At the end of the lesson, you should be able learn:
1. recognize and recall a moral experience;
2. detect a moral dilemma;
3 .identify the three levels of moral dilemmas.
This presentation is all about the Ethical Frameworks or Moral Framework which helps us to determine how to solve a problem that might occur from our moral judgement and issues.
This presentation is all about the Ethical Frameworks or Moral Framework which helps us to determine how to solve a problem that might occur from our moral judgement and issues.
At the end of the lesson, you should be able to:
1. Capture and analyze your feelings in personal moral experiences;
2. compare reasonable and emotional responses;
3. check real-life cases against the 7-step model;
At the end of the lesson, you should be able to:
Explain the relationship between individual acts and character;
Identify and articulate each stage of moral development.
Norm
Norm of Morality
• Types of norm:
Eternal Divine Law
Human Reason
Law as the object norm of morality
• General Notion of Law
o Law of Nature
o Natural Law
Moral Law
o Essential Elements for a Law to be Reasonable:
• Divisions of Law
o Eternal Law
The Natural Moral Law
Law of Conscience
i. Attributes of the Natural Law
ii. The Contents of Natural Law
Formal norms
Material norms
Human Positive Law
Law as the subject norm of morality
Conscience
• Conscience as an Act of Intellect
(Judgement of Reason)
• Conscience as a Practical Moral Judgement
• Conscience as the Proximate Norm of Morality
• Kinds of Conscience
i. Correct or True Conscience
ii. Erroneous of False conscience
Invincibly erroneous conscience
Vincibly erroneous conscience
Perplexed conscience
Pharisaical conscience
i. Certain Conscience
ii. Doubtful Conscience
iii. Scrupulous Conscience
iv. Lax Conscience
At the end of the lesson, you should be able to:
1. identify the moral challenges of globalization
2. compare responses to shared moral dilemmas of baby boomers and millennials
3. state qualities of the filinnials
4. construct a plan for the coping with the challenges of globalization .
Virtue ethics is an approach to ethics which emphasizes the character of the moral agent, rather than rules or consequences, as the key element of ethical thinking.
At the end of the lesson, you should be able to:
1. Capture and analyze your feelings in personal moral experiences;
2. compare reasonable and emotional responses;
3. check real-life cases against the 7-step model;
At the end of the lesson, you should be able to:
Explain the relationship between individual acts and character;
Identify and articulate each stage of moral development.
Norm
Norm of Morality
• Types of norm:
Eternal Divine Law
Human Reason
Law as the object norm of morality
• General Notion of Law
o Law of Nature
o Natural Law
Moral Law
o Essential Elements for a Law to be Reasonable:
• Divisions of Law
o Eternal Law
The Natural Moral Law
Law of Conscience
i. Attributes of the Natural Law
ii. The Contents of Natural Law
Formal norms
Material norms
Human Positive Law
Law as the subject norm of morality
Conscience
• Conscience as an Act of Intellect
(Judgement of Reason)
• Conscience as a Practical Moral Judgement
• Conscience as the Proximate Norm of Morality
• Kinds of Conscience
i. Correct or True Conscience
ii. Erroneous of False conscience
Invincibly erroneous conscience
Vincibly erroneous conscience
Perplexed conscience
Pharisaical conscience
i. Certain Conscience
ii. Doubtful Conscience
iii. Scrupulous Conscience
iv. Lax Conscience
At the end of the lesson, you should be able to:
1. identify the moral challenges of globalization
2. compare responses to shared moral dilemmas of baby boomers and millennials
3. state qualities of the filinnials
4. construct a plan for the coping with the challenges of globalization .
Virtue ethics is an approach to ethics which emphasizes the character of the moral agent, rather than rules or consequences, as the key element of ethical thinking.
This presentation is about the key concept in ethics. It particularly discussed the moral dilemma and the levels of moral dilemma. In this presentation also discussed why only human can be ethical.
BUSINESS ETHICS | LAWRENCE THEORY | CAROL GILLIGAN THEORY | VIRTUE THEORY | I...Dheeraj Rajput
BUSINESS ETHICS PRESENTATION:
TOPIC WILL BE COVERED LIKE:
- LAWRENCE KOHLBERG'S THEORY
KOHLBERG'S 6 STAGES OF MORAL DEVELOPMENT
- CAROL GILLIGAN'S THEORY
- VIRTUE THEORY OF ETHICS
COMPENENTS OF VIRTUE THEORY
- IMMANUEL KANT'S CATEGORCIAL IMPERATIVES
DEONTOLOGY
- IMPERATIVES
- HAPPINESS AND REASON
- OBJECTIONS
- RESPECTING HUMANITY
Lecture 3:
Business Ethics – Psychological Theories
Dr Warren Staples
‹#›
Recap – Lecture 2
Moral agency
Moral responsibility
Principal-Agent relationships
Teleology & Deontology
Utilitarianism, Virtue ethics, Kantianism & Justice ethics
Guidant consultant
‹#›
Clivosaurus
Queensland Nickel (QNI)
Dispersed more than $170m from the company’s accounts.
Palmer (Smee 2019): “People all across Australia are having trouble now with liquidators and receivers, businesses are closing ... because of their unconscionable behaviour,” Palmer huffed.
“So when that happens to someone like me, I’ve got a moral responsibility not to give up. That’s what I’m doing. It is the greater good.”
Linden – “More front than a mine Haulpak”
3rd week of case - Palmer settles
Shadow director case awaits? Instructing directors to move $
‹#›
Learning overview
Ethical decision making process
Cognitive Moral Reasoning/Development (CMR/CMD)
Moral intensity
Making decisions in business
‹#›
Ethical decision making 1
The developing consensus in business ethics is that ethical decision making is affected by:
the person and personal variables (values, character, personality, identity, CMD, etc.)
the situation and situational variables (organisational culture, climate, industry etc.) and
the issue (moral intensity).
‹#›
Ethical decision making 2
Individual characteristics
Recognition/ Moral awareness
Moral judgement
Intent
Moral behaviour
Organisational characteristics
‹#›
Ethical decision making 3
Recognition/Moral awareness - Moral agent recognizes the moral issue(s)
Judgement - Agent engages in some form of moral reasoning to arrive at moral judgement
Intent - Moral agent establishes moral intent and decides to take moral action
Behaviour - Agent translates intent to behaviour
Witness a colleague steal an office printer
‹#›
Moral awareness
the initial step in the ethical decision making process
the situation or issue is interpreted as a moral issue
leads to moral judgement
The person recognizes that a decision or action has consequences for other human beings and he/she has some choice in dealing with the issue (Jones 1991)
‹#›
Moral awareness at work
is more likely if an individual believes that co-workers will see it as ethically problematic
is more likely if moral language is used to present the situation to the decision maker
is more likely if the decision is seen as having the potential to produce serious harm to others (magnitude of consequences)
(Trevino & Nelson 2006)
‹#›
‹#›
Ethical decisions & behaviour
Individual characteristics
Recognition/ Moral awareness
Moral judgement
Intent
Moral behaviour
Organisational characteristics
‹#›
Individual influences on ethical decision making
Age and gender
National and cultural characteristics
Education and employment
Psychological factors:
Cognitive moral development (Kohlberg)
Locus of control
Personal values – (Chin, Hambrick & Treviño 2013)
Pers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. DILEMMA?????
it is a situation where a person
is forced to choose between two
or more conflicting options,
neither of which is acceptable.
3.
4.
5. When dilemmas involve
human actions which
have moral
implications, they are
called ethical or moral
dilemmas.
6. Moral dilemmas
■are situations where persons, who
are called “moral agent s” in ethics,
are forced to choose between two
or more conflicting options, neither
of which resolves the situation in a
morally acceptable manner.
7. Moral dilemmas
■are situations where persons, who
are called “moral agent s” in ethics,
are forced to choose between two
or more conflicting options, neither
of which resolves the situation in a
morally acceptable manner.
8. In moral dilemmas, the moral agent “seems
fated to commit something wrong, which implies
that he/she bound to morally fail because in one
way or another he/she will fail to do something
which he/she ought to do.
In other words, by choosing one of the
possible moral requirements, the person also fails
on others.”
- Benjiemen Labastin
9.
10. CONDITIONS TO BE CALLED A
MORAL DILEMMA
a)The person or the agent of a
moral action is obliged to
make decision about which
course of action is best;
11. b) There must be different
courses of action to
choose from;
CONDITIONS TO BE CALLED A
MORAL DILEMMA
12. c) no matter which course of action
the moral agent chooses, there is
always that moral principle that is
compromised.
CONDITIONS TO BE CALLED A
MORAL DILEMMA
13. 1ST LEVEL
INDIVIDUAL
LEVELS OF
MORAL DILEMMA
a person, or an individual, has two or
more moral values to consider, he or she
can choose one only, and choosing one or
the other will not solve the problem in a
moral way
16. EPISTEMIC MORAL DILEMMAS
TYPES OF
MORAL DILEMMA
There are two or more requirements that conflict with each other;
The moral agent hardly knows which one takes precedence over the
other
17. ONTOLOGICAL MORAL DILEMMAS
TYPES OF
MORAL DILEMMA
There are two or more requirements that conflict with each other,
yet neither of these conflicting moral requirements overrides each
other.
20. OBLIGATION DILEMMAS
TYPES OF
MORAL DILEMMA
More than one feasible action is obligatory
PROHIBITION DILEMMAS
All feasible actions are forbidden
21. SINGLE AGENT DILEMMA
TYPES OF
MORAL DILEMMA
The agent “ought, all things considered, to do X, ought, all things
considered, to do Y, and he cannot do both X and Y.
22. MULTI-PERSON DILEMMA
TYPES OF
MORAL DILEMMA
One agent, R1, ought to do X, a second agent, R2, ought to do Y, and though each agent
can do that he ought to do, it is not possible both for R1 to do X and R2 to do Y.
The multi-person dilemma requires more than choosing what is right; it is also entails that
the persons involved reached a general consensus.