STEPS OF THE ETHICAL STEPS OF THE ETHICAL
DECISIONDECISION--MAKING PROCESSMAKING PROCESS
EESE Faculty Development Workshop
Douglas R. May, Professor and Co-Director
International Center for Ethics in Business
SUMMARY OF THE STEPS OF THE
ETHICAL DECISION MAKING PROCESS
1.
Gather the facts
2.
Define the ethical issues
3.
Identify the affected parties (stakeholders)
4.
Identify the consequences
5.
Identify the obligations (principles, rights, justice)
6.
Consider your character and integrity
7.
Think creatively about potential actions
8.
Check your gut
9.
Decide on the proper ethical action and be prepared to
deal with opposing arguments.
1 -
GATHER THE FACTS
Don’t jump to conclusions without the facts
Questions to ask: Who, what, where, when, how, and
why.
However, facts may be difficult to find because of the
uncertainty often found around ethical issues
Some facts are not available
Assemble as many facts as possible before proceeding
Clarify what assumptions
you are making!
2 –
DEFINE THE ETHICAL ISSUE(S)
Don’t jump to solutions without first identifying the ethical
issue(s)
in the situation.
Define the ethical basis for the issue you want to focus on.
There may be multiple
ethical issues –
focus on one
major
one at a time.
3 –
IDENTIFY THE AFFECTED PARTIES
Identify all of the stakeholders
Who are the primary
or direct stakeholders?
Who are the secondary
or indirect stakeholders?
Why are they stakeholders for the issue?
Perspective-taking
--
Try to see things through the eyes
of those individuals affected
4 –
IDENTIFY THE CONSEQUENCES
Think about potential positive
and negative
consequences for affected
parties by the decision (Focus on primary stakeholders to simplify
analysis until you become comfortable with the process).
What are the magnitude
of the consequences and the probability
that
the consequences will happen.
Short term vs. Long term consequences –
will decision be valid over
time.
Broader systemic
consequences –
tied to symbolic
and secrecy
Symbolic
consequences –
Each decision sends a message.
Secrecy
consequences –
What are the consequences if the decision
or action becomes public?
Did you consider relevant cognitive barriers/biases?
Consider what your decision
would be based only on consequences
–
then move on and see if it is similar given other considerations.
5 –
IDENTIFY THE RELEVANT PRINCIPLES,
RIGHTS, AND JUSTICE ISSUES
Obligations should be thought of in terms of principles and rights involved
A) What obligations are created because of particular ethical principles
you might use in the situation?
Examples: Do no harm; Do unto others as you would have them do
unto you; Do what you would have anyone in your shoes do in the
given context.
B) What obligations are created becaus.
Maun Sadhu
Head & Assistant Professor
Department of English
C.U. Shah Institute of Computer Application
C.U. Shah Institute of Science
maunsadhu@gmail.com
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
1 SCH-MGMT 192T TRANSITIONS Big Ideas in Business AbbyWhyte974
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
Maun Sadhu
Head & Assistant Professor
Department of English
C.U. Shah Institute of Computer Application
C.U. Shah Institute of Science
maunsadhu@gmail.com
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
1 SCH-MGMT 192T TRANSITIONS Big Ideas in Business AbbyWhyte974
1
SCH-MGMT 192T: TRANSITIONS: Big Ideas in Business
Frameworks for Ethical Decision-making
Making good ethical decisions requires a trained sensitivity to ethical issues. It also requires a practiced
method for exploring the ethical aspects of a decision and weighing the considerations that should
impact our choice of a course of action. Having a method for ethical decision making is essential. When
practiced regularly, the method becomes so familiar that we work through it automatically without
consulting the specific steps. This is one reason why we can sometimes say that we have a “moral
intuition” about a certain situation, even when we have not consciously thought through the issue.
We can be practiced at making ethical judgments, just as we can be practiced at playing the piano, in
which case we can sit and play well “without thinking.” However, it's not always advisable to follow our
immediate intuitions, especially in complicated or unfamiliar situations. Here our method for ethical
decision-making should help us recognize these new and unfamiliar situations and act accordingly.
The more novel and difficult the ethical choice we face, the more we must rely on discussion and
dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the
insights and different perspectives of others, can we make good ethical choices in such situations.
Three Frameworks
Below we discuss three broad frameworks to guide ethical decision-making: the Consequentialist
Framework; the Duty Framework; and the Virtue Framework. While each of these frameworks is useful
for making ethical decisions, none is perfect. Knowing the advantages and disadvantages of the
frameworks will be helpful in deciding which is most useful in approach the particular situation with
which we are presented.
1. The Consequentialist Framework
In the Consequentialist Framework, we focus on the future effects of the possible courses of action,
considering the people who will be directly or indirectly affected. We ask about what outcomes are
desirable in a given situation and consider ethical conduct to be whatever will achieve the best
consequences. The person using the Consequentialist Framework desires to produce the most good.
Among the advantages of this ethical framework is that focusing on the results of an action is a
pragmatic approach. It helps in situations involving many people, some of whom may benefit from the
action, while others may not. Of course, it's not always possible to predict the consequences of an
action, so some actions that are expected to produce good consequences might actually end up harming
people. Additionally, people sometimes react negatively to the use of compromise—an inherent part of
this approach—and recoil from the implication that the end justifies the means. The Consequentialist
Framework also does not include a pronouncement that certain things are alway ...
Chapter Two
The Ethical Decision-Making Process
In Chapter 1, we looked at the “good or bad apple” approach as well as the situational
perspective to help explain ethical and unethical decision making. But this is only one part of
the ethical decision-making picture. We also need to understand the ethical decision-making
process as well. Yes, different people act differently under the same circumstances based on
their individual moral character, and yes, the same person will act differently when the
situational context changes in terms of the nature of the issue, the ethical corporate culture,
and the personal situation and pressures that are being faced. But we also need to understand
the decision-making process we go through when we make ethical decisions, and at what stage
of the process each of the individual and situational factors we have already discussed might
influence or moderate decision making. Building on and borrowing from a series of academic
disciplines and theories including moral philosophy, moral psychology, social psychology,
social economics, organizational behavior, criminology, behavioral science, cognitive
neuroscience, and business ethics, a number of descriptive ethical decision-making theoretical
models have fortunately been proposed to help explain the decision-making process of
individuals leading to ethical or unethical behavior or actions.
Unfortunately, however, to date there does not appear to be a fully comprehensive ethical
decision-making model. For example, following a comprehensive review of ethical decision-
making research, some researchers suggest the following: “If the field of descriptive ethics is
to move forward to strengthen our understanding of the ethical decision-making process, it is
imperative that future studies focus more attention on theory development.”1 Similarly,
according to others there remains a deficiency in ethical decision-making theory: “Unlike in the
past, researchers no longer need to justify their rationale for studying ethics; instead, their
attention needs to focus on developing a more comprehensive theoretical platform upon which
empirical work in behavioral ethics can continue.”2 In other words, the current disagreement
among scholars over which theoretical ethical decision-making model (if any) is the most
appropriate, especially when engaging in empirical research, needs to be addressed. In fact,
some continue to refer to the ethical decision-making process as a “black box.”3
After looking at the various approaches and ethical decision-making models, my own version
of a descriptive ethical decision-making model is outlined in this chapter that attempts to
consolidate the various models that have already been proposed while incorporating other
important aspects of the ethical decision-making process that have at times been neglected.4
The goal is to not only build upon previous ethical decision-making models, but also to
address the key divergence between what has been ...
- 1 - Modified Trevino & Nelson Model for Ethical Deci.docxhoney725342
- 1 -
Modified Trevino & Nelson
Model for Ethical Decision Making
This is the ethical decision–making model from your main text, LINDA K. TREVINO &
KATHERINE A. NELSON, MANAGING BUSINESS ETHICS (2014) [TREVINO & NELSON], modified
slightly by your instructor.
1. Get the Facts
This is certainly one of the most important steps in any kind of decision making. The worst
thing you can do is jump to conclusions without having all pertinent facts. Without the pertinent
facts, you run the risk of overreacting or being ethically overzealous, which can be very off-putting
to your friends and colleagues (nobody likes a “Goody Two Shoes”), indicate overall poor
judgment and cause you to use up your “political” capital within your organization or group.
Be aware of emotion or other types of personal bias (we all have some) in gathering and
analyzing the facts. Try to be as neutral and objective as you can be before you make too many
judgments about what happened to present the ethical dilemma or is likely to happen if you take
certain actions in response to the dilemma. As you go through the other steps in this model, be
alert to facts you may have misinterpreted or to missing facts. In other words, do not be reluctant
to revise and update both the material facts and any inferences you have drawn from them (a
grounding in basic logic comes in handy here). Ask yourself (1) what important facts do I not
have (knowing the importance of what you don’t know can be key), (2) what can I do to develop
the facts; and (3) do I know enough to act?
Going through this factual development process (as well as the other steps in this model)
can sometimes lead you to a creative response you would not otherwise have discovered. It may
also cause you to decide rationally to delay action until more facts are presented (assuming a delay
is not prejudicial to important stakeholders).
2. Identify & Define the Ethical Issues
This step could easily be the first, although sometimes the ethical dilemma does not fully
present itself until you have all the facts (chicken or the egg?). A sensitivity to ethical issues (which
can be learned) is a must. Many people fail to act ethically (even by their own standards) because
they fail to see an ethical issue when it is presented (e.g., because of schema or “scripts” we all use
everyday).
Answer this question: Why I am I so conflicted in this situation? Is there something wrong
personally or within my family, circle of friends, organization or society generally? Could the
conflict, the situation, or the decision be damaging to people or to the community? Does the issue
go beyond legal or institutional concerns? What does it do to people, who have dignity, rights,
- 2 -
and hopes for a better life together? What is your gut telling you about this situation? Listen to
your intuition and feelings; these are important data. Are “right” and “wrong” in play? If so, your
...
Academy of Management Execulive, 2004. Vol. 18, No. 2Manag.docxnettletondevon
Academy of Management Execulive, 2004. Vol. 18, No. 2
Managing to be ethical:
Debunking five business
ethics myths
Linda Klebe Tievino and Michael E. Blown
Executive Summary
In the aftermath of recent corporate scandals, managers and researchers have turned
their attention to questions of ethics management. We identify five common myths about
business ethics and provide responses that are grounded in theory, research, and
business examples. Although the scientific study of business ethics is relatively new,
theory and research exist that can guide executives who are trying to better manage
their employees' and their own ethical behavior. We recommend that ethical conduct be
managed proactively via explicit ethical leadership and conscious management of the
organization's ethical culture.
The twenty-first century has brought corporate eth-
ics scandals that have harmed millions of employ-
ees and investors, and sent shock waves through-
out the business world. The scandals have
produced "perp walks" and regulatory backlash,
and business ethics is once again a hot topic. Ac-
ademics and managers are asking: What caused
the recent rash of corporate wrongdoing, and what
can we do, if anything, to prevent similar trans-
gressions in the future? Perhaps because everyone
has opinions about ethics and personal reactions
to the scandals, a number of pat answers have
circulated that perpetuate a mythology of business
ethics management. In this article, we identify sev-
eral of these myths and respond to them based upon
knowledge grounded in research and practice.
Myth 1: It's Easy to Be Ethical
A 2002 newspaper article was entitled, "Corporate
ethics is simple: If something stinks, don't do it."
The article went on to suggest "the smell test" or "If
you don't want to tell your mom what you're really
doing . . . or read about it in the press, don't do it.''̂
The obvious suggestion is that being ethical in
business is easy if one wants to be ethical. A fur-
ther implication is that if it's easy, it doesn't need
to be managed. But that suggestion disregards the
complexity surrounding ethical decision-making,
especially in the context of business organizations.
Ethical Decisions Are Complex
First, ethical decisions aren't simple. They're com-
plex by definition. As they have for centuries, phi-
losophers argue about the best approaches to mak-
ing the right ethical decision. Students of business
ethics are taught to apply multiple normative
frameworks to tough dilemmas where values con-
flict. These include consequentialist frameworks
that consider the benefits and harms to society of a
potential decision or action, deontological frame-
works that emphasize the application of ethical
principles such as justice and rights, and virtue
ethics with its emphasis on the integrity of the
moral actor, among other approaches.^ But, in
the most challenging ethical dilemma situations,
the solutions provided by these approaches con-
flict with each other, an.
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
More Related Content
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Chapter Two
The Ethical Decision-Making Process
In Chapter 1, we looked at the “good or bad apple” approach as well as the situational
perspective to help explain ethical and unethical decision making. But this is only one part of
the ethical decision-making picture. We also need to understand the ethical decision-making
process as well. Yes, different people act differently under the same circumstances based on
their individual moral character, and yes, the same person will act differently when the
situational context changes in terms of the nature of the issue, the ethical corporate culture,
and the personal situation and pressures that are being faced. But we also need to understand
the decision-making process we go through when we make ethical decisions, and at what stage
of the process each of the individual and situational factors we have already discussed might
influence or moderate decision making. Building on and borrowing from a series of academic
disciplines and theories including moral philosophy, moral psychology, social psychology,
social economics, organizational behavior, criminology, behavioral science, cognitive
neuroscience, and business ethics, a number of descriptive ethical decision-making theoretical
models have fortunately been proposed to help explain the decision-making process of
individuals leading to ethical or unethical behavior or actions.
Unfortunately, however, to date there does not appear to be a fully comprehensive ethical
decision-making model. For example, following a comprehensive review of ethical decision-
making research, some researchers suggest the following: “If the field of descriptive ethics is
to move forward to strengthen our understanding of the ethical decision-making process, it is
imperative that future studies focus more attention on theory development.”1 Similarly,
according to others there remains a deficiency in ethical decision-making theory: “Unlike in the
past, researchers no longer need to justify their rationale for studying ethics; instead, their
attention needs to focus on developing a more comprehensive theoretical platform upon which
empirical work in behavioral ethics can continue.”2 In other words, the current disagreement
among scholars over which theoretical ethical decision-making model (if any) is the most
appropriate, especially when engaging in empirical research, needs to be addressed. In fact,
some continue to refer to the ethical decision-making process as a “black box.”3
After looking at the various approaches and ethical decision-making models, my own version
of a descriptive ethical decision-making model is outlined in this chapter that attempts to
consolidate the various models that have already been proposed while incorporating other
important aspects of the ethical decision-making process that have at times been neglected.4
The goal is to not only build upon previous ethical decision-making models, but also to
address the key divergence between what has been ...
- 1 - Modified Trevino & Nelson Model for Ethical Deci.docxhoney725342
- 1 -
Modified Trevino & Nelson
Model for Ethical Decision Making
This is the ethical decision–making model from your main text, LINDA K. TREVINO &
KATHERINE A. NELSON, MANAGING BUSINESS ETHICS (2014) [TREVINO & NELSON], modified
slightly by your instructor.
1. Get the Facts
This is certainly one of the most important steps in any kind of decision making. The worst
thing you can do is jump to conclusions without having all pertinent facts. Without the pertinent
facts, you run the risk of overreacting or being ethically overzealous, which can be very off-putting
to your friends and colleagues (nobody likes a “Goody Two Shoes”), indicate overall poor
judgment and cause you to use up your “political” capital within your organization or group.
Be aware of emotion or other types of personal bias (we all have some) in gathering and
analyzing the facts. Try to be as neutral and objective as you can be before you make too many
judgments about what happened to present the ethical dilemma or is likely to happen if you take
certain actions in response to the dilemma. As you go through the other steps in this model, be
alert to facts you may have misinterpreted or to missing facts. In other words, do not be reluctant
to revise and update both the material facts and any inferences you have drawn from them (a
grounding in basic logic comes in handy here). Ask yourself (1) what important facts do I not
have (knowing the importance of what you don’t know can be key), (2) what can I do to develop
the facts; and (3) do I know enough to act?
Going through this factual development process (as well as the other steps in this model)
can sometimes lead you to a creative response you would not otherwise have discovered. It may
also cause you to decide rationally to delay action until more facts are presented (assuming a delay
is not prejudicial to important stakeholders).
2. Identify & Define the Ethical Issues
This step could easily be the first, although sometimes the ethical dilemma does not fully
present itself until you have all the facts (chicken or the egg?). A sensitivity to ethical issues (which
can be learned) is a must. Many people fail to act ethically (even by their own standards) because
they fail to see an ethical issue when it is presented (e.g., because of schema or “scripts” we all use
everyday).
Answer this question: Why I am I so conflicted in this situation? Is there something wrong
personally or within my family, circle of friends, organization or society generally? Could the
conflict, the situation, or the decision be damaging to people or to the community? Does the issue
go beyond legal or institutional concerns? What does it do to people, who have dignity, rights,
- 2 -
and hopes for a better life together? What is your gut telling you about this situation? Listen to
your intuition and feelings; these are important data. Are “right” and “wrong” in play? If so, your
...
Academy of Management Execulive, 2004. Vol. 18, No. 2Manag.docxnettletondevon
Academy of Management Execulive, 2004. Vol. 18, No. 2
Managing to be ethical:
Debunking five business
ethics myths
Linda Klebe Tievino and Michael E. Blown
Executive Summary
In the aftermath of recent corporate scandals, managers and researchers have turned
their attention to questions of ethics management. We identify five common myths about
business ethics and provide responses that are grounded in theory, research, and
business examples. Although the scientific study of business ethics is relatively new,
theory and research exist that can guide executives who are trying to better manage
their employees' and their own ethical behavior. We recommend that ethical conduct be
managed proactively via explicit ethical leadership and conscious management of the
organization's ethical culture.
The twenty-first century has brought corporate eth-
ics scandals that have harmed millions of employ-
ees and investors, and sent shock waves through-
out the business world. The scandals have
produced "perp walks" and regulatory backlash,
and business ethics is once again a hot topic. Ac-
ademics and managers are asking: What caused
the recent rash of corporate wrongdoing, and what
can we do, if anything, to prevent similar trans-
gressions in the future? Perhaps because everyone
has opinions about ethics and personal reactions
to the scandals, a number of pat answers have
circulated that perpetuate a mythology of business
ethics management. In this article, we identify sev-
eral of these myths and respond to them based upon
knowledge grounded in research and practice.
Myth 1: It's Easy to Be Ethical
A 2002 newspaper article was entitled, "Corporate
ethics is simple: If something stinks, don't do it."
The article went on to suggest "the smell test" or "If
you don't want to tell your mom what you're really
doing . . . or read about it in the press, don't do it.''̂
The obvious suggestion is that being ethical in
business is easy if one wants to be ethical. A fur-
ther implication is that if it's easy, it doesn't need
to be managed. But that suggestion disregards the
complexity surrounding ethical decision-making,
especially in the context of business organizations.
Ethical Decisions Are Complex
First, ethical decisions aren't simple. They're com-
plex by definition. As they have for centuries, phi-
losophers argue about the best approaches to mak-
ing the right ethical decision. Students of business
ethics are taught to apply multiple normative
frameworks to tough dilemmas where values con-
flict. These include consequentialist frameworks
that consider the benefits and harms to society of a
potential decision or action, deontological frame-
works that emphasize the application of ethical
principles such as justice and rights, and virtue
ethics with its emphasis on the integrity of the
moral actor, among other approaches.^ But, in
the most challenging ethical dilemma situations,
the solutions provided by these approaches con-
flict with each other, an.
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
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JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
STEPS OF THE ETHICAL STEPS OF THE ETHICAL DECISIONDECISION--.docx
1. STEPS OF THE ETHICAL STEPS OF THE ETHICAL
DECISIONDECISION--MAKING PROCESSMAKING
PROCESS
EESE Faculty Development Workshop
Douglas R. May, Professor and Co-Director
International Center for Ethics in Business
SUMMARY OF THE STEPS OF THE
ETHICAL DECISION MAKING PROCESS
1.
Gather the facts
2.
Define the ethical issues
3.
Identify the affected parties (stakeholders)
4.
Identify the consequences
5.
2. Identify the obligations (principles, rights, justice)
6.
Consider your character and integrity
7.
Think creatively about potential actions
8.
Check your gut
9.
Decide on the proper ethical action and be prepared to
deal with opposing arguments.
1 -
GATHER THE FACTS
Don’t jump to conclusions without the facts
Questions to ask: Who, what, where, when, how, and
why.
3. However, facts may be difficult to find because of the
uncertainty often found around ethical issues
Some facts are not available
Assemble as many facts as possible before proceeding
Clarify what assumptions
you are making!
2 –
DEFINE THE ETHICAL ISSUE(S)
Don’t jump to solutions without first identifying the ethical
issue(s)
4. in the situation.
Define the ethical basis for the issue you want to focus on.
There may be multiple
ethical issues –
focus on one
major
one at a time.
3 –
IDENTIFY THE AFFECTED PARTIES
Identify all of the stakeholders
5. Who are the primary
or direct stakeholders?
Who are the secondary
or indirect stakeholders?
Why are they stakeholders for the issue?
Perspective-taking
--
Try to see things through the eyes
of those individuals affected
4 –
IDENTIFY THE CONSEQUENCES
6. Think about potential positive
and negative
consequences for affected
parties by the decision (Focus on primary stakeholders to
simplify
analysis until you become comfortable with the process).
What are the magnitude
of the consequences and the probability
that
the consequences will happen.
Short term vs. Long term consequences –
will decision be valid over
time.
7. Broader systemic
consequences –
tied to symbolic
and secrecy
Symbolic
consequences –
Each decision sends a message.
Secrecy
consequences –
What are the consequences if the decision
or action becomes public?
Did you consider relevant cognitive barriers/biases?
8. Consider what your decision
would be based only on consequences
–
then move on and see if it is similar given other considerations.
5 –
IDENTIFY THE RELEVANT PRINCIPLES,
RIGHTS, AND JUSTICE ISSUES
Obligations should be thought of in terms of principles and
rights involved
A) What obligations are created because of particular ethical
principles
you might use in the situation?
9. Examples: Do no harm; Do unto others as you would have them
do
unto you; Do what you would have anyone in your shoes do in
the
given context.
B) What obligations are created because of the specific rights of
the
stakeholders?
What rights are more basic vs. secondary
in nature? Which help protect
an individual’s basic autonomy?
What types of rights are involved –
negative or positive?
C) What concepts of justice (fairness) are relevant –
10. distributive or
procedural justice?
Did you consider any relevant cognitive barriers/biases?
Formulate the appropriate decision or action
based solely on the above
analysis of these obligations.
6 –
CONSIDER YOUR CHARACTER &
INTEGRITY
Consider what your relevant community members would
consider to be the kind of decision that an individual of
integrity
would make in this situation.
11. What specific virtues
are relevant in the situation?
Disclosure rule
–
what would you do if the New York Times
reported your action and everyone was to read it.
Think about how your decision will be remembered when
you are gone.
Did you consider any relevant cognitive biases/barriers?
What decision
would you come to based solely on
character
12. considerations?
7 –
THINK CREATIVELY ABOUT POTENTIAL
ACTIONS
Be sure you have not been unnecessarily forced into a
corner
You may have some choices or alternatives that have not
been considered
If you have come up with solutions “a”
and “b,”
try to
brainstorm and come up with a “c”
13. solution that might
satisfy the interests of the primary parties
involved in the
situation.
8 –
CHECK YOUR GUT
Even though the prior steps have argued for a highly
rational process, it is always good to “check your gut.”
Intuition
is gaining credibility as a source for good
decision making –
knowing something is not “right.”
• Particularly relevant if you have a lot of experience in
14. the area –
expert
decision-making.
9 –
DECIDE ON YOUR COURSE OF ACTION AND PREPARE
RESPONSES TO THOSE WHO MAY OPPOSE YOUR
POSITION
Consider potential actions based on the consequences,
obligations, and character approaches.
Do you come up with similar answers from the different
perspectives?
Do the obligation and character help you “check”
15. the
consequentialist preferred action?
How can you protect the rights of those involved (or your
own character) while still maximizing the overall good for
all of the stakeholders?
What arguments are most compelling to you to justify the
action ethically? How will you respond to those with
opposing viewpoints?
STEPS OF THE ETHICAL DECISION-MAKING
PROCESSSUMMARY OF THE STEPS OF THE ETHICAL
DECISION MAKING PROCESS1 - GATHER THE FACTS2 –
DEFINE THE ETHICAL ISSUE(S)3 – IDENTIFY THE
AFFECTED PARTIES4 – IDENTIFY THE CONSEQUENCES5
– IDENTIFY THE RELEVANT PRINCIPLES, RIGHTS, AND
JUSTICE ISSUES6 – CONSIDER YOUR CHARACTER &
INTEGRITY7 – THINK CREATIVELY ABOUT POTENTIAL
ACTIONS8 – CHECK YOUR GUT9 – DECIDE ON YOUR
COURSE OF ACTION AND PREPARE RESPONSES TO
THOSE WHO MAY OPPOSE YOUR POSITION
17. study of moral reasoning rather than simply on ethical attitudes
or values, and
explores empirically that reasoning in samples of public
administrators and pub-
lic administration graduate students. Variables thought to
explain variation in
aspects of ethics include age, gender, seniority (Hodgkinson
1971); education
(Purcell 1977); function and level of responsibili
and 1984), an
et aJ. 1989; Trevino 1
ch of these variables
ty (Hunt, Wood, and Chonko
1989; Harris 1989; Posner d organizational context (Con-
ner and Becker 1975; Hunt 986). In this study we explore
the relationship between ea and levels of moral reasoning
among public administrators. Our research allows us to look at
these relation-
ships in three ethical domains and to consider the aggregate
relationships as well.
This study represents an effort to move beyond case study and
admonition to-
ward understanding the way moral reasoning and ethical
behavior are influenced
in organizations.
Assumptions and Background
This essay assumes that the public administrator is a moral
agent. While we
recognize that the development of individual agency is not a
simple process
(McDonald and Victor 1988), we assume that it is an essential
feature of life in
18. 205
206 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
public-sector organizations (Stewart 1985; Denhardt 1988). But
to agree with
Denhardt (1988) that the ethical administrator has a
responsibility to utilize
moral assessments is to leave unanswered the question of how
to conduct that
moral assessment.. In an earlier essay we argued for the need to
conduct more
research on the systems of ethical reasoning that public
administrators may em-
ploy in resolving ethical dilemmas. We also presented a new
instrument to assess
stages of moral reasoning exhibited by public administrators
(Stewart and
SprinthalI 1991). It was based on the Kohlberg (1984) theory
that moral develop-
ment occurs in a specific sequence of stages, and that ethical or
moral judgment
is neither fixed nor relativistic but rather forms a sequence of
ethical models. We
argued previously that the higher order models are more
democratic and just in
their comprehensiveness and thus are compatible with the ideals
of public ser-
vice (Stewart and Sprinthall 1991). The instrument we
developed assesses levels
of moral reasoning among individuals in a public administration
context.
19. Data and Methods
Detailed information on the development of the instrument, the
Stewart
Sprinthall Management Survey (SSMS), is reported elsewhere
(Stewart and
Sprinthall 1991). The survey is based on Lawrence Kohlberg's
finding that
moral development occurs in a specific series of stages across
cultures. By
studying empirically the system of thinking that people employ
to deal with
moral questions, Kohlberg identified an invariant sequence of
stages of moral
growth that ranges from a straightforward concern about self to
a stage focused
on the application of universal moral principles such as those
that relate to justice
and equality (Kohlberg 1984). James Rest developed the
Defining Issues Test
(DIT) as an objective adaptation of Kohlberg's interview (Rest
1986). Like the
Kohlberg instrument, the DIT presents general moral dilemmas
and classifies
individuals according to the arguments they invoke to solve
these dilemmas. The
SSMS parallels the DIT but is designed to assess nloral
reasoning evoked in a
public-sector management context. The dilemmas provided in
the SSMS deal
with the actual ethical quandaries individuals encounter in
public administration.
In that context the SSMS reflects reasoning across five stages of
moral develop-
ment. The stages are as follows:
20. Stage 1: Concern for Obedience and Punishment. To avoid
punishment one must
be obedient-fear of punishment is a major motivator.
Stage 2: Concern for Cooperation and Reciprocity in a Single
Instance. Cooper-
ative interactions are entered because each party has something
to gain. "Let's
make a deal." It is the exchange that makes it fair. Bargains are
struck to
achieve self-interest. Materialism predominates.
Stage 3: Concern for Enduring Personal Relationships.
Maintaining of good
relationships over time is valued; approval of others is
important. Be kind and
MORAL REASONING OF PUBLIC ADMINISTRATION 207
considerate and you will get along with others. Engage in
reciprocal role
taking; social conformity is the highest value.
Stage 4: Concern for Law and Duty. Authority maintains
morality; everyone in
society is obligated and protected by the law; respect for the
authority of law
is part of one's obligation to society.
Stage 5: (P): Principled Reasoning.. This mode of reasoning
envisions the mind
of a hypothetical rational person-what agreement would a
hypothetical
group of rational people accept? Impartiality is central.
21. Democratic principles
of justice and fairness are the core values.
In the SSMS the individual dilemmas deal with three domains of
administra-
tive decision making: promotion, with the attendant issues of
affirmative action
and patronage; procurement, with the ever-present concerns of
conflict of inter-
est; and data base management, with the related issues of data
file integrity. In
each domain the SSMS provides opportunity for the respondent
to reflect upon
the mode of reasoning employed. The total SSMS scores
represent averages
across all three administrative domains. For an individual
respondent the stage
scores reflect the tendency for that individual to select reasons
that correspond to
different levels of moral development.
Analysis
The instrument was administered to three separate samples in
North Carolina:
graduate students in public administration (N = 75), local
government managers
attending a series of executive training programs (N = 136), and
city and county
managers and assistant managers (N = 190). Across all three
samples the pattern
of distribution is similar, with the most commonly selected
reasons falling in
stage 4 and the principled stage. There was a clear pulling
toward "law and duty"
reasoning with almost 40 percent of the respondents in each
22. sample, reflecting
principled reasoning. This figure corresponds to the level of
moral reasoning
found in the U.S. population as a whole for individuals who
have completed
college. However, it is significantly higher than that reported
for the southern
region (Sapp 1985).
As shown in Table 11.1, the percentages indicate the number of
persons
whose reasoning could be classified according to stage type.
Thus, 40 percent of
the graduate student sample, or thirty subjects, employed
principled reasons in
resolution of the administrative dilemmas. Thirty-five of these
subjects used
stage 4, or the legal code, as their means of resolving the issues.
The number of
subjects according to stage in the other two groups is similar.
Since the survey
measure is a recognition test, the percentages reflect the
subjects' ability to
identify stage type reasons from a list of choices. It has been
shown in other
research on moral reasoning that such an approach actually
overestimates by one
stage the level of reasons that the subject can produce de novo
or can actually
208 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
Table 11.1
23. Total SSMS Stage Score Comparison across All Groups
Students Local Gov't Mgr. (%) City/County Mgr. (%)
Stage Scores (N=136)
1+2 5 6 7
3 5 7 10
4 46 45 42
5 40 39 38
Note: The percentages vary due to rounding and a few
unclassified subjects.
employ in real dilemma situations (Rest 1986; Koh1berg 1984).
Thus, a person
who identifies a preference for principled solutions may
actually employ stage 4,
or the legal code, in a real situation. Similarly, a preference for
stage 4 would
likely shift closer to stage 3, social conformity, in an actual
administrative di-
lemma. The base rate for our sample is similar to college
educated adults in
general and is higher than adults in general from the South and
Southeast. The
actual level of reasoning, however, is probably one stage lower
than the level
obtained by a recognition test. We will now tum to an analysis
of possible
differences within our sample according to demography,
organizational responsi-
bilities, and context.
Demographic Factors
In this analysis we look at the impact of a set of demographic
24. factors that have
been thought to influence the kinds of ethical choices
individuals are likely to
make and the factors they are likely to consider important in
this decision-mak-
ing process. As Tables 11.2 through 11.5 suggest, there are no
significant differ-
ences that can be attributed to gender, race or education level
across any of the
three samples.
Carol Gilligan (1982) has speculated specifically on the
importance of gender
differences and level of ethical reasoning.. She has argued that
women tend to
reason about moral conflict based on a notion of morality as
care, while men
reason through such conflicts based on morality as justice. Our
results, however,
show quite clearly that males and females are virtually the same
in the numbers
who identify principled or justice-based reasoning. These
results are also in line
with recent meta-analyses indicating that gender is irrelevant as
a factor in moral
reasoning (Walker 1988). With all four demographic factors,
only age turned out
to be significant, and that for only one of the three groups, the
graduate student
sample. This finding may be an artifact of graduate school
admission and a small
n in that category. Usually, age after college does not bear a
significant relation-
ship to ethical reasoning (Rest
25. MORAL REASONING OF PUBLIC ADMINISTRATION 209
Table 11.2
Comparison of Principled Reasoning by Gender for Each Group
Gender Students (%) Local Gov't. Mgr. (%) City/County Mgr.
(%)
(N=136) (N=190)
Male 39 39 (N=95) 38 (N= 174)
Female 42 39 (N=41) 39 (N=16)
Table 11.3
Comparison of Principled Reasoning by Race for Each Group
Students (%) Local Gov't. Mgr. (%) City/County Mgr.
(%)
Race (N=O) (N=136)
Black 35 40
White 40 38 (N=186)
*Race information was not available for the graduate student
group.
Table 11.4
Comparison of Principled Reasoning by Education for Each
Group
Students (%) Local Gov't. Mgr. (%) City/County Mgr. (%)
26. 1. Less than BA
(N=136)
40 39
2. BA or more 40 39 36
3. MA or more 40 40
Table 11.5
Comparison of Principled Reasoning by Age for Each Group
Gender Students (%) Local Gov't. Mgr. (%) City/County Mgr.
(%)
(N=136)
25-30 35 37 38
37 39 38
41-50 44 40 37
51+ 57 39 41
*Difference significant at 0.0002
Eta 0.49
210 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
Table 11.6
Comparison of Stage Score by Level of Responsibility for Local
Government Manager Sample and County/City Manager
Sample Combined on Total SSMS
28. Div. Head (%)
(N=31)
6
7
46
36
Supervisor (%)
6
6
44
40
Note: Co
option.
lumns do not total 100 percent due to rounding error and
meaningless response
Table 11.7
Comparison of Mean Principled Reasoning Scores by Line vs.
Staff for
. Local Government Managers, City/County Managers, and All
Managers
Line Staff
Local City/County Local City/County
Gov't. Mgr. Mgr. All Mgrs. Gov't. Mgr. Mgr. All Mgrs.
(N=150) (N=72) (N=40) (N=112)
29. SSMS
Level P
Reasoning
Functional and Organizational Responsibilities
A second set of factors that were found to affectthe ethical
thinking in organiza-
tions may be grouped under the rubric of functional and
organizational responsi-
bility. While these variables may be operationalized in a variety
of ways, this
study looked at level of responsibility, line versus staff, and
functional task as
factors that might explain variation. Tables 11.6 and 11.7
display the findings for
level of responsibility and line vs. staff.
Table 11.6 indicates that across levels of responsibility within
organizations, a
combination of the local government manager and the
city/county manager sam-
ples, there is no expression of principled reasoning that can be
attributed to level
of responsibility in position. The modest differences that do
appear seem unre-
lated to level of position.
MORAL REASONING OF PUBLIC ADMINISTRATION
211
Table 11.7 suggests that there is no relationship between
principled reasoning
30. and line versus staff position in either of the sample groups of
local government
managers or city/county managers.
In a third exercise we simply reviewed the job titles of all
respondents who
indicated a propensity to select principled reasons (p = 50 or
more). This inspec-
tion revealed no pattern that might be attributed to functional
responsibility; that
in making their decisions city managers, their assistants,
planners, budget
directors, and personnel managers appeared equally likely or
unlikely to consider
stage 5 reasons.
Organizational Context
Finally, we considered whether the context within which the
decision maker was
located would affect the likelihood of identifying principled
reasons in resolving
ethical dilemmas. The context factors that we considered
relevant to local-level
managers were the type of jurisdiction where they are located,
the size of their
jurisdiction, and whether or not their organization has a code of
ethics. First we
combined the two samples and considered all managers
together.
As Table 11.8 the simple context of city vs. county vs. region
clearly
has no impact on the likelihood of selecting principled reasons
in decision mak-
31. ing. The mean response is roughly equivalent across cities,
counties, and regions.
Table 11.9 displays stage score response across small, medium,
and large
cities and counties. There are no significant differences that can
be attributed to
size of jurisdiction, whether city or county. The final context
factor was the
existence of a code of ethics the jurisdiction.. The city/county
manager survey
provided data on that question.
Table 11.10 reports no significant difference in the mean
response scores that
can be attributed to whether or not a jurisdiction has a code of
ethics.
Difference in Ethical Domains
The analysis thus far reveals no differences that can be
attributed to commonly
cited demographic, organizational, or contextual factors as the
reasons selected
by public managers for resolution of ethical quandaries. The
data do reveal
differences across ethical domains. Since statistically
significant positive rela-
tionships hold between each of three stories and the total SSMS
scores, the total
SSMS score measures overall capacity to function at a
particular stage or level.
However the strength of one's capacity to function at the
principled reasoning
level appears to vary across domains. A few recent empirical
studies provide
32. background on this point.
In the measurement of moral judgment there are often
differences in levels of
reasoning according to the actual dilemma content.
Developmental psychologists
usually refer to such differences as examples of cognitive
décalage-systematic
212 DEBRA STEWART AND NORMAN A. SPRINTHALL
Table 11.8
Comparison of Mean Principled Reasoning across Cities,
Counties,
and Regions
City County Region
SSMS (N=117) (N=4)
Mean Principled
39% 38% 42%
Reasoning
Table 11.9
Comparison of Stage Scores across Size of Jurisdiction for
Cities
and Counties
County City
Greater
Greater than
33. Less than 25,000- than Less than 10,000- 25,000-
25,000 100,000 100,000 10,000 25,000 25,000
Stage % % % % % %
Score (N-35)
1+2 6 8 7 6 5 7
3 13 8 8 7 7 11
4 42 42 43 45 45 41
5 37 38 38 40 39 38
Table 11.10
Mean Stage Scores on SSMS Comparing Jurisdictions with and
without
Codes of Ethics
Yes Code (%) No Code (%)
Stage Scores On SSMS (N=58) (N=30)
1+2 6 8
3 11 9
4 42 43
5 37 39
gaps in reasoning levels by problem areas (Kohlberg 1980). An
important deter-
mining factor appears to be how close to real experience is the
dilemma content
as well the extent to which there are known and articulated
positions. Thus,
MORAL REASONING OF PUBUC ADMINISTRATION 213
34. when adult subjects were confronted with real-life issues as
opposed to third-
party hypothetical problems, the reasoning level declined
(Walker, deVries,
and Trevethan 1987). Similarly, in a study with adolescents the
reasoning
level declined when the content of the dilemmas shifted from
abstract ques-
tions such as, Should a person in a foreign country steal a drug
to save his
spouse? to everyday issues such as obedience to one's parents
versus loyalty
to one's own peer group (Gilligan et al. 1971). In the latter case,
the level of
reasoning declined by almost one stage for both male and
female subjects.
Rest (1986) has noted that the ability to identify principled
reasons involves a
complex process of conlprehension, awareness of consequences,
selection of
courses of action that are consistent with such principles, and
enough per-
sonal strength to withstand criticism. Such factors develop as a
result of
experience in dealing with controversial issues and in taking
action. This
means experience dealing with issues that have not been
rehearsed or hashed
out and that are personally invol ving-that is, close to real life-
and that
levels employed will be lower than with experiences assessed
through stan-
dard or more familiar dilemmas.
There is another source of possible domain discrepancy.
35. Jennifer Hochschild
(1981) found that different beliefs about distributive justice
prevail in different
domains of life. Her in-depth interviews with a sample of rich
and poor respon-
dents in the Standard Metropolitan Statistical Area of New
Haven showed that
people may use egalitarian norms when they address issues in
the-socializing or
political domain, but they shift to differentiating norms in the
economic domain
(Hochschild 1981, 48,49, 82). Thus they come to different
conclusions in differ-
ent domains because they are applying different principles of
justice (Hochschild
1981). This type of discrepancy could only be assessed in our
case through the
creation of an additional set of principled reasons based on
different justice
concepts. Thus far, the enormous number of studies in the moral
development
distributive justice format does provide us with a ready source
of comparison in
that general moral domain. That data base (Kuhmerker 1991)
continues to grow
both within this country and cross-culturally. This means that
the differences we
find in levels of moral development on the specific issues faced
by professionals
in the field of public administration can be compared to general
levels in the
adult population and with appropriate cultural translations to
public administra-
tors in other countries as well. 1
In the study reported in this paper we can say that there appears
36. to be a shift
in the preference for a principled mode of reasoning across the
three stories
posed in the SSMS instrument, from over 50 percent stage
scores for principled
reasoning across all three samples for the first story, to less
than 30 percent
selection of principled responses across each of the three
samples for the third
story. Table 11.11 displays these data. We believe this suggests
that there are
different ethical decision domains and that some domains are
more likely to
elicit principled reasoning than others.
214 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
Table11.11
Comparison within Stories and across Groups on Stage Score
Students Local Gov't Mgr. (%) City/County Mgr. (%)
(N=136) (N=190)
Stage
Scores Story 1 Story 2 Story 3 Story 1 Story 2 Story 3 Story 1
Story 2 Sto ry 3
1+2 2 7 7 2 6 9 2 6 10
3 8 7 3 5 12 2 8 17 2
4 36 45 58 39 39 62 35 33 59
5 52 42 28 52 43 22 51 42 20
The three stories are as follows:
37. Story 1: Promotion
Bob was hired to revitalize a somewhat lackluster division in a
state agency.
Soon after becoming division he held a meeting with all
division
personnel and announced that all future promotions would be
based on demon-
strated merit and affirmative action. The patronage practice of
the former
director would be discontinued. Bob issued a written statement
to confirm this
new policy.
About a month later Bob ~ s boss told him that he expected Joe
J an
individual on Bob's staff, to be promoted. Joe was a marginally
effective white
male and there were several other employees in the division
much more de-
serving of promotion. Bob pointed out his boss all of the
reasons for not
wanting to promote Joe Jones at that time. But the boss
responded that he
really would like to see Joe promoted and that Bob's ability to
create more
promotional opportunities for his staff in the future (new
positions, successful
job reclassification, etc.) depended on his cooperation in this
situation.
Story 2: Friends in Government
In our agency, as in many others, private vendors are hired
provide goods
38. and services. I deal directly with these representatives and have
become good
friends with one representative. Our wives have become friends
and our fami-
lies enjoy one another. I occasionally join him for lunch and he
picks up the
check as a company expense. This has always been acceptable
in our organiza-
tion.
However, a dilemma arose recently when my friend invited my
family and
me to join his family and other friends at his beach cottage for a
week. He was
going to pay for the food and drink, and since the others were
private
uld be a great trip an
en by the press as a p
to my compa
his firm was going to write it pff. We knew it wo d we
really wanted to go. I also knew that it could be se ayoff
for a large contract that my agency had just awarded ny.
MORAL REASONING OF PUBLIC ADMINISTRATION 215
Story 3: Data Re-creation
Jack heads the Management Information System section for his
agency.
Through no fault of Jack's some benefit payment data were
accidentally de-
leted from the agency computer file. There was no way to
39. retrieve these data
the system. The local governments charged with inputting these
data
originally complained bitterly about the burden of this task, so
the agency's
top management wanted to keep the recent data loss quiet. Top
management
told Jack to devise a scheme to recreate the data based on the
assumption that
certain relationships existed between the data elements. But
Jack argued that
this would result in some people receiving more benefits than
they should and
others receiving fewer. Top management in the agency felt that
to meet pay-
ment deadlines of local government, there was no choice. Jack
was told to
re-create the file as best he could.
Respondents are asked to read the stories and decide what plan
of action they
would follow. Then they are asked to review a list of possible
considerations and
indicate which they would consider most important in the
situation.
Clearly, the domain does make a difference across all three
samples. While
our conclusions on this point are preliminary, we suggest that
the difference can
be explained in terms of familiarity with the domain and depth
of individual
experience in resolving ethical quandaries in the area.. The
promotion story raises
issues that have been under intensive discussion in public
40. administration over the
past twenty years. The competition between "merit" and
"equity" claims is a
standard topic in all public-sector arenas from the formal
classroom or training
session to the office coffee klatsch. More important, it has been
a topic on the
agenda of society at large for more than two decades.
Accordingly, we find mean
principled scores above 50 percent for all three groups.
The "Friends in Government" dilemma is by contrast a less
intensively dis-
cussed social issue for the general public. There has been
significant public
media attention focused on conflict-of-interest issues regarding
governmental
procurement and other practices; however, the intensity of the
public debate
pales by comparison with the affirmative action-merit
controversy. Still, within
public agencies serious attention is given to the issue of conflict
of interest
through agency training programs, written policies, and simple
admonitions from
agency officials. It is reasonable to expect that respondents in
this study have
strong familiarity with the issue and have had opportunities to
discuss and to
reflect on a dilemma similar to the one raised in "Friends in
Government.." Their
scores on principled reasoning of 47 percent, 43 percent, and 42
percent, respec-
tively, across the three groups support this assumption.
The third story, "Data Re-creation," is the least familiar of the
41. three. The
problem posed, that of simulating a large and lost data set, is a
relatively new
problem in the annals of public administration. The problem is
occasioned by a
technology known, but probably not well understood, by most
respondents.
216 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
Clearly this is not a topic discussed by the broader society.
Rarely would such a
dilemma be encountered by public managers. The specialized
character of this
problem makes the attendant ethics an unlikely topic for
discussion in agency
training seminars. In short, in identifying issues in this story,
respondents are left
without the benefit of discussions, either within the agency or
in society, that
would provide the background for reflection and decision.
Hence we find across
all three groups that the mean score on principled reasoning was
at the highest
(28 percent) in the student group, followed by 22 percent and 20
percent for the
other groups. It may be unsettling to note that the average
percentage of princi-
pled reasoning on this dilemma is only slightly higher than the
average reasoning
of junior high school students on hypothetical dilemmas (Rest
1986).
At the construct validity level, we can say that all the groups,
42. regardless of
position, comprehended the sets of reasons in a similar manner
across all three
situations. The rank order by principled level was always the
same, with Story 1
receiving the highest percent of principled responses and Story
3 the lowest
percent across nine comparisons. This means that the subjects
were reading the
story choices in a consistent manner according to level of
understanding and
familiarity. At a theory construct level it is noteworthy that the
second modal
stage was always in juxtaposition to the first modal stage. Thus
in Story 1, stage
5 was the predominant stage selected, over 50 percent of the
time. For the same
story, stage 4 was always the second most common choice.
Similarly in Story 3,
stage 4 was the predominant mode while stage 5 was second.
These findings also indicate that the subjects remained
consistent in their
ability to select theoretically coherent levels as opposed to
random choices.
Behavioral science research in moral/ethical development has
shown that a
base-line criterion is the ability of an instrument to assess levels
of reasoning
in an invariant sequence (Kohlberg 1980). The subjects should
select reasons
that represent their general mode at one particular level and the
next level
will always be at plus or minus one. The only exception to the
overall in vari-
ant sequence in our study is with the lowest stages, for example
43. the combined
stage 1 and stage 2 responses, for specific stories. On an overall
basis how-
ever, for all subjects on all three stories, the sequence is
invariant (Table
11. 1) with the peak at stage 4. These results do support the
theoretical valid-
ity of stage and sequence concepts with empirical outcomes
from our sam-
ples. The reliability of the instrument can be supported by the
fact that the
measure has been used with four different samples (two separate
administra-
tions for graduate students and two for the groups of public
administrators) ..
In each case the rank order of story choice for the combined
stories has
always been the same, which indicates that the concurrent
reliability is strong.
We have not yet estimated the stability of the instrument over
time. Other re-
search with the general objective measure of moral/ethical
judgment, upon
which our instrument was based, has shown test/retest
correlations in the +0.70
range (Rest 1986).
MORAL REASONING OF PUBLIC ADMINISTRATION 217
Conclusions
It should be noted that surveys such as ours measure the ability
to identify levels
of ethical reasons and do not assess actual moral behavior in
44. real-world situa-
tions. Other research (Blasi 1980), however, has shown a
consistent behavioral
relationship between thought and action. It is certainly clear
that if persons
cannot process issues at a principled level or cannot recognize
democratic princi-
ples, such persons are much less likely to act in accord with
ethical principles ..
The ability to recognize such issues is a necessary first step in
the process of
ethical behavior (Rest 1986). In this sense, a first conclusion
from our study
indicates that the greatest variability in level of reasoning is
derived from the
content of the problem situation. If the content is familiar and
there has been
considerable discussion and analysis of the issues, there is a
greater likelihood of
higher stage reasoning. The opposite is also true. In unfamiliar
situations where
little has been discussed or processed, individuals are highly
likely to employ
less democratic and more self-serving reasons.
A second conclusion is that the usual factors of demography and
organiza-
tional context have almost no influence on the level of moral
reasoning. Not-
withstanding the need for public executives to manifest a
broader ethical vision
that recognizes interconnectedness and that operates on a longer
time horizon
(Luke 1991), public executives in this study are no more able to
identify princi-
pled reasoning than mid-level or first-line managers. Perhaps
45. more ironically, the
existence of ethical codes provides no influence on the ability
to identify ethical
reasons. These findings indicate that ethical reasoning and
public administration
are dynamic and interactive. The levels are independent of
status and organiza-
tion context. Those variables obviously play an important role
in many areas of
administration but not when focused on issues of ethics.
A third conclusion is that there may be a need to reexamine
both graduate and
professional in-service education. Development of extensive
codes of ethics ap-
pears to be a sterile enterprise. It may be more profitable to
consider dialogue on
issues of ethical controversy both during graduate school and
throughout profes-
sional practice. Certainly it is no easy task to learn to identify
the ethical prem-
ises in difficult situations, and clearly it cannot be learned
through the lecture
method. Open discussion and challenge, on the other hand, can
facilitate the
growth process even in such a complex area as ethical reasoning
(Thoma 1984).
A fourth conclusion points to future research. all respondents in
the
three studies were drawn from North Carolina, and since we
know there may be
regional differences associated with levels of moral reasoning,
more research
needs to be done across regions to identify possible differences.
In addition, it is
46. important to understand more about the relationship between
stage score re-
sponses and actual behavior in public administrator roles.
Finally, more research
is needed to understand the most effective methods of ethics
training. With the
use of SSMS as our starting point, this will form our continuing
research agenda.
218 DEBRA W. STEWART AND NORMAN A. SPRINTHALL
Note
1. We are currently piloting the SSMS with a small group of
public administrators in
several districts in Warsaw, Poland. The project ultimately
entails comparison of local-
level public administrators in the United States and Poland.
References
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Denhardt, K.G. 1988. The Ethics of the Public Services:
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Gilligan C. 1982. In a Different Voice. Cambridge MA: Harvard
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Gilligan, C.; Kohlberg, L.; Lerner, M.; and Belenky, M. 1971.
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Business Students and Busi-
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Harris, 1990, "Ethical Values of Individuals at Different Levels
in the Organizational
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Hochschild, Jennifer L. 1981. What's Fair? American Beliefs
about Distributive Justice.
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Hodgkinson, C. 1971. "Organizational Influence on Value
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Ethical Values and Organi-
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79-90.
Kohlberg, L. 1980. The Meaning and Measurement of Moral
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MA: Clark University Press.
---. 1984. Essays on Moral Development. Vol 2. New York:
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REP Books.
Luke, J.S. 1991. "New Leadership Requirements for Public
Managers: From Managerial
to Policy Ethics." In Ethical Frontiers in Public Management,
edited by J. S. Bowman,
158-82. San Francisco: Jossey-Bass.
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of Individual and Moral
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Thoma, S. 1984. "Do Moral Education Programs Facilitate
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Doctoral Student
UNIT 8 – Assignment 1
U8A1 – Theory Bases for Ethical Dilemmas
50. Create a mind map on ethics and add to it the theories and
practices that you learn about this
week.
Each week throughout this course, you will add what you have
learned in the unit to your
mindmap. You will use your mindmap in a variety of ways and
it will inform the content
of your course project
In Unit 5, you began the exploration of theory bases for your
ethical dilemma. In
this unit, you will expand on this, presenting a more complete
view of the theory
bases on ethics in public administration and how they help you
to decide about a
course of action.
For this assessment:
o Submit your mindmap of ethical theories as an attachment.
o In a separate 1-page Word document, discuss how your
thinking has
evolved since Unit 5 on the theory bases that apply to your
ethical
dilemma.
o In about 5 pages of this same paper, analyze the three to four
specific
theory bases that you believe will help you the most in finding a
solution
to your ethical dilemma.
51. Remember to use at least 15 peer-reviewed sources overall
(other additional sources as
required), cite all sources appropriately, and use the approved
APA format for the
paper portion of this assignment.
1. Evaluates the evolution of own thinking on the application of
theory to ethical
practice.
2. Synthesizes the appropriateness of a variety of databases to a
specific ethical
dilemma scenario
3. Demonstrates exemplary professional critical thinking and
communication
skills.
U5A1 – DPA8408
Consequentialism and Nonconsequentialism in Solving Ethical
Dilemmas
The consequentialism theory states that moral action is one that
produces a positive
outcome, and an immoral action creates a negative outcome. A
common way to
52. express the end justifies the means, so if something will
ultimately be beneficial, the
action is moral. In consequentialism, the morality of an action
is based on its
consequences, but how do you define a consequence as negative
or positive? There
are a few basic divisions here. The first is personal. If an
action is personally financial,
some say that makes it moral. But what if that action hurts
others? More commonly,
consequentialism is judged by a larger consequence, sometimes
by the impact on
society, or the state, or the greater good in general (Jacques P.
Thiurox,
Consequentialism Theory, 2014). The common belief is in
utilitarianism, that is the
greatest good for the greatest number of people. This idea
recognizes that no action is
universally beneficial, so the most moral action benefits the
most number of individuals.
On the other hand, Non-Consequentialism, it can also be labeled
as deontological
ethics. The theory states that morality of an action is based on
its adherence to
53. accepted rules. So, the outcome of the action doesn’t matter;
what matters is essentially
the intention. The society is left to determine what is moral and
immoral and up to an
individual to obey that morality. It assumes that society itself is
moral which is a different
question entirely and still, requires an individual to take
actions. This theory judges the
action directly and not the consequences of that action (Jacques
P. Thiurox,
Consequentialism Theory, 2014).
Most ethical dilemmas can solve either apply the
consequentialism, and non-
consequentialism theories and the outcomes for whatever theory
chosen are different
and affect the people involved differently (Allen, 2015). In
ethics, consequentialism
theories tend to pay more attention while solving a dilemma if
the consequences are for
the common then the action is justifiable. While non-
consequentialism while solving any
dilemma judges the dilemma based on the action, not the
consequences. An example
54. to illustrate the way these two theories work, supposing that
killing an individual X an
entirely innocent person, will save the lives of 10 other
innocent people, in
consequentialism, it is justified to kill the people and save the
lives of the other ten
individuals. On the other non-consequentialism, it is inherently
wrong to murder people
and to refuse to kill X, even though that will result in the death
of 10 people.
Abortion is a serious ethical issue, and over the years they have
the intense debate on
whether the action can be justified or not. Abortion is the most
challenging and
controversial moral issues facing different societies, and there
have been calls to make
legalize the act and in some cases to make it illegal (Kaczor,
2011). The dilemma
whether abortion is justified or not can be viewed from two
perception one which is the
moral status of the fetus and the rights of the pregnant woman.
The argument can fall
under the two-ethics theory, consequentialism, and
consequentialism.
55. Under consequentialism, abortion can be justified when it’s
meant for the great good of
the mother. In the United States 49% of pregnancies were
unintended (2006), and of
the unintended pregnancies, about 40% ended in abortions.
Unwanted pregnancies
increased among poor women, decreased among financially
well-off women. Unwanted
pregnancies increased among black and Hispanic women
(Hinman, 2014). Most women
who terminate pregnancies attributed this to lack of capital to
raise a baby, a baby will
interfere with education and career paths and ability to care for
dependents.
Additionally, so, most have completed childbearing, and another
baby will be a burden.
As a result, the action of terminating the pregnancy can be
justified if the overall
performance favors the mother especially those in serious
careers which the baby
interferes with. If the consequences of abortion are more
beneficial, the act is justified.
56. Hence abortion as an action, in this case, is moral.
The moral status of the fetus on other should put into
consideration. Non-
consequentialism does not support termination of pregnancy.
Terminating a pregnancy
is committing murder, and that is morally wrong. Since under
non-consequentialism the
judgment is based on the consequences, not the action, abortion
can be seen as
immoral. There have been arguments that life starts at
conception. Both a fetus and a
newborn certainly are human beings and potential persons. The
fetuses are not
persons; they are potential persons because they can develop,
thanks to their biological
mechanisms. Those properties make them ‘persons’ in the sense
of ‘subjects of a moral
right to life’: that is, the point at which they will be able to
make aims and appreciate
their life (Cline, 2016). The theory, therefore, considers
abortion immoral despite the
benefits that come with terminating an abortion. If the pregnant
mother had a good job
or was pursuing her studies keeping the baby can lead to her
57. losing her job or
discontinued studies to take care of the baby. While terminating
the pregnancies will be
viewed as murder and immoral despite the overall good that
comes with the act.
References
Allen, K. (2015, July 23). What is Ethical Dilemma? Retrieved
May 16, 2017, from The
New Social Worker: http://www.socialworker.com/feature-
articles/ethics-
articles/What_Is_an_Ethical_Dilemma%3F/
Cline, A. (2016, August 11). Ehhics of Abortion: Is It Moral or
Immoral to Have an
Abortion. Retrieved May 16, 2017, from ThoughtCo:
https://www.thoughtco.com/ethics-
of-abortion-248020
Hinman, L. M. (2014). Abortion: An Overview of The Ethical
Issues. Ethics Matter, 6-8.
http://www.socialworker.com/feature-articles/ethics-
articles/What_Is_an_Ethical_Dilemma%3F/
http://www.socialworker.com/feature-articles/ethics-
articles/What_Is_an_Ethical_Dilemma%3F/
https://www.thoughtco.com/ethics-of-abortion-248020
https://www.thoughtco.com/ethics-of-abortion-248020
58. Jacques P. Thiurox, K. W. (2014). Consequentialism Theory. In
K. W. Jacques P.
Thiurox, Ethics: Theory and Practices (pp. 18-23). Boston:
Pearson Publisher.
Jacques P. Thiurox, K. W. (2014). Non Consequentialism
Theory. In K. W. Jacques P.
Thiurox, Ethics: Theory and Practices (pp. 23-26). Boston:
Pearson Publisher.
Kaczor, C. (2011). The Ethics of Abortion: Women's Rights,
Human Rights and The
Question of Justice. New York: Routledge Copyright.
U5D1 – DPA8408
Introduction
Before comparing the concepts of virtue that are significant in
the text, it is important to
understand the meaning of virtue. A virtue is a quality that is
morally acceptable and
valued. It is the foundation of not only good moral being but of
the principle as well.
Analysis
Therefore, in the text, the characters presented including Joseph
Darby, Bunnatine
59. Greenhouse, Daniel Ellsberg, Coleen Rowley, Lois Jenson and
W. Mark Felt were or
are trying to showcase their personal virtues so that the societal
members will see the
sense of promoting individual and collective greatness in the
society. The only
challenge these personalities end up facing is rejection or even
killings as observed in
Karen Silkwood. Besides, when Joseph Darby provided an
anonymous note as well as
a compact disc of photographs exposing the prisoner abuse and
torture at Abu Ghraib
Prison in Iraq, his life ended up in shuns. His property was
vandalized; his life shunned
and is now living in a protective military custody with his wife.
Equally important, he had
wanted his name to remain anonymous but the Senate names
him during the Senate
hearing. This indicates how the concepts of virtue in the society
are not fully considered
and founded on moral excellence. And this is what it has
evolved over time and has
60. remained the case in the society.
Conclusion
Additionally, and as observed in whistle blowing, there is
indeed clarity and fact to say
that virtue is a matter of having that appropriate attitude
towards pleasure and pain. For
example, and in the face of danger, a coward can suffer but a
courageous or rash
person can endure or suffer sufficient pain. Therefore (Thiroux
& Krasemann, 2016)
indicates that the concepts of virtues are highly manifested
among fearless individuals
such as Bunnatine Greenhouse and Karen Silkwood. Therefore,
a virtuous person
possesses all virtues of life thus, it's meaningful to today's
public administrators is that
moral virtues are what helps us as humans to perform and
function well in different
personal and professional lives. Moreover, public administrators
in modern life are
guided by transcendence, justice, wisdom, temperance, courage
and humanity.
Reference
61. Thiroux, J. P., & Krasemann, K. W. (2016). Ethics: Theory and
practice.
U5A2 – DPA8408
Whistle-Blowers’ Predicaments
Motivated by integrity, an individual’s reaction when called
upon to be a whistle-blower
would be to heed the call. It is an effective way of revealing
ethical violations within an
organization. Such misconducts would rather be swept under the
carpet by the
perpetrators. Making such violations public enables responsible
and powerful authorities
to lash out correct disciplinary actions. Whistle-Blowers often
face difficulties after
making an expose. The dangers they are likely to encounter
ranges from loss of life to
loss of privacy. They are sometimes assassinated or die in
mysterious circumstances.
Launched police investigations rarely end up to any good. In
62. addition, they face
constant threats, destruction of property in their names, loss of
employment, reputation
and separation from family. Having a mere thought of
undergoing through all these
suffering instills great fear in whistle-blowers. Nonetheless,
some strategies could be
implemented to mitigate adverse effects that arise from
whistleblowing. Firstly, uphold
the anonymity of the whistleblowers. Identities of those who
reveal unethical conducts in
organization and government institutions should remain a
secret. Those who are guilty
would not know who exposed them. Hence, whistleblowers
remain safe. Secondly,
whistle-blowers’ protection unit ought to be created. It will
offer protection to whistle-
blowers whose identities have gone public. When put under
protective custody no or
less harm can come to them. Lastly, all the guilty perpetrators
together with their
accomplices must be put behind bars. Possibilities of
orchestrating revenge plans in
prison are almost zero. Whenever revenge attempts are made,
63. the authorities can
easily detect it and thwart the plans. As a result, whistleblowers
get the freedom to
enjoy their freedom and perhaps get celebrated and awarded for
a job well done.
References
Thiroux, Jacques P. and Keith W. Krasemann. “Whistle
Blowing: Public Benefits and
Personal Risks.”
Thiroux, Jacques P. and Keith W. Krasemann. Virtue Ethics.
n.d. 61-76.
LEADERSHIP MIND MAP
The first component of a personal vision of leadership is
courage. To have braveness
requires self-belief. The quality leaders are very assured in
themselves and their
thoughts, which allow them to be decisive. But, they should be
capable of exude that
confidence without conveying arrogance or intimidation! Great
leaders have the ability to
make tough decisions and are inclined to take risks, even if
traditional wisdom could
64. dictate otherwise. They must be willing to stand by myself if
they consider in their
convictions. This is without delay associated with their
visionary talents, strategic
questioning and their self-confidence.
The second component of a personal vision of leadership is
good communication skills.
Great leaders do now not should be incredible orators or
awesome writers. What is
required is that they're inspirational and persuasive. They can
speak and write to the
audience’s level. They speak in a way that generates purchase-
in and inclined fans. Good
leaders must usually be trustworthy, even delivering the horrific
information whilst
suitable. But, they commonly exude a high-quality mind-set and
are visible as optimistic,
even in the most troubling of times. Even in the event that they
do not have a professional
background or training in sales, leaders often exhibit elements
of effective selling
competencies. They can strengthen their thoughts in a logical
and comprehensible
65. manner to all tiers of the organization
Another component of a personal vision of leadership is vision.
Outstanding leaders see
the entire picture and do no longer get too targeted on unique
tasks or tasks. They have
deep understanding of related industries/groups and are
strategic thinkers. They regularly
have sturdy networks and constantly become aware of essential
tendencies early of their
life cycle. They are excellent at communicating an imaginative
and prescient of the future
and getting organizational buy-in. Strong leaders understand
their goal clients; recognize
the corporation's value proposition and additionally, its
competitive weaknesses. They
major on enhancing center capabilities of the employer and
developing the talents and
competencies to be able to enhance their cost proposition.
Among the goal relating to leadership is listening.
Extraordinary leaders know they don't
have every one of the appropriate responses. They focus on
asking more inquiries, and
66. tuning in to the appropriate responses. Listening is one of the
most ideal approaches to
show colleagues that you esteem their conclusions and think
about their prosperity.
Listening is vital to all compelling correspondence. Without the
capacity to listen viably,
messages are effectively misjudged. Accordingly,
correspondence separates and the
sender of the message can without much of a stretch wind up
plainly baffled or bothered.
Another goal relating to leadership is innovation. Great leaders
are continuously running
on fixing large problems or developing and innovating new
methods to do things. One of
the benefits of a revolutionary place of business is the usage of
area to increase
productivity and worker pleasure whilst at work. According to
the General Services
Administration, one of these places of job has sufficient room
for employees to sense free
to transport round. There must be access to herbal mild and out
of doors views. There
ought to be locations wherein personnel can meet to discuss
standards privately in small
67. companies as well as large meeting rooms.
The first barrier that will need to be overcome to achieve the
vision is arrogance. Despite
the fact that certainty is an imperative administration quality,
having excessively quite a
bit of this is considered as haughtiness. In the event that you are
a pioneer you will be
required to utilize your certainty to impact others and to convey
aim and thoughts. This
data ought to be conveyed in a roused way that energizes and
inspires others. Certainty
nonetheless, tends to develop if not oversaw legitimately, and
when this happens self-
importance assumes control and starts to make requests.
The second barrier that will need to be overcome to achieve the
vision is disorganization.
A group will look to their pioneer for instance of how things
ought to be finished. On the
off chance that a pioneer always works at a hysterical pace yet
completes pretty much
nothing, or requests data commonly however neglects to move
an aim without hesitation,
68. it makes a confused express that stops the stream of advance.
This disarranged method
for working likewise unleashes stress and disappointment and
effects on all individuals
from a group. A pioneer should in this manner have the capacity
to sort out their timetable
with the goal that it urges others to take after the case. By being
sorted out a pioneer
additionally shows a more extensive choice of aptitudes and
administration ability.
Another barrier that will need to be overcome to achieve the
vision is untrustworthiness.
Without trust it is extremely troublesome for a pioneer to
inspire others to do as they
inquire. A pioneer needs to grant learning, data and thoughts in
a way that exhibits
genuineness and respectability. On the off chance that others
don't believe a pioneer they
will wind up noticeably impervious to whatever the pioneer
proposes or requires. To
propel and move others a pioneer in this manner needs to rouse
trust, and in addition act
as needs be in any circumstance. This is best accomplished by
being straightforward and
69. dependable at all circumstances.
Presented here below is a visual representation of the vision
statement.
References
Jackson, A. (2016). Concept Map of Leadership and
Management. Florence: European
Univ. Institute.
Kendrick, A. (2010). Leadership theories: Concept map of
leadership and management.
Redmond, WA: Microsoft Press.
Lamarck, S. T. (2014). Concept map of leadership and
management. Canberra: Govt.
Printer of Australia.
https://www.google.com/search?client=firefox-
b&q=concept+map+of+leadership+and+management&sa=X&ve
d=0ahUKEwiB6qLCvZ7TAhUqKcAKHXqVABIQ1QIIbSgD&bi
w=1280&bih=689
https://www.google.com/search?client=firefox-
b&q=concept+map+of+leadership+and+management&sa=X&ve
d=0ahUKEwiB6qLCvZ7TAhUqKcAKHXqVABIQ1QIIbSgD&bi
w=1280&bih=689
https://www.google.com/search?client=firefox-
b&q=concept+map+of+leadership+and+management&sa=X&ve
d=0ahUKEwiB6qLCvZ7TAhUqKcAKHXqVABIQ1QIIbSgD&bi
70. w=1280&bih=689U8A1 – Theory Bases for Ethical Dilemmas
Sheet2Input data from a XXX Customer1Planning(50% devoted
to raw materials)$ 385,000.002Purshasing$
650,000.003Expediting$ 255,000.004Receiving$
535,000.005Inspection$ 205,000.006Warehouse: Labor (mgmt
and staff)$ 450,000.007Warehouse: Space$
302,000.008Accounting (30% devoted to accounts payable)$
650,000.009Revenue generated per hour$ 47,000.0010Line
down costs (fixed costs, etc.) per hour$ 42,000.0011Monthly
hours lost due to passives (line down)0.6512Annual volume of
passives$ 6,020,000.0013Total line items per year$
155,000.0014Passive% of line items42%15Warehouse space %
for passives31%Other dataCurrent Proposed (VMI)1XXX
Proposed premium for the VMI program as % of the total
passives cost16%2Cost of capital6%6%3Obsolescence costs as a
% of inventory4%N/AUnder the VMI program, all products are
assumed obsolence4Average passive turns per year
4205IRR10%10%Worksheet for savings under VMICurrent
Proposed (VMI)Savings1Material costs2Annual passive
planning costs3Annual passive purchasing costs4Annual passive
expediting costs5Annual passive receiving costs6Annual
passive inspecting costs7Annual passive warehouse (labor)
costs8Annual passive warehouse (space) costs9Annual passive
accounting costs10Interest cost11Obsolescence costs12Subtotal
(2-11)13Total costs of acquisition (1+12)14Annual line down
costs (fixed, etc.)15Total savings (13+14)16Annual revenu lost
due to line down17Freed up capital18Opportunity cost of
investing freed up [email protected]19Total revenu opportunity
(16+18)20Total savings + revenue opportunity (15+19)