Assessment Task – Tutorial Questions
Unit Code: HC2121
Unit Name: Comparative Business Ethics & Social Responsibility
Assignment: Tutorial Questions - Part 2
Due: 11:30pm 19th June 2020
Weighting: Total Mark 50, Converted to 25%
Purpose: This assignment is designed to assess your level of knowledge of the key topics
covered in this unit
Unit Learning Outcomes Assessed:
1. Distinguish the difference between personal and business ethics in organisation
2. Ability to identify stakeholders role in business ethics, define social responsibility, explore
the role of corporate governance in structuring ethics and social responsibility in business
3. Compare and contrast diverse approaches to ethical decision making
4. Evaluate the implications of the legal pressure for ethical behaviour in organisations
5. Examine ethical issues as they relate to basic values and the challenge of determining an
ethical issues in business
6. Understand how moral philosophies and values influence individual and group ethical
decision making in business
7. Apply and enhance problem-solving skills in solving and managing ethical dilemmas within
an organisation.
8. Ability to build an effective ethics program and analyse how these programs may be affected
by global issues, leadership and sustainability issues
Description: Each week students were provided with three tutorial questions of varying
degrees of difficulty. These tutorial questions are available in the Tutorial Folder for each week
on Blackboard. The Interactive Tutorials are designed to assist students with the process, skills
and knowledge to answer the provided tutorial questions. Your task is to answer a selection of
tutorial questions for weeks 7 to 11 inclusive and submit these answers in a single document.
It is important when you answers the questions, you do not just copy and paste the answers
from other sources, but rather, try to paraphrase it and provide reference (in- text referencing)
to your answers. As a minimum for each question, you are required to write in between 100-
300 words.
The questions to be answered are:
Week 7
Question Two (10 marks)
What is white collar crime and why has it become such a widespread problem?
Week 8
Question Three (10 marks)
How do societal expectations affect corporations and their ethical initiatives? Give an example
of a company that had to alter a product or service because of society’s concerns about its
health, moral, or social impacts.
Week 9
Question Two (10 marks)
What are the major features of a successful ethics training program and communication
systems? Provide at least with 1 (one) example of a company with strong employee ethics
training.
Week 10
Question Three (10 marks)
Describe the six-step process of conducting an ethics audit in detail.
Week 11
Question Two (10 marks)
How can differences in two countries' cultures.
Presentation given to the Onati Workshop on 'One World, Different Cultures, Clashing Values: Legal Education in a Global Context', Onati, Spain. Hosted by the International Institute for the Sociology of Law, April 2009. Paper available.
Core Values The SLU core values of responsible stewardship, excAlleneMcclendon878
Core Values:
The SLU core values of responsible stewardship, excellence, and integrity will be emphasized in this course.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals.
Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
Link for book
(PDF) Business and Society: Stakeholders, Ethics, Public Policy 14th Edition | Nhã Nhã - Academia.edu
Week 1 readings During this module, you are required to read Business and Society, Chapters 1, 2, and 3.
Chapter 1 covers the complex relationship between business corporations and the many individuals and organizations in society.
Chapter 2 covers the many public issues and matters of concern to business organizations and its stakeholders.
Chapter 3 covers the social responsibility challenges that affect businesses' interaction with its stakeholders while pursuing traditional economic goals.
Hint: Use the “Key Terms” listed at the end of each chapter to help guide your reading. You should be able to define, provide examples, and state the significance of each term.
Corporate Social Responsibility: Food for Thought
You are encouraged to visit the websites of some of your favorite businesses. See what they say about being socially responsible and consider the following:
· Would you be willing to patronize “green” companies, even if it meant lesser-quality goods at higher prices?
· What if you had to drive across town to patronize these companies?
While using different terminology, most companies address corporate social responsibility in some way or another. Here are some varying link titles that can be found by navigating the company websites.
As you were reviewing various websites, you likely found a lot of information about what corporations are doing to be socially responsible—or at least what they say they are doing. Do you believe that in general, corporations are “practicing what they are preaching”? Do their actions follow their words? Is it really possible to know for sure? What terminology does your organization use to address Corporate Social Responsibility, and does it make good on its words?
Corporate Social Responsibility
Corporate social responsibility is the idea that busines ...
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Presentation given to the Onati Workshop on 'One World, Different Cultures, Clashing Values: Legal Education in a Global Context', Onati, Spain. Hosted by the International Institute for the Sociology of Law, April 2009. Paper available.
Core Values The SLU core values of responsible stewardship, excAlleneMcclendon878
Core Values:
The SLU core values of responsible stewardship, excellence, and integrity will be emphasized in this course.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals.
Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
Link for book
(PDF) Business and Society: Stakeholders, Ethics, Public Policy 14th Edition | Nhã Nhã - Academia.edu
Week 1 readings During this module, you are required to read Business and Society, Chapters 1, 2, and 3.
Chapter 1 covers the complex relationship between business corporations and the many individuals and organizations in society.
Chapter 2 covers the many public issues and matters of concern to business organizations and its stakeholders.
Chapter 3 covers the social responsibility challenges that affect businesses' interaction with its stakeholders while pursuing traditional economic goals.
Hint: Use the “Key Terms” listed at the end of each chapter to help guide your reading. You should be able to define, provide examples, and state the significance of each term.
Corporate Social Responsibility: Food for Thought
You are encouraged to visit the websites of some of your favorite businesses. See what they say about being socially responsible and consider the following:
· Would you be willing to patronize “green” companies, even if it meant lesser-quality goods at higher prices?
· What if you had to drive across town to patronize these companies?
While using different terminology, most companies address corporate social responsibility in some way or another. Here are some varying link titles that can be found by navigating the company websites.
As you were reviewing various websites, you likely found a lot of information about what corporations are doing to be socially responsible—or at least what they say they are doing. Do you believe that in general, corporations are “practicing what they are preaching”? Do their actions follow their words? Is it really possible to know for sure? What terminology does your organization use to address Corporate Social Responsibility, and does it make good on its words?
Corporate Social Responsibility
Corporate social responsibility is the idea that busines ...
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Ethics and Diversity are two of the four Capstone Learning Outcomes,.docxAlleneMcclendon878
Ethics and Diversity are two of the four Capstone Learning Outcomes, and collaboration is one of the SLA competencies associated with the course outcome of Communication. You will collaborate with your classmates throughout this course by providing feedback and suggestions for improvement on several course assignments, as well as participating in group problem-solving. Like all the pre-assessments, this activity allows you to demonstrate your current strengths and identify areas you’ll need to improve to successfully complete the Capstone. Specifically in this group exercise you will consider the relationship between academic honesty and workplace honesty. We hope you will find this an accessible topic. It’s essential you demonstrate your best work, as we will use the results to determine individual remediation needs and your own readiness for the Capstone.
In its most simple meaning,
ethics
is a system of moral principles. The study of ethics is a branch of philosophy examining standards of right and wrong. For a quick overview of major ethical theories, review the
Ethics Resources
[PDF File size, 26KB] document.
It’s also important that you pause to consider your personal experience
with—or
study
of—diverse
cultures and contemplate how personal biases, emotions, and stereotypes can affect the way cultural issues may be perceived. For a quick overview of cross-cultural theory, review the
Diverse Cultures Resources
[PDF File size, 84KB] document.
Achieving group consensus through collaborative communication is a skill employers increasingly find valuable. Learning with others is a synergistic process.
Laal
and
Laal
(2012) emphasize the potential value of collaboration as a learning tool, provided that individuals accept responsibility for their own actions and acknowledge the value of others’ contributions to a final product. The process of collaboration can help develop an individual’s critical thinking, problem solving, and communication
skills—skills
employers tend to place on their “most desired” list for prospective employees.
Directions for the Collaborative Activity
Issues related to academic honesty and integrity are increasingly prevalent in higher education. When presented with the evidence of their academic dishonesty, some react defensively and claim they’re being falsely accused, while others allege discriminatory practices and blame anyone and everything except themselves for the situation. You’re probably most aware of plagiarism as an academic honesty violation. Here is a different type of problem.
Smart Strategy or Slippery Slope
A student
thinks the degree "is just a piece of paper" needed to get a better job. The student decides to outsource capstone assignments, sends weekly materials to a ghostwriter saying "follow the instructions, don't plagiarize, and don't miss the deadlines." She submits the assignments and gets good grades, until the ghostwriting arrangement is discovered. When confronted, the stud.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
Social Justice AdvocacyCommunity Collaborationand Systems.docxwhitneyleman54422
Social Justice Advocacy:
Community Collaboration
and Systems Advocacy
Sandra I. Lopez-Baez and Matthew J. Paylo
• h ' h i s article discusses the community collaboration and systems advocacy domains of the ACA (American Counseling
Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002). A case illustration
is presented, and the 8 Advocacy Competencies within each domain are applied to the case study.
This article addresses the community collaboration and sys-
tems advocacy domains articulated by the American Counsel-
ing Association (ACA) Task Force on Advocacy Competencies
(Lewis, Arnold, House, & Toporek, 2002). These domains
involve the community, school, and interacting systems in
which clients live, study, and work. These components of
the client's environment must be addressed in the blueprint
for a social justice agenda that counselors need to follow in
advocating on behalf of their clients. The community col-
laboration and systems advocacy domains can be compared
with the mesosystem level addressed by Bronfenbrenner
(1979) in his Ecological Model. Ecological theory contends
that the mesosystem serves as a link in the interaction among
the systems surrounding the individual. These systems consist
of family, school, work, neighborhood, church, community
agencies, day care, and so on.
The ACA Advocacy Competencies (Lewis et al., 2002)
suggest that counselors intervene in two interrelated domains
within the school/community level of advocacy, namely, com-
munity collaboration and systems advocacy. Counselors can
intervene in the advocacy process either by assuming a posi-
tion as an ally to others in the school/community or by moving
from an ally position to a position of leadership in advocating
for the desired change needed within the school/community.
Community collaboration refers to counselors assuming the
role of an ally. It can take the form of being aware ofthe recur-
rent issues within schools/communities that impede clients'
growth and development. Alerting organizations or agencies
already working for change within a school/community of
counselors' skills and ideas to facilitate the change process
(Lewis et al., 2002) is necessary. Systems advocacy takes the
community collaboration a step further in that counselors
assume a leadership role to implement a systematic plan to
address the issues at hand (Lewis et al., 2002). Within this
domain. Lewin's (1948) theory of force field analysis aids in
the evaluation of driving forces that facilitate change in con-
trast to the restraining forces impeding change, which together
create equilibrium within a school, community, or society.
Force field analysis provides a framework for looking at the
factors (forces) that infiuence a situation both positively and
negatively, in particular social situations. It looks at forces that
are either driving movement toward a goal (helping forces) or
blocking movement toward a goal (hindering forces). Lewi.
BUSI 472Group Case Project - Final Grading RubricNote It is r.docxRAHUL126667
BUSI 472
Group Case Project - Final Grading Rubric
Note: It is required that each member of the group will participate in the Group Case Project. Failure to participate in the group processes will result in a penalty from the group score.
Criteria
Points Possible
Points Earned
Introduction
0 to 5 points
· Is there a clear thesis statement?
· Does the introduction provide a clear overview of the paper’s contents?
Content
0 to 20 points
· Are the issues raised in the topic properly treated?
· Are differing viewpoints considered, analyzed, and treated?
· Is the paper 5–7 pages?
· Is each of the relevant elements of the Hosmer model included and shown as a heading in the paper?
Conclusion
0 to 30 points
· Does the paper propose a convincing moral solution based on the Hosmer model?
· Is the reader persuaded by your arguments?
· Does the conclusion offer suggestions for further study?
Materials/Sources
0 to 20 points
· Are 5–7 scholarly sources utilized?
· Are materials properly cited and quoted in current APA style?
Structure
0 to 5 points
· Are the transitions between paragraphs and sections clear?
· Is the treatment of the topic logically oriented?
Style
0 to 20 points
· Does the paper use current APA format correctly?
· Is the paper without spelling and grammar errors?
Total
/100
Instructor’s Comments
1. Moral Problem- Krystal
HERE IS WHAT I WROTE: PLEASE EDIT BECAUSE ITS OFF TOPIC REMEMBER OUR CASE IS ABOUT MORAL PROBLEM AND HEALTH & OBSISTY ONLY. PLEASE USE THE OUTLINE TO ONLY THE NAME OF KRYSTAL
Business ethics or morals (Vilcox & Mohan, 2007) refers to contemporary benchmarks or sets of qualities that administer the activities and conduct of a person in the business organization. It ensures that a specific required level of trust exists amongst purchasers and different types of market members with business organizations. For instance, a portfolio administrator must give a similar thought to the arrangement of relatives and little individual financial specialists or investors. Such practices guarantee that the general public gets reasonable treatment. The idea of business morals emerged in the 1960s as organizations turned out to be more mindful of a rising buyer based society that indicated concerns with respect to nature, social causes, and corporate duty. Business morals go past only an ethical code of good and bad; it endeavors to accommodate what organizations must do legitimately as opposed to keeping up an upper hand over different organizations. Firms show business morals in a few ways. The moral or ethical problem occurs when business partners or competitors start to engage in activities that lead them to a problem.
Moral Standards is setting the limits that human beings are precious and should not in any way be mistreated. For instance, human rights should be protected and uphold to ensure that every human being enjoys life and is not threaten from all hurt and harm in our society. Throughout America we see slaver ...
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
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Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Ethics and Diversity are two of the four Capstone Learning Outcomes,.docxAlleneMcclendon878
Ethics and Diversity are two of the four Capstone Learning Outcomes, and collaboration is one of the SLA competencies associated with the course outcome of Communication. You will collaborate with your classmates throughout this course by providing feedback and suggestions for improvement on several course assignments, as well as participating in group problem-solving. Like all the pre-assessments, this activity allows you to demonstrate your current strengths and identify areas you’ll need to improve to successfully complete the Capstone. Specifically in this group exercise you will consider the relationship between academic honesty and workplace honesty. We hope you will find this an accessible topic. It’s essential you demonstrate your best work, as we will use the results to determine individual remediation needs and your own readiness for the Capstone.
In its most simple meaning,
ethics
is a system of moral principles. The study of ethics is a branch of philosophy examining standards of right and wrong. For a quick overview of major ethical theories, review the
Ethics Resources
[PDF File size, 26KB] document.
It’s also important that you pause to consider your personal experience
with—or
study
of—diverse
cultures and contemplate how personal biases, emotions, and stereotypes can affect the way cultural issues may be perceived. For a quick overview of cross-cultural theory, review the
Diverse Cultures Resources
[PDF File size, 84KB] document.
Achieving group consensus through collaborative communication is a skill employers increasingly find valuable. Learning with others is a synergistic process.
Laal
and
Laal
(2012) emphasize the potential value of collaboration as a learning tool, provided that individuals accept responsibility for their own actions and acknowledge the value of others’ contributions to a final product. The process of collaboration can help develop an individual’s critical thinking, problem solving, and communication
skills—skills
employers tend to place on their “most desired” list for prospective employees.
Directions for the Collaborative Activity
Issues related to academic honesty and integrity are increasingly prevalent in higher education. When presented with the evidence of their academic dishonesty, some react defensively and claim they’re being falsely accused, while others allege discriminatory practices and blame anyone and everything except themselves for the situation. You’re probably most aware of plagiarism as an academic honesty violation. Here is a different type of problem.
Smart Strategy or Slippery Slope
A student
thinks the degree "is just a piece of paper" needed to get a better job. The student decides to outsource capstone assignments, sends weekly materials to a ghostwriter saying "follow the instructions, don't plagiarize, and don't miss the deadlines." She submits the assignments and gets good grades, until the ghostwriting arrangement is discovered. When confronted, the stud.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
Social Justice AdvocacyCommunity Collaborationand Systems.docxwhitneyleman54422
Social Justice Advocacy:
Community Collaboration
and Systems Advocacy
Sandra I. Lopez-Baez and Matthew J. Paylo
• h ' h i s article discusses the community collaboration and systems advocacy domains of the ACA (American Counseling
Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002). A case illustration
is presented, and the 8 Advocacy Competencies within each domain are applied to the case study.
This article addresses the community collaboration and sys-
tems advocacy domains articulated by the American Counsel-
ing Association (ACA) Task Force on Advocacy Competencies
(Lewis, Arnold, House, & Toporek, 2002). These domains
involve the community, school, and interacting systems in
which clients live, study, and work. These components of
the client's environment must be addressed in the blueprint
for a social justice agenda that counselors need to follow in
advocating on behalf of their clients. The community col-
laboration and systems advocacy domains can be compared
with the mesosystem level addressed by Bronfenbrenner
(1979) in his Ecological Model. Ecological theory contends
that the mesosystem serves as a link in the interaction among
the systems surrounding the individual. These systems consist
of family, school, work, neighborhood, church, community
agencies, day care, and so on.
The ACA Advocacy Competencies (Lewis et al., 2002)
suggest that counselors intervene in two interrelated domains
within the school/community level of advocacy, namely, com-
munity collaboration and systems advocacy. Counselors can
intervene in the advocacy process either by assuming a posi-
tion as an ally to others in the school/community or by moving
from an ally position to a position of leadership in advocating
for the desired change needed within the school/community.
Community collaboration refers to counselors assuming the
role of an ally. It can take the form of being aware ofthe recur-
rent issues within schools/communities that impede clients'
growth and development. Alerting organizations or agencies
already working for change within a school/community of
counselors' skills and ideas to facilitate the change process
(Lewis et al., 2002) is necessary. Systems advocacy takes the
community collaboration a step further in that counselors
assume a leadership role to implement a systematic plan to
address the issues at hand (Lewis et al., 2002). Within this
domain. Lewin's (1948) theory of force field analysis aids in
the evaluation of driving forces that facilitate change in con-
trast to the restraining forces impeding change, which together
create equilibrium within a school, community, or society.
Force field analysis provides a framework for looking at the
factors (forces) that infiuence a situation both positively and
negatively, in particular social situations. It looks at forces that
are either driving movement toward a goal (helping forces) or
blocking movement toward a goal (hindering forces). Lewi.
BUSI 472Group Case Project - Final Grading RubricNote It is r.docxRAHUL126667
BUSI 472
Group Case Project - Final Grading Rubric
Note: It is required that each member of the group will participate in the Group Case Project. Failure to participate in the group processes will result in a penalty from the group score.
Criteria
Points Possible
Points Earned
Introduction
0 to 5 points
· Is there a clear thesis statement?
· Does the introduction provide a clear overview of the paper’s contents?
Content
0 to 20 points
· Are the issues raised in the topic properly treated?
· Are differing viewpoints considered, analyzed, and treated?
· Is the paper 5–7 pages?
· Is each of the relevant elements of the Hosmer model included and shown as a heading in the paper?
Conclusion
0 to 30 points
· Does the paper propose a convincing moral solution based on the Hosmer model?
· Is the reader persuaded by your arguments?
· Does the conclusion offer suggestions for further study?
Materials/Sources
0 to 20 points
· Are 5–7 scholarly sources utilized?
· Are materials properly cited and quoted in current APA style?
Structure
0 to 5 points
· Are the transitions between paragraphs and sections clear?
· Is the treatment of the topic logically oriented?
Style
0 to 20 points
· Does the paper use current APA format correctly?
· Is the paper without spelling and grammar errors?
Total
/100
Instructor’s Comments
1. Moral Problem- Krystal
HERE IS WHAT I WROTE: PLEASE EDIT BECAUSE ITS OFF TOPIC REMEMBER OUR CASE IS ABOUT MORAL PROBLEM AND HEALTH & OBSISTY ONLY. PLEASE USE THE OUTLINE TO ONLY THE NAME OF KRYSTAL
Business ethics or morals (Vilcox & Mohan, 2007) refers to contemporary benchmarks or sets of qualities that administer the activities and conduct of a person in the business organization. It ensures that a specific required level of trust exists amongst purchasers and different types of market members with business organizations. For instance, a portfolio administrator must give a similar thought to the arrangement of relatives and little individual financial specialists or investors. Such practices guarantee that the general public gets reasonable treatment. The idea of business morals emerged in the 1960s as organizations turned out to be more mindful of a rising buyer based society that indicated concerns with respect to nature, social causes, and corporate duty. Business morals go past only an ethical code of good and bad; it endeavors to accommodate what organizations must do legitimately as opposed to keeping up an upper hand over different organizations. Firms show business morals in a few ways. The moral or ethical problem occurs when business partners or competitors start to engage in activities that lead them to a problem.
Moral Standards is setting the limits that human beings are precious and should not in any way be mistreated. For instance, human rights should be protected and uphold to ensure that every human being enjoys life and is not threaten from all hurt and harm in our society. Throughout America we see slaver ...
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docxcargillfilberto
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
Assessment Task – Tutorial Questions Unit Code HC212.docx
1. Assessment Task – Tutorial Questions
Unit Code: HC2121
Unit Name: Comparative Business Ethics & Social
Responsibility
Assignment: Tutorial Questions - Part 2
Due: 11:30pm 19th June 2020
Weighting: Total Mark 50, Converted to 25%
Purpose: This assignment is designed to assess your level of
knowledge of the key topics
covered in this unit
Unit Learning Outcomes Assessed:
1. Distinguish the difference between personal and business
ethics in organisation
2. Ability to identify stakeholders role in business ethics, define
2. social responsibility, explore
the role of corporate governance in structuring ethics and social
responsibility in business
3. Compare and contrast diverse approaches to ethical decision
making
4. Evaluate the implications of the legal pressure for ethical
behaviour in organisations
5. Examine ethical issues as they relate to basic values and the
challenge of determining an
ethical issues in business
6. Understand how moral philosophies and values influence
individual and group ethical
decision making in business
7. Apply and enhance problem-solving skills in solving and
managing ethical dilemmas within
an organisation.
8. Ability to build an effective ethics program and analyse how
these programs may be affected
by global issues, leadership and sustainability issues
3. Description: Each week students were provided with three
tutorial questions of varying
degrees of difficulty. These tutorial questions are available in
the Tutorial Folder for each week
on Blackboard. The Interactive Tutorials are designed to assist
students with the process, skills
and knowledge to answer the provided tutorial questions. Your
task is to answer a selection of
tutorial questions for weeks 7 to 11 inclusive and submit these
answers in a single document.
It is important when you answers the questions, you do not just
copy and paste the answers
from other sources, but rather, try to paraphrase it and provide
reference (in- text referencing)
to your answers. As a minimum for each question, you are
required to write in between 100-
300 words.
4. The questions to be answered are:
Week 7
Question Two (10 marks)
What is white collar crime and why has it become such a
widespread problem?
Week 8
Question Three (10 marks)
How do societal expectations affect corporations and their
ethical initiatives? Give an example
of a company that had to alter a product or service because of
society’s concerns about its
health, moral, or social impacts.
Week 9
Question Two (10 marks)
What are the major features of a successful ethics training
program and communication
systems? Provide at least with 1 (one) example of a company
with strong employee ethics
training.
5. Week 10
Question Three (10 marks)
Describe the six-step process of conducting an ethics audit in
detail.
Week 11
Question Two (10 marks)
How can differences in two countries' cultures create ethical
issues in business? Provide at least
with 1 (one) example to support your answers
Submission Directions:
The assignment has to be submitted via Blackboard. Each
student will be permitted one
submission to Blackboard only. Each student needs to ensure
that the document submitted
is the correct one.
6. Academic Integrity
Academic honesty is highly valued at Holmes Institute. Students
must always submit work that
represents their original words or ideas. If any words or ideas
used in a class posting or
assignment submission do not represent the student’s original
words or ideas, the student must
cite all relevant sources and make clear the extent to which such
sources were used. Written
assignments that include material similar to course reading
materials or other sources should
include a citation including source, author, and page number.
In addition, written assignments that are similar or identical to
those of another student in the
class is also a violation of the Holmes Institute’s Academic
Conduct and Integrity Policy. The
consequence for a violation of this policy can incur a range of
penalties varying from a 50%
penalty through to suspension of enrolment. The penalty would
be dependent on the extent of
academic misconduct and the student’s history of academic
misconduct issues.
All assessments will be automatically submitted to Safe-Assign
7. to assess their originality.
Further Information:
For further information and additional learning resources,
students should refer to their
Discussion Board for the unit.
law43665_fm_i-xx i 01/07/19 10:32 AM
Stakeholders, Ethics, Public Policy Sixteenth Edition
Anne T. Lawrence
San José State University
James Weber
Duquesne University
Business and
Society
Final PDF to printer
law43665_fm_i-xx ii 01/07/19 10:32 AM
BUSINESS AND SOCIETY: STAKEHOLDERS, ETHICS,
9. considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Lawrence, Anne T., author. | Weber, James (Business
ethics professor),
author.
Title: Business and society: stakeholders, ethics, public policy /
Anne T.
Lawrence, San Jose State University, James Weber, Duquesne
University.
Description: Sixteenth edition. | New York, NY : McGraw-Hill
Education, [2020]
Identifiers: LCCN 2018052591 | ISBN 9781260043662 (alk.
paper) | ISBN
1260043665 (bound edition) | ISBN 9781260140491 (loose-
leaf edition) |
ISBN 1260140490 (loose-leaf edition)
Subjects: LCSH: Social responsibility of business.
Classification: LCC HD60 .F72 2020 | DDC 658.4/08—dc23 LC
record available at https://lccn.loc
.gov/2018052591
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10. law43665_fm_i-xx iii 01/07/19 10:32 AM
Anne T. Lawrence San José State University
Anne T. Lawrence is professor of management emerita at San
José State University. She
holds a Ph.D. from the University of California, Berkeley, and
completed two years of post-
doctoral study at Stanford University. Her articles, cases, and
reviews have appeared in many
journals, including the Academy of Management Review,
Administrative Science Quarterly,
Case Research Journal, Journal of Management Education,
California Management Review,
Business and Society Review, Research in Corporate Social
Performance and Policy, and
Journal of Corporate Citizenship. Her cases in business and
society have been reprinted
in many textbooks and anthologies. She has served as guest
editor of the Case Research
Journal. She served as president of both the North American
Case Research Association
(NACRA) and of the Western Casewriters Association and is a
Fellow of NACRA, from
which she received a Distinguished Contributor Award in 2014.
She received the Emerson
Center Award for Outstanding Case in Business Ethics (2004)
and the Curtis E. Tate Award
for Outstanding Case of the Year (1998, 2009, and 2015). At
San José State University,
she was named Outstanding Professor of the Year in 2005. In
2015, she received a Master
Teacher in Ethics Award from The Wheatley Institution at
Brigham Young University. She
currently serves as chair of the board of the Case Research
Foundation.
11. James Weber Duquesne University
James Weber is a professor of management and business ethics
at Duquesne University,
where he also serves as the managing director of the Institute
for Ethics in Business. He
holds a Ph.D. from the University of Pittsburgh and has taught
at the University of San
Francisco, University of Pittsburgh, and Marquette University.
His areas of interest and
research include personal, managerial, and organizational
values and cognitive moral
reasoning. His work has appeared in Organization Science,
Human Relations, Business &
Society, Journal of Business Ethics, and Business Ethics
Quarterly. He received the SIM
Sumner Marcus Award for lifetime contribution to the Social
Issues in Management
division of the Academy of Management in 2013 and the Best
Reviewer Award from
Business & Society in 2015. He was recognized by the Social
Issues in Management divi-
sion with the Best Paper Award in 1989 and 1994 and received
the Best Article Award
from the International Association for Business and Society in
1998. He has served as
division and program chair of the Social Issues in Management
division of the Academy
of Management. He has also served as president and program
chair of the International
Association of Business and Society (IABS).
About the Authors
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Preface
In a world economy that is becoming increasingly integrated
and interdependent, the rela-
tionship between business and society is becoming ever more
complex. The globaliza-
tion of business, the emergence of civil society organizations in
many nations, and rapidly
changing government regulations and international agreements
have significantly altered
the job of managers and the nature of strategic decision making
within the firm.
At no time has business faced greater public scrutiny or more
urgent demands to act
in an ethical and socially responsible manner than at the
present. Consider the following:
∙ The rise of populist and nationalist political leaders in the
United States and parts of
Europe and the Middle East have led to renewed debates on the
proper role of govern-
ment in regulating business and protecting stakeholders. As
environmental, financial,
employment, and consumer regulations have been rolled back,
particularly in the United
States, businesses have had to choose whether to take advantage
of loosened rules or to
follow a strategy of voluntary corporate responsibility. Long-
standing trade relationships
have been upended by tariffs and other barriers on imports,
13. helping some businesses and
hurting others. Changing immigration policy has required firms
to rethink their policies
toward their foreign-born workers, including so-called
Dreamers brought to the United
States illegally as children. In this rapidly changing
environment, business firms have
been challenged to manage in a way that remains consistent
with their values.
∙ A host of new technologies have become part of the everyday
lives of billions of the
world’s people. Advances in the basic sciences are stimulating
extraordinary changes in
agriculture, telecommunications, transportation, and
pharmaceuticals, which have the
potential to enhance peoples’ health and quality of life.
Artificial intelligence can be
used to drive vehicles, diagnose illnesses, and manage
investments. Technology has
changed how we interact with others, bringing people closer
together through social
networking, instant messaging, and photo and video sharing.
These innovations hold
great promise. But they also raise serious ethical issues, such as
those associated with
the use of the Internet to exploit or defraud others, censor free
expression, or invade
individuals’ privacy. Businesses must learn to harness powerful
technologies for good,
while acting responsibly and ethically toward their many
stakeholders.
∙ Businesses in the United States and other nations are
transforming the employment
relationship, abandoning practices that once provided job
14. security and guaranteed pen-
sions in favor of highly flexible but less secure forms of
employment. The rise of the
“gig” economy has transformed many workers into self-
employed contractors. Many
jobs, including those in the service sector, are being outsourced
to the emerging econo-
mies of China, India, and other nations. As jobs shift abroad,
multinational corporations
are challenged to address their obligations to workers in far-
flung locations with very
different cultures and to respond to initiatives, like the
Responsible Business Alliance
Code of Conduct, which call for voluntary commitment to
enlightened labor standards
and human rights. The #MeToo movement has focused a
spotlight on sexual harassment
and abusive behavior in the workplace, and led to the fall of
well-known executives and
media personalities and calls for change in workplace culture.
∙ Severe weather events—hurricanes, floods, and wildfires—
have urgently focused
attention on the human impact on natural systems, prompting
both businesses and
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law43665_fm_i-xx v 01/07/19 10:32 AM
governments to act. An emerging consensus about the causes
and risks of climate
15. change is leading many companies to adopt new practices, and
once again the nations
of the world have experimented with public policies designed to
limit the emissions
of greenhouse gases, most notably in the Paris Agreement.
Many businesses have
cut air pollution, curbed solid waste, and designed products and
buildings to be more
energy-efficient, saving money in the process. A better
understanding of how human
activities affect natural resources is producing a growing
understanding that economic
growth must be achieved in balance with environmental
protection if development is to
be sustainable.
∙ Many regions of the world and its nations are developing at an
extraordinary rate. Yet,
the prosperity that accompanies economic growth is not shared
equally. Access to health
care, adequate nutrition, and education remain unevenly
distributed among and within
the world’s nations, and inequalities of wealth and income have
become greater than
they have been in many years. These trends have challenged
businesses to consider the
impact of their compensation, recruitment, and professional
development practices on
the persistent—and in some cases, growing—gap between the
haves and the have-nots.
Big corporate tax cuts in the United States have required
companies to decide whether
to distribute their windfalls to their executives, shareholders,
employees, or customers;
to invest in new jobs; or to buy back stock.
16. ∙ The opioid epidemic has focused attention on the role of drug
companies, distributors,
and pharmacies—as well as government regulators—in
contributing to the scourge of
addiction, disability, and death caused by narcotics. The
continuing pandemic of AIDS
in sub-Saharan Africa and the threat of a swine or avian flu, the
Zika virus, or another
Ebola outbreak have compelled drug makers to rethink both
their pricing policies and
their research priorities. Many businesses must consider the
delicate balance between
their intellectual property rights and the urgent demands of
public health, particularly in
the developing world.
∙ In many nations, legislators have questioned business’s
influence on politics. Business
has a legitimate role to play in the public policy process, but it
has on occasion shaded
over into undue influence and even corruption. Technology
offers candidates and politi-
cal parties new ways to reach out and inform potential voters,
but it has also created new
opportunities for manipulation of the electoral process through
deceptive messaging.
Businesses the world over are challenged to determine their
legitimate scope of influ-
ence and how to voice their interests most effectively in the
public policy process.
The new Sixteenth Edition of Business and Society addresses
this complex agenda of
issues and their impact on business and its stakeholders. It is
designed to be the required
textbook in an undergraduate or graduate course in Business and
17. Society; Business, Gov-
ernment, and Society; Social Issues in Management; or the
Environment of Business. It may
also be used, in whole or in part, in courses in Business Ethics
and Public Affairs Manage-
ment. This new edition of the text is also appropriate for an
undergraduate sociology course
that focuses on the role of business in society or on
contemporary issues in business.
The core argument of Business and Society is that corporations
serve a broad public
purpose: to create value for society. All companies must make a
profit for their owners.
Indeed, if they did not, they would not long survive. However,
corporations create many
other kinds of value as well. They are responsible for
professional development for their
employees, innovative new products for their customers, and
generosity to their communi-
ties. They must partner with a wide range of individuals and
groups in society to advance
collaborative goals. In our view, corporations have multiple
obligations, and all stakehold-
ers’ interests must be considered.
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vi Preface
law43665_fm_i-xx vi 01/07/19 10:32 AM
A Tradition of Excellence
18. Since the 1960s, when Professors Keith Davis and Robert
Blomstrom wrote the first edi-
tion of this book, Business and Society has maintained a
position of leadership by discuss-
ing central issues of corporate social performance in a form that
students and faculty have
found engaging and stimulating. The leadership of the two
founding authors, and later of
Professors William C. Frederick and James E. Post, helped
Business and Society to achieve
a consistently high standard of quality and market acceptance.
Thanks to these authors’
remarkable eye for the emerging issues that shape the
organizational, social, and public
policy environments in which students will soon live and work,
the book has added value
to the business education of many thousands of students.
Business and Society has continued through several successive
author teams to be the
market leader in its field. The current authors bring a broad
background of business and
society research, teaching, consulting, and case development to
the ongoing evolution of
the text. The new Sixteenth Edition of Business and Society
builds on its legacy of market
leadership by reexamining such central issues as the role of
business in society, the nature
of corporate responsibility and global citizenship, business
ethics practices, and the com-
plex roles of government and business in a global community.
For Instructors
For instructors, this textbook offers a complete set of
supplements.
19. Instructor Library
The Connect Management Instructor Library is a repository for
additional resources to
improve student engagement in and out of class. The instructor
can select and use any asset
that enhances their lecture. The Connect Instructor Library
includes an extensive instruc-
tor’s resource manual—fully revised for this edition—with
lecture outlines, discussion
case questions and answers, tips from experienced instructors,
and extensive case teaching
notes. A computerized test bank and power point slides for
every chapter are also provided.
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Create
With McGraw-Hill Create, create.mheducation.com, the
instructor can easily rearrange
chapters, combine material from other content sources, and
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ing approach. Create even allows an instructor to personalize
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20. and course information and to
select a print or eBook format.
For Students
Business and Society has long been popular with students
because of its lively writing,
up-to-date examples, and clear explanations of theory. This
textbook has benefited greatly
from feedback over the years from thousands of students who
have used the material in the
authors’ own classrooms. Its strengths are in many ways a
testimony to the students who
have used earlier generations of Business and Society.
The new Sixteenth Edition of the text is designed to be as
student-friendly as
always. Each chapter opens with a list of key learning
objectives to help focus student
reading and study. Numerous figures, exhibits, and real-world
business examples (set
as blocks of colored type) illustrate and elaborate the main
points. A glossary at the
end of the book provides definitions for bold-faced and other
important terms. Inter-
net references and a full section-by-section bibliography guide
students who wish
to do further research on topics of their choice, and subject and
name indexes help
students locate items in the book.
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21. Students—study more efficiently, retain more
and achieve better outcomes. Instructors—focus
on what you love—teaching.
You’re in the driver’s seat.
Want to build your own course? No problem. Prefer to use our
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semester?
Sure. And you’ll save time with Connect’s auto-grading too.
They’ll thank you for it.
Adaptive study resources like SmartBook® help your
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Connect at www.mheducation.com/highered/connect
Make it simple, make it affordable.
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Chapter 12 Quiz Chapter 11 Quiz
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Chapter 13 Evidence of Evolution Chapter 11 DNA Technology
Chapter 7 DNA Structure and Gene...
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25. 13 14
For Students
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x Preface
law43665_fm_i-xx x 01/07/19 10:32 AM
New for the Sixteenth Edition
Over the years, the issues addressed by Business and Society
have changed as the envi-
ronment of business itself has been transformed. This Sixteenth
Edition is no exception,
as readers will discover. Some issues have become less
compelling and others have taken
their place on the business agenda, while others have endured
through the years.
The Sixteenth Edition has been thoroughly revised and updated
26. to reflect the latest
theoretical work in the field and statistical data, as well as
recent events. Among the new
additions are:
∙ New discussion of theoretical advances in stakeholder theory,
corporate citizenship,
public affairs management, public and private regulation,
corporate governance,
social and environmental auditing, social investing, reputation
management, business
partnerships, supply chain codes of conduct, social
entrepreneurship, and corporate
philanthropy.
∙ Treatment of practical issues, such as social networking,
artificial intelligence and
robotics, gender diversity, political advertising and campaign
contributions, public and
media relations, well as the latest developments in the
regulatory environment in which
businesses operate.
∙ New discussion cases and full-length cases on such timely
topics as the role of busi-
27. ness in the unfolding opioid crisis, Wells Fargo’s unauthorized
consumer accounts, the
Volkswagen diesel emissions scandal, the aftermath of the BP
disaster in the Gulf of
Mexico, the massive Equifax data breach, the consumer boycott
of Stoli vodka, the
business response to the movement for school safety, LaFarge’s
dealings in the Syrian
war zone, the potential regulation of Facebook in the United
States and Europe, political
action by the U.S. steel industry on the issue of tariffs, the rise
of autonomous vehicles,
law enforcement access to mobile phone data, executive
misconduct at Wynn Resorts,
business response to the threat to “Dreamers,” IKEA’s
sustainable supply chain, Sales-
force’s integrated philanthropy, and social media criticism of
United Airlines.
Finally, this is a book with a vision. It is not simply a
compendium of information
and ideas. The new edition of Business and Society articulates
the view that in a global
community, where traditional buffers no longer protect business
from external change,
28. managers can create strategies that integrate stakeholder
interests, respect personal values,
support community development, and are implemented fairly.
Most important, businesses
can achieve these goals while also being economically
successful. Indeed, this may be the
only way to achieve economic success over the long term.
Anne T. Lawrence
James Weber
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xi
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Acknowledgments
We are grateful for the assistance of many colleagues at
universities in the United States
and abroad who over the years have helped shape this book with
their excellent suggestions
and ideas. We also note the feedback from students in our
29. classes and at other colleges and
universities that has helped make this book as user-friendly as
possible.
We especially wish to thank two esteemed colleagues who made
special contributions
to this edition. David M. Wasieleski, professor of management
and business ethics at
Duquesne University, led the revisions of Chapters 5 and 6, to
which he contributed his
knowledge of ethics theory and organizational practice. Vanessa
D. Hill, associate profes-
sor of management at the University of Louisiana at Lafayette,
generously shared with us
her expertise on the employment relationship and workplace
diversity and inclusion. She
was the lead author of Chapters 15 and 16, which have greatly
benefited from her insights.
For these contributions, we are most grateful.
We also wish to express our appreciation for the colleagues who
provided detailed
reviews for this edition. These reviewers were Hossein Bidgoli,
California State Uni-
versity, Bakersfield; Ryan Fehr, Foster School of Business,
30. University of Washington,
Seattle; Scott Jeffrey, Monmouth University; Eun-Hee Kim,
Gabelli School of Business,
Fordham University; Jet Mboga, William Paterson University;
Stephen P. Preacher, South-
ern Wesleyan University; and A. J. Stagliano, Saint Joseph’s
University. Their insights
helped guide our revision.
Thanks are also due Daniel Jacobs of Loyola Marymount
University; Samir Kumar
Barua of the Indian Institute of Management Ahmedabad and
Mahendra R. Gurarathi
of Bentley University; Grishma Shah, Janet Rovenpor, and
Musa Jafar of Manhattan
College; Robyn Linde of Rhode Island College and H. Richard
Eisenbeis of the Univer-
sity of Southern Colorado Pueblo (retired); Cynthia E. Clark of
Bentley University; and
Debra M. Staab, a freelance writer and researcher, who
contributed cases to this edition.
We are grateful to several individuals have made specific
research contributions to this
project. Denise Kleinrichert, of the Center for Ethical and
31. Sustainable Business Manage-
ment at San Francisco State University, provided new material
on B Corporations and
social entrepreneurship for Chapter 3, which we appreciate.
Natalie Hanna and Kelsey
Aemi of Duquesne University provided able research assistance.
Thanks are due also to
Carolyn Roose Eagle, Ben Eagle, and Nate Marsh for research
support. Emily Marsh, of
Colorbox Industries, provided graphic design services.
Debra M. Staab, in addition to authoring a case, provided
research assistance and under-
took the complex task of preparing the instructor’s resource
manual, test bank, and other
ancillary materials. Her contributions have been invaluable.
In addition, we are grateful to the many colleagues who over the
years have gener-
ously shared with us their insights into the theory and pedagogy
of business and soci-
ety. In particular, we would like to thank Cynthia E. Clark and
Jill Brown of Bentley
University; Shawn Berman, Harry J. Van Buren III, Natalia
Vidal, and Garima Sharma
32. of the University of New Mexico; Anke Arnaud of Embry
Riddle Aeronautical Univer-
sity; Jennifer J. Griffin of Loyola University of Chicago;
Ronald M. Roman, Asbjorn
Osland, Thomas Altura, and Matthew Maguire of San José State
University; Heather
Elms of American University; Joseph A. Petrick of Wright State
University; Kathleen
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law43665_fm_i-xx xii 01/07/19 10:32 AM
xii Acknowledgments
Rehbein of Marquette University; Judith Schrempf-Stirling of
the University of Geneva;
Michelle Westermann-Behaylo of the University of Amsterdam;
Diane Swanson and
Bernie Hayen of Kansas State University; Cynthia M. Orms of
Georgia College & State
University; Ali Al-Kazemi of Kuwait University; Sandra
Waddock of Boston College;
33. Mary C. Gentile of the University of Virginia Darden School of
Business; Michael E.
Johnson-Cramer and Jamie Hendry of Bucknell University; John
Mahon and Stephanie
Welcomer of the University of Maine; Bradley Agle of Brigham
Young University;
Gina Vega of Merrimack College; Craig Dunn and Brian Burton
of Western Washington
University; Lori V. Ryan of San Diego State University; Bryan
W. Husted of EGADE
Business School Monterrey; Sharon Livesey of Fordham
University; Barry Mitnick of
the University of Pittsburgh; Virginia Gerde of Furman
University; Matthew Drake of
Duquesne University; Robbin Derry of the University of
Lethbridge; Jerry Calton of
the University of Hawaii-Hilo; Linda Klebe Treviño of
Pennsylvania State University;
Mary Meisenhelter of York College of Pennsylvania; Amy
Hillman and Gerald Keim
of Arizona State University; Barbara Altman of Texas A&M
University Central Texas;
Randall Harris of Texas A&M University Corpus Christi;
Richard Wokutch of Virginia
Tech University; Dawn Elm of University of St. Thomas; Lynda
34. Brown of the Univer-
sity of Montana; Kathleen A. Getz of Loyola University –
Maryland; Gordon P. Rands
of Western Illinois University; Paul S. Adler of the University
of Southern California;
Linda C. Rodriguez of the University of South Carolina Aiken;
Emmanuel Raufflet
of HEC Montreal; Bruce Paton of Menlo College; Smita
Trivedi, Tom E. Thomas,
Geoffrey Desa, and Murray Silverman (retired), of San
Francisco State University; Jacob
Park of Green Mountain College; Armand Gilinsky of Sonoma
State University; and
Tara Ceranic Salinas of the University of San Diego.
These scholars’ dedication to the creative teaching of business
and society has been a
continuing inspiration to us.
We wish to express our appreciation to James E. Post, a former
author of this book, who
has continued to offer valuable intellectual guidance to this
project. We also wish to note,
with sadness and gratitude, the passing of our mentor and a
35. former author of this book,
William C. Frederick, in 2018. His ideas live on in this …