Chapter Seven
What Would You Do? Common Workplace Dilemmas
As we move into the final chapter, let's do a quick review of what we've covered so far. The
first three chapters of this book explained through the Integrated-EDM model how ethical
decision making takes place or is impeded. Chapter 4 laid out a set of normative criteria for
determining ethical behavior through the Multifaceted-EDM model, while Chapter 5 set out
criteria for when it is permissible or even obligatory to blow the whistle on misconduct.
Chapter 6 indicated the key pillars leading to an ethical corporate culture. Now that we have
covered the foundations of ethical decision making, let's continue with a more practical
application of the descriptive and normative theory of ethical decision making covered
throughout this book.
We'll begin with a very simple problem for illustration purposes. Suppose you buy something
in a store, and you receive too much change. Would you tell the cashier? For the purposes of
this example, let's assume the following:
The amount of extra change is neither significant nor insignificant;
You noticed the extra change shortly after leaving the store; and
You are not sure whether the cashier will be held responsible for the missing change.
Based on the above assumptions, how would the normative Multifaceted-EDM framework
apply? The first step is to realize in terms of proper framing that this is in fact an ethical
dilemma. There are no legal issues; you would not be breaking the law, nor could you be sued
for keeping the extra change. While this could be considered an economic dilemma related to
your self-interest, if for example the amount of the extra change was significant, here this is not
the case. Does the decision whether to return the change nonetheless have a potential impact on
others? The answer is yes in terms of the cashier or the owners of the store and if you realized
this, you would possess moral awareness potentially leading to an automatic initial moral
intuition that the extra change should be returned. Or you might immediately feel the emotion
of sympathy for the cashier's mistake, especially if you were previously a cashier and made a
few mistakes yourself in the past. You might also experience feelings of guilt if you kept the
extra change. Experiencing either of these emotions would likely push you towards a moral
judgment that you should return the change and motivate you to actually return it. On the other
hand, if the cashier was rude, your feelings of anger towards the cashier might lead you to keep
the extra change.
In conjunction with intuition and emotion, you might also reflect upon the various moral
standards in deciding what the right thing to do is. A core moral standard is trustworthiness.
Trustworthiness includes honesty. While it does not involve a direct lie, it does appear
dishonest to keep the money. Avoiding unnecessary harm in terms of caring would require
disclosure, since either the cashier or the ...
Chapter Seven
What Would You Do? Common Workplace Dilemmas
As we move into the final chapter, let's do a quick review of what we've covered so far. The
first three chapters of this book explained through the Integrated-EDM model how ethical
decision making takes place or is impeded. Chapter 4 laid out a set of normative criteria for
determining ethical behavior through the Multifaceted-EDM model, while Chapter 5 set out
criteria for when it is permissible or even obligatory to blow the whistle on misconduct.
Chapter 6 indicated the key pillars leading to an ethical corporate culture. Now that we have
covered the foundations of ethical decision making, let's continue with a more practical
application of the descriptive and normative theory of ethical decision making covered
throughout this book.
We'll begin with a very simple problem for illustration purposes. Suppose you buy something
in a store, and you receive too much change. Would you tell the cashier? For the purposes of
this example, let's assume the following:
The amount of extra change is neither significant nor insignificant;
You noticed the extra change shortly after leaving the store; and
You are not sure whether the cashier will be held responsible for the missing change.
Based on the above assumptions, how would the normative Multifaceted-EDM framework
apply? The first step is to realize in terms of proper framing that this is in fact an ethical
dilemma. There are no legal issues; you would not be breaking the law, nor could you be sued
for keeping the extra change. While this could be considered an economic dilemma related to
your self-interest, if for example the amount of the extra change was significant, here this is not
the case. Does the decision whether to return the change nonetheless have a potential impact on
others? The answer is yes in terms of the cashier or the owners of the store and if you realized
this, you would possess moral awareness potentially leading to an automatic initial moral
intuition that the extra change should be returned. Or you might immediately feel the emotion
of sympathy for the cashier's mistake, especially if you were previously a cashier and made a
few mistakes yourself in the past. You might also experience feelings of guilt if you kept the
extra change. Experiencing either of these emotions would likely push you towards a moral
judgment that you should return the change and motivate you to actually return it. On the other
hand, if the cashier was rude, your feelings of anger towards the cashier might lead you to keep
the extra change.
In conjunction with intuition and emotion, you might also reflect upon the various moral
standards in deciding what the right thing to do is. A core moral standard is trustworthiness.
Trustworthiness includes honesty. While it does not involve a direct lie, it does appear
dishonest to keep the money. Avoiding unnecessary harm in terms of caring would require
disclosure, since either the cashier or the ...
1. Which of the following is a concern employees of an expanding bus.docxgasciognecaren
1. Which of the following is a concern employees of an expanding business would have?
A.)Ensure that customer requests are responded to promptly and professionally.
B.)Ensure sensitive information about specialty offerings remains undisclosed until the new location opens.
C.)Ensure that fair hiring and firing practices are incorporated at the new location.
D.)Ensure the team develops strongly in new locations.
Passage to Answer the Question
What Is Ethics?
Ethics
is simply the principles of right and wrong and the morality of the choices involved.
Now, it's also important to define what ethics is
not
. Ethics is not emotions or religion. It's not science or norms of a society, necessarily. It's also not simply following the law, because it's perfectly acceptable to follow the law yet be an unethical person.
term to know Ethics The principles of right and wrong and of the morality of the choices
1a. Business Ethics
Business ethics
is closely tied to what ethics is. It's the principles of right and wrong of the morality of the choices made in the
business
world. Essentially, what we're doing is taking the principles or the definition of ethics and applying it to business.
hint Whether you're looking at business ethics or other types of ethics, ethical people will always follow the same ethical principles
all the time
, not just when it suits them.
term to know Business Ethics The principles of right and wrong and of the morality of the choices made in the business world
1b. Managerial Ethics
Managerial ethics
is simply ethics again. It is the principles of right and wrong and of the morality of the choices made in the context of
management
.
Managerial decisions impact employee behavior. How you hire or fire, the wages that you pay, or the working conditions at your business are all ethical decisions, and they can greatly impact employee attitudes and productivity.
Managerial ethics decisions can also impact behavior toward an organization. Do you have conflicts of interest or allow them? A
conflict of interest
is simply a circumstance in which the judgment of an individual or group may be impaired because of a difference in primary or secondary interest.
Is customer information kept confidential?
Confidentiality
is simply keeping private trusted data out of the hands of the public and other people who don't need to see it.
think about it We hand our personal information, like credit card numbers, to a lot of different people online when we are shopping. What do you think it would do for a business if we suddenly found out that our information wasn't as confidential as we thought it was? That would have a big impact on that particular business.
Collusion
is an attempt by business to conspire to the detriment of customers, businesses, or the general public.
Lastly, managerial ethics decisions can also impact behavior toward economic agent.
Chapter Seven
What Would You Do? Common Workplace Dilemmas
As we move into the final chapter, let's do a quick review of what we've covered so far. The
first three chapters of this book explained through the Integrated-EDM model how ethical
decision making takes place or is impeded. Chapter 4 laid out a set of normative criteria for
determining ethical behavior through the Multifaceted-EDM model, while Chapter 5 set out
criteria for when it is permissible or even obligatory to blow the whistle on misconduct.
Chapter 6 indicated the key pillars leading to an ethical corporate culture. Now that we have
covered the foundations of ethical decision making, let's continue with a more practical
application of the descriptive and normative theory of ethical decision making covered
throughout this book.
We'll begin with a very simple problem for illustration purposes. Suppose you buy something
in a store, and you receive too much change. Would you tell the cashier? For the purposes of
this example, let's assume the following:
The amount of extra change is neither significant nor insignificant;
You noticed the extra change shortly after leaving the store; and
You are not sure whether the cashier will be held responsible for the missing change.
Based on the above assumptions, how would the normative Multifaceted-EDM framework
apply? The first step is to realize in terms of proper framing that this is in fact an ethical
dilemma. There are no legal issues; you would not be breaking the law, nor could you be sued
for keeping the extra change. While this could be considered an economic dilemma related to
your self-interest, if for example the amount of the extra change was significant, here this is not
the case. Does the decision whether to return the change nonetheless have a potential impact on
others? The answer is yes in terms of the cashier or the owners of the store and if you realized
this, you would possess moral awareness potentially leading to an automatic initial moral
intuition that the extra change should be returned. Or you might immediately feel the emotion
of sympathy for the cashier's mistake, especially if you were previously a cashier and made a
few mistakes yourself in the past. You might also experience feelings of guilt if you kept the
extra change. Experiencing either of these emotions would likely push you towards a moral
judgment that you should return the change and motivate you to actually return it. On the other
hand, if the cashier was rude, your feelings of anger towards the cashier might lead you to keep
the extra change.
In conjunction with intuition and emotion, you might also reflect upon the various moral
standards in deciding what the right thing to do is. A core moral standard is trustworthiness.
Trustworthiness includes honesty. While it does not involve a direct lie, it does appear
dishonest to keep the money. Avoiding unnecessary harm in terms of caring would require
disclosure, since either the cashier or the ...
1. Which of the following is a concern employees of an expanding bus.docxgasciognecaren
1. Which of the following is a concern employees of an expanding business would have?
A.)Ensure that customer requests are responded to promptly and professionally.
B.)Ensure sensitive information about specialty offerings remains undisclosed until the new location opens.
C.)Ensure that fair hiring and firing practices are incorporated at the new location.
D.)Ensure the team develops strongly in new locations.
Passage to Answer the Question
What Is Ethics?
Ethics
is simply the principles of right and wrong and the morality of the choices involved.
Now, it's also important to define what ethics is
not
. Ethics is not emotions or religion. It's not science or norms of a society, necessarily. It's also not simply following the law, because it's perfectly acceptable to follow the law yet be an unethical person.
term to know Ethics The principles of right and wrong and of the morality of the choices
1a. Business Ethics
Business ethics
is closely tied to what ethics is. It's the principles of right and wrong of the morality of the choices made in the
business
world. Essentially, what we're doing is taking the principles or the definition of ethics and applying it to business.
hint Whether you're looking at business ethics or other types of ethics, ethical people will always follow the same ethical principles
all the time
, not just when it suits them.
term to know Business Ethics The principles of right and wrong and of the morality of the choices made in the business world
1b. Managerial Ethics
Managerial ethics
is simply ethics again. It is the principles of right and wrong and of the morality of the choices made in the context of
management
.
Managerial decisions impact employee behavior. How you hire or fire, the wages that you pay, or the working conditions at your business are all ethical decisions, and they can greatly impact employee attitudes and productivity.
Managerial ethics decisions can also impact behavior toward an organization. Do you have conflicts of interest or allow them? A
conflict of interest
is simply a circumstance in which the judgment of an individual or group may be impaired because of a difference in primary or secondary interest.
Is customer information kept confidential?
Confidentiality
is simply keeping private trusted data out of the hands of the public and other people who don't need to see it.
think about it We hand our personal information, like credit card numbers, to a lot of different people online when we are shopping. What do you think it would do for a business if we suddenly found out that our information wasn't as confidential as we thought it was? That would have a big impact on that particular business.
Collusion
is an attempt by business to conspire to the detriment of customers, businesses, or the general public.
Lastly, managerial ethics decisions can also impact behavior toward economic agent.
The rule of reciprocity compels us to help those who have helped us.This is generally exploited by marketers and can be put to use in our daily life for societal benefit,
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
1 SCH-MGMT 192T TRANSITIONS Big Ideas in Business AbbyWhyte974
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
Financial IntelligenceLeadership Vision Chapter 6 Lead .docxAKHIL969626
Financial Intelligence
Leadership Vision | Chapter 6: Lead Chapter 7: Own Chapter 8: Act
Management Perspective
Marketing Savvy
Tech Insight
C
h
a
p
te
r
8
Act:
Ethics and
Corporate Social
Responsibility
BizSkills invite...
Try It!
There's no better way to learn concepts than to put them into
practice. Take your turn in the driver’s seat and be a part of
actual business decision making by visiting the BizSkill for this
chapter at www.mybizlab.com.
vansyckbarbara
Text Box
TEACHING TIP
The BizSkill for this chapter, Ethics in the Workplace, asks students to earn a bonus by beating a competitor. But will they remain ethical to do it?
See p. 78 of the Instructor's Manual for more information.
183
Chapter 8 Goals
After experiencing this chapter, you’ll be able to:
1. Appreciate the complexity of the ethical dilemmas you may
face in the business world and the need to take a 360° view.
2. Characterize what an ethical organization looks like and the
tools that leaders use to create one.
3. Develop an ethical decision-making approach for your
career.
4. Identify the specific ethical dilemmas facing different areas of
an organization.
5. Justify how ethics are the foundation for a sustainable
organization and how companies engage in acts of corporate
social responsibility.
To Fire or Not to Fire?
Martin Cunningham is battling cancer. To keep
his life as normal as possible, he has kept his full-time
accounting job at Jefferson & Wails. He’s worked for
J&W for 25 years and has to hold on to his job for
just one more year in order to receive full pension
benefits. Although the cancer has taken its toll on
him, he tries his best to get to the office as often
as he can and do the work requested of him.
Rebecca Cramer has worked as an account-
ant at J&W for seven years. For the past two
years, she and her three coworkers have
been forced to pick up the slack because
Martin isn’t as productive as he used to be.
She thinks Martin is an amazing person and
knows the company has kept him on in good
faith, but she and her coworkers are frustrated
at having to work nights and weekends because
Martin can no longer do his share.
Now that you’ve practiced making tough business decisions and seeing the results
of your choices in this chapter’s BizSkill, it’s time to translate those skills into plain
English. And if you skipped the BizSkill,
Donald Arnold is the executive director of the ac-
counting department for J&W. Upper management
informed him that he needs to downsize his depart-
ment from five employees to three. Donald has
worked with Martin for the past 15 years. He knows
that such a drastic cut to the department means he
can’t afford to keep Martin on staff and overwork the
rest of the department even more. But with just one
year until Martin is eligible for his full pension, it’s a
terrible decision. After agonizing over the situation
for days, Donald decides to let Martin go.
Although this story was fictionalized for this ...
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.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
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The rule of reciprocity compels us to help those who have helped us.This is generally exploited by marketers and can be put to use in our daily life for societal benefit,
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SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
1 SCH-MGMT 192T TRANSITIONS Big Ideas in Business AbbyWhyte974
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
Financial IntelligenceLeadership Vision Chapter 6 Lead .docxAKHIL969626
Financial Intelligence
Leadership Vision | Chapter 6: Lead Chapter 7: Own Chapter 8: Act
Management Perspective
Marketing Savvy
Tech Insight
C
h
a
p
te
r
8
Act:
Ethics and
Corporate Social
Responsibility
BizSkills invite...
Try It!
There's no better way to learn concepts than to put them into
practice. Take your turn in the driver’s seat and be a part of
actual business decision making by visiting the BizSkill for this
chapter at www.mybizlab.com.
vansyckbarbara
Text Box
TEACHING TIP
The BizSkill for this chapter, Ethics in the Workplace, asks students to earn a bonus by beating a competitor. But will they remain ethical to do it?
See p. 78 of the Instructor's Manual for more information.
183
Chapter 8 Goals
After experiencing this chapter, you’ll be able to:
1. Appreciate the complexity of the ethical dilemmas you may
face in the business world and the need to take a 360° view.
2. Characterize what an ethical organization looks like and the
tools that leaders use to create one.
3. Develop an ethical decision-making approach for your
career.
4. Identify the specific ethical dilemmas facing different areas of
an organization.
5. Justify how ethics are the foundation for a sustainable
organization and how companies engage in acts of corporate
social responsibility.
To Fire or Not to Fire?
Martin Cunningham is battling cancer. To keep
his life as normal as possible, he has kept his full-time
accounting job at Jefferson & Wails. He’s worked for
J&W for 25 years and has to hold on to his job for
just one more year in order to receive full pension
benefits. Although the cancer has taken its toll on
him, he tries his best to get to the office as often
as he can and do the work requested of him.
Rebecca Cramer has worked as an account-
ant at J&W for seven years. For the past two
years, she and her three coworkers have
been forced to pick up the slack because
Martin isn’t as productive as he used to be.
She thinks Martin is an amazing person and
knows the company has kept him on in good
faith, but she and her coworkers are frustrated
at having to work nights and weekends because
Martin can no longer do his share.
Now that you’ve practiced making tough business decisions and seeing the results
of your choices in this chapter’s BizSkill, it’s time to translate those skills into plain
English. And if you skipped the BizSkill,
Donald Arnold is the executive director of the ac-
counting department for J&W. Upper management
informed him that he needs to downsize his depart-
ment from five employees to three. Donald has
worked with Martin for the past 15 years. He knows
that such a drastic cut to the department means he
can’t afford to keep Martin on staff and overwork the
rest of the department even more. But with just one
year until Martin is eligible for his full pension, it’s a
terrible decision. After agonizing over the situation
for days, Donald decides to let Martin go.
Although this story was fictionalized for this ...
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.
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ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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.
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• 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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1. Chapter Seven
What Would You Do? Common Workplace
Dilemmas
As we move into the final chapter, let's do a
quick review of what we've covered so
far. The
first threechapters of this book explained through the
Integrated-EDM model how ethical
decision making takesplace or is impeded. Chapter
4 laid out a set of normative criteria for
determining ethical behavior through the
Multifaceted-EDM model, while Chapter 5
set out
criteria for when it is permissible or even
obligatoryto blow the whistle on misconduct.
Chapter 6 indicated the key pillars leading to an
ethical corporate culture. Now that we have
covered the foundations of ethical decision
making, let's continue with a more practical
application of the descriptive and normative theory
of ethical decision making covered
throughout this book.
We'll begin with a very simple problem for
illustration purposes. Suppose you buy something
in a store, and you receive too much change.
Would you tell the cashier? For the purposes of
this example, let's assume the following:
The amount of extrachange is neither significant
nor insignificant;
2. You noticed the extrachange shortly after leaving
the store; and
You are not sure whether the cashier will be held
responsible for the missing change.
Based on the above assumptions, how would
the normative Multifaceted-EDM framework
apply? The first step is to realize in terms of
proper framing that this is in fact an ethical
dilemma. There are no legal issues; you would
not be breaking the law, nor could you be
sued
for keeping the extrachange. While this could be
considered an economic dilemma related to
your self-interest, if for example the amount of
the extrachange was significant, here this is
not
the case. Does the decision whether to return the
change nonetheless have a potential impact on
others? The answer is yes in terms of the
cashier or the owners of the store and if
you realized
this, you would possess moral awareness potentially
leading to an automatic initial moral
intuition that the extrachange should be returned. Or
you might immediately feel the emotion
of sympathy for the cashier's mistake, especially if
you were previously a cashier and made a
few mistakes yourself in the past. You might also
experience feelings of guilt if you kept the
extrachange. Experiencing either of theseemotions
would likely push you towards a moral
judgment that you should return the change and
motivate you to actually return it. On the
other
5. .
Utilitarianism would support giving back the change
only if the benefit to you of keeping it
does not outweigh the negative impact on the cashier
or the store owners. Kantianism, based on
reversibility (howwould you feel if you were in
the shoes of the cashier?) would require
returning the change. The store owner's moral
property rights would be infringed if you
kept
the change sincethe change really belongs to
someone else and was given awayonly due to a
mistake. But the most directly relevant moral
standard of justice would require you to
return
the change. Is it fair to keep the change? Under
distributive justice, what did you do to deserve
it? Does the cashier or store owner deserve to
lose income simply because they made an
innocent mistake?
Other moral standards, however, would tend to
push you toward keeping the change.
Relativism would support keeping the change,
but only if you assume that most otherpeople
would do so as well. Egoism might take into
account how much money is involved, how
much
you need the extrachange at that time,and how much
time and inconvenience would be
involved in returning it.
Assuming you have framed the dilemma properly and
6. then applied all the moral standards, the
moral judgment, otherthan one based on relativism or
egoism, should be that you should return
the money. But does this necessarily mean that
you will actually return the money? This is
where the impediments or barriers to executing
moral judgment might kick in. For example, if
the cashier was extremely rude,you might rationalize
that it is acceptable to keep the money
sincethe cashier is unworthy of concern and
deserves to be punished due to the rude
behavior
(denial of victim). You might also conclude that no
one will really be hurt if you don't return
the extrachange especially if the store is part of a
big retail chain rather than a mom-and-
pop
store (denial of injury). If you don't notice the
discrepancy until you get home, the
inconvenience and difficulty you would face doing
the right thingmight prevent you from
returning the money (self-interest). Each of these
rationalizations combined with your self-
interest can make it easy for you to believe
that your moral identity has remained intact
when
you don't return the change, even if you cameto an
initial moral judgment that it is wrong to
keep the extrachange.
An application of the 3P Filter can help identify
and illuminate the rationalization process
taking place or emotions that are subconsciously
affecting the moral reasoning process. You
would probably not want to see the storyof how
you kept the change and that the cashier was
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The remainder of this chapter presents several
examples of otherethical dilemmas actually
faced by employees in the workplaceand how
they were resolved.2 If you were faced with
such dilemmas,what would you do? What did the
employee do? Do you agree with how the
employee responded? Refer back to Chapter 1 to
determine which individual or situational
factors would have the greatest influence in your
decision. Chapter 2 can assist in
understanding the process stages to work through
leading from awareness to behavior.
Consider the biases, psychological tendencies,
rationalizations, and impact of self-interest
referred to in Chapter 3 that might prevent
you from acting on your moral judgment and
doing
what you know to be right. As you reflect on
thesequestions, also try to apply the moral
standards and the ethical decision-making tests (3P
Filter) discussed in Chapter 4 to determine
the most appropriate alternative. But before
discussing the dilemmas,it can be helpful to
realize that thereare different categories or types of
ethical situations or issues we might face,
in otherwords, not all types of ethical issues
10. are the same.3 Let's now consider the main types
of ethical situations.
Different Types of Ethical Situations
In my view, thereare threemajor types of
ethical situations or issues that we typically
experience in the workplace: (i) moral
temptations; (ii) stand up for ethics; and
(iii) ethical
trade-offs. Each type of ethical situation is
distinguished primarily on the basisof whether
the
decision maker is affected by the decision and in
what respect. For example, in many
situations, the decision maker can directly benefit
or avoid a loss by choosing a particular
alternative, but must then compromise his or her
moral identity. These sorts of ethical
situations can be referred to as issues of (i)
moral temptation.4 There can be varying
degrees
of personal benefit, from minor conveniences like
saving sometime at work, all the way to
receiving a significant bribepayment or kickback,
getting a promotion, or avoiding getting
fired. In thesesituations, our moral willpower
discussed in Chapter 1 usually dictates what
we
end up deciding to do and whether we will cave in
to our wants and desires.
In othercases, the decision maker will potentially
suffer negative consequences by acting or
not acting a certain way. These are known as
(ii) stand up for ethics situations. There
are
11. several types of stand up for ethics
situations, including resisting authority by
refusing a
command such as fudging a budget, resisting peer
pressure from colleagues such as padding
expenses, or reporting misconduct such as the
fraudulentactivity of a manager as discussed in
Chapter 5. In each of thesesituations our level of
moral courage tends to dictate whether
we
stand up for our core moral values despite
the risks to ourselves in doing so.
In somecases, the decision maker is not directly
affected in any way, but the decision
necessarily means that somepeople or stakeholders
will suffer, while others will benefit from
our decisions and actions. These issues can be
referred to as (iii) ethical trade-off situations.
Sometimes in trade-off situations the victims are
more easily identified, while in othercases
they are unknown or less easily identified. Many
refer to trade-off dilemmas as “true” or real
ethical dilemmas,sincethey involve “right versus
right” or “wrong versus wrong” alternatives
such as deciding not to fire one person but as a
result needing to fire someone else. For these
Schwartz, M. S. (2017). Business ethics : an ethical decision-
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types of ethical situations, our moral
character (includingour moral value system
and level of
moral competence) tends to dictate the sort of
moral reasoning process we will engage in to
find the optimal ethical solution. Figure 7.1 depicts
a typology of the dominant ethical
situations or issues we can face in the workplace.
Figure 7.1 Typology of ethical situations.
On many occasions, the ethical situation might
involve an overlap with the various types of
issues indicated, such as refusing a command from an
authority figure (e.g., manager) to cheat
the customer or client, while at the same time
deciding whether to report the manager's
wrongdoing. I might also believe I can benefit
financially or get someone into trouble I do
not
16. parts: (i) a description of the problem the
employee faced; (ii) a brief commentary on
which
moral standards, 3P Filters, or impediments are
related to the potential resolution of the
dilemma; (iii) a description of how the situation
was actually resolved (“what happened?”)
and (iv) my own conclusion. For a heightened
learning experience, try to avoid the
temptation
(a dilemma in itself) and decide what you would
do if you were the employee before reading
the commentary. The dilemmas are presented in no
particular order.
Pretending to be a Student to Get Competitive
Information?
Bill is an employee working at a consulting
firm. Often Bill is required to make phone
calls to
external parties such as customers and industry experts
for research purposes for particular
clients. Bill's experience working at a
previous firm dictated that he should identify
himself,
his organization, and the purpose of the call. If
the client did not want to be named, Bill
would
state that the client's name is confidential and let
the interviewee decide whether to answer
his
questions. Bill, after having difficulty receiving information
on a particular client's file, is then
17. asked by his manager to make calls indicating
that he is a business school student
conducting
research. Doing this would most likely make it
much easier for Bill to obtain valuable
competitive information for his firm's client.
Should Bill now use this strategy, sinceit appears
to have the blessing of a superior at the firm,
refuse, or raise the issuedirectly with a more
senior manager or someone else?Try to decide
what you would do and why before reading
on.
Do you know what you would do? Okay, now
let's examine the possible considerations.
Commentary
Framing: at first glance this dilemma appears to
fall within the economic frame, and
perhaps the legal frame if thereis a slight
possibility of legal liability to the firm by
pretending to be a student. But it should
also be seen as falling into the ethical frame
as
well, sinceothers could be harmed by the
outcome.
Trustworthiness: the ethical value of
trustworthiness suggests that based on honesty
and
transparency, a person asking for information
should disclose his or her identity and reason
for the request. In this case, the practice clearly
violates this value.
Kantianism: Kant would not support treating others,
including competitors of a client, with
20. ed
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helps the firm obtain valuable information and
demonstrates Bill's value as an employee
(self-serving bias). Bill could also rationalize
based on an appeal to higher authorities
that this is in the best interest of his firm, rather
than his own self-interest. Ultimately, Bill
may go through a process of moral
disengagement and convince himself that the moral
standards do not apply.
What happened?
Bill refused to pretend to be a student and
stood up for his ethics, and discussed the
issue
directly with a senior manager. Bill also indicated to
the senior manager that all employees
could use somefurther guidance on this issue.
Conclusion
Bill did the right thingby refusing primarily based on
trustworthiness, but it's not clear many
others would have done the same. Bill
demonstrated strong moral courage by raising
the
matter with a senior manager. The fact that Bill's
manager made this request to Bill suggests
that improvements to the firm's ethical corporate
culture are in order.
Disclose Leaving Firm for Graduate School?
21. Jean is working for a prominent investment bank.
Jean decides to apply for an MBA at
several
business schools, and she needs time off from work
for interviews. If Jean tells her boss the
truth about her plans to leave the company,
she is at risk of being immediately
unemployed for
up to a year. Jean would also risk giving up
important benefits such as health insurance and
this
year's bonus. Also, if she doesn't lie and
winds up getting fired, the graduate schools
might
reject her. If Jean lies to her boss and says that
she was sick or had a family obligation,
she
would most likely preserve her job security and
health benefits as well as her bonus but
compromise her moral identity. What should
Jean say to her boss?
Commentary
Framing: this dilemma involves both the economic (Jean's
self-interest) and ethical frames
(possible impact on the firm).
Trustworthiness: this core ethical value is clearly
at play. If Jean lies to her boss she is
acting dishonestly with a lack of transparency.
Kantianism: Kant's universalizability would never
permit lying, sincethe purpose of
making a statement would become self-defeating if
everyone lied. If Jean places herself
into her manager's shoes, and wants to treat him
24. justification for acting in what would normally be
considered to be an unethical manner.
Impediments: Jean might believe that the relatively
small cost to the firm of needing to
replace her meant that no one was really harmed
(denial of injury). Jean clearly should lie
in order to protect her short-term and long-
term interests assuming thereis a low risk of
getting caught in her lie (self-interest).
What happened?
In the end, when faced with this moral
temptation situation, Jean lied and first told her
boss
she was sick. Jean then said after her “recovery” from
her illness that she needed to check out
wedding venues, as well as needing to travel
for her fiancée's family reunion. She ultimately
was prepared to sacrifice the loss of trust by her
boss (and a future reference letter) in order
to
ensure being accepted into a prestigious MBA
program. While it was a relief when
Jean finally
disclosed that she was leaving her firm, she knew
her boss would never trust her again.
Conclusion
Jean acted unethically by lying, although we
might understand why she would be
prepared to
do so under the personal circumstances she was
facing. Her “need for personal gain” was
quite
strong, the opportunity was there, and the risk of
25. sanctions was slight. We might wonder
whether Jean could have first spoken to her boss to
discuss the situation, or whether it would
represent too greata risk. For Jean to have told the
truth to her boss and risk the consequences
would have required a very strong moral
character, which Jean appears not to have
possessed. This dilemma oftenappears for MBA
students, who sometimes receive MBA
tuition from their firms even though they know
they will not return to their firms after
completing their degrees.
Sending Emails to Boss's Personal Account?
Mikeworks for a firm which has a strictpolicy
against employees sending work-related
emails to their personal email accounts. The concern
is over client confidentiality and
information security risks, and the policy applies
to all employees and managers at all levels.
Mikediscovers that otheranalysts do not always follow
the rule. They email spreadsheet
models to their personal email accounts on Fridays
so they can work on them from home over
the weekend. Although employees have firm-owned
laptops, taking them home is inconvenient,
and employees cannot log into the company's
network from home computers. While
working
with his boss on a project, Mikeis asked to
send several files to his boss's personal email
account so she can review them at her country
home over the weekend. Mike's boss would
play
a significant role in writing his end-of-year
review. Should Mikecomply with his boss's
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Framing: this situation might be perceived by Mike
only as a legal (breach of
confidentiality) dilemma. But thereare ethical
implications as well that may or may not be
perceived by Mike.
Trustworthiness: based on loyalty to the client
and his firm, this core ethical value would
require Miketo follow the firm's policy of
28. not sending the work-related emails to ensure
confidentiality of the client's information. Mikemight,
however, feel a degree of conflicting
loyalty to his boss to assist in her request.
Kantianism: under universalizability, the purpose of
maintaining strictconfidentiality
would be defeated if all emails could be
sent to personal accounts.
Public test: this test would likely help identify
sending the emails as ethically problematic
sincewe would not want this activity to be
publicly broadcast.
Impediments: the pressure from Mike's boss could
lead to obedience to authority by Mike
as well as a possible rationalization that the rule
does not always need to be followed
(prohibition unjustified). Mikemight also believe it
is in the best interest of the firm for
his boss to work from home on weekends (appeal to
higher authorities). Since other
analysts are not following the rule, it may be seen as
being ethically justified given the
group norm(everyone else is doing it). In terms
of self-interest, Mikemay believe it is in
his best interest in terms of keeping his job or
avoiding a poor performance review to send
the emails to his boss's personal email
account.
What happened?
Mikesent the files to his boss's home email
account when faced with pressure from his
manager. Mikewas never reprimanded, and he
29. wonders how his boss would have reacted if he
had refused to send the files.
Conclusion
Mikeacted unethically by sending the files and
did not stand up for his ethics when
faced with
this ethical dilemma by breaching loyalty to the
client. His own self interest and concern over
his performance review took priority over any other
ethical concerns. Clearly thereare issues
in the firm's ethical corporate culture in terms
of ethics training and ethical leadershipthat
need
to be addressed.
Take Advantage of Firm's $25 Dinner Policy?
As an analyst working one summer at a
prominent Wall Street investment bank before
graduating from college, Samantha discovers that she is
somewhere beneath the bottom of the
totem pole. She also discovers that it is common
practice for analysts to work very long days,
typically to support the senior analysts and
associates. As one possible fringe benefit,
however, the bank provides dinner for employees
who work past 7:00 p.m. Each employee is
permitted to charge up to $25 for dinner. An
employee can order the dinner to arrive at
the
Schwartz, M. S. (2017). Business ethics : an ethical decision-
making approach. Retrieved from
http://ebookcentral.proquest.com
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office just past 7:00 p.m.,and then take the dinner
home with them. Dinner charges are then
consolidated into expenses and billed to the client.
In principle, “free” dinners are intended to
compensate duty-bound employees who are
required to work late for clients. Samantha
discovers, however, that junior bankers stay just a
few minutes past 7:00 p.m. to receive their
free dinners and then leave. Samantha is concerned
that the dinner policy is being abused
and
clients being unfairly charged. On the otherhand,
the aggregate dollars involved are small
relative to the total transaction values, and
Samantha believes that the junior bankers,
including
Samantha herself, generally work hard for the firm.
32. Samantha also considers taking advantage
of the dinner policy. What should Samantha
do?
Commentary
Framing: this might initially not be seen by
Samantha as raising any ethical or even legal
concerns, and thus any ethical implications might be
ignored.
Kantianism: while free food can be a powerful
motivator, this practice would be
prohibitedby Kant due to reversibility and respect
towards the firm and its clients.
Trustworthiness: trustworthiness would be violated by
this practice in terms of being
honest and loyaltowards the firm's clients.
Moral rights: this practice can be considered a
form of theft as an infringement of the
moral property rights of clients.
Justice: distributive justice or fairness supports
taking the meals if Samantha is working
harder than what was expected and thereis a
relatively small cost for the meals.
Impediments: if thereis a perceived negligible or
“intangible” impact on the clients, it is
easy to rationalize taking the food (the abstract
versus the tangible tendency combined
with the denial of the injury rationalization).
The actions of otherjunior bankers would
support charging the client for the dinners since
this is the work group norm(everyone else
33. is doing it). If Samantha believes she has worked
harder than others, she might rationalize
that she deserves the free meals (claim to
entitlement). It's also possible Samantha might
engage in moral equilibrium by believing she
has built up enough ethical credits that she
can deviate slightly in this particular case. Samantha's
self-interest supports taking the free
meal if thereis little chance of getting caught or
suffering any major consequences.
What happened?
Samantha initially began to stand up for her
ethics by cautiouslyraising the issuewith a
few
junior bankers. They did not seemtoo concerned,
and Samantha noticed that they continued to
take advantage of the dinner policy. As a result,
Samantha when faced with this moral
temptation situation also then decided to take
advantage of the dinner policy as well, but
only
occasionally.
Conclusion
Schwartz, M. S. (2017). Business ethics : an ethical decision-
making approach. Retrieved from
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Taking the food is unethical due to a breach of
the moral property rights of clients
(technically
a form of theft), but sincethe practice is so
pervasive,it needs to be addressed by
Samantha's
organization. In otherwords, the “free” food really
should simply be explicitly considered part
of an employee's compensation package as a
fringe benefit. The lack of monitoring
(opportunity), the fact everyone else was taking
advantage of the dinner policy, and the
perceived insignificant harmto clients appear to
have allowed this practice to be rationalized
and continue to take place. Samantha could argue
that although the “spirit” of the policy might
be infringed, the “letter” of the policy is still
being complied with,and the firm has the
responsibility to modify its free food policy if
they will not accept technical compliance. This
might, however, lead to a “slippery slope”
incrementalism situation for theseemployees
36. including Samantha where an initial minor ethical
violation makes it easier to later engage in
much more serious ethical violations. In this
case, Samantha's moral consultation with her
colleagues only reinforcedthe view that it was
acceptable to take advantage of the dinner
policy. In addition, Samantha's moral character
was not strong enough for her to realize
that
what she was doing was wrong.
Disclose Impending Layoffs?
Steven works for a firm for several years
and makes several very good friends, even outside
of
the department he works in. Steven discovers in
his new role reporting directly to a senior
executive that his firm's performance has been lagging
and that thereis a need for a significant
cut in the number of employees from each
division. Steven is tasked with discussing
head count
cuts with othersenior level executives and compiling
the final list of employees to be let go.
This places Steven in a difficult situation as he
knows the financial and personal situations of
many of the employees on the list. Steven
knows that most employees are unaware of
the cuts
and as a result Steven would like to warn
his friends. Steven also has the ability to
leverage
his position to get rid of the people he does
not like, despite being competentat their jobs.
What should Steven do?
37. Commentary
Emotions: anticipating the emotion of guilt by not
telling his friends or acting upon the
emotion of anger or resentment towards others
might influence Steven's decision making
and actions in an inappropriate manner.
Trustworthiness/loyalty: Steven would want to remain
loyalto his friends and warn them
of the impending layoffs, but Steven also has
conflicting obligations of loyalty to his
firm
and his management to keep the information
confidential.
Caring: Steven would want to take into account
the harmthat will be caused due to the
firings, and might want to take stepsto avoid
this harmby warning his friends.
Kantianism: Kant would require confidentiality to be
maintained, sincebreaching
confidentiality cannot be universalized.
Impediments: Steven has received a directive from
his superiors (obedience to authority)
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and can then deny any moral responsibility for the
decision to fire employees, including his
friends. Steven's desire to maintain his friendships
or to get rid of colleagues he dislikes or
who pose a threat might affect his decision of
how to act (self-interest).
What happened?
Steven did not disclose the potential layoffs to
anyone, and did not give any special treatment
to his friends or enemies. All recommendations
were based solely upon performance metrics
and inputfrom senior executives. In the end, the
layoffs were not required when the CEO
cancelled the plan. Steven then suffered from strained
personal relationships with several
friends due to his unwillingness to disclose the
confidential information and lost the trust of
several of his team members.
Conclusion
Steven acted ethically when faced with this
40. combined moral temptation and ethical trade-
offs
(friends versus the firm)situation, despite having
his moral character tested. Loyalty to his
managers, the firm, and its owners took precedence
over loyalty to his friends. While Steven
might have tried to explain to his friends when
telling them they would be fired that the
information must not be disclosed to anyone else,
the fact that Steven would be prepared to
breach confidentiality might suggest that his friends
would likely do the same and disclose to
their friends as well.
Let Manager Take Credit for YourAnalysis?
Barbara's manager asks her if he can speak to
her for a moment. It was the first weekfor
Barbara on a new project at her consulting
firm. Barbara has just completedan analysis for
her
new manager, whom she has never worked with
before. Barbara assumes her manager wanted
to review her work, but she is mistaken. Instead,
the manager explains to Barbara that he is up
for a critical performance review, and was under
pressure to demonstrate stronger analytics.
He “asks” Barbara if he could take credit
for her analysis. The manager acknowledges that it
was an inappropriate request, but reiterates the
pressure he is under, and indicates that there
would be many otheropportunities to build
Barbara's reputation at the firm. Barbara is not
sure
how to respond. Should Barbara clearly and
strongly object, risking her personal career
development? Should Barbara identify a more
43. .
however, towards her manager.
Caring: this might be a situation where Barbara
can feel she is doing a lot of good for
her
manager at relatively little cost to herself. Her action
could be seen by the manager as
Barbara being a team player by allowing him to
take credit for her work.
Kantianism: Kant would never support the
practice of taking credit for someone else's
work, or even letting someone else take credit
for your own work. The practice cannot be
universalized sincethe purpose of being rewarded
for your own performance would
become self-defeating. Kant would indicate that
Barbara's manager is using Barbara as
merely a means to an end in terms of
the manager's forthcoming performance review.
Justice: letting the manager take credit would
clearly violate distributive justice sincethe
manager does not deserve to unfairly benefit from
work he did not complete.
Impediments: if not too important, it can be
easier to rationalize saying nothing,
especially
if the manager's performance review is important to
Barbara's career advancement (self-
interest). Obedience to authority would also play a
44. potential role in Barbara saying
nothing to anyone due to her manager's request.
What happened?
Barbara said nothing and did not stand up for
her ethics, giving tacit permission to her
manager to take credit for her work. The result
was disastrous for the manager. While
reviewing the analysis with the partners, the manager
could neither explain what had been done
nor handle their objections. The manager was
reassigned within one week, and left the
firm at
the end of the month. Unfortunately, the manager
was not able to find another management
position at another company. Barbara wonders if
she would have said anything further if the
analysis had received rave reviews from the partners.
Conclusion
While Barbara did not act unethically by not
saying anything, therewas nothing morally
praiseworthy in her actions despite an appearance
of humbleness and being a team player.
Attempting to work out a different solution with
the manager that did not involve plagiarism
such as co-authorship, with the manager actually
contributing to the report, would have
addressed the key ethical concerns, but Barbara did
not have the moral courage to take this
route.
Disclose Mistake to Manager and Client?
Robert is working for a consulting company on
a marketing project for a client. Robert
has
47. into the promotion, Robert goes through the
data
and realizes that unfortunately thereis an error in
one of the spreadsheet cells. Although it
was
only an error in one cell of a six tab spreadsheet,
Robert knows it could have serious
ramifications for the results that have been reported to
the client for the first threemonths.
Robert updates the spreadsheet, and realizes that
instead of the original reported amount of
profits, the profits had only improved by half the
amount. Robert fixes the error, but must now
decide how to handle it. Robert, being new to
his firm, is still in his probationary period. If
Robert discloses the error to his manager, he
believes he will look incompetent and would
likely be let go. Since Robert is the only
one who truly understands the spreadsheet, it is
very
unlikely anyone else would figure out the error.
If it wasn't mentioned, everyone would
just
thinkthe promotionwas losing its positive impact.
Should Robert tell his manager about the
error? Should the client be informed of the
mistake?
Commentary
Framing: this dilemma might not even appear on
the radarscreen for many as an ethical
dilemma, due to ethical blindness. It might instead
at best be seen as possibly legal in
nature if thereis any concern about being
sued by the client for the mistake, or
economic in
48. terms of Robert keeping his job or the firm
losing its client.
Trustworthiness: transparency and honesty would
require full disclosure of the mistake to
the manager and the client.
Responsibility: taking full responsibility and being
accountable for his actions including
the mistake would require Robert to fully
disclose, apologize, and fix the mistake.
Utilitarianism: if thereis little likelihood of any future
harmto the client resulting from
this mistake, then overall the tendency would be to
do nothing in terms of net consequences
to all those affected.
Compensatory justice: fair compensation would need to
be provided to the client if the
mistake caused any loss, but this does not appear to
be the case here.
Impediments: sincewe tend to have strong ethical
perceptions of ourselves
(overconfidence), thereis an incentive to rationalize
doing nothing and simply hope no one
will notice or really care if the mistake is
discovered (over-optimism). The self-interest of
Robert and the impact on his firm of possibly
losing the client would also suggest not
reporting the mistake, sincetherewas little chance of it
being detected and Robert
presumably wants to keep his job.
What happened?
51. the next meeting with the client the reduced benefit
of the promotionand explained it as a
“refinement” to their methodology to take additional
factors into account and more accurately
measure the program. This was partially true but also
masked the error. At the announcement,
the clients barely noticed and accepted the
refinement sincethe promotionwas still providing
significant benefits. The meeting quickly went on to
othertopics and the issuedid not resurface
again. Robert did not stand up for ethics
and pressthe issuefurther.
Conclusion
It's always difficult and challenging to admit
mistakes, whether to our superiors or clients or
even to our loved ones. Taking responsibility,
however, with Robert disclosing his mistake, in
this case to his manager and the client as well,
would have been the ethical action to take
but
would have required significant moral courage.
Fortunately, discussing the matter with the
manager worked out overall for Robert, but
complete honesty with the client was not
achieved.
Say Something When Boss Exaggerates Your
Resume?
Lori works in advertising account management,
where the motto is to “keep the client
happy at
all times”. This occasionally calls for a certain
degree of spinning the truth. For example, if
a
deadline is not met for the client, Lori's firm
52. would respond that the work wasn't quiteat a
level that met the client's needs, even though the
reality was that the creative team had not yet
had a chance to work on the project. This was
considered part of the job and was even
encouraged by Lori's supervisors. One day Lori
discovers that her manager sent her resume to
a client. Lori reads the resume and realizes
that her work experience and knowledge have
been
exaggerated to the pointwhere it is completely
fabricated. She also discovers after talking
with her friends that also work in the industry that
this is apparently the norm. Lori needs to
decide whether to say anything, confront her boss
and demand the client be told the truth about
her experience, talk to the client directly herself,
or go over her boss's head to discuss with
more senior managers the blatant misrepresentation of
her record. What should Lori do?
Commentary
Trustworthiness: based on honesty and loyalty
towards the client, Lori should ensure that
the client is aware of her actual work
experience and is not misled.
Utilitarianism: if the expected outcomes will be met
for the client and no one will really
be hurt by the deception, then this would support
the exaggeration in terms of overall
consequences.
Sleep test: telling her manager she is
uncomfortable with the situation and letting him
decide whether to inform the client might be
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means that Lori can rationalize that she is no
longer morally responsible for the outcome
(denial of responsibility). Lori might also rationalize
that she is merely acting in the best
interests of the firm (appeal to higher authorities).
There is also no tangible harmto the
55. client (the tangible versus the abstract and denial
of injury) if Lori believes in the end
she can do the work in a manner acceptable to
the client. Since the normin the advertising
industry is for employees to exaggerate their
experience, it is morally acceptable for
Lori
to do so as well (everyone else is doing it).
Exaggerating her work experience to the client
may be in the best interests of Lori and her
relationship with her boss assuming this will
not be realized by the client with any further
implications (self-interest).
What happened?
Lori initially stood up for her ethics and spoke
with her boss and indicated she felt
uncomfortable about lyingto the client. The boss
explained that the client wanted someone
working on the project with more experience than
Lori possessed, so they were enhancing
Lori's accomplishments and skills merely in
order to appease the client and give them
what
they wanted. Lori did nothing further and rationalized
that agencies had a habitof spinning the
truth to clients, and that this was no different. The
client was happy and remained pleased with
the agency.
Conclusion
The ethical action, despite the challenges, would
have been to confront the manager and then
inform the client in a delicate way what Lori's
actual experience and skills were.
However, it
56. appears Lori was able to rationalize, based on
industry norms and acting in the best interest
of
the firm, that this was not necessary. Such practices
might also lead to incrementalism, with
bigger lies and misrepresentations to clients also
becoming considered to be an acceptable
practice.
Report Friend with Substance Abuse Problems?
Peterworks for an equity research department of
a leading global firm. Peteris one of several
analysts on the team. Peterhas built a strong
personal relationship with Steve, the senior
analyst on the team. Peterworks closely
together with Steve and Steve becomes Peter's
mentor.
Steve spends countless hours training Peter,
and never hesitates to stay late when Peter
needs
help with intricate challenging analyses. Steve and
Peterbecome closefriends, and often
socialize outside of work. Unfortunately, Steve's
work ethic and professional behavior
deteriorate. Steve's presence at work becomes
sporadic, and he becomes irritable when
dealing with clients and colleagues. Steve begins
to ask Peterto cover for him and lie about
his whereabouts. Peter's integrity has now been put at
risk, and his productivity is suffering as
he takeson a significant portion of Steve's
work. After nearly a month, Peter
confronts Steve
and Steve confesses that he has a substance abuse
problem but promises to get help. Petersoon
realizes that Steve has not taken any concrete
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Commentary
Emotions: emotions such as empathy towards Steve
might play a role in affecting the
decision-making process.
Trustworthiness: trustworthiness in terms of honesty
would require not lyingabout Steve's
whereabouts. Loyalty to Steve as a mentor
and friend would mean Petershould do
59. nothing.
This dilemma highlights the challenges of conflicting
loyalties in the workplace.
Utilitarianism: a determination would have to take
place of the likely outcome of reporting
Steve on Peterhimself, on Steve, and on others.
If Steve's substance abuse problem was
putting anyone in physical risk or serious
financial harm, then Peterwould be required to
report Steve, regardless of the consequences to
Steve.
Justice: if Peterwas to report Steve, theremight
be an option of warning him first based on
procedural fairness and transparency to give him
one last chance to address his substance
abuse problem.
Impediments: the self-interest of Peteris mixed,
with friendship and gratitude to Steve
being pitted against Peter's job performance
and workload (self-interest) along with
loyalty towards his firm, its owners, and the firm's
clients (appeal to higher authorities).
What happened?
Despite Peter's awareness that reporting Steve was
theoretically the right action, Peterdid not
report his friend Steve's situation, despite Peter's
own workload becoming unmanageable, and
client relationships being affected. Steve
ultimately left the firm six months later,
although the
departure was on his own terms.
60. Conclusion
Rather than immediately report Steve, based on
loyalty to the firm and its clients, as well as
procedural justice, Petershould have warned Steve
he must take stepsto address his addiction
or action will unfortunately need to be taken. If
nothing changed, Petershould then have
reported Steve's situation to his manager if he
was unaware of what was going on. There
may
have been an opportunity that was not realized for
Peterto work with Steve to get him the
addiction assistance he needed, or to do this with
the firm's assistance. This is an example of
an ethical trade-off situation where someone will
necessarily likely get hurt no matter what
action (or inaction) is taken.
Hire Son of Important Client?
Janice is looking for a student to hire for an
intern position at a fund she is running.
Janice
interviews several highly motivated students from
top schools each possessing stellar grades
and qualifications, and is about to hire one
particular candidate that clearly stands out above
the rest. Just before making the final decision, an
important business client calls Janice to
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suggest that his son be hiredfor the job. Janice
interviews the client's son and realizes that he
is not nearly as impressive as the otherfront-
running intern candidate.The problem is that
turning down the son could risk losing the
client. Should Janice hire the son to
preserve the
client?
Commentary
Trustworthiness: loyalty towards the client and
possibly to the firm would suggest Janice
hire the client's son.
Justice: according to distributive justice, it would
clearly not be fair to hire the son of the
client, sincehe does not deserve the position based
on his capabilities and prospective
contribution when compared with the othercandidate.
63. Procedural justice would also be
violated, given the bias that Janice would be
exhibiting due to the candidate's father being
a
client.
Impediments: in this case, Janice could easily
rationalize hiring the son, in terms of
denial
of any real harmtaking place to the firm or
even to the othercandidate whom Janice might
presume is well suited to find another position
elsewhere (denial of injury). Hiring the
client's son might also be perceived as the
decision that will overall be most beneficial to
the firm, given the relatively negligible negative impact
of hiring a less qualified candidate
for an intern position (appeal to higher
authorities). This might be considered an
ethical
normwithin the firm or industry in that favoritism
oftentakesplace when making decisions
about interns (everyone else is doing it). It
would likely be in the best interest of
Janice to
heed the client's request, given that this is an
important client and theremight be a risk of
losing the client if she refuses to hire the
son (self-interest).
What happened?
Janice explained to the client that while the
son had an impressive resume, he had not
yet
acquired the requisite experience for the position.
Janice was able through her contacts to find
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spent approximately $1 million building and
marketing the online product. At one of the
marketing meetings, a colleague proposes that everyone
pretend to be customers and visit
online product review sites, discussion boards,
and blogs and write“rave reviews” for the
product. Everyone seems to thinkthis is a good
idea, and no one including the team leader
expresses any disapproval of the suggestion. There
is also a suggestion that Lorne writea
Wikipediapage with somemarketing content, although
Wikipediahas policies against such
practices. As far as Lorne was aware, it was
legal to post reviews anonymously or under a
false name. Lorne knows that most people do
not use their real names online anyway. No
one
seemed to understand how Wikipedia's
unenforceable policies had any bearing on
behavior.
The product designers were familiar with the tool and
believed it was worth raving about.
Every client who used Lorne's firm's product
would save thousands of dollars. If Lorne's
firm
does not get the word out, otherpotential clients might
not find out about it. On the otherhand,
67. was this too devious a marketing technique, which
might make people angry at Lorne's
firm if it
was discovered? What should Lorne do?
Commentary
Trustworthiness: honesty and transparency if upheld
would play a direct role in resolving
this dilemma by avoiding the posting of false
reviews.
Kantianism: Kant's universalizability would also
prohibit such practices sincethe purpose
of posting reviews would be self-defeating if
everyone posted bogus or biased reviews. In
terms of reversibility, if Lorne were in the
shoes of his competitors, he would not
want
them to post fake reviews.
Utilitarianism: Lorne could try to argue
utilitarianism to support the deceptive behavior, if
he truly believes the firm's product would benefit
everyone overall.
Justice: it would be unfair to the competition
according to procedural justice if Lorne
posted fake reviews of the product.
Impediments: theremay be a rationalization process
whereby Lorne can deny that anyone
really suffers, including the competitors, sincethe
product really is a good product (denial
of injury). In addition, if everyone else is
believed to engage in this behavior, then Lorne
can easily justify doing so as well (conformity
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Conclusion
The false reviews should not have been posted by
Lorne as this is clearly dishonest, regardless
of the low risk of any punishment and the
opportunity for additional revenues through
increased
interest in his firm's product. Lorne's moral
character was apparently not strong enough to
come to a proper moral judgment and then
resist engaging in the misconduct.
Summary of the Ethical Dilemmas
To help compare the ethical dilemmas discussed,Table
7.1 provides a summary of the various
aspects of the ethical issues across several
dimensions covered throughout the book.
These
dimensions include the key individual and situational
factors affecting the decision-making
process (Chapter 1), the process stages that take
place from awareness to behavior (Chapter
2), the potential impediments (Chapter 3), the
relevant moral standards and ethical tests that
can be applied during the moral judgment stage
that might affect the moral reasoning process
(Chapter 4), as well as the type of issue(Chapter 7).
Table 7.1 Summary of dimensions of ethical
issues.
71. Ethical
situation
Key factors
(Chapter 1)
Process
stages
(Chapter 2)
Impediments
(Chapter 3)
Moral
standards/tests
(Chapter 4)
Type of
issue
(Chapter
7)
Pretend to
be a student
to obtain
competitive
information?
Individual
(moral
character)
Ethical
corporate
culture
72. Awareness
Judgment
Intention
Ethical
behavior
Obedience to
authority Self-
interest Appeal to
higher authorities
Moral
disengagement
Trustworthiness
(honesty;
transparency)
Kantianism
(universalizability;
reversibility)
Stand up
for ethics
Disclose
leaving
firm?
Individual
(moral
character)
Lack of
awareness
Intuitive
judgment
Unethical
73. behavior
Improper framing
Denial of injury
Self-interest
Trustworthiness
(honesty)
Kantianism
(universalizability;
reversibility)
Pillow test
Moral
temptation
Send emails
to boss's
personal
email
account?
Individual
(moral
character)
Lack of
awareness
Unethical
behavior
Improper framing
Obedience to
authority
Prohibition
unjustified Self-
76. doing it
Abuse after
7 p.m. $25
dinner
policy?
Organizational
(ethical
corporate
culture,
opportunity
sanctions)
Lack of moral
courage
Awareness
Moral
consultation
Judgment
Unethical
behavior
Improper framing
Abstract versus
intangible Moral
equilibrium
Incrementalism
Claim to
entitlement
Everyone else
doing it Self-
interest
Kantianism
(reversibility and
83. character) Unethical
behavior
interest Appeal to
higher authorities
Utilitarianism
Procedural justice
Hire son of
client?
Individual
(moral
character)
Awareness
Judgment
Intention
Ethical
behavior
Denial of injury
Appeal to higher
authorities
Everyone else
doing it Self-
interest
Trustworthiness
(loyalty)
Distributive justice
Procedural justice
Stand up
84. for ethics
Post fake
rave
reviews?
Individual
(moral
character)
Organizational
(peer
pressure)
Lack of
awareness
Unethical
behavior
Denial of injury
Conformity bias
Trustworthiness
(honesty)
Kantianism
(reversibility)
Procedural justice
Stand up
for ethics
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Chapter Summary
The above ethical dilemmas help to demonstrate
the potential conflict between the moral
standards or between competing stakeholder
interests. There are threeprimary types of
ethical
issues: moral temptations, where we must choose
between our own interests and those of
others, stand up for ethics, where we may
suffer negative consequences for sticking to
what
we believe in, and ethical trade-offs, where no
matter what we choose to do someone will
suffer. The most common ethical dilemmas I have
seen from business students which involve
all threetypes of ethical situations include issues
related to possible theft, conflicts of
interests
87. (gifts and entertainment), whistleblowing, taking
advantage of or being dishonest to
clients/customers, confidentiality,discrimination, harassment,
favoritism, bribery/corruption,
and anti-competitive activities. As noted in Chapter
1, employees with strong moral character
capability (moral maturity, moral value system,
and moral competence) will be better
equipped to handle “ethical trade-off” situations.
Employees with strong moral character
commitment will be most capable of surviving “moral
temptation” situations and doing the
right thingor “standing up for ethics” despite any
possible negative repercussions.
The first step in ethical decision making is to
identify and sort out the economic,legal, and
ethical implications of the dilemma, hopefully
enhancing the potential for moral awareness.
The Integrated Ethical Decision-Making model
discussed in Chapter 2 can assist in
becoming
aware of the various factors (individual and
situational) that might be influencing each
stageof
the decision-making process, along with the
potential impediments discussed in Chapter 3. In
this respect, the Integrated Ethical Decision-Making
model at the very least provides a means
to identify the various issues that can arise in
coming to a moral judgment leading to
ethical
behavior.
The Multifaceted Ethical Decision-Making model
(Multifaceted-EDM)discussed in Chapter
88. 4 can provide prescriptive (actions to undertake)
or proscriptive (actions to avoid) assistance
by incorporating the dominant moral standards and
key ethical decision-making tests into the
moral judgment stageof the ethical decision-making
process. For the most challenging
dilemmas where all outcomes are negative, the ability
to use moral imagination (i.e., imagine
otherpossible alternatives) can also potentially lead to
less ethically offensive outcomes. Did
the employees make the same decisions you would
have made? For those who want to work
through more complex ethical issues or dilemmas
taking place in a business context, you
can
review the list of Hollywood movies indicated in
Appendix D, many of which are based on
true events.
Now that we have worked through a series of
dilemmas,we can move on to the Conclusion
of
the book which provides a series of key
recommendations to help improve our ethical
decision
making and behavior.
Notes
1. To check this, I asked my 8-year-old
son this question after we watched together the
original
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1971 movie “Willy Wonka & the Chocolate
Factory.” We had just watched the concluding
scene (spoiler alert!) when the poverty
stricken Charlie returns to Willy Wonka
the
“Everlasting Gobstopper” candy rather than selling
it to a supposed Wonka competitor
(Slugworth) for a largesum of money (even
after Charlie's Grandpa Joe suggests he give
the candy to Slugworth). It appears that on
the basisof this ethical act, demonstrating his
strong moral character and ability to overcome
moral temptations, Charlie is deemed
worthy by Willy Wonka of being gifted
the entire chocolate factory. Wonka says “So
shines
91. a good deed in a weary world” and reminds us
(at least in a movie) that acting ethically
doesn't always necessarily cost, but can also pay.
My son (fortunately) said he would also
return any extrachange he was given.
2. These dilemmas were presented to me by MBA
students over the years as part of a class
exercise. The dilemmas have been modified from their original
versions.
3. In a study by Mudrack and Mason (2013),
a review of the various ethical decision-
making
research instruments revealed six different categories of
ethical dilemmas:(1) dilemma
(there are two possibilities, neither of which is
practically acceptable); (2) classic (a
dilemma – however, the decision maker has
complete freedom of action and the victims
are
identified); (3) conspiracy (agreement between at
least two persons to break the law or
commit an ethical violation in the future); (4)
Sophie's choice (based on the book and movie
where thereare two equally undesirable
alternatives); (5) runaway trolley (helping one
person creates harmfor another, similar to the
decision whether to switch the trolley onto
different tracks in order to save additional lives);
and (6) whistleblowing (inform someone
about inappropriate activities). These categories
are based on threedifferent dimensions
upon which each dilemma can be categorized
including: (i) whether the protagonist
(decision-maker) possesses free choice (i.e., not being