Ethics Classes--A. Givan

Welcome to ethicsclasses.com
ETHICS CLASSES.com
Established 9/10/2004
AARON LEE GIVAN, Ph.D., agivan@utma.com
Copyright. 2004. Aaron Givan.
All rights reserved.
[e-teachingandlearning.biz]
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ETHICS IN AMERICAN LIFE
"ACT TO LEAD! LEAD TO ACT!"
(Since 1978)
[Founded 9/15/2003]
FOCUS: Theory, education, and application of ethics in American culture.
Aspects/Concentrations:
1. Medical Ethics
2. Values and Ethics
3. Ethics in Society
4. Multicultural Ethics
5. Ethics in Education***
6. Computers and Society
7. Business Ethics/International Ethics
8. Social Responsibility & Ethics in Management
9. Vocational Ethics for Professionals
10. Ethical Training and Development for Business Cultures

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ETHICS INSTRUCTORSHIPS/TRAINING AS OF 10/1/2005
Format: Class #: Title (Sem.Hr.: Date Appv'd To Teach[TT]/Taught[T])
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Embry-Riddle Aeronautical University [Assistant Professor of Aeronautical Science--
Appointed 5/18/1999]:
BA/BS325/MGMT325 Soc Responsibility & Ethics in Mgmt (3:T'99-1x, '06-1x online);
HU330 Values & Ethics (3:T'99-1x).
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Park University [Senior Professor: Online--Since 3/22/1999]:
PH308DL Business Ethics: ONLINE (3:T'00-2x,'01-5x,'02-4x, '03-5x, '04-5x; Syllabus
Developer--U1T04, '05-7x; Syllabus Re-developer--'05);
PH221 Ethics and Society (3:TT'00);
CS300 Computers & Society: ONLINE (3:T'99-4X,'00-8X,'01-5x,'02-9x, '03-5x, '04-5x;
Syllabus Developer--U1T04; '05-1x).
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Turtle Mountain Community College:
HUM241 Multicultural Ethics (3:T'90-2x);
HUM296,297 Intro to Philosophy (2,2;T'90,'90);
DVP296 Christian Doctrine (2:T'90).
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Ethics, Meta-Ethics, & Applied Ethics (1-3:T'90-Present).
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Personal and Professional Development for the Professions (PPDP)
Copyright [TX6-171-842: 4/22/2005]. 2005. Aaron Givan.
Proposal: A cross discipline approach emphasizing the development of problem solving
skills, individual style, excellence, and wellness as it relates to a particular discipline or
vocation--for example, pilots, musicians, surgeons, etc.
Possible Class Title: "Personal and Professional Development for the
Professions: Name of the Profession"
Class aspects:
1. Determination of individual learning and problem solving style/preferences.
2. Relating the findings of number one to the client's vocational specialty.
3. Provide mentoring/coaching training for the development of professional excellence
within the profession--individually and within the class as a group.
4. Theory awareness and practice in best practices for personal wellness as part of
professional practice--including applied ethics training.
5. Development of a lifelong educational/vocational plan as a cap stone.
Rationale: Through style analysis, vocational and wellness modeling, and educational best
practices, each profession can receive customized guidance and training for the unique
knowledge, skills, and abilities (KSA's) required for that profession.
Target audience:
1. Specific disciplines within academia--a three hour class.
2. Seminars and Workshops for the Professions: do at professional meetings.
3. Continuing Ed: classes and publications--for example, the class on a CD.
Expected Benefits:
1. Personal Maturity and Wellness Enhanced
2. Professional Excellence Fostered
3. Global Responsibility Promoted.
My Expectations:
1. Primary author, owner and developer.
3. Product usage agreement--licensed to school or usage fee.
2. Long term relationship and recognition.
3. Excellent compensation as befitting the 25 years research and experience that support
these services.

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EXTERNAL CONSULTANT
[1997 to Present]
Services:
Provide external consulting services that include, but are not limited to, personal and
professional development, professional excellence training for the vocations/professions,
wellness, applied ethics, and diversity in the workplace, work site environmental
management for success, reverse service/product marketing analysis.
External Consultant Consideration.
Fee Structure:
$1750.00 per day. 15% down, non-refundable. $125.00/hour prep time; $50.00/hour travel
time. Plus travel and supply expenses.
Research and Development Arrangements Guiding Policy:
1. Original writings are to remain the property of this author; no work for hire will be
performed.
2. Set-up arrangements for research and/or writing projects: $125.00/clock hour or portion
thereof.
3. Usage arrangements:
A. License to use: Fee--3% of net profit per project per use OR
B. Royalty: Negotiated fee to be paid for each participant involved, for example, $1.00/item
in a five item inventory per person per use OR $7.50 per person per use--6-15 items per
inventory, $10.00
per person per use--16-30 items per inventory.
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Ethics Classes Syllabi
by

Aaron Lee Givan, Ph.D.
(Copyright [TX 6-107-472: 2/11/2005]. 2005. Aaron Givan. All rights reserved.)
[SYLLABI for classes listed below will be personalized to meet the
specific needs of a user, whether an individual or an institution. The first class number
("x") in the couplets of classes listed below--"x,y," or "x-y"--stresses the theory-modeling
for the class topic named in the class title that follows the class number; the second ("y")
stresses practical applications. The "x,y" format/alternative emphasizes independent study
where "x" or "y" may be taken separately, but are best taken sequentially but not
necessarily in contiguous semesters. The "x-y" format/ alternative, that is the second in the
numbering sequence below, emphasizes taking the classes as part of a program of study
requirement and both must be taken in contiguous semesters to fulfill the program of study
requirement--such requirements being arranged in advance. DISCLAIMER: These class
titles and descriptions were created on 4/15/2004; the author reserves the right to structure
and use these syllabi, and other like documents produced earlier or at a later date, at his
sole discretion singley or in mulitple combinations and at single/simultaneous teaching sites
as deemed appropriate. --12/15/2004]
COURSE DESCRIPTIONS:
ETH 5013,5014(5015-5018)/5013-5014(5025-5018): Variants/adaptations for use in multiple
settings worldwide)/5013-5014(5015-5018) - Values and Ethics/Values, Ethics, and
Character Development
ETH 5013 VALUES AND ETHICS considers values and ethics issues as they apply to
personal preferences within the context of personal and social development with a special
emphasis on the personal setting of the learner. Stresses the importance of the activities of
daily living (ADL). Offers opportunities for in-depth, analytical case
studies.
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Values and Ethics
ETH5013—Syllabus
Copyright [TX 6-159-182: 2/18/2005]. 2005. Aaron Givan, Ph.D.
INSTRUCTOR: Aaron Lee Givan, Ph.D.

CREDIT: 3 semester hours.
COURSE DESCRIPTION:
ETH5013 considers values and ethics issues as they apply to personal preferences within
the context of personal and social development with a special emphasis on the personal
setting of the learner. Stresses the importance of the activities of daily living (ADL). Offers
opportunities for in-depth, analytical case studies.
COURSE GOALS:
1. Acquire a functional use of the concepts and practices of values and ethics.
2. Identify the constraints and extensions/refinements of values and ethics as applied in
modern global society & how personal development fosters maturity and wisdom.
3. Explore, define, and apply personal preferences for using values and ethics within
specific ethical dilemmas/situations.
4. Identify and refine one’s personal theory-model of values and ethics within the
socially/culturally diverse environments experienced in the activities of daily living.
5. Discuss direct and immediate uses of ethical insights through feedback and critique
mechanisms.
6. Identify personally beneficial options and possible implications for using values and
ethics as influenced ADL experiences to pose interventions for modern ethical problems.
7. Evaluate and act on new and refined learnings in values and ethics that have been
derived from explorations within practical, daily situations.
Possible Text(s):
Attfield, R. (1995.) Value, Obligation, and Meta-Ethics. Rodopi. ISBN: 9051838573.
Forrest, F.G. (1994.) Valuemetrics: The Science of Personal and Professional Ethics.
Rodopi. ISBN: 905183683X.
Hartman, N. & A. Kinneging. (2003.) Moral Values. (Ethics.) Transaction Pub., 495 pages,
paperback. ISBN: 0765809621.
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ETH 5014 VALUES, ETHICS, AND CHARACTER DEVELOPMENT considers values,
ethical, and character issues as they apply to personal preferences within the context of
personal and societal development with a special emphasis on practical applied ethics.
Stresses the importance of character education. Offers opportunities for in-depth,
analytical case studies.
ETH 5019; CS/ETH 5019-1 - Computers In A Global Society
COMPUTERS IN A GLOBAL SOCIETY considers technical-ethical and community
issues as they apply to personal preferences/performance within the context of personal

and social development within a global society with a special emphasis on the personal
setting of the learner. Stresses the importance of vocational/lifelong learning. Offers
opportunities for in-depth, analytical case studies.
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Computers In A Global Society
CS/ETH5019—Syllabus
Copyright [TX 6-201-109: 2/18/2005]. 2004, 2005. Aaron Givan, Ph.D.
COURSE DESCRIPTION:
CS/ETH5019 considers technical-ethical and community issues as they apply to personal
preferences/performance within the context of personal and social development within a
global society with a special emphasis on the personal setting of the learner. Stresses the
importance of vocational/lifelong planning. Offers opportunities for in-depth, analytical
case studies.
COURSE GOALS:
1. Acquire a functional use of the concepts and practices ethics as applied to expanding
technology within a global society.
2. Identify the constraints and extensions/refinements of ethics as applied in modern global
society & how personal ethical development fosters maturity and wisdom.
3. Explore, define, and apply personal preferences for using values and ethics within
specific ethical dilemmas/situations typical of global ethical issues.
4. Identify and refine one’s personal theory-model of values and ethics within the
socially/culturally diverse environments experienced in the global work place.
5. Discuss direct and immediate uses of ethical insights into community issues through
feedback and critique mechanisms.
6. Identify personally beneficial options and possible implications for using values and
ethics as influenced by computere/technical experiences to pose interventions for modern
ethical problems.
7. Evaluate and act on new and refined learnings in values and ethics as applied to
technology in a global society that have been derived from explorations within practical,
daily situations.

Possible Text(s):
Baase, Sara. (2003.) A Gift of Fire. (2nd Ed.) NJ: Pearson Education, Inc. ISBN: 0-13-
008215-5.
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ETH 5020,5021(5025-5028)/5020-5021(5025-5028) - Modern Social Dilemmas
MODERN SOCIAL DILEMMAS provides the student with modern social dilemmas which
supply research opportunities that focus on the essentials of how ethical applications may
better direct human behaviors in their social-cultural environments. Reasoning
assumptions and decision practices using ethical codes are explored.
ETH 5032,5033(5036-5039)/5032-5033(5036-5039) - Technology, Computing and 21st
Century Development
TECHNOLOGY, COMPUTING AND 21ST CENTURY DEVELOPMENT examines the
consequences of the use of technology and computing within modern communities and
questions the impact of how issues are defined, researched and used for the making and use
of public policy and the development of civil society. Ethical principles are applied to
varied aspects of such policy decisions.
ETH 6014,6015(6017-6020)/6014-6015(6017-6020) - Ethics in Education
ETHICS IN EDUCATION explores the appropriate place and use of ethical principles
within the theory and practice of education from K-12 and beyond. The assumptions
underlying curriculum development, technology in education, lifelong learning, and other
such issues are related to how ethical mechanisms might foster educational reform.
ETH 6022,6023(6025-6028)/6022-6023(6025-6028) - Ethics Across Cultures
ETHICS ACROSS CULTURES provides a survey of essential cultural values and how
ethical questions are framed according to cultural preferences. Questions of ethical/social
interest are studied with practical applications in local settings required for the integration
of personal and academic insights.
ETH 6030,6031(6034-6037)/6030-6031(6034-6037) - Healthcare Ethics in the Global Village
HEALTHCARE ETHICS IN THE GLOBAL VILLAGE is a study of the use of medical
ethics in the daily treatment of illness and the fostering of preventive medicine models that
might foster wellness in the global community. Usable insights and comprehensive analysis
of historical and current ethical healthcare questions are explored.
ETH 6041,6042(6045-6048)/6041-6042(6045-6048) - Applied Organization Ethics

APPLIED ORGANIZATION ETHICS presents discussion and research opportunities of
relevant organization dilemmas resulting from rapid technological and global growth in
business in the 21st century. Comprehensive analysis and creative interventions are
accented with an eye towards the development of marketable artifacts as a by-product of
the class work.
ETH 7008,7009(7011-7014/7008-7009(7011-7014) - Ethical Management Practices Within
Society
ETHICAL MANAGEMENT PRACTICES WITHIN SOCIETY explores the different
possibilities of the responsible application of ethical management principles and practices
within a variety of socially challenging paradoxes that currently confront modern business.
By researching ethical case studies and local situations, this class will enable the student to
form workable, ethical management practices.
ETH 7024,7025(7026-7029)/7024-7025(7026-7029) - Vocational Ethics for Professionals
VOCATIONAL ETHICS FOR PROFESSIONALS introduces the learner to the personal
and professional questions that confront the worker in complex cultural-business
situations. The assumptions of vocation as a life-time commitment are related to the
practical demands of the bottom line. An emphasis on meaningfulness and wellness is
considered.
ETH 7030,7031(7032-7035)/7030-7031(7032-7035) - Ethical Training and Development for
Business Cultures
ETHICAL TRAINING AND DEVELOPMENT FOR BUSINESS CULTURES focuses on
the essentials of ethical training for the working individual within the larger context of task
groups typical of present business cultures. Self-development and group growth using
appropriate ethical assumptions and guidelines attempt to foster maturity and wisdom
within business cultures that strongly influence the larger culture and civil society.
ETH7034 - APPLIED BUSINESS ETHICS
APPLIED BUSINESS ETHICS considers values and ethics issues as they apply to personal
preferences within the context of applied business ethics with a special emphasis on the
personal setting of the learner. Stresses the importance of local-global contexts in today’s
business transactions and connections. Offers opportunities for in-depth, analytical case
studies.
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APPLIED BUSINESS ETHICS

ETH7034—Syllabus
Copyright [TX 6-160-785: 4/18/2005]. 2005. Aaron Givan, Ph.D.
COURSE DESCRIPTION:
ETH7034 considers values and ethics issues as they apply to personal preferences within
the context of applied business ethics with a special emphasis on the personal setting of the
learner. Stresses the importance of local-global contexts in today’s business transactions
and connections. Offers opportunities for in-depth, analytical case studies.
COURSE GOALS:
1. Acquire a functional use of the concepts and practices of applied business ethics.
2. Identify the constraints and extensions/refinements of business ethics as applied in
modern global society & how personal development fosters maturity and wisdom.
3. Explore, define, and apply personal preferences for using business ethics applications
within specific ethical dilemmas/situations.
4. Identify and refine one’s personal theory-model of business ethics within the
socially/culturally diverse environments experienced in the activities of daily living.
5. Discuss direct and immediate uses of ethical insights through feedback and critique
mechanisms.
6. Identify personally beneficial options and possible implications for using business ethics
as influenced by ADL experiences to pose interventions for global ethical problems.
7. Evaluate and act on new and refined learnings in business ethics that have been derived
from explorations within practical, daily situations.
Text: Beauchamp & Bowie. (2004.) Ethical Theory and Business. (7th ed.) Prentice Hall.
ISBN: 0131116320.
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ETH 7037(7040-7099) - Internship/Practicum/Field Work/Residency in Applied Ethics
ETH7037 requires the use of accumulated program learnings to be applied in a real time

setting that offers the potential for growth and creative interventions. Emphasis is placed
upon the production of a marketable artifact [service/product] that can serve as a capstone
and authentication of the training that has been completed.
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ETH7041 - INTERNATIONAL ETHICS
INTERNATIONAL ETHICS considers values and ethics issues as they apply to personal
preferences within the context of A GLOBAL SOCIETY. Stresses the importance of local-
global contexts in today’s business transactions and connections, political-policy decision
making, and global problem solving strategies. Offers opportunities for in-depth, analytical
case studies.
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CHOOSING A TOPIC-CLASS:
1. Choose a topic that interests you.
2. Structure, with the help of your mentor, a learning contract, syllabus, and appropriate
study materials—text and/or articles. For a 3 hr class, include a 10 page research paper OR
a field experience (requires a 5 page summary report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.
EVALUATION MECHANISMS:
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.
CLASS SCHEDULING CYCLE:
Classes start as mutually arranged.
TUITION RATES:
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00
for a 3 hour class.
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REFLECTIONS IN ETHICS:
SEEING YOURSELF IN OTHERS
[A LECTURE SERIES***]
By Aaron Givan, Ph.D. (2005.)

This is a lecture series that rehearses a different ethical principle
in each presenation hung on a common template. The template uses the same text sequence
in each lecture for consistency but provides a different ethical principle and three ethical
problems for each lecture or presentation.
The series is designed to allow the reader to reflect on a specific ethical principle, one at a
time, using a similar outline without changing the context of the thought sequences too
much. When a person is asked a reflective question--if you will watch the eye movements--
that he or she has to stop and think about, the eyes will shift in a consistent direction; the
person is accessing a habitual way of thinking that draws upon inner resources. (Givan,
1989; 1989; 1989,990)
Each lecture asks you to use this reflective process as part of an experience in building your
personal set of ethical processing tools/guidelines that will aid you in posing and acting on
interventions in ethical problem situations.
_____________________________________________________________
Template Structure:
The template/text for each lecture/presentation has the following sections:
1. Ancient heuristics through quotes form the past and definitions--general and topical.
2. The dynamics of the practices of ethics at the individual, group and global levels in terms
of internal cultural ethos and social connectedness. Such connectedness to one another
provides the contexts for doing business.
3. The benefits of applying ethics in doing business.
4. Some specific ethical problems from the individual, group and global levels. Ethics links
for continuing research are added.
5. Sound clips at each of the above 4 sub-section levels that include summaries and
questions recycle and add to the written text available online and rehearse Bloom's
progressive cognitive categories.
Items 1-5 will add an integrative process to the case study approach often used in
considering ethical problems. Subjective and objective data will be synthesized at the
personal level.
The Twelve Lectures:
The titles and associated lecture are as follows:

1. "Doing Good"--Beneficience
2. "To Tell the Truth"--Veracity
3. "Risk Management"--Justice
4. "Keeping Contracts"--Fidelity
5. "Community Pay Back"--Gratitude
6. "For the People"--Utility
7. "Harmfulness"--Non-Maleficence
8. "Responsible Business"--Reparations
9. "The One and The Many"--Autonomy
10. "Shared Rules"--Publicity
11. "Globalization"--Generality
12. "For the Good of All"--Universality.
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*Sources:
Givan, Aaron. (1989.) "Eye Movement Interest Indicator (EMII)". Phoenix, AZ: Kosmos
Business Systems.
------------. (1989.) "Learning to See Lateral Eye Movements: Developing Consistency in
Assessing a Cerebral Hemisphere Indicator." Phoenix, AZ: Kosmos Business Systems.
------------. (1989, 1990.) "Relation of Vertical/Lateral Eye Movements to Work/Vocational
Interest Preferences." Phoenix, AZ: Kosmos Business Systems, 1989. 1990. Based on thesis
research on this topic at ASU, Tempe, AZ.
_________________
***Givan. Aaron (Author/Developer/Instructor). (2005.) REFLECTIONS IN
ETHICS:SEEING YOURSELF IN OTHERS [A LECTURE SERIES]. MO: Park
University. A work for hire for Online Developer Certification Class (ODCC)--
PH308cm(ContentManager)--Shell: 7/24/2005: Lodged Online as part of the class PH308,
Business Ethics, taught by the class developer A. Givan, Ph.D., Senior Professor at the

School of Online Learning—College Of Distance Learning, Park University.
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APPROACHES TO LEARNING
Aaron Givan, Ph.D.
(Copyright. 2002. Aaron Givan.)
Personal Journey
For me, learning is a lifelong journey that connects one’s inner sense of personality
structures and preferred behaviors that give expression to that structure with varied
approaches to learning. I think one best starts from an inner awareness of connectedness to
the cosmos and then follows the journey to places those awarenesses can lead.
This journey, in my life, has led to an emphasis on choices that are presented in a non-
directed manner so that each person can choose to give expression in class room work to
what he/she loves to do. The syllabus provides a framework within which the process of
learning can move creatively. The group in the class room becomes the
functional teaching mechanism for the goals and learning outcome objectives for the
learner; I am at once a guide, facilitator, mentor, coach and listener, and mutual learner, as
well as instructor. The group members provide support for one another and share
viewpoints and experiences appropriate to the learning tasks of the day.
Learning Approaches
Approaches to learning can vary with the specific context and events in a particular setting.
Some approaches that can work together include the following perspectives:
1. Culturally relevant experiential learning: the facts/content of old and new knowledge are
applied in daily settings using relevant teaching/learning strategies and techniques;
theories and principles of learning are connected within social and cultural contexts that
show the benefit of relationships among participants (the collective) and the beauty of
wisdom within the self (the individual).
2. Human information processing: the changes in processing learning within human
environments moves around the process of naming learnings (content and process) and
allowing the total context of knowledge to grow at small and extended levels so new
artifacts (products and services) result.
3. Structure and behaviors: a person’s individual preferences on how to learn best provide

the foundations/structural model in which each one of us can practice learning behaviors
that increase knowledge and wisdom and provide meaningful activities through a life time.
Learning models can identify starting points for problem solving; for example,
A. Experimenting to find answers (1),
B. Reflecting on ideas (2),
C. Working step-by-step (3),
D. Judging value/importance (4).
Such a model might use 4 “P’s” for describing learning as a recycling process that builds
upon itself: passionate (1), Poised (2), Patient (3), and Pragmatic (4).
[11/2002]
---------------------------------
Philosophy of Education ONLINE Applications
Aaron Givan, Ph.D. [5/10/2004]
1. Pedagogical Considerations Unique to Online Education:
Within the "Approaches to Learning" philosophy of education statement posted above are
several facets unique to an ONLINE environment:
Personal choices: I encourage personal choices within the required assignments so that
learning style preferences can surface and foster individual expression and creative
thinking skills. The online environment enhances the ability of learners to make such
choices and share the results with others at the same time; therefore, the experiences of the
group mature over time within the class term.
Graduated assignments: The discussion follows a routine, four-part developmental
approach to considering topics germane to each week’s study topic; this model is expanded
with the weekly project process which is completed in sequential steps similar to that of a
professional journal article. These two processes are interlocked and promote each other
over the life of the term successfully due, largely, to the immediate feedback available
through the technology used.
2. Course Tools: Within any electronic platform there is available a variety of tools, for
example,threaded discussion options that include immediate response capabilities, that can

enable a lively discussion on a topic; these discussions can be recycled each week to aid in
knowledge development. This encourages complex knowledge building.
3. Assessment: Specific content and length of assignments as related to class goal/core
learning outcomes are defined within each week’s context and performance rubrics are
used to score student postings—see syllabus for points breakdown and the weekly
discussion for rubric/specific learning activity relationships.
4. Instructor Comments and Feedback: I post questions and comments within the threaded
discussions on a regular basis; the emphasis is on allowing individual, internal student style
preferences to find a means and forum for immediate, practical applications within the
contexts of the assignments being done—for example, 1. Experimenting to find answers, 2.
Reflecting on ideas, 3. Working step-by-step, and 4. Judging value/importance.
The problem solving modes (1-4 above) are aligned with specific learning styles; weekly
experiences within these style constructs provide a structure/a track to run on while doing
work assigned for the term. The emotional and social dynamics that take place within the
structural elements (1-4 above) include expressions than can be 1. Passionate, 2. Poised, 3.
Patient, and 4. Pragmatic. These four dynamics are also similarly aligned with the learning
styles accessed by the problem solving modes (1-4) listed above. The development/growth of
the whole person is fostered using these processes.
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RESOURCE REFERENCES
Aaron Givan, Ph.D. [5/13/2004]
MY PUBLICATIONS: Root Research Resources with emphasis on transdisciplinary, wide
contextual knowledge base for
Community Resource Inventory. Photocopied. Browning Community Ministries, A 50
agency survey handbook. (Revised and republished by a continuing task force, 1980.)
Community Trust Building Guidelines. Photocopied. Guidelines, general and specific, for
establishing problem solving groups in human communities. Browning Community
Ministries, 1978.
Community Trust Building: Problems and Prospects among the Blackfeet Indians of
Browning, Montana, 1977-1978. Phoenix: Kosmos Business Systems, 1978, 1989.
"How To Have Friends." Phoenix, Az: photocopied, copyrighted 1981 in Single Scene,
Issue 230 (Oct. 16-31, 1981, page 5).
An Operational Theory of Wellness: A Diverse Dimensional Perspective with an

Integrated/Multi-faceted Model. Phoenix, Az: Kosmos Business Systems, 1984,199pp.
"On Caring: A Cross-Cultural Experience," God's People Learning to Care, American
Baptist Women, 1985-86, Valley Forge, PA. A four page devotional guide.
Eye Movement Interest Indicator (EMIl). 1989. Phoenix, AZ: Kosmos Business Systems.
Learning to See Lateral Eye Movements: Developing Consistency in Assessing a Cerebral
Hemisphere Indicator. Phoenix, AZ: Kosmos Business Systems, 1989.
Relation of Vertical/Lateral Eye Movements to Work/Vocational InterestPreferences.
Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
Life Review System. Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
You and Your Life--Learning To Be Well. 1989. Phoenix, AZ: Kosmos Business Systems,
Survival Skills in the Real World--A Syllabus. Belcourt, N.D.: Aaron Givan, . 1989, 1990.
9pp. For a one hour course at Turtle Mt. Community College, Belcourt, N.D.: DVP 296,
DVP 101.
Multicultural Ethics--A Syllabus. Belcourt, N.D.: Aaron Givan, 1989. 12pp. For a three
hour course at Turtle Mt. Community College, Belcourt, N.D.: HUM 241.
Fostering Creativity--A Syllabus. N.D.: Aaron Givan, 1990. For a one hour course at Turtle
Mt. Community College, Belcourt, N.D.: DVP296. 9pp.
Teaching with Clarity: A Translateral/Superlateral Approach. Belcourt, N.D.Aaron Givan,
1990. For a two hour course at TMCC: HUM 298 (proposed). 7 pp. A Syllabus.
Words Alive: Toward Creativity. Belcourt, N.D.: Aaron Givan, 1990. 7pp. For a 3 hour
course at TMCC--HUM 297 (proposed). A Syllabus.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a 3 hour class in
classical philosophical issues, TMCC--HUM 296, Special Topics (proposed). 9pp. A
Syllabus.
Teaching with Clarity--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. For a 2 hr class to
be conducted over a three day period--proposal. 10pp.
Managing Difficult People in the Work Place: Caring for Yourself--Coping with Others.
Belcourt, N.D.: Aaron Givan, 1990. For a one day seminar for health professionals working
in a hospital. Presented to Nursing Services, IHS/PHS Hospital, Belcourt, N.D. on 8/16 &
17) 1990; sponsored by and taught at Turtle Mountain Community College, Belcourt, N.D.
A syllabus-10 pages plus brochure.

Teaching with Claifity--A Syllabus. (Revision). Belcourt, N.D.: Aaron Givan, 1990.
7/27/1990. 14pp.
Caring for the Person of the Care Giver/Helper. Belcourt, N.D.: Aaron Givan, 1990. For a
five contact hour seminar. 5pp. Sponsored by Turtle Mountain Community College.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a fourh our class in
classical philosophical issues, TMCC--HUM 296, 297 (Fall, Winter, 1990). 2 hours per
quarter. HUM 296 required to take HUM 297. A syllabus (revision--up-grade). Accepted
and sponsored by TMCC. 11 pages.
Study Skills for College. Belcourt, N.D.: Aaron Givan, 1990. For a one hour class for high
school students. DVP 100. Sponsored by TMCC.
Words Alive--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. (A Revision.) One hour
credit. DVP 296. For high school students; goal=life interest in English Vocab.)
Wholistic Math/Science Teaching Methods and Applications. Belcourt, N.D.: Aaron Givan,
1990. A revision of Teaching with Clarity--A Syllabus. A Syllabus. For a 4 hour class for
teachers in the Belcourt school system--sponsored by TMCC.
Teaching with Clarity: Variations on a Theme--Four Syllabi. Belcourt, N.D.: Aaron Givan,
1990. Four syllabi registered with the copyright office for professional seminar use.
General Psychology--A Syllabus. 4 credit hours--Psy 211B. 11 pages. Belcourt, N.D.: Aaron
Givan, 1990.
Personal Art Style Assessment. Belcourt, N.D.: Colors for Living, 1991. An assessment tool
for determining an individual's personal art style using a four-part model.
The Effects of Therapeutic Touch on Test Anxiety (Includes: Tests: A Questionnaire).
Belcourt, N.D.: Aaron Givan, 1991. A Research proposel and pilot inventory on test
anxiety. Based on work first completed in 1985 at Arizona State University, Tempe AZ.
Spirituality and Its Behavioral Traits/Markers--A Wholistic Model. Belcourt, N.D.: Aaron
Givan, 1991. An assessment of spiritual behaviors usinga wholistic point of view.
Personal Style Analysis Inventory. Belcourt, N.D.: Aaron Givan, 1991. A multi-form
inventory of personality style.
A Personal Perspective on Quantitative/Qualitative Research Methods in Education.
Derwood, MD: Aaron Givan, 1995.
Contextual Diversity: Assessment and Practice. Derwood, MD: Aaron Givan, 1995.
Computer Applications in Education: A Case Sampling of Epistemological Pluralism.

Derwood, MD: Aaron Givan, 1995
Paradigm Diversity and the Integrated Balance of Educational Processes: A Whole-Person
Viewpoint. Derwood, MD: Aaron Givan, 1995.
Matriarchal/Anima Dominance as a Balancing Factor in an Androgynous, Whole Person
Approach to Teaching/Learning Principles and Strategies/Skills: A Beginning Handbook.
Derwood, MD: Aaron Givan, 1995.
Education through Art/Art Principles-Practices as a Meta-Paradigm: Promoting Skill and
Maturity in Mental, Ethical/Moral, and Aesthetic Knowledgeand Development. Derwood,
MD: Aaron Givan, 1996.
Laterality and Educational Practices: A Wholistic Approach. A. Givan, 1996. Derwood,
MD.
The Essence/Essences of the Philosophical Foundations of Education approaching the Year
2000 A.D. Derwood, MD: A. Givan.
The Treatment of Test Anxiety in Children.Derwood, MD: A. Givan, 1996.
Emotional Inventory for Test Anxiety (EITE-LF; EITA-SF). A. Givan, 1996.Derwood, MD.
Reactive/Maladaptive Test Anxiety Inventory (R/MiAI). A. Givan, 1996.
A Circumplex Model of History: An Overview of the Historical Foundations of Education
in the USA. Derwood, MD: A. Givan, 1996.
Educational Trait Index (ETI). A. Givan, 1996. 10 item & 30 item versions.Derwood, MD.
A Wholistic/Circumplex Approach to Test Item Writing and Polychotomous Scoring
Procedures: A Continuing Education Module. Derwood, MD: A. Givan, 1996.
Selected Comparative Personality Values (Alpha-Delta) with Associated Teaching Styles
and Strategies: A Lesson Plan Application Module. Derwood: A. Givan, 1996.
Test Anxiety--A Matter of Style. Derwood, MD: A. Givan, 1996.
A Psychological View of the Seats of Human Learning--An Interpretative Model. Derwood,
MD: A. Givan, 1996.
Problems and Prospects in American Higher Education Approaching the Year 2000 A.D.
Derwood, MD: A. Givan, 1997.
The Benefits of Using Creativity Insights/Guidelines in Curriculum Development.
Derwood, MD: A. Givan, 1997. Three Major Social Problems Influencing Educational

Processes in the USA in the 1990's: A Personal Perspective. Derwood, MD: A. Givan, 1997.
Reflections on Issues/Trends in Educational Anthropology Influencing Educational
Processes in the USA in the 1990's. Derwood, MD: A. Givan, 1997.
Collecting Wildflowers/Medicinal Plants in the USA--Montgomery County, Maryland: An
Adjunct to Artistic Creativity--A Summary. Derwood, MD: A. Givan, 1997.
Learning Styles-Strategies for Learners: Research Applications--Mentoring, Personal
Growth Enhancement, and Lifelong Planning. (A Workbook.) Derwood, MD: A. Givan,
1997.
Learning Styles: The Keys to Creative Teaching--A Syllabus. Rolla, ND: Aaron Givan,
1998. One Credit Hour--Ed. 600 (NDSU, Fargo, ND).
Seeing Yourself in Your Students--A Syllabus. Rolla, ND: Aaron Givan, 1998. One hour
credit--T&L 900 (UND, Grand Forks, ND).
Problem-solving Oriented Teaching--A Syllabus. Rolla, ND: Aaron Givan, 1998.
Practical Approaches for Teacher Improvement--A Syllabus. Aaron Givan, 1998.
Problem-Based Teaching/Learning: Reframing/Refining for the 21st Century-A Syllabus.
Rolla, ND: Aaron Givan. 1998. Rolla, ND:
Professional- Excellence Program (PEP). Rolla, ND: Aaron Givan, 1999.
Givan. Aaron (Author/Developer/Instructor). (2005.) REFLECTIONS IN
ETHICS:SEEING YOURSELF IN OTHERS [A LECTURE SERIES]. MO: Park
University. A work for hire for Online Developer Certification Class (ODCC)--
PH308cm(ContentManager)--Shell: 7/24/2005: Lodged Online as part of the class PH308,
Business Ethics, taught by the class developer A. Givan, Ph.D., Senior Professor at the
School of Online Learning—College Of Distance Learning, Park University.
END [8/11/2005]
**********
SEE ALSO:
e-teachingandlearning.biz
adjunctaarongivan.info
ethicsclasses.com
appliedethics.us
churchman.net
writingsbyaaron.com

bricolagework.com
metavoicesystems.com
professionaldevelopmentinstitue.biz
artbyaaron.com
teachingandlearning.us
e-teachingandlearning.org
colorsforliving.com
bricolageworks.com
dreamanalysis.us
center4.org
**********

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