussed in a paper being used for an online educational anthropology class at Union Institute, with the paper titled "Reflections on Issues and Trends in Educational Anthropology Influencing Educational Processes in the USA in the 1990’s" and read by Janet Ahler, PhD in Spring 1995.
1. Welcome to appliedethics.us
APPLIED ETHICS.US
Established April 6, 2004
AARON LEE GIVAN, Ph.D.,
Copyright. 2004. Aaron Givan.
All rights reserved.
[e-teachingandlearning.biz]
...................................
"ACT TO LEAD! LEAD TO ACT!"
VISION STATEMENT:
Be well! Do the right thing with beauty and meaning in mind.
MISSION STATEMENT:
Foster goodness, loyalty, and new knowledge.
-------------------------------------------------------------
ETHICS IN AMERICAN LIFE
(Since 1978)
[Founded 9/15/2003]
FOCUS: Theory, education, and application of ethics in American culture.
Aspects/Concentrations:
1. Medical Ethics
2. Values and Ethics
3. Ethics in Society4. Multicultural Ethics
5. Ethics in Education
6. Computers and Society
7. Business Ethics
8. Social Responsibility & Ethics in Management
9. Vocational Ethics for Professionals
2. 10. Ethical Training and Development for Business Cultures
---------------
SELECTED TOPICS IN APPLIED ETHICS
(Copyright, 2003. Aaron Givan)
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
1.1.1—Values and Ethics
1.1.2—Affirmative Action
1.1.3—Glass Ceiling
1.1.4—Ethical Relativism
1.1.5—Ethics in Education
1.1.6—Computer Seizures
1.1.7—Male-Female Relationships
1.1.8—Medical Information
1.1.9—Ethical Training and Development for Business Cultures
1.1.10—Harassment
1.1.11—Women’s Rights in Reproduction
1.1.12—Tobacco Use and Advertising
1.2.1—Computer Virus
1.2.2—Random Drug Testing
1.2.3—Genetic Screening of Employees
1.2.4—Child Punishment/Discipline
1.2.5—Teaching and Learning
1.2.6—Minority Relations
1.2.7—Selective Health Care Delivery
1.2.8—Indigenous Resistence/Violence
1.2.9—Assisted Suicide for the Terminally Ill
1.2.10—People (Stakeholders) or Profits (Stockholders)
1.2.11—Legal Paternalism
1.2.12—Interracial Communities
3. 1.3.1—Whistleblowing
1.3.2—Charitable Support of the Poor by the Fortunate
1.3.3—Copyright and Technology
1.3.4—Disabled People’s Rights
1.3.5—Genetically Modified Food
1.3.6—Bribery and International Business
1.3.7—Corporate Responsibility
1.3.8—Patriarchal Society, Civil Society and Global Development
1.3.9—National Identification Systems for Individuals
1.3.10—Environmental Pollution
1.3.11—Governmental Ethical Decline
1.3.12—Cultural Religious Values and Exclusivity in Global Development
SELECTED TOPICS IN APPLIED ETHICS
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
2.1.1—Computers and Society
2.1.2—Privacy and Technology
2.1.3—Age of Moral Accountability
2.1.4—Gender Based Discrimination
2.1.5—Social Responsibility and Ethics in Management
2.1.6—Human Sterilization
2.1.7—Character Education
2.1.8—Racism/Racial Discrimination
2.1.9—Multicultural Ethics
2.1.10—Rape Victim Abortions
2.1.11—Adoption
2.1.12—Sexism
2.2.1—Hacking
2.2.2—Sexually Transmitted Diseases (STD’s)
2.2.3—Child Care/Abuse
2.2.4—Character Education Providers
2.2.5—Wage Parity
2.2.6—Single Parent Families
4. 2.2.7—Medical Trials of New Drugs
2.2.8—Data Base Abuse
2.2.9—Hiring Quotas
2.2.10—Civil Disobedience
2.2.11—Seclusion of Women
2.2.12—Racial Abuse Restitution
2.3.1—Social Justice
2.3.2—Encryption and Secrecy
2.3.3—Practicing the Professions—Related Ethics
2.3.4—Profitability
2.3.5—Cloning Animals for Food Consumption
2.3.6—Acceptable Risk
2.3.7—Multinational Corporations (MNC’s)
2.3.8—Slavery
2.3.9—Global Ethical Responsibility
2.3.10—Human Rights
2.3.11—Global Labor Practices
2.3.12—Euthanasia
SELECTED TOPICS IN APPLIED ETHICS
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
3.1.1—Ethics in Society
3.1.2—Contextual Roots of Ethics
3.1.3—Individual Ethics Decline
3.1.4—Equity in Disciplinary Penalties in the Work Place
3.1.5—Business Ethics
3.1.6—Surveillance
3.1.7—Deceptive Advertising
3.1.8—Sex and the Genders
3.1.9—Vocational Ethics for Professionals
3.1.10—Morality and Ethics
3.1.11—Reverse Discrimination
3.1.12—Ethnic Discrimination
5. 3.2.1—Children and the Web
3.2.2—Social Security Number Use
3.2.3—Employee Monitoring at Work
3.2.4—Age Discrimination
3.2.5—Abortion On Demand
3.2.6—Suicide
3.2.7—Capital Punishment
3.2.8—Elder Care
3.2.9—Multiculturalism
3.2.10—Reparations for Ethnically Abused Groups
3.2.11—Moral Collapse of the Culture
3.2.12—Terrorism Used for Political Change
3.3.1—Email SPAM
3.3.2—Computer Software Testing
3.3.3—Sexual Equality and Family Structures
3.3.4—Law Enforcement Practices
3.3.5—Women’s Rights
3.3.6—Global Availability of Medicine
3.3.7—Pandemics
3.3.8—Economic Justice
3.3.9—Universal Ethics
3.3.10—Corporate Ethics Decline
3.3.11—International Business Ethics
3.3.12—Government Corruption and International Business
CHOOSING A TOPIC-CLASS:
1. Choose a topic that interests you for each 16 week study event from one of the three
alternate topic-class lists that are attached (this is a 4 page document): pick a topic from
each of the categories in rotation each year—(1) individual, (2) group, and (3) global.
2. Structure, with the help of your mentor at the beginning of the 16 weeks, a learning
contract, syllabus, and appropriate study materials—text and/or articles. For a 3 hr class,
include a 10 page research paper OR a field experience (requires a 5 page summary
report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.
EVALUATION MECHANISMS:
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.
CLASS SCHEDULING CYCLE:
Classes start on the first Monday of each odd numbered month; that is, Jan., Mar., May,
July, Sept., & Nov.
6. TUITION RATES:
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00
for a 3 hour class.
TRAINING IN APPLIED ETHICS—POLICIES AND PROCEDURES (TAEPP)
(Copyright. 2003. Aaron Givan, Ph.D. All rights reserved.)
VISION STATEMENT: Be well! Do the right thing with beauty and meaning in mind.
MISSION STATEMENT: Use meta-ethics [ethics about ethics] to get people started in
the application of ethics in the tasks of living through flexible learning opportunities
including transdisciplinary experiences within a two-level certification program and a
masters in applied/professional ethics degree.
PROGRAM OBJECTIVES: The objectives of the Training in Applied Ethics Program are
to:
1. Enable individuals to reason clearly in the tasks of living using applied ethics.
2. Familiarize people with the ethical knowledge, skills, and abilities (KSA’s) to enable
personal and professional growth while contributing to the common good.
3. Encourage personal involvement and improvement, meaningful research, and
intellectual achievement, in ethical problems at the individual, group, and global levels.
4. Promote lifelong appreciation for and learning about using applied ethics.
GENERIC TOPIC/CLASS DESCRIPTION: Applied ethics training classes emphasize
principles of ethical development using appropriate ethical theories/models in real time
situations and provide opportunities for developing a personalized approach with direct
and immediate applications.
GENERIC COURSE GOALS:
1. Acquire a functional use of applied ethics concepts and practices.
2. Identify the constraints and extensions/refinements of applied ethics.
3. Explore, define and apply personal preferences for using applied ethics in specific
situations.
4. Identify and refine one’s personal theory-model of applied ethics.
5. Discuss direct and immediate uses of applied ethics using feedback & critique
mechanisms.
6. Identify personally beneficial options and possible implications for using applied ethics
for personal and professional growth and lifelong learning.
7. Evaluate and act on new and refined learning in applied ethics.
TRAINING LEVELS:
1. Associate: Complete 1 certified hour of study for 16 weeks, 3 times per year for 2 years +
3 hr field project: total of 9 certified/equivalent semester hours.
7. 2. Fellow: Complete 3 certified hours of study for 16 weeks, 3 times per year for two years
+2 hr field project: total of 20 certified/equivalent semester hours.
Expected study time per certified/semester hour equivalent: 30 clock hours online-offline.
CHOOSING A TOPIC-CLASS:
1. Choose a topic that interests you for each 16 week study event from one of the three
alternate topic-class lists that are attached (this is a 4 page document): pick a topic from
each of the categories in rotation each year—(1) individual, (2) group, and (3) global.
2. Structure, with the help of your mentor at the beginning of the 16 weeks, a learning
contract, syllabus, and appropriate study materials—text and/or articles. For a 3 hr class,
include a 10 page research paper OR a field experience (requires a 5 page summary
report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.
EVALUATION MECHANISMS:
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.
CLASS SCHEDULING CYCLE:
Classes start on the first Monday of each odd numbered month; that is, Jan., Mar., May,
July, Sept., & Nov.
TUITION RATES: (Subject to change without notice):
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00
for a 3 hour class.
SELECTED TOPICS IN APPLIED ETHICS
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
1.1.1—Values and Ethics
1.1.2—Affirmative Action
1.1.3—Glass Ceiling
1.1.4—Ethical Relativism
1.1.5—Ethics in Education
1.1.6—Computer Seizures
1.1.7—Male-Female Relationships
1.1.8—Medical Information
1.1.9—Ethical Training and Development for Business Cultures
8. 1.1.10—Harassment
1.1.11—Women’s Rights in Reproduction
1.1.12—Tobacco Use and Advertising
1.2.1—Computer Virus
1.2.2—Random Drug Testing
1.2.3—Genetic Screening of Employees
1.2.4—Child Punishment/Discipline
1.2.5—Teaching and Learning
1.2.6—Minority Relations
1.2.7—Selective Health Care Delivery
1.2.8—Indigenous Resistence/Violence
1.2.9—Assisted Suicide for the Terminally Ill
1.2.10—People (Stakeholders) or Profits (Stockholders)
1.2.11—Legal Paternalism
1.2.12—Interracial Communities
1.3.1—Whistleblowing
1.3.2—Charitable Support of the Poor by the Fortunate
1.3.3—Copyright and Technology
1.3.4—Disabled People’s Rights
1.3.5—Genetically Modified Food
1.3.6—Bribery and International Business
1.3.7—Corporate Responsibility
1.3.8—Patriarchal Society, Civil Society and Global Development
1.3.9—National Identification Systems for Individuals
1.3.10—Environmental Pollution
1.3.11—Governmental Ethical Decline
1.3.12—Cultural Religious Values and Exclusivity in Global Development
SELECTED TOPICS IN APPLIED ETHICS
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
2.1.1—Computers and Society
9. 2.1.2—Privacy and Technology
2.1.3—Age of Moral Accountability
2.1.4—Gender Based Discrimination
2.1.5—Social Responsibility and Ethics in Management
2.1.6—Human Sterilization
2.1.7—Character Education
2.1.8—Racism/Racial Discrimination
2.1.9—Multicultural Ethics
2.1.10—Rape Victim Abortions
2.1.11—Adoption
2.1.12—Sexism
2.2.1—Hacking
2.2.2—Sexually Transmitted Diseases (STD’s)
2.2.3—Child Care/Abuse
2.2.4—Character Education Providers
2.2.5—Wage Parity
2.2.6—Single Parent Families
2.2.7—Medical Trials of New Drugs
2.2.8—Data Base Abuse
2.2.9—Hiring Quotas
2.2.10—Civil Disobedience
2.2.11—Seclusion of Women
2.2.12—Racial Abuse Restitution
2.3.1—Social Justice
2.3.2—Encryption and Secrecy
2.3.3—Practicing the Professions—Related Ethics
2.3.4—Profitability
2.3.5—Cloning Animals for Food Consumption
2.3.6—Acceptable Risk
2.3.7—Multinational Corporations (MNC’s)
2.3.8—Slavery
2.3.9—Global Ethical Responsibility
2.3.10—Human Rights
2.3.11—Global Labor Practices
2.3.12—Euthanasia
SELECTED TOPICS IN APPLIED ETHICS
[Number Code: Sample—1.1.1
1.x.x—The first number in the sequence identifies one of three possible alternative topic
10. listings/cycles.
x.1.x—The second number in the sequence identifies the focus/emphasis on the topic from a
particular perspective: 1—Individual, 2—Group, 3—Global.
x.x.1—The third number (1-12) identifies the number of the specific topic in that specific
focus/emphasis.]
3.1.1—Ethics in Society
3.1.2—Contextual Roots of Ethics
3.1.3—Individual Ethics Decline
3.1.4—Equity in Disciplinary Penalties in the Work Place
3.1.5—Business Ethics
3.1.6—Surveillance
3.1.7—Deceptive Advertising
3.1.8—Sex and the Genders
3.1.9—Vocational Ethics for Professionals
3.1.10—Morality and Ethics
3.1.11—Reverse Discrimination
3.1.12—Ethnic Discrimination
3.2.1—Children and the Web
3.2.2—Social Security Number Use
3.2.3—Employee Monitoring at Work
3.2.4—Age Discrimination
3.2.5—Abortion On Demand
3.2.6—Suicide
3.2.7—Capital Punishment
3.2.8—Elder Care
3.2.9—Multiculturalism
3.2.10—Reparations for Ethnically Abused Groups
3.2.11—Moral Collapse of the Culture
3.2.12—Terrorism Used for Political Change
3.3.1—Email SPAM
3.3.2—Computer Software Testing
3.3.3—Sexual Equality and Family Structures
3.3.4—Law Enforcement Practices
3.3.5—Women’s Rights
3.3.6—Global Availability of Medicine
3.3.7—Pandemics
3.3.8—Economic Justice
3.3.9—Universal Ethics
3.3.10—Corporate Ethics Decline
3.3.11—International Business Ethics
11. 3.3.12—Government Corruption and International Business
10 BENEFITS WITHIN THE TAEPP PROGRAM
1. Emphasis on diversity of topics within each yearly cycle: includes individual, group, and
global views of ethical problems.
2. Flexibility of training levels:
a. Initial: Associate (9 hours towards Masters)
Fellow (20 hours towards Masters)
b. Secondary:
Masters (60 hour)
Diplomat (Two 2-hour field projects—one per year: post masters)
3. Customization/Personalization: student choice of topic-classes: recycled with each new
class as learning levels within the program advance.
4. Negotiated learning contract, syllabus, and learning materials within each class.
5. Choice of research formats for project: Written paper or field project with
report/demo/portfolio.
6. Multiple Evaluation Options: Letter—Satisfactory/Unsatisfactory (S/U); Rubrics for
Field Demo/Portfolio
7. Final Presentation for Synthesis in each class: Proctored written essay experience OR
orals via phone in front of a proctor.
8. One separate field project per year at site participant’s choosing: this capstone
experience can personalize the year’s learnings.
9. Multiple staring times per year—every two month’s.
10. Reasonable Tuition for the diversity/flexibility of learnings offered.
**************
DISCLAIMER: These class titles and descriptions were created in 2003; the author
reserves the right to structure and use these syllabi, and other like documents produced
earlier or at a later date, at his sole discretion singley or in mulitple combinations and at
single/simultaneous teaching sites as deemed appropriate.
*****************************************************
------------------
CLASSES IN APPLIED ETHICS:
(Copyright. 2004. Aaron Givan.)
12. ADMINISTRATIVE PROCEDURES
4/15/2004
STRUCTURE:
There are twelve classes in the class listing; see class list for title and descriptions.
The classes are structured at three levels:
---ETH5000: Initial level
---ETH6000: Intermediate level
---ETH7000: Advanced level
Seven (7) of the twelve classes are required to complete the program.
All classes are 10 weeks long and structured for 3 semester hours equivalency/credit.
Tuition is $150.00 per hour or $450.00 per class.
The classes are delivered totally ONLINE.
PROGRAM OF STUDY REQUIREMENTS:
1. Classes required of all participants:
---ETH5003—Freedom, Ethics and Free Enterprise
---ETH5014—Values, Ethics, and Character Development
---ETH7037—Internship/Practicum/Fieldwork/Residency in Applied Ethics
2. Electives: Choose any three of the following:
---ETH5021—Modern Social Dilemmas
---ETH5033—Technology, Computing and 21st Century Development
---ETH6015—Ethics in Education
---ETH6023—Ethics Across Cultures
---ETH6031—Healthcare Ethics in the Global Village
---ETH6042—Applied Business Ethics
3. Advanced Electives: Choose one of the following:
13. ---ETH7009—Ethical Management Practices Within Society
---ETH7025—Vocational Ethics for Professionals
---ETH7031—Ethical Training and Development for Business Cultures
CLASSES IN APPLIED ETHICS:
CLASS NUMBER/TITLE
4/15/2004
STRUCTURE:
There are twelve classes in the class listing; see class list for title and descriptions.
The classes are structured at three levels:
---ETH5000: Initial level
---ETH6000: Intermediate level
---ETH7000: Advanced level
1. ETH5003—Freedom, Ethics and Free Enterprise
2. ETH5014—Values, Ethics, and Character Development
3. ETH5021—Modern Social Dilemmas
4. ETH5033—Technology, Computing and 21st Century Development
5. ETH6015—Ethics in Education
6. ETH6023—Ethics Across Cultures
7. ETH6031—Healthcare Ethics in the Global Village
8. ETH6042—Applied Business Ethics
9. ETH7009—Ethical Management Practices Within Society
10. ETH7025—Vocational Ethics for Professionals
11. ETH7031—Ethical Training and Development for Business Cultures
12. ETH7037—Internship/Practicum/Field Work/Residency in Applied
Ethics
CLASSES IN APPLIED ETHICS:
CLASS DESCRIPTIONS
4/15/2004
14. CLASS DESCRIPTIONS:
1. ETH5003—Freedom, Ethics and Free Enterprise
2. ETH5014—Values, Ethics, and Character Development
ETH5014 considers values, ethical, and character issues as they apply to personal
preferences within the context of personal and societal development with a special
emphasis on practical applied ethics. Stresses the importance of character education.
Offers opportunities for in-depth, analytical case studies.
3. ETH5021—Modern Social Dilemmas
ETH5021 provides the student with modern social dilemmas which supply
research opportunities that focus on the essentials of how ethical applications may better
direct human behaviors in their social-cultural environments.
Reasoning assumptions and decision practices using ethical codes are explored.
4. ETH5033—Technology, Computing and 21st Century Development
ETH5033 examines the consequences of the use of technology and computing within
modern communities and questions the impact of how issues are defined, researched and
used for the making and use of public policy and the development of civil society. Ethical
principles are applied to varied aspects of such policy decisions.
5. ETH6015—Ethics in Education
ETH6015 explores the appropriate place and use of ethical principles within the theory and
practice of education from K-12 and beyond. The assumptions underlying curriculum
development, technology in education, lifelong learning, and other such issues are related
to how ethical mechanisms might foster educational reform.
6. ETH6023—Ethics Across Cultures
ETH6023 provides a survey of essential cultural values and how ethical questions are
framed according to cultural preferences. Questions of ethical/social interest are studied
with practical applications in local settings required for the integration of personal and
academic insights.
7. ETH6031—Healthcare Ethics in the Global Village
ETH6031 is a study of the use of medical ethics in the daily treatment of illness and the
fostering of preventive medicine models that might foster wellness in the global community.
Usable insights and comprehensive analysis of historical and current ethical healthcare
15. questions are explored.
8. ETH6042—Applied Business Ethics
ETH6042 presents discussion and research opportunities of relevant business dilemmas
resulting from rapid technological and global growth in business in the 21st century.
Comprehensive analysis and creative interventions are accented with an eye towards the
development of marketable artifacts as a by-product of the class work.
9. ETH7009—Ethical Management Practices Within Society
ETH7009 explores the different possibilities of the responsible application of ethical
management principles and practices within a variety of socially challenging paradoxes
that currently confront modern business. By researching ethical case studies and local
situations, this class will enable the student to form workable, ethical management
practices.
10. ETH7025—Vocational Ethics for Professionals
ETH7025 introduces the learner to the personal and professional questions that confront
the worker in complex cultural-business situations. The assumptions of vocation as a life-
time commitment are related to the practical demands of the bottom line. An emphasis on
meaningfulness and wellness is considered.
11. ETH7031—Ethical Training and Development for Business Cultures
ETH7031 focuses on the essentials of ethical training for the working individual within the
larger context of task groups typical of present business cultures.
Self-development and group growth using appropriate ethical assumptions and guidelines
attempt to foster maturity and wisdom within business cultures that strongly influence the
larger culture and civil society.
12. ETH7037—Internship/Practicum/Field Work/Residency in Applied Ethics
ETH7037 requires the use of accumulated program learnings to be applied in a real time
setting that offers the potential for growth and creative interventions. Emphasis is placed
upon the production of a usable/marketable artifact [service/product] that can serve as a
capstone and authentication of the training that has been completed.
*********************
DISCLAIMER: These class titles and descriptions were created on 4/15/2004; the author
reserves the right to structure and use these syllabi, and other like documents produced
earlier or at a later date, at his sole discretion singley or in mulitple combinations and at
single/simultaneous teaching sites as deemed appropriate. --12/15/2004
16. --------------
APPROACHES TO LEARNING
Aaron Givan, Ph.D.
(Copyright. 2002. Aaron Givan.)
Personal Journey
For me, learning is a lifelong journey that connects one’s inner sense of personality
structures and preferred behaviors that give expression to that structure with varied
approaches to learning. I think one best starts from an inner awareness of connectedness to
the cosmos and then follows the journey to places those awarenesses can lead.
This journey, in my life, has led to an emphasis on choices that are presented in a non-
directed manner so that each person can choose to give expression in class room work to
what he/she loves to do. The syllabus provides a framework within which the process of
learning can move creatively. The group in the class room becomes the
functional teaching mechanism for the goals and learning outcome objectives for the
learner; I am at once a guide, facilitator, mentor, coach and listener, and mutual learner, as
well as instructor. The group members provide support for one another and share
viewpoints and experiences appropriate to the learning tasks of the day.
Learning Approaches
Approaches to learning can vary with the specific context and events in a particular setting.
Some approaches that can work together include the following perspectives:
1. Culturally relevant experiential learning: the facts/content of old and new knowledge are
applied in daily settings using relevant teaching/learning strategies and techniques;
theories and principles of learning are connected within social and cultural contexts that
show the benefit of relationships among participants (the collective) and the beauty of
wisdom within the self (the individual).
2. Human information processing: the changes in processing learning within human
environments moves around the process of naming learnings (content and process) and
allowing the total context of knowledge to grow at small and extended levels so new
artifacts (products and services) result.
3. Structure and behaviors: a person’s individual preferences on how to learn best provide
the foundations/structural model in which each one of us can practice learning behaviors
that increase knowledge and wisdom and provide meaningful activities through a life time.
Learning models can identify starting points for problem solving; for example,
17. A. Experimenting to find answers (1),
B. Reflecting on ideas (2),
C. Working step-by-step (3),
D. Judging value/importance (4).
Such a model might use 4 “P’s” for describing learning as a recycling process that builds
upon itself: passionate (1), Poised (2), Patient (3), and Pragmatic (4).
[11/2002]
---------------------------
ORGANIC-NATURALISIC MODELING
AARON GIVAN, Ph.D.
(Copyright. 2005. Aaron Givan. All rights reserved.)
STRUCTURE AND DYNAMICS IN ORGANIZATIONS
One way to think about organizations and the functional modes necessary to make them
operate is to use a naturalistic or organic approach--enough structure, like the skeleton
system of the human body to support the organizational patterns [as imaged in an
organizational chart by the entities named in the chart, for example] so they do not fall
apart, but also, enough flexibility within the structure to allow for movement [as indicated
by the connecting lines showing the relationships among the entities named within the
chart]--rather like the muscle and ligaments of the human body.
The structure-dynamics relationship for human organizations can be modeled using a
number of natural-organic examples from nature: for example, the leader-worker pattern
in bee colonies or the various kinds of ant colonies that have been found. Individual gifts
and preferences within humans can come close to the assigned functions of individual
groups within these organic organizations; combining individual gifts can foster the
completion of group interests/goals.
VARIABILITY
The added dimension for a human organization is the power of choice of the individuals
within the structure--more rigid or more flexible, as the case may be--to work within the
normal give-and-take ranges of the existing organization at any given moment. The
introduction of a crisis/problem variable within the normal "activities of daily operation"
(ADO) can solicit several kinds of response that demonstrate the power of individual
choice:
18. 1. Empirical needs assessment that is process and thing oriented: like a fire in an aircraft
that needs immediate response by-the-numbers--rather like the larger guard ants standing
guard over the workers as they do their work. In such an instance there is strong structure
established by the SOP's for such situations and very defined, expected responses that still
require the element of human choice.
2. Appreciative inquiry that is person and group oriented: this emphasizes the continuation
of what is working and building on those elements. The group's awareness of its own
functioning helps guide and facilitate the health and growth of the group with permissions
and protections within the group for members to help one another define the operating
rules as ADO functions are processed in the moment.
COMPOUND-COMPLEX OPERATIONS
For teaching purposes and purposes of analysis and model building, more simple elements
are considered within any study of an organization--for example, models like management
by walking around, theory X and theory Y, and the like.
One place to begin in such modeling studies is to understand the structure-behavior
patterns within each individual within the organization; this can be done, for example, by
using the MBTI type inventories suggested as part of this class and by keeping notebooks
for the analysis of such patterns for the groups within which you work. A comparison of
the findings from correlated studies of such notebook records can show suggestive models
and ways of teaching and assessing ADO patterns.
At another level, rehearsing responses to the analyzed patterns as a group experience--
talking it over together through whatever means--can allow for the more complex patterns
that are present due to the power of choice and the need to maintain one's identity. How
these dynamics work out becomes the acting operating dynamics in actual play in the
moment.
At this point, the structure-dynamics dance among the players in the organization is
compound and complex: compound in that the lines of movement within the named entities
within the organizational chart have vibrancy--they are not static; complex in that the
named entities are interacting in multiple ways with one another all at once at any given
moment.
It's a wonder that a large organization can function at all; yet that is the beauty of human
groups--they are compound-complex entities and, for me, living-organic creations...
FLEXIBILITY
Again, one way to think about organizations and the functional modes necessary to make
them operate is to use a naturalistic approach--enough structure, like the skeleton system
19. of the human body to support the organizational patterns [as imaged in an organizational
chart by the entities named in the chart, for example] so they do not fall apart, but also,
enough flexibility within the structure to allow for movement [as indicated by the
connecting lines showing the relationships among the entities named within the chart]--
rather like the muscle and ligaments of the human body.
The key for successful operations is the achievement of some kind of balance between the
structure of an organization and the movements/dynamics within the structure...
Can you give examples of this balance and the tensions that go with it within your
organization?
END (1-3-2008)
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SEE ALSO:
e-teachingandlearning.biz
adjunctaarongivan.info
ethicsclasses.com
appliedethics.us
churchman.net
writingsbyaaron.com
bricolagework.com
metavoicesystems.com
professionaldevelopmentinstitue.biz
artbyaaron.com
teachingandlearning.us
e-teachingandlearning.org
colorsforliving.com
bricolageworks.com
dreamanalysis.us
center4.org
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