How to write a research proposal in 6 important steps — www.quickessaywriters...Quick Essay Writers
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Literature Review (Review of Related Literature - Research Methodology)Dilip Barad
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Module 2 - HomeDIMENSIONS OF CULTUREModular Learning Outcomes.docxroushhsiu
Module 2 - Home
DIMENSIONS OF CULTURE
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Select a setting for your intercultural experience and evaluate its potential for providing a meaningful encounter with the target culture.
SLP
Measure your personal cultural values and compare your outcome to Hofstede’s dimensions of culture.
Discussion
Collectively create a multicultural tool kit for leading and motivating a global workforce.
Module Overview
In Module 1, we considered the role of culture in influencing how people think, feel, act, and believe. Together, these constitute a “worldview” which can vary drastically from culture to culture. Yet leaders are called upon to solve problems and address challenges that span cultural boundaries, and they need to harness the resources of peoples who may view the problems very differently from each other. How to navigate these differences and discover a structure of culture that can help leaders come to mutual understanding is the topic of this module.
Drawing on the work of Geert Hofstede and others (2010), we distinguish between personality (individual characteristics that make one person uniquely different from another), human nature (shared characteristics that are common to all members of the species), and culture (learned behaviors that are shared by members of a group or category). The frameworks that are the primary focus of this module concern values, attitudes, and beliefs at the cultural level. That is, we recognize that individuals will differ, but they will also share a system of overarching learned behaviors that are common to all members of that society.
The dimensions of culture that are discussed … represent the ways that groups of people within a culture interpret and manage the universal questions faced by all societies as members of the human race. These questions involve such topics as what is the nature of power and authority? What is the responsibility of the individual to the group? Is short term gain more important than long term stability? How do we manage the unexpected and unpredictable? While there may be individual differences in the responses to these questions, there are also larger, broader, shared patterns of response that are shaped by the norms and values of a given society. These are referred to a “cultural dimensions,” and knowledge of these broad patterns can help leaders to anticipate, interpret, and react to practices that may at first seem very odd and illogical. When viewed through the lens of cultural dimensions, strange customs and practices can make perfect sense and can lead to greater cultural intelligence (and effectiveness) on the part of the leader.
Reference: Hofstede, G., Hofstede, G. J., & Minkow, M. (2010). Cultures and Organizations: Software of the Mind (Third Edition), US McGraw-Hill. (Not required)
Module 2 - Case
DIMENSIONS OF CULTURE
Assignment Overview
In ...
How to write a research proposal in 6 important steps — www.quickessaywriters...Quick Essay Writers
Essay Writing Service. Write my essay. Order your dissertation writing, term paper, research paper, thesis writing and essay paper from https://www.quickessaywriters.co.uk Quick Essay Writers. Professional essay writing service accepting Paypal. College essay help. Find an essay writer to write my essay.
Literature Review (Review of Related Literature - Research Methodology)Dilip Barad
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Module 2 - HomeDIMENSIONS OF CULTUREModular Learning Outcomes.docxroushhsiu
Module 2 - Home
DIMENSIONS OF CULTURE
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Select a setting for your intercultural experience and evaluate its potential for providing a meaningful encounter with the target culture.
SLP
Measure your personal cultural values and compare your outcome to Hofstede’s dimensions of culture.
Discussion
Collectively create a multicultural tool kit for leading and motivating a global workforce.
Module Overview
In Module 1, we considered the role of culture in influencing how people think, feel, act, and believe. Together, these constitute a “worldview” which can vary drastically from culture to culture. Yet leaders are called upon to solve problems and address challenges that span cultural boundaries, and they need to harness the resources of peoples who may view the problems very differently from each other. How to navigate these differences and discover a structure of culture that can help leaders come to mutual understanding is the topic of this module.
Drawing on the work of Geert Hofstede and others (2010), we distinguish between personality (individual characteristics that make one person uniquely different from another), human nature (shared characteristics that are common to all members of the species), and culture (learned behaviors that are shared by members of a group or category). The frameworks that are the primary focus of this module concern values, attitudes, and beliefs at the cultural level. That is, we recognize that individuals will differ, but they will also share a system of overarching learned behaviors that are common to all members of that society.
The dimensions of culture that are discussed … represent the ways that groups of people within a culture interpret and manage the universal questions faced by all societies as members of the human race. These questions involve such topics as what is the nature of power and authority? What is the responsibility of the individual to the group? Is short term gain more important than long term stability? How do we manage the unexpected and unpredictable? While there may be individual differences in the responses to these questions, there are also larger, broader, shared patterns of response that are shaped by the norms and values of a given society. These are referred to a “cultural dimensions,” and knowledge of these broad patterns can help leaders to anticipate, interpret, and react to practices that may at first seem very odd and illogical. When viewed through the lens of cultural dimensions, strange customs and practices can make perfect sense and can lead to greater cultural intelligence (and effectiveness) on the part of the leader.
Reference: Hofstede, G., Hofstede, G. J., & Minkow, M. (2010). Cultures and Organizations: Software of the Mind (Third Edition), US McGraw-Hill. (Not required)
Module 2 - Case
DIMENSIONS OF CULTURE
Assignment Overview
In ...
Project Selection and Competency Self-AssessmentOverviewCult.docxwkyra78
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high, average, lo ...
Hello, I have a paper and I wrote the oultine and the reasons and .docxjosephineboon366
Hello, I have a paper and I wrote the oultine and the reasons and everything its 2000 words and I wrote 1000 I need just to add a 1000 in any part please, In addition I need to get an A in this paper so please do it so so perfect, this is the sample:
Assignment Guidelines: Writing Project 3 - Technology, Language & Writing (Critical Evaluation)
Technology, Language & Writing
Context & Description
Technology impacts most of our lives on a daily basis.
From the smart phones we hold in our hands to the laptops and tablets we use for school, work or leisure, technology has changed, and continues to influences the ways in which we communicate, work, learn, and play.
While some developments in technology are well-received and widely used in effective ways that benefit society, other developments bring about controversy and disagreement over how specific technologies are used and to what extent. For instance, video games have become popular among people of all generations, but its uses and effects on people and society has created some very different views. Video games are sometimes blamed for promoting negative behavior among children and adolescents, such as criminal activities and physical violence (Barlett, et al., O’Toole). Some people also argue that habitual uses of video games lead to health issues such as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep deprivation and lack of concentration, and in some cases affect people’s performance at work or school. While some people may be quick to dismiss all forms of gaming as the culprit, others argue that not all video games or all uses of video games are problematic. James Gee, a literacy specialist and advocate for the use of video games in teaching and learning, argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good results depending on the environment in which it's [played], not the game itself”
and thatgood video games can be extremely useful as a learning tool, facilitating the development of problem-solving abilities and language skills” (Sheffield 11).
Various forms of technology have also changed what it means to be literate. In 2008, The National Council of Teachers of English issued a statement defining twenty-first century literacies, recognizing the role of technology in shaping the meaning of literacy: “Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies.” Literacy in this sense includes many types of activities that are “multiple, dynamic, and malleable”--such as reading online newspaper articles to participating in virtual class discussion and even interacting on social networking sites such as Facebook, Twitter and Weibo. How has technology shaped your literacy practices? What are your reactions to them? What would happen if you lost access to those forms of technol.
ARTICLE REVIEW INSTRUCTIONSYou will write an article review-relevant t.docxnoel23456789
ARTICLE REVIEW INSTRUCTIONS
You will write an article review, relevant to this week's learning module and readings. You will select the article yourself by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that is empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review is worth 20 points.  The review should be 1-2 single-spaced pages in a 12-point font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.
The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am most interested in is your critique and connection to weekly readings.
Reference. Listed at the top of the paper in APA style.
Introduction. Read the introduction carefully. The introduction should contain:
· A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)
· The literature review is current (generally, articles within the past 5 years)
· A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer
· The purpose of the present study
· The specific hypotheses/research questions to be addressed.
· State the overall purpose of the paper. What was the main theme of the paper?
· What new ideas or information were communicated in the paper?
· Why was it important to publish these ideas?
Methods. The methods section has three subsections. The methods sections should contain:
· The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
· The number of participants and how the participants were selected for the study
· A description of the tools/measures used and research design employed.
· A detailed description of the procedures of the study including participant instructions and whether incentives were given.
Results. The results section should contain a very thorough summary of results of all analyses. This section should include:
· Specific demographic characteristics of the sample
· A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
· If there are tables and figures, are they also described in the text?
· If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader.
Professor Speiser English 28 ITVWeekend College Summer .docxbriancrawford30935
Professor Speiser
English 28
ITV/Weekend College
Summer 2017
Essay #1:
Rhetorical Analysis of a Visual Advertisement
Important details:
First draft and peer review: 30 points
Final Draft: 50 points
First Draft due: June 24
Second Draft due: July 1
Word count: 250-500 words (1-2 pages)
We will complete this first essay of English 28 in three to four steps, with you having to bring in the first
draft to class during Week 2. Then, after bringing in a copy of your first draft to class, we will look at
each other’s papers in a Week 2 peer review session. After peer review, you reflect on our own writing
and, after that, hand in a final draft during Week 3. Here is the assignment:
+ Find a compelling and persuasive visual advertisement and analyze HOW it could influence and
capture an audience rhetorically. Here, you will begin to use, what we call, your “rhetorical analysis”
skills. More on what that means…
Visual advertisement?
• Find either a television (or online) commercial advertisement, or a print ad in a magazine or
newspaper that particularly interests you. After reading the “Introduction,” the first 2-3
chapters of Everyone’s an Author, as well as the other readings and videos on rhetoric from
Module 2, you will utilize the terminology and ideas from the readings to analyze what the
advertisers were thinking when they aimed to persuade a specific audience about their project.
• How is the message working in terms of its utilization of specific visuals, colors, sound, words,
music, composition and placement of product and people? What is it about these elements
that makes the advertisement particularly intriguing?
• Rhetorically, how did the creators of the advertisement think of the text’s purpose, audience,
context, and subject as well as the relationship between all these elements?
Background on Rhetorical Analysis:
Every piece of writing, every painting, every movie, every article written, and every
advertisement created is produced with a specific context (or contexts) in mind, and with the creator
thinking of how he/she can reach and connect with a certain audience. An essential part of your higher
education is to increase your awareness of the creator-audience relationship that exists in any form of
writing, art, or “communication.” And with this increased awareness, you will then broaden your
understanding of what the most effective forms of communication – writing, reading, and speaking –
are, as well as know how and where you can most effectively insert yourself within our society’s various
forms of interaction. This is sometimes considered ‘critical’ reading and writing.
That being said, critical reading and viewing are essential skills for not only being an informed
and astute citizen, but also for all kinds of writing. Analysis is a more specific aim where those critical
reading and viewing skills are applied to particular subjects. Rhetorical.
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Knot theoryDid you tie your shoe laces the same way today .docxcroysierkathey
Knot theory
Did you tie your shoe laces the same way today as yesterday? We are all
familiar with knots from everyday life. But when does a mathematician
consider two knots to be the same? To capture the mathematical, rather
than physical, features of a knot, we glue the ends together to form a circular
loop, and then treat the string as infinitely strong, thin, and stretchy. The
downside of doing so is that it is not immediately clear how to distinguish
two knots, as there are infinitely many configurations for the same knot.
For this project you should find out about how knots are represented, and
about some of the invariants used to tell them apart. Some possible areas of
investigation include:
• tricolourability.
• genus.
• the Jones polynomial.
You should include plenty of your own examples to illustrate your under-
standing.
Prerequisites
No particular background knowledge is needed, but you will need to be able
to interpret a 2D diagram as a 3D object in space and visualise it moving
over time.
Literature
• Colin Adams, The Knot Book
• Peter Cromwell, Knots and Links
Additional tips:
The purpose of the final assignment is for you to analyze an existing policy (at the federal, state, or local level) and discuss its impact on a social problem. You aren’t proposing a policy, but analyzing an existing policy of interest to you.
Be sure to take enough time reading about the policy you selected to thoroughly understand it in an in-depth way and be able to confidently answer the questions in the assignment.
Please take time to carefully read each question in the assignment and be sure to answer it. As you proof-read your paper, take the opportunity to again review the assignment and double check that you have thoroughly but succinctly provided the information for each applicable question.
Please make sure you are using APA style in your final paper, including the title page with name and dates.
The assignment is 8 – 10 pages long because that’s roughly the length of a comprehensive social policy analysis. Please try to refrain from adding more words than necessary to stretch the length.
Proof-reading more than once is a great idea to try to catch sentences that aren’t sentences and words that are inadvertently misused. Read it out loud. I understand that the U of MD’s writing lab is available to help those interested in strengthening their writing skills – don’t hesitate to take advantage of it!
My expectation is that direct quotes be kept to a minimum in that graduate-level writing involves synthesizing ideas and then presenting them in your OWN words. For those quotes you do use, please be sure to use the correct citation and quotation marks. Not doing so may be considered plagiarism and will be responded to accordingly.
Assignment 2: Policy Analysis. DUE: 11/28
For this assignment, you will examine a social policy at the local, state or federal level by the legislative, executive, or judicial bran ...
1.2 Assessing Your Social Network Profile Heightened awareness of SantosConleyha
1.2 Assessing Your Social Network Profile Heightened awareness of how messages help create meanings should increase your ability to make more reasoned and reasonable choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in terms of the principles of interpersonal communication discussed in this chapter: 1. What purposes does your profile serve? In what ways might it serve the five pur-poses of interpersonal communication identified here (to learn, relate, influence, play, and help)?
2. In what way is your profile page a package of signals? In what ways do the varied words and pictures combine to communicate meaning?
3. Can you identify and distinguish between content from relational messages? 4. In what ways, if any, have you adjusted your profile as a response to the ways in which others have fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power? In what ways, if any, have you incorporated into your profile the six types of power discussed in this chapter (legitimate, referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of punctuation? 8. What are the implications of inevitability, irreversibility, and unrepeatability for publishing a profile on and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages consistent; inconsistencies often create uncertainty and misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent and the relationship aspects of messages, distinguish between them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source stimulus synchronous communication temporal context transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and Relationship Messages
Content and relationship messages serve different communication functions. Being able to distinguish between them is prerequisite to using and responding to them effectively. How would you communicate both ...
1.2 Assessing Your Social Network Profile Heightened awareness of BenitoSumpter862
1.2 Assessing Your Social Network Profile Heightened awareness of how messages help create meanings should increase your ability to make more reasoned and reasonable choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in terms of the principles of interpersonal communication discussed in this chapter: 1. What purposes does your profile serve? In what ways might it serve the five pur-poses of interpersonal communication identified here (to learn, relate, influence, play, and help)?
2. In what way is your profile page a package of signals? In what ways do the varied words and pictures combine to communicate meaning?
3. Can you identify and distinguish between content from relational messages? 4. In what ways, if any, have you adjusted your profile as a response to the ways in which others have fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power? In what ways, if any, have you incorporated into your profile the six types of power discussed in this chapter (legitimate, referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of punctuation? 8. What are the implications of inevitability, irreversibility, and unrepeatability for publishing a profile on and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages consistent; inconsistencies often create uncertainty and misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent and the relationship aspects of messages, distinguish between them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source stimulus synchronous communication temporal context transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and Relationship Messages
Content and relationship messages serve different communication functions. Being able to distinguish between them is prerequisite to using and responding to them effectively. How would you communicate both ...
APA FormatAbstract PageProject Selection and Competency Self-Ass.docxemelyvalg9
APA Format/Abstract Page/
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high.
Social responsibility includes intercultural competence, knowled.docxsamuel699872
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
PART I – PROPOSAL(There will be 4 parts of this project, this is.docxkarlhennesey
PART I – PROPOSAL
(There will be 4 parts of this project, this is just part I)
(Don’t do the other parts yet)
Basic information:
· Length of assignment: one page
· Format: Typed in MLA format.
Directions for PART I:
Write a one-page proposal on the topic of your choice. It should answer these questions:
a. The topic are you writing about
b. Why it is a compelling ethical problem with a global scope? (briefly, why does this issue matter?)
c. What research you plan to do in writing about it
Components (There will be 4 Parts for this project)
1. Proposal (This is the one you have to do this time, don't do the others yet)
2. Annotated Bibliography (Next week)
3. Development Response
4. Final Project due
A more detailed look at each step
1. Proposal: A one-page proposal on the topic of your choice. It should answer these questions: the topic are you writing about; why it is a compelling ethical problem; why it is a global problem; and what research you plan to do in writing about it.
2. Annotated Bibliography: This part of the assignment, about 1½ pages, is a summary of the research you have done to this point. Typically, you will need three or four sources, which are a combination of informational research and of essays on ethical problems involved in the topic.
3. Development Response: This response, also about 1½ pages, is more than a rough draft. It is a self-reflexive response. That is, you will be writing about writing the essay. These topics include: what problems you think you are going to face, and how you plan to address them.
4. Final Project: The final project is the culmination of the work you have done all term. You will include all writing you have done thus far as a single document.
Notes:
1. You are responsible for choosing your own topic. I recommend putting time into the choice. I think it would save you much time and grief to find a topic that you don’t need to change between now and the next step in the assignment (Like Your Part II – Annotated Bibliography).
2. What is a “compelling ethical problem with a global scope”?
a. “Compelling”: For a topic to be compelling means that it demands the attention of others. That is, because or if it isn’t addressed, then some terrible or injustice is occurring or will occur. One way to test your topic is to ask yourself two questions: 1) Does this topic matter to me?; and 2) Do I believe that this topic should matter to other people?
b. “Ethical”: How does this issue demonstrate either a failure to fulfill an important obligation or a failure to achieve a good or better outcome?
c. “With a global scope”: The topic does not need to touch everyone in the world, but it does need to show how an issue can touch different parts of the globe or is an example of a problem that we might find in several places throughout the world. For example, one nation’s struggle with immigration might be seen in many other nations.
3. What are examples of possible topics? You will need to co ...
Ethics and Diversity are two of the four Capstone Learning Outcomes,.docxAlleneMcclendon878
Ethics and Diversity are two of the four Capstone Learning Outcomes, and collaboration is one of the SLA competencies associated with the course outcome of Communication. You will collaborate with your classmates throughout this course by providing feedback and suggestions for improvement on several course assignments, as well as participating in group problem-solving. Like all the pre-assessments, this activity allows you to demonstrate your current strengths and identify areas you’ll need to improve to successfully complete the Capstone. Specifically in this group exercise you will consider the relationship between academic honesty and workplace honesty. We hope you will find this an accessible topic. It’s essential you demonstrate your best work, as we will use the results to determine individual remediation needs and your own readiness for the Capstone.
In its most simple meaning,
ethics
is a system of moral principles. The study of ethics is a branch of philosophy examining standards of right and wrong. For a quick overview of major ethical theories, review the
Ethics Resources
[PDF File size, 26KB] document.
It’s also important that you pause to consider your personal experience
with—or
study
of—diverse
cultures and contemplate how personal biases, emotions, and stereotypes can affect the way cultural issues may be perceived. For a quick overview of cross-cultural theory, review the
Diverse Cultures Resources
[PDF File size, 84KB] document.
Achieving group consensus through collaborative communication is a skill employers increasingly find valuable. Learning with others is a synergistic process.
Laal
and
Laal
(2012) emphasize the potential value of collaboration as a learning tool, provided that individuals accept responsibility for their own actions and acknowledge the value of others’ contributions to a final product. The process of collaboration can help develop an individual’s critical thinking, problem solving, and communication
skills—skills
employers tend to place on their “most desired” list for prospective employees.
Directions for the Collaborative Activity
Issues related to academic honesty and integrity are increasingly prevalent in higher education. When presented with the evidence of their academic dishonesty, some react defensively and claim they’re being falsely accused, while others allege discriminatory practices and blame anyone and everything except themselves for the situation. You’re probably most aware of plagiarism as an academic honesty violation. Here is a different type of problem.
Smart Strategy or Slippery Slope
A student
thinks the degree "is just a piece of paper" needed to get a better job. The student decides to outsource capstone assignments, sends weekly materials to a ghostwriter saying "follow the instructions, don't plagiarize, and don't miss the deadlines." She submits the assignments and gets good grades, until the ghostwriting arrangement is discovered. When confronted, the stud.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docxalisondakintxt
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
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Maa250 assignment 2 ethics and financial services trimester
1. MAA250 ASSIGNMENT 2
Ethics and Financial Services Trimester 2, 2016
ETHICS LENS PERSONAL REFLECTIVE STATEMENT
Generic instructions for Assessment 2
Due: Part 1– Friday, 22nd July, 2016 (11.59 pm) – Week 2.
Part 2 - Thursday 22nd September, 2016 (11.59 pm) - Week 10
(submission will not be accepted without prior submission of
Part 1)
Word limit: Part 2 – 1,800 words (not including reference list).
Weight: 20% of the overall assessment (20 marks)
Rubric: Marking Rubric is available on CloudDeakin (it is
important that students
are familiar with the marking rubric). Students are assessed on
GLOs 4
and 8.
GLO 4 - Critical Thinking - Analysis, meaning making and
writing spectrum;
GLO 8 - Global citizenship - Cultural and Ethical Self-
Awareness.
2. Requirements:
Part 1: Complete ‘EthicsGame’ Ethical Lens Inventory (ELI)
simulation and submit the
report; (Refer to Cloudsite for resources and instructions on
ELI).
ELI is a typology to help you understand what core values
influence the choices you
make when no rules tell you what to do. The ELI provides an
awareness about your
specific ethical priorities, strengths and blind spots.
Part 2: Provide a *reflection piece drawing on your personal
ethics lens (part 1) and
a choice of any 2 specific topics from the unit to address the
following:
• Given your personal ethics lens, how do you perceive that
these topics will
assist you, a Global Citizen in your future role as a professional
accountant
or leader in business?
*Note: Refer to Cloudsite for resource and guidance on how to
write a reflection.
Personal opinion is required in a reflective piece. Students are
to analyse and provide an
individual written reflective piece by drawing from your
selected topics. For example,
you may include in your analysis a reflection on moral
3. sensitivity, awareness, cultural
values or intercultural issues, judgement, decision making,
implications of actions on
stakeholders etc. or any area from the unit which you consider
relevant in your personal
Page 1 of 2
MAA250 ASSIGNMENT 2
Ethics and Financial Services Trimester 2, 2016
ethical journey to date. In your reflection, your focus should be
on the development of
your awareness of the Global Citizenship concepts.
Deakin defines GLO 8 - Global Citizenship as engaging
ethically and productively in the
professional context and with diverse communities and cultures
in a global
context. Here is a list of questions that you can use to help you
reflect about Global
Citizenship:
• What do I currently do that shows I am a Global Citizen?
• What do I need to consider when making a decision, in regard
to Global
Citizenship?
• What have I learnt about a culture other than my own?
• How would I make a decision about something if I lived in
another country?
• What would be the decision if I lived in another country, and
4. why would it be
different to the decision I make if I were in Australia?
Suggestion: Create a journal for your selected topics. You
should include entries in your
journal on a regular basis throughout the trimester to help you
develop your
understanding of GLO 8 – Global Citizenship. Given your
personal ethics lens conducted
via EthicsGame simulation, document how your knowledge and
skills progressed in this
area during the trimester. When making entries in your journal,
include ways in which
you can prove that you are more aware of Global Citizenship
and the impact that it has
on your daily behaviour and thoughts. You could also start
developing a table where you
document different cultures and their values.
Submission Details:
• Part 1 - personal ethical lens and Part 2 – personal reflective
statement must be
submitted into the ‘assignment dropbox’ by the due dates (note
the different due
dates).
• Harvard style of referencing to be employed.
• Written in font size 12 for body writing; headings and block
quotes may have different
sizes
• Include page numbers
5. • Include student names and ID numbers in the footer (with
surnames underlined)
• Line spacing of 1.5 or double spacing
• Late submission will not be marked. All marking and student
feedback will be
provided via the dropbox facility in CloudDeakin.
Page 2 of 2
USubmission Details:
Order #153531339 (Status: Writer Assigned) analysis (3 pages,
0 slides)
Reassign this order
· Instructions
· Files (0)
· Messages
Type of service:
Writing from scratch
Work type:
Argumentative essays
Deadline:
17 Sep, 11:13 AM (24h) Extend deadline
Academic level:
College (1-2 years: Freshmen, Sophomore)
Subject or Discipline:
English 101
Title:
analysis
Number of sources:
0
Provide digital sources used:
6. No
Paper format:
MLA
# of pages:
3
Spacing:
Double spaced
# of words:
825
# of slides:
ppt icon 0
# of charts:
0
Paper details:
Students should write an analysis of a single text (print, visual,
cultural). Students should write a thesis-driven analysis of one
of the following rhetorical types: logical, cultural, visual or
linguistic. .
Assignment:
You are to examine a short text of your choosing in great detail
and depth. You will need to analyze the text’s argument and
consider how and why the argument is made. Do not summarize
the content of the text and do not respond to the text’s
argument. Your job is to analyze the rhetorical strategies of the
text.
Step 1: Locate a text with a rhetorical argument. You may use
an essay, a speech, an advertisement, or any other text. Our
textbook claims that “everything is an argument” but not every
text is as rich and full as the next. Therefore, you will bring
your text to class so that I can OK it. Once you have an okay,
move on to step 2.
7. Step 2: Examine the author’s purpose. As with all texts we
discuss in class, your job is to consider the author’s purpose,
make a claim (using evidence) about why he or she wrote the
text, and who the text’s intended audience might be. Look for a
thesis statement and/or end-of- paragraph arguments and for the
use of evidence to support the argument. Think about what
kinds of changes the author is hoping to create in the reader’s
mind or actions as you evaluate the author’s purpose. What
obstacles is the author up against? Does the author cope with all
those obstacles successfully? What means of appeal (such as
pathos, logos and ethos) does the author employ? Make sure to
quote sentences that demonstrate the author’s main ideas in
order to judge their effectiveness, and integrate those ideas into
your argument.
Also, consider audience. Closely examine the title, the
introduction, conclusion, examples, language and word choices
that the author uses. What kind(s) of people do you think these
would appeal to, and why? Are these people included in this
target audience? How do their experiences suggest whether the
author succeeded or not? Make sure to use quotes from the text
that shows us for who the author intends to write.
Step 3: Write a rough draft analysis of your text. (2-3 typed
pages, completed and ready to be discussed.) Explain the
author’s rhetorical strategies. Explain how the author makes his
or her argument. What kind of evidence does she provide to
support her claim? Does this text speak to the intended
audience? Why? Come to class prepared for peer review.
Comments:
7/13/2016
8. ELI Ethical Lens Inventory
Relationship and Reputation
Feng Cai
You balance your reasoning skills (rationality) and your
intuition (sensibility) to determine what processes, systems,
character traits
and virtues will best serve the community by assuring fairness
and justice for all (equality).
Core Values: Equality and Rationality/Sensibility
You prioritize the value of equality over autonomy. Your
primary concern is the well-being of the whole community and
you believe that assuring the
community's well-being is the best way to assure that
individuals are treated fairly. You value rationality and
sensibility equally. You believe that while
there are universal principles, each situation is unique and not
all exceptions can be categorized. For you the best solution is
both consistent and
flexible.
Classical Virtues: Justice and Fortitude
You value the social that is achieved through loyalty and
consistency in dealings among members of the community. In
your mind, a predictable
system that assures the well-being of all, especially those
without power, is a just system.You also demonstrate courage
and steadiness in the face of
obstacles. You tend to avoid rash actions while at the same time
charting an untested course.
9. Key Phrase: “I make fair and virtuous choices.”
Because you equally value rationality and sensibility, along
with equality, you tend to assume that the best ethical result is
achieved when everyone
lives out the positive character traits required by their role
within a just system.
Determining What Is Ethical: Being fair and Living out Role
Responsibilities
You define an ethical person as one with sound character traits
and habits of thoughtful reflection who seeks justice and
fundamental fairness in the
community. For you, those who demonstrate strong leadership
in their roles and give everyone in the community, especially
those without power, a
chance to succeed exemplify ethical behavior.
Analytical Tool: Authority and Tradition
You tend to think through a problem carefully and research
options. You pay particular attention to the experts on the
subject and what others in
your role have said or done. Your goal is to make a fully
informed decision and to meet the needs of the community,
without harming the least
advantaged. Although you consider what others you respect
have done in similar situations, you remain flexible and can
craft a unique or novel
solution when necessary.
Gift: Advocacy and Compassion
Because you are concerned with fairness, when you are at your
best you work for what is just for all, i.e., what keeps people
10. connected to others in
the community. You assure that systems and processes are
coherent, uniformly followed, and they protect the least
advantaged without creating
undue burdens for the rest. You are also able to "tell the story"
of each member of your community.
Blind Spot: Overconfidence in process or Unrealistic Role
Expectations
Because you believe that a consistent process results in a just
outcome for all, you sometimes trust the process too much. You
forget that unequal
access gives rise to unjust outcomes, even when the process
itself is fair. At other times, you develop unrealistic role
expectations, forgetting that
individuals are fallible regardless of their role.
Risk: Being authoritarian or Self-Righteous
Sometimes you require deference to power concentrated in a
hierarchical authority. Because you have thought carefully
about what is right in a given
situation, you tend to assume that your way is best. You may
then abuse power as you impose your will on others for their
own good. On the other
hand, when your compassion fails, you come to believe that the
perks and privileges of your role belong to you because you are
better than others.
Double Standard: Exemption and Entitlement
As you seek justice for all, you are sometimes tempted to
exempt yourself and leaders you trust from the rules or to
believe that you have a right to
special privileges because of your role. You'll convince yourself
11. that the rules were meant for other people or that the action you
want to take really is
just for everyone - even though your "Fair Self" tells you
otherwise. You will persuade yourself that your role gives you
rights inconsistent with good
character.
Vice: Becoming an ambitious elitist or Hard-hearted
W hen your personal ambition overpowers your concern for
justice, you overlook abuses of power by those in leadership
positions. This will be
especially true when the leaders are part of your group, and they
claim to be protecting the rights of those who cannot protect
themselves. If your
compassion fails and you become hard-hearted, you may apply
capricious and inappropriate solutions.
Crisis: Isolation, guilt and confusion
Unless you develop the practice of mindfulness and reflection,
at some point you will become isolated. No one can always
guarantee justice, or even a
fair process. You will also feel guilty if you begin to resent that
so few people you help seem grateful. At some point you will
also confront the loss of
your center, especially if you lose the role with which you have
become identified. If you find you have few friends, it could be
because your obsession
with justice or your role responsibilities drives everyone away.
Seeing Clearly: Consider the claims of individuals
12. To see more clearly, consider the claims of individuals in the
group, not just the group as a whole. Although you do a god job
of making sure your
head and your heart agree, you do tend to focus on the well -
being of the community at the expense of individual rights. As
you consider what is fair
and what character traits are necessary for the community,
remember to temper your actions with concern for individuals.
Look for ways to assure
that individual rights are protected. As you learn to consider the
perspectives of individuals in your decision making process,
you will live out the best
of your ideals with compassion and care for all.
7/13/2016ELI Ethical Lens InventoryRelationship and
ReputationFeng CaiCore Values: Equality and
Rationality/SensibilityClassical Virtues: Justice and
FortitudeKey Phrase: “I make fair and virtuous
choices.”Determining What Is Ethical: Being fair and Living
out Role ResponsibilitiesAnalytical Tool: Authority and
TraditionGift: Advocacy and CompassionBlind Spot:
Overconfidence in process or Unrealistic Role
ExpectationsRisk: Being authoritarian or Self-RighteousDouble
Standard: Exemption and EntitlementVice: Becoming an
ambitious elitist or Hard-heartedCrisis: Isolation, guilt and
confusionSeeing Clearly: Consider the claims of individuals