This chapter discusses the ethical bases for laws. There are two main forms of ethical reasoning: rule-based and consequences-based. Rule-based reasoning focuses on whether an action breaks any rules or laws, while consequences-based reasoning weighs whether the benefits outweigh the costs. Laws generally reflect both forms of reasoning, aiming to balance order with producing good outcomes. The chapter provides examples comparing the ethical perspectives on issues like murder and using money without permission.
It contains factors that a professional should include while making decision when he/she is in moral dilemma. It also gives insights on moral, ethics and engineers code of conduct.
Ethics in the Workplace is the single most important attribute which leads to Sustainable Development.The Process of taking Ethical Decisions is very crucial in this context.
It contains factors that a professional should include while making decision when he/she is in moral dilemma. It also gives insights on moral, ethics and engineers code of conduct.
Ethics in the Workplace is the single most important attribute which leads to Sustainable Development.The Process of taking Ethical Decisions is very crucial in this context.
Traditionally, normative ethics (also known as moral theory) was the study of what makes actions right and wrong. These theories offered an overarching moral principle one could appeal to in resolving difficult moral decisions.
Traditionally, normative ethics (also known as moral theory) was the study of what makes actions right and wrong. These theories offered an overarching moral principle one could appeal to in resolving difficult moral decisions.
The South China Sea West Philippine Sea DisputeBerean Guide
Our Stake in the West Philippine Sea
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Presentation by Antonio T. Carpio, Chair of the Second Division and Chair of the Senate Electoral Tribunal of the Philippines, at the Elcano Royal Institute on 11 May 2015.
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Presentación de Antonio T. Carpio, magistrado de Filipinas, en una reunión realizada el 11 de mayo de 2015 en la sede del Real Instituto Elcano.
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
Business Law class Chapter 2 is titled: Ethics in our Law
This presentation was used in my Business Law class at Littlestown High School. Most of the notes are based on the textbook from South-Western: Law for Business and Personal Use 15th Ed. by Adamson-Mietus
Ethical ClaimsBoth ethics and morals involve considerations abou.docxSANSKAR20
Ethical Claims
Both ethics and morals involve considerations about what’s right and wrong. The term “ethics” derives from the Greek word ethos, meaning character, while “moral” comes from the Latin word moralis, meaning ethical. So the words “ethics” and “morals” are often used interchangeably.
For most of this text, we’ve been exploring the ways that people provide support that a claim is true. But now we’re exploring something quite different: how people provide support that a claim is right—not “right” in the sense of being accurate but “right” in the sense of being the morally correct thing to do.
Not everything has a moral dimension. Some things, like arithmetic, are amoral. The equation 2 + 2 = 4 is neither good nor bad, it’s just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it we will need to construct an argument (i.e., provide sound reasoning to support this conclusion). So we’re still dealing with claims and arguments, fallacies and sources, and so on, but we’ve completely left the realm of science, with its observable phenomena and replicable experiments. We’re in the land of ethics now.
We learn ethics like we learn everything else: through a mixture of personal experience and shared knowledge. Every society possesses a sense that some things are right and others are wrong. Generally speaking, we believe that it is good to help other people and bad to hurt them. We learn this from our own reactions to things as we grow up and develop our sense of self. And these lessons are reinforced by parents, teachers, friends, and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual’s actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a given situation.
Justification: an argument claiming that violating some moral principle is actually the right course of action in a given situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing someone else. (justification)
Moral dilemma: a situation in which there is not an obvious ethically right or wrong answer, often because there are two moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It’s wrong to kill.
Should I kill him to keep him from killing others?
Answer the following questions about the material above.
Multiple Choice Question
How do moral claims differ from other types of claims?
· There’s no such thing as a fallacy in a moral claim.
· They make a claim about what’s right and wrong.
· They must be supported by evidence.
· They contain a premise and a conclusion.
Multiple Choice Question
Kayla normally believes that a mother should make her child as happy as possibl ...
Medical ethics is the discipline that deals with what we believe to be good or bad, right or wrong about the ends of Medicine and the means used to achieve those ends.
It is not about what we can do in a given set of circumstances. It is about what we should do in those circumstances.
Learning Objectives of this Presentation:
1. Appreciate the ethos of contemporary clinical ethics
2. Understand the function and responsibilities of ethics committees
3. Appreciate the clinical context of the core principles of medical ethics
4. Understand the relationship of ethics, science, law, politics, and professionalism
5. Examine different theories of ethics
Presentation by: Richard L. Wasserman, M.D., Ph.D.
Clinical Professor of Pediatrics
University of Texas Southwestern Medical School
2009
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1.1 Why Study EthicsYou are standing in line at the movies, and.docxpaynetawnya
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
9.5 Moral TheoriesAll moral claims are grounded in some moral th.docxransayo
9.5 Moral Theories
All moral claims are grounded in some moral theory. It is the nature of such claims that they are based on a system of beliefs about what is right and wrong, just and unjust.
The table below lists a handful of the moral theories you are most likely to encounter in ethical arguments today. It’s important to note that each one has its own strengths and weaknesses.
Moral theories give you general guidelines, but you still usually have to apply moral reasoning in individual cases to test them out. For example, none of these theories explicitly claim that killing is wrong. The theories are more about how you would ground your claim that killing is wrong.
Moral theories are also not mutually exclusive. The argument that killing is wrong could be grounded in all of these theories.
Whether they know it or not, everyone has a moral theory. It is inescapable. Even if their moral theory is that there are no morals, that still represents a moral theory. But not all moral theories are equal—some hold up to critical thinking better than others.
You may see wisdom in all of these perspectives, or you may strongly identify with a single one. Regardless, it's important for you to recognize the potential weaknesses in any moral theory you favor, and it's helpful for you to understand why others find legitimacy in the moral theories they employ.
Theory
Criticisms
Kantian Ethics
· Immanuel Kant put forth the categorical imperative, which states that you should only act on moral principles that you would be willing to turn into universal laws mandating that everyone act the same way.
· This is a version of the question, “How would you like it if everyone did that?”
Any two people who want to get married should be able to.
· This theory is so absolute that it sometimes goes against moral common sense.
It’s wrong to kiss my spouse because I would not like it if everyone kissed my spouse.
Utilitarianism
· The morally right course of action is the one that will produce the greatest amount of happiness for the greatest number of people.
· The only thing that matters is the consequences of the action, not the intentions behind the action (the ends justify the means).
· Ignores people’s rights, duties, and intentions.
· Could be used to justify an act that most would consider morally wrong because it inflicts harm on one person unjustly, even if it brings great happiness to many others.
It’s okay to steal money from my neighbor and take my family on a vacation, because then my whole family would be happy, and only my neighbor would be harmed.
Ethical Egoism
· Doing whatever is best for your own interests or would make you happy.
· This is not necessarily the same thing as doing whatever you want in the moment, because that might not be in your best interests in the long term.
· Can be used to justify terrible actions.
Ethical Altruism
· Doing whatever is best for others or would bring the greatest amount of happiness to people besides yourself.
· Some.
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.
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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.
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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.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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