Here are the key points from Carol Gilligan's study:
- Gilligan conducted interviews with 72 boys and girls aged 6-16 years old.
- She found that boys tended to focus more on rules, rights, and formal structures in their moral reasoning.
- Girls, on the other hand, emphasized interpersonal relationships, compassion, and care in their moral reasoning.
- Gilligan argued this showed that morality incorporates both an ethics of justice (rules and rights) and an ethics of care (compassion and responsibility in relationships).
SMUMN Ethical Issues for Administrators-Session 2bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for Administrators: Culture Values & Leadershipbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics: FA17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session 3.bb.fa2017brucemiller9901
I understand the importance of considering other points of view.
I understand the importance that countering opinions are OK and may even be helpful.
I can define the principle of ends-based thinking and can apply it to ethical dilemmas.
I can define the principle of care-based thinking and can apply it to ethical dilemmas.
I can define the principle of rule-based thinking and can apply it to ethical dilemmas.
SMUMN Ethical Issues for Administrators-Session 2bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for Administrators: Culture Values & Leadershipbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: What is Ethics: FA17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session 3.bb.fa2017brucemiller9901
I understand the importance of considering other points of view.
I understand the importance that countering opinions are OK and may even be helpful.
I can define the principle of ends-based thinking and can apply it to ethical dilemmas.
I can define the principle of care-based thinking and can apply it to ethical dilemmas.
I can define the principle of rule-based thinking and can apply it to ethical dilemmas.
SMUMN Ethical Issues for Administrators-Session 1bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: Session 1-What is Ethics?brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
I can differentiate between public and private matters.
I can use strategies to find balance between the interest under consideration and the possible effect on the students (The Third Thing).
I understand Facts vs. Morals vs. Values.
I understand the importance of moral principles and how they assert duties and obligations on us.
The aim of this lecture is to introduce and discuss social-psychological aspects of interpersonal relationships and, in particular, attraction, exclusion, and close relationships.
Ethical Issues for Administrators: What is Ethicsbrucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
What Does Ethics Mean? Essay
Ethics in Research Essay
Essay on Ethics
My Personal Ethics Essay
Ethics in Psychology Essay
Essay on Ethics Case Study
Essay on Virtue Ethics
Personal Ethics Essay
Ethics: Ethics And Ethics
Essay about Aristotles Ethics
Ethics In The Workplace Essay
Ethics in Science Essay
SMUMN Ethical Issues for Administrators-Session 1bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: Session 1-What is Ethics?brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
I can differentiate between public and private matters.
I can use strategies to find balance between the interest under consideration and the possible effect on the students (The Third Thing).
I understand Facts vs. Morals vs. Values.
I understand the importance of moral principles and how they assert duties and obligations on us.
The aim of this lecture is to introduce and discuss social-psychological aspects of interpersonal relationships and, in particular, attraction, exclusion, and close relationships.
Ethical Issues for Administrators: What is Ethicsbrucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
What Does Ethics Mean? Essay
Ethics in Research Essay
Essay on Ethics
My Personal Ethics Essay
Ethics in Psychology Essay
Essay on Ethics Case Study
Essay on Virtue Ethics
Personal Ethics Essay
Ethics: Ethics And Ethics
Essay about Aristotles Ethics
Ethics In The Workplace Essay
Ethics in Science Essay
Ethical Theory PaperElijah KimWhat is the meaning of being a hBetseyCalderon89
Ethical Theory Paper
Elijah Kim
What is the meaning of being a human? What is the meaning of being a good person? What is good? And why do we have to be good? The word ethic carries many implications and foundations. In Christianity, God creates this universe, earth, and man/woman in "his" image. However, the Human is not God and made many ethical mistakes that ask God for forgiveness. "Therefore you are inexcusable, O man, whoever you are who judge, for in whatever you judge another you condemn yourself; for you who judge practice the same things." (Romans 2:1). No human being is innocent in front of God and not allow to judge each other. The ethical theory sets the foundation for a "right human being" and has numerous ways to break down.
Ethical theory "is the systematic effort to understand moral concepts and justify moral principles and theories" (Fieser 2017), which means the study of Right Action. This "Right Action" can be divide into three different divisions. Metaethics can be defined as a God's view. For many religious believers and religious cultures, the Metaethics can be easily found. However, people who do not believe in a higher power or bird view have a problem with divine command metaethics (Morriston 2009). In the Metaethics view, moral obligations are taught and fixed by religious belief. For the non-religious believers there Metaethics can be set by the Karma they heard of or the own belief system. Just because of believing in religious belief and Karma, Metaethics do not take the basics from realism or antirealism. Instead, it contains the focused theories (Davis 2021).
Moral Realism in Metaethics asses the meaning of the moral. Moral realism is the position of right and wrong in a variety of situations. Religions like Christianity made committed to moral realism for three different reasons. First, "constructivists tend to attribute moral facts to agents as their origin" (Jung 2015). In Christianity bible has the Ten Commandments in Exodus 20. These Ten Commandments are the fundamental moral value of Christian belief and set the standard. Commandments like "Thou shalt not commit adultery" and "Thou shalt not kill" are the well-known rule as a "basic human being." Like the last sentence, the bible has a clear example of do's and don'ts, right/ wrong.
The bible also advised what evil (bad) can affect the person "Be not deceived: evil communications corrupt good manners" (1 Corinthians 15:33). Many religious people believe in God's purpose. An example of Christianity, Genesis advised, Human were made to glorify God and his creation. Adam and Eve were also created to manage God's creation. "So, whether you eat or drink, or whatever you do, do all to the glory of God" (1 Corinthians 10:31). "And we know that for those who love God all things work together for good, for those who are called according to his purpose" (Romans 8:28). The explicit purpose gave men and women a clear vision of life and motivated them to stay in God's ...
Example of an Annotated Bibliography (APA Style)Gipson, T., .docxelbanglis
Example of an Annotated Bibliography (APA Style)
Gipson, T., Lance, E., Albury, R., Gentner, M., & Leppert, M. (2015). Disparities in
identification of comorbid diagnoses in children with ADHD. Clinical Pediatrics, 54(4): 376-381.
The authors examine ADHD children with relevant comorbid conditions and medication prescribing habits based on comprehensive neurodevelopmental evaluations versus insurance limited evaluations to behavior management and medication. This was done using a retrospective review of medical records at the Center for Development and Learning Clinic. Data for demographics, comorbidities, medications, and interventions were analyzed for associations between groups. Results demonstrated that kids who received comprehensive evaluations had a greater degree of diagnosis for comorbidities. This stimulates the question of income levels and comprehensive evaluations in ADHD kids and comorbid conditions.
Hinojosa, M., Hinojosa, R., Fernandez-Baca, D., Knapp, C., & Thompson, L. (2012). Parental strain, parental health, and community characteristics among children with attention deficit-hyperactivity disorder. Academic Pediatrics, 12(6): 502-508.
The authors examined the impact on parents who have a child with ADHD and comorbidities. Using the National Survey of Children’s Health dataset, they conducted a bivariate, multivariate, and descriptive analysis to look for associations between kids with ADHD and comorbid conditions and the strain on parents, social support, mother’s mental health, and local amenities. Results showed an increase in parental strain when caring for an ADHD child with a co-occurring condition. It also showed that lack of social support and lack of access to community amenities were predictors of increased parental strain. This study demonstrates the impact on the health of caregivers to ADHD children with comorbidities.
Radigan, M., Lannon, P., Roohan, P., & Gesten, F. (2005). Medication patterns for attention-deficit/hyperactivity disorder and comorbid psychiatric conditions in a low-income population. Journal of Child and Adolescent Psychopharmacology, 15(1): 44-56.
The authors examined the psychotropic medications usage of low-income kids who have been diagnosed with ADHD comparing those with and without comorbid conditions. The New York State Department of Health Medicaid Encounter Data System was used to extract information on 6,922 kids 3-19 years of age. A multivariate logistic regression was conducted to look at associations between ADHD with comorbid conditions and medication usage. Results showed the strongest predictors of medication use to be comorbid conditions and Social Security Income Medicaid eligible status. This study stimulates the question of the possibility for ADHD children with comorbidities to have treatment variations based on income status.
Rockhill, C., Violette, H., Vander Stoep, A., Grover, S., & Myers, K. (2013). Caregivers’ distress: Youth with attentio ...
Ethics issues for administrators power point session #8.bb.fa17bruce.miller
I can summarize a framework of making difficult decisions.
I can apply resolution principles that validate all members of our learning community.
I understand the influence of democracy, community, and educational professionalism in the role of learning for students.
The Importance of Ethics6. Leadership Ethics7. The Role .docxoreo10
The Importance of Ethics
6. Leadership Ethics
7. The Role of Values and Ethics at Work
UNTIL PHILOSOPHERS ARE KINGS, or the kings and princes of this world have
the spirit and power of philosophy, and political greatness and wisdom meet in
one, and those commoner natures who pursue either to the exclusion of the other
are compelled to stand aside, cities will never have rest from their evils—no, nor
the human race, as I believe—and then only will this our State have a possibility of
life and behold the light of day.
—Plato (428–347 BC)
The Republic: An Ideal Commonwealth
Learning Objectives
After studying Part Three, you will be able to:
• Know the importance of ethics at work.
• Identify the levels and stages of moral development.
• Understand why leadership by values is important.
• Describe the values that guide you in moral dilemmas.
• Know the role of the leader in setting the moral tone and ethical climate
of the workplace.
Part 3
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Leadership Ethics
W ith one after another high-profile scandal in business and government, interestin the nature of ethical leadership has grown proportionally.1 Prominentscholars, including Ronald Heifetz, James MacGregor Burns, and Robert
Greenleaf, have provided perspective on this important subject. A common theme is the
need for leadership that is based on honesty, service to others, and moral courage.
For Heifetz, leadership involves the use of authority to help followers uphold
important values in the workplace. Burns’s theory of transformational leadership
emphasizes the moral development of followers and maintaining high standards of
ethical conduct. Greenleaf’s approach to leadership has strong ethical overtones, with
the central premise being that true leadership is service to others.2
Leaders must understand the subject of ethics—what it is and why it is important.
Ethics is the branch of philosophy concerned with the intent, means, and consequences
of moral behavior. It is the study of moral judgments and right and wrong conduct.
Some human judgments are factual (the earth is round); others are aesthetic (she is
beautiful); and still others are moral (people should be honest and should not kill).
Moral judgments are judgments about what is right and wrong, good and bad.3 The
Spanish writer Cervantes wrote about ethics in Don Quixote:
I know that the path of virtue is straight and narrow, and the road of vice broad and spacious. I
know also that their ends and resting places are different; for those of vice, large and open, end
in death; and those of virtue, narrow and intricate, end in life; and not in life that has an end,
but in that which is eternal.4
The word ethics is derived from the Greek word ethos, referring to a person’s
fundamental orientation toward life. Originally, ethos meant “a dwelling place.” For
the philosopher Aristotle, ethos came to mean “an inner dwel ...
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docxdonnajames55
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te.
What Should You Do When Writing An Analytical Essay.pdfAlexis Turner
How to write an Analytical Essay? - The English Digest. Analytical Essay - 6+ Examples, Format, Pdf | Examples. Complete Analytical Essay Writing Guide | Topics & Tips. A Useful Guide On How To Write Analytical Essay - StatAnalytica. Analytical Essay Writing Tips For College Students - Blog BuyEssayClub.com. How to Write an Analytical Essay: 15 Steps (with Pictures). Scholarship essay: What should you do when writing an analytical essay. How to Write an Analytical Essay. How To Write Analytical Essays With Ease? Essay Writing Help. Basic Analytical Essay Example & Writing Tips. How to Write an Analytical Essay - Best Tricks from Experts .... Analytical Essay Writing. How To Write An Analytical Essay | Essay Examples. Write Esse: Analytical essay structure. Analytical Essay Writing - Guide, Topics and Examples. How To Write Analytical Essay | Academic Assignments.
What Should You Do When Writing An Analytical Essay.pdfBlanca Richardson
How to write an Analytical Essay? - The English Digest. Analytical Essay - 6+ Examples, Format, Pdf | Examples. Complete Analytical Essay Writing Guide | Topics & Tips. A Useful Guide On How To Write Analytical Essay - StatAnalytica. Analytical Essay Writing Tips For College Students - Blog BuyEssayC
-Moral Development
-Kohlberg’s Theory
-Gilligan’s Theory
-Consensus and Controversy
-Models of Professional Roles
-Self-Interest
-Engineering as Experimentation
-Engineers as Responsible Experimenters
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Ethics issues for administrators power point session #7.bb.fa.2017bruce.miller
I understand how EVERYone’s perspective is important in our treatment of each other.
I have an understanding how I/we can reconcile this with my own/our school’s perspective.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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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
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. At which school are you currently working?
What is your position?
How far are you into the Principal Licensure
program?
In your current role, what is your passion?
15. Synectics (Gordon, 1961) provides an
approach to creatively looking at, what
appears on the surface as, unrelated
phenomenon and drawing relevant
connections.
Its main tools are analogies or metaphors.
It helps users break existing mind sets and
internalize abstract concepts.
16. Use the picture to explain what you
may be thinking about or expecting
from this Ethics class.
17.
18. Questionnaire about why they chose to study
theology (personal/spiritual fulfillment vs.
meaning of life)
Some were to speak on the relevance of the
professional clergy to the religious vocation
Some were given the parable of the good
Samaritan
Some were sent on their way being told they
were late and needed to hurry
Some were told they had plenty of time.
19.
20. The convictions in your heart and the
actual contents of your thoughts are less
important in the end in guiding your actions
than the immediate context of your
behavior.
Gladwell, M. (2000). The tipping point. Little Brown and Company. New York.
21. 1. I understand what defines a value.
2. I understand what defines moral/ethical
principles.
3. I understand how we develop our values.
4. I understand how our values shape our
morals/ethical ethos.
5. I understand why it is important to
understand our values in order to make
sound moral/ethical decisions.
22.
23.
24. Ends-Based Thinking (consequence of our
actions justifies our actions)
Rule-Based Thinking (there are norms that
prevent an action)
Care-Based Thinking (just wrong…intrinsic
feeling)
Consequentialism vs. Nonconsequentialism
Our trolley examples do not present new
information…just new a new way to look at it.
25. Truth vs. Loyalty
Individual vs. Community
Short -term vs. Long-term
Justice vs. Mercy
Kidder (1995). pp 6-10.
26. The memories need not be unusual, just meaningful
to you. The periods are to stimulate your memory. If
you have others, list those.
•Elementary School
•Secondary School
•In college
•In professional life
•In the last year
•In the last month
•Today
30. Key Terms Defined
Values:
Those inner standards from which we receive
the motivation to act as we do and by which we
judge behavior (both ours and others). We
choose our values and they may be different
than others.
Moral/
Ethical
Values:
Those inner standards of right and wrong from
which we receive the motivation to act as we do
and by which we judge behavior (both ours and
others’). The things are ought to be or should
be. We agree to these socially, culturally.
These are universally held.
32. Key Terms Defined
Ethics: A system of principles of conduct based on moral values.
Educational
Ethics:
The rules, standards, codes, or principles that provide guidelines
for morally “right” behavior and truthfulness within the
educational setting.
Constituency:
Any group or individual that has a vested interest and will be
affected by the decision, actions, or policies of another group or
individual.
Dilemma
A situation for which there appears to be no “good” answer or
solution. Answer does not satisfy equally all of one’s sincerely
held values.
33. Using photocopied tickets to get your family and
friends into a Section Basketball game.
Spending your co-curricular stipend check on
yourself or on your significant other
Playing golf or attending an assessment for learning
workshop.
Borrowing a colleague’s completed ethics
assignment to complete yours.
Using sick days to extend your weekend trip to
Florida.
Skipping your child’s sports game to finish grading
your quarter exams.
34. CRITERIA FOR A CORE VALUE
Chosen:
A value a person selects freely from
alternatives after careful examination
and with a clear understanding of the
consequences of the selection.
Prized:
A value a person is happy with and is
willing to publicly affirm.
Acted
Upon:
A value a person affirms repeatedly
through some life pattern.
Core
Value
A value that is acted upon.
37. Values Acquisition
Imprinting:
(0-5 years)
The child absorbs values through observing parents and
other family members. Parents have the greatest influence
over a child’s attitudes and beliefs.
Modeling:
(6-10 years)
Parent’s influence is decreasing as the child is exposed to
more experiences. Heroes become more important. The
child tends to model behavior after that person the
youngster sees as being the “ideal.”
Socialization
(early teen years)
The peer group is the most important influence. The
youngster begins to sort, define, and validate attitudes,
beliefs, and standards into a values system. The
independent person is beginning to emerge.
Young Adults:
The values system is tested against the “real world.” The
result of this testing will be those core values and value
indicators that will become the person’s values system.
“Why” is asked a lot.
Lock In:
The person’s values system is pretty well locked in place at
this stage. Values will not alter significantly unless there is
a major emotional experience that has a high impact on the
person.
Source: Massey, M. (1979). The people puzzle. Reston, VA: Reston Publishing Co.
38. A young child hears about one boy
who broke 15 cups trying to help
his mother and another boy who broke only
one cup trying to steal cookies; the young
child thinks that the first boy did worse.
(Piaget, 1932, p. 137).
• Children 10-11
Fixed and Absolute-amount of damage/consequences
• Older Children
Relativist-it depends on what were the motives behind the
action
39. In Europe, a woman was near death from a
special kind of cancer. There was one drug that
the doctors thought might save her. It was a form
of radium that a druggist in the same town had
recently discovered. The drug was expensive to
make, but the druggist was charging ten times
what the drug cost him to make. He paid $200 for the radium
and charged $2,000 for a small dose of the drug. The sick
woman's husband, Heinz, went to everyone he knew to
borrow the money, but he could only get together about
$1,000 which is half of what it cost. He told the druggist that
his wife was dying and asked him to sell it cheaper or let him
pay later. But the druggist said: "No, I discovered the drug and
I‘m going to make money from it." So Heinz got desperate and
broke into the man's store to steal the drug-for his wife. Should
the husband have done
that? (Kohlberg, 1963, p. 19)
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm
40. Stage 1-Obedience & Punishment Orientation
• “Bad to steal because you will get punished”
Stage 2-Individualism & Exchange
• Reasoning-What is right for Hienz is OK
• Punishment is only a risk
• Heinz doesn’t have to steal the drug if he wants to
marry someone younger and better looking
• Heinz needs to steal to have someone at home to
help with the children
• It’s OK because the druggist would not make a fair
deal
• Heinz should steal because his wife may return the
favor someday
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm
41. Stage 3-Good Interpersonal Relationships
• Love, empathy, trust, and concern for others
• “It was really the druggist fault for not being
fair”
Stage 4-Maintaining the Social Order
• Concerned with Society as a whole-laws,
authority, keep social order
• Like stage one, BUT understands WHY we
have rules/laws to have a “good society”.
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm
42. Stage 5-Social Contract & Individual Rights
• “What is a good society?”—People freely work toward the
benefit of all--life, liberty, and democratic process for
changing or improving society-benefit maximization
• Heinz’s wife’s life (or any life) is more important than
property-this transcends other standards
Stage 6-Universal Principles (theoretical stage)
• Abe Lincoln, MLK and Mahatma Ghandi-The principles of
justice require us to treat the claims of ALL people in an
impartial manner, respecting the basic dignity of ALL
people (UNIVERSAL)-The Golden Rule
• Seek first to understand!
• Heinz’s wife should be saved and druggist should
understand this
• Few folks use this consistently
W.C. Crain. (1985). Theories of development. 118-136..Prentice-Hall. Retrieved May 27, 2006 from http://faculty.plts.edu/gpence/html/kohlberg.htm
43. INCLUDE CAROL GILLIGAN STUDY INFO
FROM PAGE 107-108 (4 BULLET POINTS)
Studies conducted on 72 boys
• Rules and rights vs. interpersonal relationships
(compassion and care)
• Carol Gilligan: boys vs. girls
How much do we really consider our core
values in our reasoning? Or do we use intuition
(gut feeling most of the time? Ethics?
Listening to moral judgment is not good enough-
44. Men tend toward an “ethic of justice”
Women tend toward and “ethic of care”
Women find greater moral worth in
networks and lateral relationships
Men find great moral worth in hierachical
chains of commands
Men resolve dilemmas with “formal and
abstract” (impersonal/theoretical)
Women resolve dilemmas are “contextual
and narrative” (there is a real story and
real person involved).
49. 1931 Norman
Maier at the
University of
Michigan wanted
to explore how
people solved
problems. He
developed the 2
cord experiment.
50. The “correct” decision or action is not clear and may violate
one’s own conscience or an ethical principle or be harmful to
others.
The decision calls for a delicate balancing of complicated
issues surrounding the rights and fair treatment or the harm
and benefits to all.
The “correct” decision is in conflict with the existing norms and
values of an organization.
The decision creates a conflict between the organization’s
needs and individual’s personal values.
The “correct” decision is clear, but the cost of acting on the
decision seems unreasonable high to the individual, the group,
or the organization.
The situation is totally new and there are no existing norms and
standards to guide the decision-making process.
51. They see things through a
different lens and will apply
their own logic and perceptions
they have used to create their
own point of view in an attempt
to change your point of view
and perception.
62. Characteristics
Seniors
1920-1939
Baby Boomers
1940-1959
Generation X
1960-1980
Millennials
1981-2006
Landmark
Events
•Depression
•World War II
•Civil Rights Act
passed
•First manned
space flight
•Vietnam War
•Operation Desert
Storm
•Oklahoma
bombing
•Columbine
shootings
•Clinton scandal
•9/11
Music
•The Great Era of
Radio
•Big bands
•Elvis
•Punk
•Disco
•Grunge
•Hip Hop
•Boy bands
•Rap
TV
Culture
•Virtually
nonexistent
•Movies/Radio
•"Ozzie & Harriet"
•Leave it to Beaver
•"The Brady
Bunch"
•Anything goes
•Reality Shows
•Home Theatres
Cultural
Memorabili
a
•Juke boxes
•Fireside chats
•TV dinners
•Poodle skirts
•Pet rocks
•Platform shoes
•Skateboards
•Piercings
•IPODS/MP3s
Heroes
•Franklin
Roosevelt
•Winston Churchill
•Joe DiMaggio
•Babe Ruth
•Gandhi
•Martin Luther
King
•John &
Jacqueline
Kennedy
•John Glenn
•Generally aren’t
influenced by
heroes
•Their parents
•Bill Gates
•NYC Firefighters
•Michael Jordan
63. Characteristic
Seniors
(1920-39)
Baby Boomers
(1940-59)
Generation X
(1960-80)
Millennials
(Generation
“Next”)
(1981-2006)
Core
Values
•Dedication
•Respect for authority
•Adherence to rules
•Optimism
•Personal gratification
•Health and wellness
•Diversity
•Balance
•Fun
•Techno-literacy
•Diversity
•Civic duty
•Achievement
•Sociability
•Informality
•Street smarts
Work
Ethic
•Hard worker
•Loyalty
•Will do whatever is
asked
•Delayed reward
•Team-oriented
Overly sensitive to
feedback
Self-promoting
Driven
•Impatient
Independent
Process-averse
Creative, cynical
Multi-tasking, balanced
•Determined
People-oriented
Optimistic
Need for supervision
& structure
Job
Expectations
•Defined job duties
•Input on projects
•Job security
•Recognition
•Team projects
•Advancement
•opportunities
•Meaningfulness
•Equal power
•"Hands-off" supervision
•Specific job duties
•Treated Respectfully
•Teamwork
•Flexibility with structure
•Don’t often stay in one
job
•Need feedback
Motivational
Messages
•"Your experience is
valued and rewarded.“
•"It's valuable to all of
us to hear what has and
hasn't worked in the
past."
•"You're important to our
success.“
•"We need you.“
•"Your contribution is
unique and important to
the organization."
•"Do it your way.“
•"There aren't many
rules here.“
•"We're not very
corporate around here."
•"You'll be working with
other, creative people.“
•"You and your co-
workers can turn this
company around."
From Generations at Work: Managing the Clash of Veterans, Boomers, Xers and Nexters in Your Workplace by R. Zemke, C. Raines and R. Filipczak,
published by WACOM Publishing in 2000.
64. CRITERIA FOR A CORE VALUE
Chosen:
A value a person selects freely from
alternatives after careful examination
and with a clear understanding of the
consequences of the selection.
Prized:
A value a person is happy with and is
willing to publicly affirm.
Acted
Upon:
A value a person affirms repeatedly
through some life pattern.
Core
Value
A value that is acted upon.
66. Factors That Influence Decisions
Interest of constituencies (e.g. stakeholders,
community members, faculty, BOE, district
administration)
Competitive pressures (high stakes testing, co-
curricular programs, common assessments)
Public health and safety considerations
Legal considerations
Government regulations
Peer or group pressures
Social pressures
Professional code of conduct
The tension between the decision maker’s personal
standards or values and the needs of the
organization.
70. We need a coherent view of our own role
and our own authority and of how to deal
with conflicting demands made upon us
We need a coherent vision of the
education we wish to provide and we
ought to provide it.
What are the norms of ethical decision
making?
71. Break the law
Do not tell the truth
Deviate from moral rectitude
Right vs. wrong = easy
Right vs. right = hard
72. Could we be successful with the following:
Be truthful
Do not steal from our schools
Not be racist or sexist
Avoid conflicts of interest
Make fair decisions
These are important, but we need more to
create school into a great educational
community (the science vs. the art).
74. What is the problem?
What are the circumstances out of which the problem arose?
What are the end results I want to receive?
What is the right thing to do? What is the successful thing to do?
What is your first inclination for course of action?
What is the continuum of possible solutions?
What are the advantages and disadvantages of each solution?
Community Acceptability Test
Does this solution conform to my school, community, district,
professional code of conduct?
Is it legal?
Is it safe?
Does it adhere to the values of the community?
What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
Does it adhere to my personal values?
Can I sleep tonight?
What ethical or moral principals are involved? (benefit maximization,
equal respect, equal treatment, maximin principle)
What is your decision?
77. People are just begging to be told what to
do. There are a lot of reasons for this;
possibly, the biggest one is:
"If you tell me what to do, the
responsibility for the outcome
is yours, not mine. I'm safe."
When asked, resist.
78. “I find comfort in the fact that the longer I’m
in politics the less nourishing popularity
becomes, that a striving for power and
rank and fame seems to betray a poverty
of ambition, and that I am answerable
mainly to the steady gaze of my own
conscience.”
Obama, B. (2006). The audacity of hope: Thoughts on reclaiming the American
dream. Crown publishing group. p. 134.
81. At the public high school where I teach, a school
sponsored student club, Sharing Our Spirit, staged a “Pro
Life Day of Silent Solidarity” during school hours. Students
wore red armbands and did not speak. The club’s faculty
adviser sent an e-mail to the entire faculty, including this:
“They will be standing on behalf of the one-third of their
generation that have been innocent victims of abortion.”
Was the students’ activity legitimate? The adviser’s?
-SARATOGA SPRINGS, N.Y.
82. 1. I understand what defines a value.
2. I understand what defines moral/ethical
principles.
3. I understand how we develop our values.
4. I understand how our values shape our
morals/ethical ethos.
5. I understand why it is important to
understand our values in order to make
sound moral/ethical decisions.