Justifying Unethical Conduct Please respond to the following.docx

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"Justifying Unethical Conduct" Please respond to the following: 1)Unethical conduct is not necessarily illegal conduct; however, the difference between ethical and unethical conduct can be difficult to spot. Using the Internet, identify an example within the last year of when a company engaged in LEGAL, but arguably unethical, conduct. Next, determine two (2) reasons why this conduct could be deemed unethical and why you believe the company failed to make the right decision. Lastly, speculate on the ramifications of the company’s arguably unethical conduct on its customer base. Justify your response. 2)What are the purposes of laws as identified in the chapter reading and which do you most agree with? If running a business, where should a business executive look to find and understand the law that governs his or her business? 3)What is an Executive Order by the President of the United States and how do and can these Orders affect the decisions management have to make today in business? • Please post your sources and links for your research and information in all answer posts throughout the quarter. Also, please be sure your answers are current, your own work and not coursehero or copy and pasted work. Answers must be your own and be substantive. .

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ACC 375 Accounting Ethics and Professional Regulations /Complete Class To Purchase http://homework-place.com/product-category/acc-375/ ACC 375 Week 1 Assignment Understanding Ethics Matrix Resource: Understanding Ethics Matrix located on the student website Complete the Understanding Ethics Matrix by writing a short paragraph for each theory by considering the following: · Give a brief summary of each theory. · Identify the history and major proponents or theorists of each theory. · Define the terms utility, justice, and liberty under each theory. · Describe how each theory advocates the distribution of resources. Cite all sources used to obtain information. DQ1: Explain the concept of utility under the utilitarianism theory. How can a business achieve a level of utility? DQ2: What is the connection between justice and utility under utilitarianism theory? What are a few assumptions and problems with utilitarianism theory? DQ3: What are the similarities and differences between the concepts of justice under the utilitarianism theory and distributive justice theory? What is the difference between concepts of ethics and morality? DQ4: What is meant by the term of management fraud? What are some red flags, or warning signs, associated with identifying fraud? DQ5: What are some social and legal implications of management fraud? How can a company protect itself from fraudulent acts? DQ 6: Explain the different types of risk, such as audit risk, inherent risk, control risk, and detection risk. How can a company assess its fraud risk? ACC 375 Week 2 Learning Team Assignment Sarbanes-Oxley Act Training Manual Your accounting firm has been hired to consult a privately held company. The company is considering becoming public in the near future. As part of preparing for this transition, they have asked your firm to create training materials they can use to ensure their company aligns to the Sarbanes-Oxley Act. At this point, the company is unsure of what this act really means and how it might affect them. Create a 1,050- to 1,400-word training manual to introduce the Sarbanes-Oxley Act and describe its implications to the company. Create your training manual in the Microsoft Office® format of your choice, such as Word®, Publisher®, or PowerPoint®. If you opt to use PowerPoint®, include comprehensive speaker notes. Research using your textbooks and at least two outside sources. Include the following information: · The reasons the act was brought forth and the role of accounting in making ethical decisions · The current U.S. accounting rule-making bodies (FASB, SEC and PCAOB) and their influence regarding this act · The documentation standards that the company must adopt to be in compliance with the act · The changes required to hold management accountable for ensuring that internal controls function properly Format your ass

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Page 92 BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, CORPORATE GOVERNANCE, AND CRITICAL THINKING You are a senior associate consultant at Accent Pointe Consulting LLP, a consulting firm. The engagement partner has asked you to prepare an engagement plan and budget. You make sure that your plan and budget are in line with your knowledge of what can and must be done to meet the client's needs. The proposed fee is $100,000. When you present the budget to the engagement partner, she goes ballistic. “What's this $100,000? This is Accent Pointe Consulting. This is the big time. What kind of consultant are you?” “A good one,” you reply. “I've created a reasonable plan, and for what we are doing for the client, that is a high-end fee.” The partner, however, does not buy your arguments. “You make this contract $200,000,” she orders you, “and find a way in your engagement plan to back up that price.” What action will you take? What process and guidelines will you use to determine what is the right thing to do in this context? If you decide that $100,000 is the correct contract price, how do you resist the partner's request to make you bill the client for $200,000? Will you take a different action if you know that a year from now the firm's partners will vote on whether you should be made a partner, and you believe the engagement partner's recommendation will be critical to your becoming a partner? Will you take a different action if you are the engagement partner and have been ordered to bill the client $200,000 by a managing partner? Note that as a partner, your share of firm profits is determined by the number of “units” you have, which is largely a function of the amount the firm bills clients for whom you are the engagement partner. What action will you take if you discover that the managing partner's request to bill more is a relatively isolated incident in a firm that generally bills clients accurately? You don't know the managing partner's motivation for asking you to overbill the client. What action will you take if you discover that the firm has a culture that encourages overbilling clients? The overbilling culture evolved within the last decade from a desire of managing partners to enjoy a financial status more nearly equal to the corporate executives of their clients, many of whom receive annual compensation in the millions of dollars. Page 93 LEARNING OBJECTIVES After you have studied this chapter, you should be able to: 1 Appreciate the strengths and weaknesses of the various ethical theories. 2 Apply the Guidelines for Ethical Decision Making to business and personal decisions. 3 Recognize critical thinking errors in your own and others' arguments. 4 Utilize a process to make ethical decisions in the face of pressure from others. 5 Be an ethical leader. Why Study Business Ethics? Enron. WorldCom. Tyco. Adelphia. Global Crossing. ImClone. These business names from the front pages of the last decade conjure images of u.

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Response 1: A code of conduct is a guide that a company uses as a framework to shape all of its decisions, how staff operates and how the company interacts with its customer base. Creating a culture that is based on a strong code of conduct, is critical to the overall success of the company. In a situation where a company is devoid of ethics, the company’s leadership will not operate in an ethical fashion and decisions made may not benefit the entire company, just the leaders. The actual code of conduct should be in a written form that is accessible to all staff members and customers. “A formal, well-communicated code of ethics can also help to protect a company's reputation and legal standing in the event of a breach of ethics by an individual employee.” (Ingram, D.) It will be important for Mike and Theresa to foster the proper environment for the company’s staff via an effective, clear code of conduct. The merger brings great benefit given that the companies coming together allows the code to be designed from the ground up. The basic topics that cover how employees across regions will interact, how training will be conducted should be included in the company’s code of conduct. Items such as anti-theft, appropriate use of company assets and resources, sexual harassment, respect for others, safety regulations and anti-discrimination should all be included. Many “Publically-held companies, issuers under the Sarbanes-Oxley Act, are required to establish and communicate codes of conduct.” (2009). Privately held companies are not required to establish a code of conduct. At Johns Hopkins University, in Baltimore, MD, the organization is big on diversity and inclusion. The very fiber of the organization is based on this. Even though Johns Hopkins Medicine is not a publicly traded company, the organization establishes written guides for all of its entities, so that there is transparency. As an institution of higher learning, portions of the code of conduct include: · Bans of opportunity loans · Bans on gifting to recruit new students · Limitations when it comes to employees being members of advisory boards of lenders As the consultant and adviser to Mike and Theresa, I recommend borrowing existing components from both companies’ code of conduct, only using that which has worked well. The code of conduct should outline of the rules and regulations as well as the subsequent consequences for violations. All consequences should be consistent with the violation. I will be working with Mike and Theresa to put a code of conduct together and make it available via the intranet. This is an exciting time for the newly merged company and I look forward to assisting. Respons 2: A Code of Conduct outlines job expectations for performing tasks with uncompromised ethics. It includes responsibilities to teammate ...

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ETHICAL DECISIONS MOD 4 Start by reading and following these instructions: 1. Quickly skim the questions or assignment below and the assignment rubric to help you focus. 2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully. 3. Consider the discussions and any insights gained from it. 4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling. Assignment: 1. Identify a company or organization in the media or with which you are familiar that operates ethically. What are the reasons this company/organization is ethical? (You may refer to the leadership, management, products, or services of the organization.) 2. Do you believe the covenantal ethic and social contract views are realistic for large organizations like Bank of America, JPMorgan, ExxonMobil, and Citibank, or federal agencies like the FTC and the Department of Defense? Why or why not? Explain. 3. Outline some steps you would recommend for preventing future corporate scandals like Enron, WorldCom, and the subprime lending crisis based on the contents of this module. 4. My job requires that I lie every day I go to work. I work for a private investigation agency called XRT. Most of the work I do involves undercover operations, mobile surveillances, and groundwork searches to determine the whereabouts of manufacturers that produce counterfeit merchandise. Each assignment I take requires some deception on my part. Recently I have become very conscious of the fact that I frequently have to lie to obtain concrete evidence for a client. I sometimes dig myself so deeply into a lie that I naturally take it to the next level, without ever accomplishing the core purpose of the investigation. Working for an investigative agency engages me in assignments that vary on a day-to-day basis. I choose to work for XRT because it is not a routine 9-to-5 desk job. But to continue working for the agency means I will constantly be developing new untruthful stories. And the longer I decide to stay at XRT, the more involved the assignments will be. To leave would probably force me into a job photocopying and fling paperwork once I graduate from college. Recently I was given an assignment that I believed would lead me to entrap a subject to obtain evidence for a client. The subject had applied for disability on workers’ compensation after being hit by a truck. Because the subject refused to partake in any strenuous activity because of the accident, I was instructed to fake a flat tire and videotape the subject changing it for me. Although I did not feel comfortable engaging in this type of act, my supervisors assured me that it was ethical practice and not entrapment. Coworkers and other supervisors assured me that this was a standard “industry practice,” and that we would go out of busine ...

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JWI 505: Business Communications and Executive Presence Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. JWI 505 – Lecture Notes (1194) Page 1 of 4 WEEK 3: LISTEN AND ASK THE RIGHT QUESTIONS Listen and Ask the Right Questions You come home from work after a long day only to discover that your significant other is upset. You ask what’s wrong. As you hear the story unfold, you repeatedly offer suggestions as to how your significant other might solve the problems described. You are caught completely off guard when you end up sleeping on the couch. What you’ve just experienced is a frequent cause of failure where in-person communication is concerned. Your spouse was angry because you didn’t listen. You instead assumed you knew what could make the problem go away. Effective communication is not just about imparting information. It is about receiving information, too. When two people with a pair of radio walkie-talkies both hold down the button to talk, neither one of them can hear the other. They are both too busy sending to receive. To communicate effectively, you must focus most of your energy on listening when the other person talks. When someone feels heard, they are more receptive to your own message, more likely to build rapport with you, and more likely to become your active ally in solving the problems at hand. The result is that all parties to the communication exchange information effectively, moving toward a collaborative solution. When was the last time you felt heard? Do your colleagues listen? Do your direct reports listen? Does your boss listen? Do you? Listening – and only listening, with no reply needed, no action taken, and no solution suggested – can grow a relationship. We often believe, incorrectly, that more is better. Attempting to multi-task when you should be listening is not productive. Worse, it causes us to lose the human connection that we crave for real success in our business relationships. Most importantly, however, we must not merely listen actively to build these relationships; we must listen with empathy to achieve a connection with our colleagues. Listen with Empathy William Ury, an author and expert in negotiation, explains that there are three important reasons to listen: 1. Listening helps us understand the other side. Negotiation is an exercise in influence, and nothing helps you influence another person better than understanding them. 2. Listening helps us connect because it builds rapport and trust. When we listen, we demonstrate empathy because everyone wants to be heard. 3. Listening makes it more likely that the other person will listen to us, which helps us attain their buy- in. JWI 505.

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Journal of Soc. & Psy. Sci. 2018 Volume 11 (1): 51-55 Available at: www.jspsciences.org HISTORY OF PSYCHOLOGY AND THE ROLE OF ETHICS IN THE DISCIPLINE Ian Lawson ABSTRACT This paper discusses some of the moral and ethical issues associated with psychological research throughout history. This is a very broad area which covers a vast array of topics. However, it is not within the scope of this paper of focusing on absolutely every single aspect of this area. Thus, not sacrificing depth of analysis, the present paper brings relevant issues for discussion by examining some key areas including, schizophrenia, and gender and IQ research, as well as hypothesis and significance testing, which normally constitutes the basis for changes in ethics and research development. These areas have become paradigmatic for much criticism concerning its moral and ethical implications for individuals who received diagnostic labels as a consequence of such research. This paper takes the position that the very practice of uncritically presenting such research as being ‘value free’ or as some form of universal and absolute truth is in itself a cause for major ethical concerns. Keywords: Critical Psychology, history of psychology, IQ, Schizophrenia Journal of Soc. & Psych. Sci. (2018) Vol.11 (1): 51-55 Ian Lawson 52 © Oxford Mosaic Publications 2018. All rights reserved ISSN 1756-7483 (print) 1756-7491 (online) INTRODUCTION One can trace the development of contemporary ethics back to the Vienna Circle and its associated philosophers, researchers and theorists attempt to demarcate science from pseudo-science (Wlash, Teo & Baydala, 2014). It was at this point that theorists defined what aspects of reality were worthy of studying, and thus defining the very course of alleged scientific progress (Wlash, Teo & Baydala, 2014). It should also be noted that early research being carried out in human participants involved deliberate violation of ethics conduct (Mandal, Acharya & Parija, 2011). For instance, in 1946 the American tribunal brought leading German physicians to justice due gross negligence of ethics and crimes against humanity. More specifically, these physicians were being tried mainly due to conducting medical experiments on thousands of concentration camp prisoners without their consent. As a result of such experiments most prisoners would either be permanently disabled or would die (Mandal, Acharya & Parija, 2011). It should be evident that much of such atrocities were carried out in the name of scientific progress, which seems to be the usual argument for changes and negligence in ethics. When it comes to examining epistemological and ontological stand point of scientific underpinnings of mainstream psychology it should be evident that many constructs emerging through psyc.

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Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37 Ethnicity, Values, and Value Conflicts of African American and White Social Service Professionals Andrew Edwards, MSW, Ph.D. Cleveland State University, Emeritus [email protected] Mamadou M. Seck, Ph.D. Cleveland State University [email protected] Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018) Copyright 2018, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of ASWB. Abstract This aspect of a broader study included 110 (68 White/European American and 42 Black/African American) social service professionals. The primary focus of this aspect of the study was to verify the value orientation or core beliefs of the practitioners who deliver services to clients through social service agencies and programs. The conceptualization of the core beliefs explored the values and value conflicts in relation to professional practice. The participants were employed in a Midwestern metropolitan region. They responded to a survey instrument that included vignettes, closed-ended items, scaled responses, as well as either-or type items. Major categories of the exploration included: life and death issues, lifestyle, domestic and social perspectives, value conflicts with the social work profession, and personal responses to value conflicts. Specific items measuring values related to abortion, homosexuality, religiosity, euthanasia, and corporal punishment were included. Study results showed statistical significance on 26 issues as African American participants were compared with White participants. Keywords: value conflicts, social work, ethical dilemmas, ethnicity, professional relationship Introduction The complexity of American society (Jarrett, 2000), specifically due to its historic, economic, social, and ethnic makeup, requires that social work professionals take their clients’ ethnicity, values, and professional-client value conflicts into consideration. Historical dynamics, such as unproductive treatment, have contributed to the reluctance of various population groups to engage with professional service providers. This history (Barker, 2014) has influenced the adoption of guidelines that require social workers to be culturally aware during interventions and recognizing that diversity-related characteristics have influence upon an individual’s thoughts, feelings, and behaviors. Barker (2014) further noted that the concept of values is influenced by one’s perceptions of what comprises appropriate principles, practices, and behaviors. An individual’s personal values are often considered as a representation of one’s core beliefs and what an individual may perceive as right. Therefore, these beliefs do not require supporting evidence for those who embrace them and may result in behavio.

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Journal of Policy Practice, 9:220–239, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1558-8742 print/1558-8750 online DOI: 10.1080/15588742.2010.489037 Journal of Policy Practice Are Social Work Advocacy Groups Using Web 2.0 Effectively? HEATHER R. EDWARDS and RICHARD HOEFER University of Texas at Arlington, Arlington, Texas PAGE 220 This article describes social work advocacy efforts, states what Web 2.0 technology has to offer social work advocacy, and presents original research on the current levels of Web 2.0 use on social work advocacy organization Web sites. This study employed a content analysis of a purposive sample of social work advocacy organization Web sites (N = 63). The researchers created a data collection instrument containing items related to communicating with policy makers, resource gathering, information, and use of specific Web 2.0 technologies. Findings reveal that social work organizations make good use of their Web sites for some advocacy activities, and grossly underutilize the Web forum for others. Furthermore, social work organizations do not use Web 2.0 often for advocacy. Barriers impeding Web 2.0 use and methods to overcome such barriers are also discussed. Implications for future social work education, practice, and research follow. KEYWORDS advocacy, Web 2.0, Internet advocacy, social work advocacy, policy practice The Code of Ethics for the National Association of Social Workers (NASW) states that social workers “pursue social change” and “challenge injustice” (NASW, 2008). Advocacy aimed at informing the policy process serves as a key method that social workers use to fulfill this mission (Hoefer, 2006; Jackson-Elmoore, 2005). Social work advocates must take advantage of every advocacy tactic available to the greatest extent possible to ensure timely policy change for vulnerable populations. PAGE 221 Advocacy tactics have been divided into “inside” and “outside” (Hoefer, 2001, 2005; Walker, 1993). Inside tactics are those that groups use to work directly with decision makers, such as lobbying. Outside tactics are employed by interest group members or the public to put pressure on decision makers. The Internet, as originally designed (Web 1.0), has been effectively used as an outside tactic to disseminate information from interest group leaders to decision makers and members of the public. Thus, the Web is a tool advocates can use to keep their message available at all times. In recent years, the Internet has moved from being a one-way highway to a more interactive entity, called Web 2.0. This second generation of Web site tools expands human services organizations’ advocacy efforts well beyond information dissemination. Through social media applications such as blogs, wikis, podcasts, videocasts, social networking, etc., human service organizations can promote information sharing, participatory knowledge generation, and collaboration building (Fine, 2007; McNutt, 2008; McNutt & Menon, 2008; Sche.

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Journal of Personality 86:2, April 2018 VC 2016 Wiley Periodicals, Inc. DOI: 10.1111/jopy.12301Unique Associations Between Big Five Personality Aspects and Multiple Dimensions of Well-Being Jessie Sun , 1,2 Scott Barry Kaufman, 3 and Luke D. Smillie 1 1 The University of Melbourne 2 University of California, Davis 3 University of Pennsylvania Abstract Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather than facets) and multiple well-being dimensions. Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being. Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with accomplishment, and Intellect with personal growth). Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for describing the relation between personality traits and multiple ways of thriving in life. Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being When multiple positive end states are examined, it becomes apparent that aspects of psychological well-being may be achieved by more people than just the nonneurotic, extraverted members of society. (Schmutte & Ryff, 1997, p. 558) The large literature describing the associations between personality traits and well-being suggests that Extraversion (the tendency to be bold, talkative, enthusiastic, and sociable) and Neuroticism (the tendency to be emotionally unstable and prone to negative emotions) are especially strong predictors of well-being (e.g., Steel, Schmidt, & Shultz, 2008). But is well-being only accessible to the extraverted and non-neurotic? We propose that more nuanced insights can be revealed by examining the relation between narrower traits and a broader spectrum of well-being dimensions. The goal of the current study is to comprehensively describe the unique associations between personality aspects and dimensions of well-being across three well-being taxonomies. Personality Traits and Three Taxonomies of Well-Being Personality traits and well-being dimensions can each be described at different levels of resolution. The Big Five domains provide a relatively comprehensive framework for organizing differential patterns of affect, behavior, and cognition (John, Naumann, & Soto, 2008). These broad traits can be further bro- ken dow.

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Journal of Personality and Social Psychology 1977, Vol. 35, No. 9, 677-688 Self-Reference and the Encoding of Personal Information T. B. Rogers, N. A. Kuiper, and W. S. Kirker University of Calgary, Canada The degree to which the self is implicated in processing personal information was investigated. Subjects rated adjectives on four tasks designed to force varying kinds of encoding: structural, phonemic, semantic, and self-reference. In two experiments, incidental recall of the rated words indicated that adjectives rated under the self-reference task were recalled the best. These results indicate that self-reference is a rich and powerful encoding process. As an aspect of the human information-processing system, the self appears to function as a superordinate schema that is deeply involved in the processing, inter- pretation, and memory of personal information. Present research and theory in personality appear to be placing more and more emphasis on how a person has organized his or her psychological world. Starting with Kelly's (1955) formulation of personal constructs, we see a gradual emergence of a number of avenues of inquiry that use this as their focal point. In person perception, the concept of lay personality theory stresses that the ob- server's analytic network of expected trait covariations is an integral part of how he processes (and generates) interpersonal data (Hastorf, Schneider, & Polefka, 1970). Bern and Allen (1974), in their embellishment of Allport's (1937) idiographic position, argue that an important determinant of predictive utility of trait measurement is the manner in which the respondent has organized his or her view of the trait being measured. These authors see the overlap between the respondent's and the experimenter's concept of the trait as a necessary prerequisite of predic- tion. Attribution theory (Jones et al., 1971) is another example of this increased accent on personal organization. Here the emphasis is on how the subject explains past behavior This research was supported by a grant from the Canada Council. We would like to thank the following persons for their useful ideas and comments on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J. Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello, and especially one anonymous reviewer. Requests for reprints should be sent to T. B. Rogers, Department of Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4. and how these explanations are organized in an attributional network. The common thread in all of these contemporary research areas is the notion that the cognitions of a person, particularly their manner of organization, should be an integral part of our attempts to explain personality and behavior. Of concern in the present article is the construct of self and how it is implicated in the organization of personal data. Our general position is that the self is an extremely active and powerful agent in the organizati.

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Journal of Pcnonaluy and Social Psychology 1»M. Vd 47, No 6. 1292-1302 Copynghi I9S4 by the American Psychological Association. Inc Influence of Gender Constancy and Social Power on Sex-Linked Modeling Kay Bussey Macquarie University New South Wales, Australia Albert Bandura Stanford University Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex- role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys. Most theories of sex role development as- sign a major role to modeling as a basic mechanism of sex role learning (Bandura, 1969; Kagan, 1964; Mischel, 1970; Sears, Rau & Alpert, 1965). Maccoby and Jacklin (1974) have questioned whether social practices or modeling processes are influential in the development of sex-linked roles. They point to findings that in laboratory situations children do not consistently pattern their This research was supported by Research Grant No. M-S162-21 from the National Institute of Mental Health, U.S. Public Health Services, and by the Lewis S. Haas Child Development Research Fund, Stanford University. We thank Martin Curland, Brad Carpenter, Brent Sha- phren, Deborah Skriba, Erin Dignam, and Pamela Minet for serving as models. We are indebted to Marilyn Waterman for filming and editing the videotape modeling sequence, to Eileen Lynch and Sara Buxton, who acted as experimenters, and to Nancy Adams, who assisted in collecting the data. Finally, we also thank the staff and children from Bing Nursery School, Stanford University. Requests for reprints should be sent to either Kay Bussey, School of Behavioral Sciences, Macquarie Uni- versity, North Ryde, Australia, 2113, or to Albert Bandura, Department of Psychology, Stanford University, Building 420 Jordan Hall, Stanford,.

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