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Need revision of the previously done Empathy work. Fix as per teacher's comments. Zip Attachment has: 1. APA format to be followed 2. Work submitted in school along with Teacher's feedback 3. Original HW doc done by the writer Need it by 17th April 11PM PST .
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North American Philosophical Publications Prejudice i.docx
North American Philosophical Publications
Prejudice in Jest: When Racial and Gender Humor Harms
Author(s): David Benatar
Source: Public Affairs Quarterly, Vol. 13, No. 2 (Apr., 1999), pp. 191-203
Published by: University of Illinois Press on behalf of North American Philosophical
Publications
Stable URL: http://www.jstor.org/stable/40441225
Accessed: 18-05-2017 00:16 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of Illinois Press, North American Philosophical Publications are collaborating
with JSTOR to digitize, preserve and extend access to Public Affairs Quarterly
This content downloaded from 132.174.250.5 on Thu, 18 May 2017 00:16:08 UTC
All use subject to http://about.jstor.org/terms
Public Affairs Quarterly
Volume 13, Number 2, April 1999
PREJUDICE IN JEST: WHEN RACIAL AND
GENDER HUMOR HARMS
David Benatar
central questions in the sparse literature on the ethics of humor
are: 1) What makes a piece of humor racist or sexist? 2) Are jokes
that embody negative racial and gender stereotypes necessarily racist
and sexist? Because these issues have tended to be discussed separately
it has not been noted that some answers to the first question render the
second question moot. My answer to the first question does not have this
effect. It will draw on an account of humor ethics that I provide and
defend against rival views of racist (and sexist) humor. I shall then
proceed to answering the second question.
An Account of Humor Ethics
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where it is intended to harm people or where there are good grounds for
expecting it to harm people, and where the harm in question is wrong-
fully inflicted. Following Joel Feinberg, I understand harm in terms of
negative effects on people's interests. However, my understanding of
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about the moral limits of the criminal law.1 Firstly, because in the cur-
rent context I have a more expansive interpretation of what interests
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ing termed harms for his purposes. Because I am concerned with the
morality of humor rather than with the moral limits of legally restrict-
ing it, the inclusion of less severe though nonetheless disliked states is
more appropriate. Secondly, for Professor Feinberg, a harm is some-
thing that is wrongfully inflicted. That definition is th.
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North American Philosophical Publications Prejudice i.docx
North American Philosophical Publications
Prejudice in Jest: When Racial and Gender Humor Harms
Author(s): David Benatar
Source: Public Affairs Quarterly, Vol. 13, No. 2 (Apr., 1999), pp. 191-203
Published by: University of Illinois Press on behalf of North American Philosophical
Publications
Stable URL: http://www.jstor.org/stable/40441225
Accessed: 18-05-2017 00:16 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of Illinois Press, North American Philosophical Publications are collaborating
with JSTOR to digitize, preserve and extend access to Public Affairs Quarterly
This content downloaded from 132.174.250.5 on Thu, 18 May 2017 00:16:08 UTC
All use subject to http://about.jstor.org/terms
Public Affairs Quarterly
Volume 13, Number 2, April 1999
PREJUDICE IN JEST: WHEN RACIAL AND
GENDER HUMOR HARMS
David Benatar
central questions in the sparse literature on the ethics of humor
are: 1) What makes a piece of humor racist or sexist? 2) Are jokes
that embody negative racial and gender stereotypes necessarily racist
and sexist? Because these issues have tended to be discussed separately
it has not been noted that some answers to the first question render the
second question moot. My answer to the first question does not have this
effect. It will draw on an account of humor ethics that I provide and
defend against rival views of racist (and sexist) humor. I shall then
proceed to answering the second question.
An Account of Humor Ethics
How can humor be immoral? Briefly, the answer is that it is immoral
where it is intended to harm people or where there are good grounds for
expecting it to harm people, and where the harm in question is wrong-
fully inflicted. Following Joel Feinberg, I understand harm in terms of
negative effects on people's interests. However, my understanding of
harm is, in two ways, broader than the one for which he opts in his work
about the moral limits of the criminal law.1 Firstly, because in the cur-
rent context I have a more expansive interpretation of what interests
are, my understanding of harm includes what he calls hurts, offenses
and other disliked states which are insufficiently severe to warrant be-
ing termed harms for his purposes. Because I am concerned with the
morality of humor rather than with the moral limits of legally restrict-
ing it, the inclusion of less severe though nonetheless disliked states is
more appropriate. Secondly, for Professor Feinberg, a harm is some-
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7)Summary- summarize the findings
8)Acknowledge- give credits to those
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Need citations
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Need responses to my teamates discussions
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Explain a scenario where you or someone you know may have unknowingly given too much personal information to a stranger. How could this situation been avoided?
Reference Article Link:
https://www.webroot.com/us/en/resources/tips-articles/what-is-social-engineering
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Kishore Kumar Pusukuri, Rajiv Gupta, Laxmi N. Bhuyan
Department of Computer Science and Engineering
University of California, Riverside
Riverside, USA 92521
[email protected], [email protected], [email protected]
Abstract—Efficient contention management is the key to
achieving scalable performance for multithreaded applications
running on multicore systems. However, contention manage-
ment policies provided by modern operating systems increase
context-switches and lead to performance degradation for
multithreaded applications under high loads. Moreover, this
problem is exacerbated by the interaction between contention
management policies and OS scheduling polices. Time Share
(TS) is the default scheduling policy in a modern OS such as
OpenSolaris and with TS policy, priorities of threads change
very frequently for balancing load and providing fairness in
scheduling. Due to the frequent ping-ponging of priorities,
threads of an application are often preempted by the threads
of the same application. This increases the frequency of
involuntary context-switches as wells as lock-holder thread
preemptions and leads to poor performance. This problem
becomes very serious under high loads.
To alleviate this problem, in this paper, we present a
scheduling policy called Faithful Scheduling (FF), which dra-
matically reduces context-switches as well as lock-holder thread
preemptions. We implemented FF on a 24-core Dell PowerEdge
R905 server running OpenSolaris.2009.06 and evaluated it
using 22 programs including the TATP database application,
SPECjbb2005, programs from PARSEC, SPEC OMP, and
some microbenchmarks. The experimental results show that FF
policy achieves high performance for both lightly and heavily
loaded systems. Moreover it does not require any changes to
the application source code or the OS kernel.
Keywords-Scheduling; priorities; contention; context-
switches
I. INTRODUCTION
The advent of multicore architectures provides an attractive
opportunity for achieving high performance for a wide
variety of multithreaded applications. However, exploiting
the system density, and the parallelism they offer, to improve
performance of multithreaded applications is a challenging
task. This is because multithreaded application performance is
sensitive to the implementations of synchronization primitives
and contention management policies. Therefore the key
to achieving high performance for multithreaded applica-
tions running on multicore systems is to use appropriate
synchronization primitives along with efficient contention
management policies. Contention management policies are
either based on spinning, or blocking, or a combination
of both. Spinning resolves contention by busy waiting,
therefore waiting threads respond to lock handoffs very
quickly. However, spinning threads can wastes CPU resources
and prevent the lock-holder thread from runnin.
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2. Reason 1 and explain, example
3. Reason 2 and explain, example
4. Reason 3 and explain, example
5. Reason 4 and explain, example
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Watch the videos below.
Ballet: Swan Lake - Tchaikovsky
Watch Video
Tchaikovsky - Swan Lake - four little swans
Duration: (1:37)
User: classicclips10 - Added: 4/5/11
YouTube URL: http://www.youtube.com/watch?v=-gApOfm4qd0
Ballet: The Sleeping Beauty - Tchaikovsky
Watch Video
Sleeping Beauty Waltz - La Scala Ballet
Duration: (4:12)
User: ARWHihodU_ GAqEw6 aZxLDg - Added: 1/27/14
YouTube URL: http://www.youtube.com/watch?v=4_4EdDZjU60
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Watch Video
AIDA Metropolitan Opera- Act 2-Scene 2 (Triumphal March) - Subt en Espanol
Duration: (9:32)
User: nikolaos333 - Added: 8/11/10
YouTube URL:
http://www.youtube.com/watch?v=xxgOIwOd_5I
Respond in writing to the following questions after reading Chapter 12 and viewing the videos above.
Describe the features of nineteenth-century ballet and opera.
What specific Romantic ideals did nineteenth-century ballet and opera express to its audience?
.
Newborn transitioningCh. 18Nursing management of thenewborn .docx
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
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NIH-PA Author Manuscript NIH-PA.docx
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Psychosom Med. Author manuscript; available in PMC 2012 January 1.
Published in final edited form as:
Psychosom Med. 2011 January ; 73(1): 67–74. doi:10.1097/PSY.0b013e3182002116.
Modeling Social Influences on Human Health
Kate Karelina, Ph.D.1 and A. Courtney DeVries, Ph.D.1,2
1 Department of Neuroscience, The Ohio State University, Columbus, OH 43210 USA
2 Institute of Behavioral Medicine Research, The Ohio State University, Columbus, OH 43210
USA
Abstract
Social interactions have long-term physiological, psychological and behavioral consequences.
Social isolation is a well recognized but little understood risk factor and prognostic marker of
disease, and can have profoundly detrimental effects on both mental and physical well-being,
particularly during states of compromised health. In contrast, the health benefits associated with
social support (both reduced risk and improved recovery) are evident in a variety of illnesses and
injury states; however, the mechanisms by which social interactions influence disease
pathogenesis remain largely unidentified. The substantial health impact of the psychosocial
environment can occur independently of traditional disease risk factors and is not accounted for
solely by peer-encouraged development of health behaviors. Instead, social interactions are
capable of altering shared pathophysiological mechanisms of multiple disease states in distinct
measurable ways. Converging evidence from animal models of injury and disease recapitulates the
physiological benefits of affiliative social interactions and establishes several endogenous
mechanisms (inflammatory signals, glucocorticoids and oxytocin) by which social interactions
influence health outcomes. Taken together, both clinical and animal research are undoubtedly
necessary in order to develop a complete mechanistic understanding of social influences on health.
Keywords
Social interaction; health; experimental models; oxytocin
Social influences on health
Social interactions shape humans from early development through senescence and have a
strong impact on many aspects of physiology and behavior. Indeed, social interaction is
essential for proper cognitive, affective and behavioral development (1). Among adults, the
social environment remains an important determinant of health and well being; ample
evidence suggests that positive social support accelerates and improves patient recovery
from cancer, cerebrovascular and cardiovascular disease (CVD), atherosclerosis, and other
chronic diseases with an inflammatory component (2–5). This has led to a substantial
interest in the capacity to which the social environment affects physiological systems,
particularly during health challenges. The benefits of a positive social environment are
particularly salient in chronic disease st.
New Technology and Learning Process Please respond to the follow.docx
Mobile learning uses portable electronic devices like smartphones and tablets to deliver educational content and support online learning. Educational institutions and training organizations are adopting mobile learning by developing course content that can be accessed remotely on mobile devices, allowing students more flexibility. To promote active collaborative online learning, instructors should consider incorporating discussion forums and group projects to foster interaction, as well as providing timely feedback to encourage participation and support learners.
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed t.docx
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed to value a firm, with two stages of growth, an initialperiod of higher growth and a subsequent period of stable growth.For a richer version of this model, try the fcffginzu.xls spreadsheet.Assumptions1. The firm is expected to grow at a higher growth rate in the first period.2. The growth rate will drop at the end of the first period to the stable growth rate.The user has to define the following inputs:1. Length of high growth period2. Expected growth rate in earnings during the high growth period.3. Capital Spending, Depreciation and Working Capital needs during the high growth period.4. Expected growth rate in earnings during the stable growth period.5. Inputs for the cost of capital. (Cost of equity, Cost of debt, Weights on debt and equity)Inputs to the modelCurrent EBIT =$5,186.00Current Interest Expense =$118.00Current Capital Spending$2,152.00Current Depreciation & Amort'n =$1,228.00Tax Rate on Income =28.49%Current Revenues =$16,701.00Current Non-cash Working Capital =$3,755.00Chg. Working Capital =$499.00Last yearCash and Marketable Securities$500.00Value of equity options issued by firm =$1,500.00Book Value of Debt =$1,479.00$1,315.00Book Value of Equity =$12,941.00$12,156.00Weights on Debt and EquityIs the firm publicly traded ?Yes( Yes or No)If yes, enter the market price per share =$125.50(in currency)& Number of shares outstanding =993.57(in #)& Market Value of Debt =$1,822.00( in currency)If no, do you want to use the book value debt ratio ?No(Yes or No)If no, enter the debt to capital ratio to be used =(in percent)Enter length of extraordinary growth period =5(in years)Do you want to change the debt ratio in the stable growth period?NoIf yes, enter the debt ratio for the stable growth period =Costs of ComponentsDo you want to enter cost of equity directly?No(Yes or No)If yes, enter the cost of equity =(in percent)If no, enter the inputs to the cost of equityBeta of the stock =0.8Riskfree rate=5.30%(in percent)Risk Premium=5.50%(in percent)Enter the cost of debt for cost of capital calculation5.50%( in percent)Earnings InputsDo you want to use the historical growth rate?No(Yes or No)If yes, enter EBIT from five years ago =$800.00(in currency)Do you have an outside estimate of growth ?Yes(Yes or No)If yes, enter the estimated growth:12.50%(in percent)Do you want to calculate the growth rate from fundamentals?Yes(Yes or No)The following will be the inputs to the fundamental growth formulation:ROC =27.53%Reinv. Rate =38.37%Do you want to change any of these inputs for the high growth period?No(Yes or No)If yes, specify the values for these inputs (Please enter all variables)ROC =10.00%Reinv. Rate =100.00%Specify weights to be assigned to each of these growth rates:Historical Growth Rate =0.00%(in percent)Outside Prediction of Growth =0.00%(in percent)Fundamental Estimate of Growth =100.00%(in percent)Enter growth rate in stable growth period?6.00%(in percent)BetaW.
No directly quoted material may be used in this project paper..docx
No directly quoted material may be used in this project paper.
Final Project: Case Study
Ethical dilemmas permeate the criminal justice. At every level, in each segment of the system, people are exercising discretion that will influence the fate of an individual and/or the security of the community. Incongruous laws, regulations, policies and practices create conflicts and distort the basis upon which judgments are made. Very often these conflicts result in an ethical dilemma. Which is the appropriate course of action? What is the moral/ethical rational for the decisions that were made? What purposes or principles are served? This project will ask you to consider a sequence of decisions (do, or not do) all of which contribute, directly or indirectly the final scene.
For
each of the three (3) scenarios
, your assignment is to:
Examine each situation and describe the ethical and/or moral question,
Describe what you believe to be the motivation of the actor and the potential consequences of BOTH/EACH options,
Identify the decision you believe the actor SHOULD make, and
Provide the
ethical basis
for your decision.
Connect the ethical basis for your decision to ethical theories introduced at the beginning of the course and explain the rational for this connection.
Each decision must be considered separately and not be influenced by earlier decisions and/or actions.
This project is an opportunity for the student to demonstrate their understanding of ethics and value-based decisions. Most of these situations do not have a single correct answer. Grading is NOT based on solving the problem that is presented to the actor but in
identifying the ethical dilemmas
and
determining and explaining the most ethical course of action
.
-------------------------------------------------------------------------------------------------------------
1. The judge
Judge Jeffery Owens is very troubled by the felony case before him. The defendant, Woodrow Wilson, had been found guilty of armed robbery of a liquor store. The case alleged that Wilson had a handgun in plain sight when he entered the Sin-Yon liquor store, that he hit the owner in the head with the weapon and forced him to open the cash drawer. Fleeing the scene on foot, Woodrow only got a few blocks before responding police officers spotted him and made the arrest. The prosecutor, armed with the recovered cash, video surveillance and an eyewitness as evidence had an easy case. Now it is time for sentencing.
Jeffery saw the demonstration of business owners in the hallway when he entered the courthouse that morning. They were chanting “Justice for our victims” and were demanding a lengthy prison sentence. The Pre-Sentence Investigation report said Wilson was suffering from acute addiction and associated mental problems that had caused these violent (but not criminal) outbreaks in the past. There is no information in the file that Wilson has ever received treatment for his disord.
NIZWA COLLEGE OF TECHNOLOGYBUSINESS STUDIES DEPARTMENTSEMEST.docx
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR 2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE
BAHR 3101
COURSE NAME
MANAGING TROUBLED EMPLOYEES
LEVEL
Advanced Diploma
TUTOR (S)
Ms. Virginia
SECTION (S)
1
DURATION:
DATE
TIME
START
17 May 2020
9:00AM
END
19 May 2020
8:00AM
MARKS BREAK UP:
No. of Questions
Marks for Each Question
1
2
3
TOTAL MARKS
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of examination.
2) This is an open resource examination; there are three pages. Students are allowed to refer any digital materials (Internet, Proquest, Masader, and OER) with proper referencing and citation for each answer.
3) Students has to answer the questions typewritten in the word (.docx) format. Figures / Diagrams, equations and solving of problems can be written by hand and added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code. [Eg : 22s1234.BAHR3101]
5) Students should submit the answers through the Turnitin link provided in Moodle page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the Moodle at least two hours before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment, please contact your course tutor through email and copy the Department Head.
8) Any form of cheating is punishable. Students involved in cheating will be treated according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the plagiarism policy and the department approved similarity level, the marks will be deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and the disciplinary guidelines and procedures applicable to breaches of such policy and regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
ESSAY / LONG ANSWER QUESTIONS (analytical / scenario / case) 50 Marks
Read thoroughly the scenario/case/question before you answer. For each question number (e.g. Question 1), answer must contain minimum of 300 wordsto maximumof 400 words.
Question 115 Marks
Many leading multinational private organizations had heavily invested to ensure effective talent management. Aside from competitive co.
How to Make a Field Mandatory in Odoo 17
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Ch. 18:
Nursing management of the
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Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
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NIH-PA Author Manuscript NIH-PA.docx
N
IH
-P
A
A
uthor M
anuscript
N
IH
-P
A
A
uthor M
anuscript
N
IH
-P
A
A
uthor M
anuscript
NIH Public Access
Author Manuscript
Psychosom Med. Author manuscript; available in PMC 2012 January 1.
Published in final edited form as:
Psychosom Med. 2011 January ; 73(1): 67–74. doi:10.1097/PSY.0b013e3182002116.
Modeling Social Influences on Human Health
Kate Karelina, Ph.D.1 and A. Courtney DeVries, Ph.D.1,2
1 Department of Neuroscience, The Ohio State University, Columbus, OH 43210 USA
2 Institute of Behavioral Medicine Research, The Ohio State University, Columbus, OH 43210
USA
Abstract
Social interactions have long-term physiological, psychological and behavioral consequences.
Social isolation is a well recognized but little understood risk factor and prognostic marker of
disease, and can have profoundly detrimental effects on both mental and physical well-being,
particularly during states of compromised health. In contrast, the health benefits associated with
social support (both reduced risk and improved recovery) are evident in a variety of illnesses and
injury states; however, the mechanisms by which social interactions influence disease
pathogenesis remain largely unidentified. The substantial health impact of the psychosocial
environment can occur independently of traditional disease risk factors and is not accounted for
solely by peer-encouraged development of health behaviors. Instead, social interactions are
capable of altering shared pathophysiological mechanisms of multiple disease states in distinct
measurable ways. Converging evidence from animal models of injury and disease recapitulates the
physiological benefits of affiliative social interactions and establishes several endogenous
mechanisms (inflammatory signals, glucocorticoids and oxytocin) by which social interactions
influence health outcomes. Taken together, both clinical and animal research are undoubtedly
necessary in order to develop a complete mechanistic understanding of social influences on health.
Keywords
Social interaction; health; experimental models; oxytocin
Social influences on health
Social interactions shape humans from early development through senescence and have a
strong impact on many aspects of physiology and behavior. Indeed, social interaction is
essential for proper cognitive, affective and behavioral development (1). Among adults, the
social environment remains an important determinant of health and well being; ample
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Mobile learning uses portable electronic devices like smartphones and tablets to deliver educational content and support online learning. Educational institutions and training organizations are adopting mobile learning by developing course content that can be accessed remotely on mobile devices, allowing students more flexibility. To promote active collaborative online learning, instructors should consider incorporating discussion forums and group projects to foster interaction, as well as providing timely feedback to encourage participation and support learners.
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No directly quoted material may be used in this project paper..docx
No directly quoted material may be used in this project paper.
Final Project: Case Study
Ethical dilemmas permeate the criminal justice. At every level, in each segment of the system, people are exercising discretion that will influence the fate of an individual and/or the security of the community. Incongruous laws, regulations, policies and practices create conflicts and distort the basis upon which judgments are made. Very often these conflicts result in an ethical dilemma. Which is the appropriate course of action? What is the moral/ethical rational for the decisions that were made? What purposes or principles are served? This project will ask you to consider a sequence of decisions (do, or not do) all of which contribute, directly or indirectly the final scene.
For
each of the three (3) scenarios
, your assignment is to:
Examine each situation and describe the ethical and/or moral question,
Describe what you believe to be the motivation of the actor and the potential consequences of BOTH/EACH options,
Identify the decision you believe the actor SHOULD make, and
Provide the
ethical basis
for your decision.
Connect the ethical basis for your decision to ethical theories introduced at the beginning of the course and explain the rational for this connection.
Each decision must be considered separately and not be influenced by earlier decisions and/or actions.
This project is an opportunity for the student to demonstrate their understanding of ethics and value-based decisions. Most of these situations do not have a single correct answer. Grading is NOT based on solving the problem that is presented to the actor but in
identifying the ethical dilemmas
and
determining and explaining the most ethical course of action
.
-------------------------------------------------------------------------------------------------------------
1. The judge
Judge Jeffery Owens is very troubled by the felony case before him. The defendant, Woodrow Wilson, had been found guilty of armed robbery of a liquor store. The case alleged that Wilson had a handgun in plain sight when he entered the Sin-Yon liquor store, that he hit the owner in the head with the weapon and forced him to open the cash drawer. Fleeing the scene on foot, Woodrow only got a few blocks before responding police officers spotted him and made the arrest. The prosecutor, armed with the recovered cash, video surveillance and an eyewitness as evidence had an easy case. Now it is time for sentencing.
Jeffery saw the demonstration of business owners in the hallway when he entered the courthouse that morning. They were chanting “Justice for our victims” and were demanding a lengthy prison sentence. The Pre-Sentence Investigation report said Wilson was suffering from acute addiction and associated mental problems that had caused these violent (but not criminal) outbreaks in the past. There is no information in the file that Wilson has ever received treatment for his disord.
NIZWA COLLEGE OF TECHNOLOGYBUSINESS STUDIES DEPARTMENTSEMEST.docx
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR 2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE
BAHR 3101
COURSE NAME
MANAGING TROUBLED EMPLOYEES
LEVEL
Advanced Diploma
TUTOR (S)
Ms. Virginia
SECTION (S)
1
DURATION:
DATE
TIME
START
17 May 2020
9:00AM
END
19 May 2020
8:00AM
MARKS BREAK UP:
No. of Questions
Marks for Each Question
1
2
3
TOTAL MARKS
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of examination.
2) This is an open resource examination; there are three pages. Students are allowed to refer any digital materials (Internet, Proquest, Masader, and OER) with proper referencing and citation for each answer.
3) Students has to answer the questions typewritten in the word (.docx) format. Figures / Diagrams, equations and solving of problems can be written by hand and added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code. [Eg : 22s1234.BAHR3101]
5) Students should submit the answers through the Turnitin link provided in Moodle page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the Moodle at least two hours before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment, please contact your course tutor through email and copy the Department Head.
8) Any form of cheating is punishable. Students involved in cheating will be treated according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the plagiarism policy and the department approved similarity level, the marks will be deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and the disciplinary guidelines and procedures applicable to breaches of such policy and regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
ESSAY / LONG ANSWER QUESTIONS (analytical / scenario / case) 50 Marks
Read thoroughly the scenario/case/question before you answer. For each question number (e.g. Question 1), answer must contain minimum of 300 wordsto maximumof 400 words.
Question 115 Marks
Many leading multinational private organizations had heavily invested to ensure effective talent management. Aside from competitive co.
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