T.D. enjoys caring for the children and young people in the schools where she works, but sometimes she is faced with tough situations such as suspected child abuse and neglect, teen pregnancy, and alcohol and drug use among teenagers. She works hard to ensure that the children in her schools receive the best care possible.
Question for the case
1. Several third graders reports having received no breakfast at home for more than a week. T.D. is exercising Advocacy for the students under her care. What type of actions she might be doing to exercise advocacy for the students?
Answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:
1. Moral distress is a frequent situation where health care providers should face. Give an explanation of and a discussion of a personal event in which you encountered moral hardship in your line of work.
Talk about what you’ve learned about your own communication advantages and disadvantages. Determine whether circumstances would make it challenging for you to begin or end a therapeutic relationship.
Talk about the moral implications of health promotion.
Submission Instructions:
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
Please complete the following essay and PowerPoint.
Read/review the following resources for this activity:
Textbook: Chapter 13
Lesson
Narrated PowerPoint TutorialLinks to an external site. (Make sure to review this tutorial before you begin recording.)
Introduction
In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.
You will be focusing on this case for this assignment:
Jane Doe is a nursing student at University X. Jane is in week eight of a course entitled: “Introduction to Ethics”.
For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John’s professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also.
In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment.
In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions.In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper.
In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed.In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as ‘self-plagiarism’). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method.In week seven, Jane copied work found at ChatGPT for the paper. Jane did not use any quotation marks or other documentation to show the text was from artificial intelligence and not by Jane.
Since Jane’s Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane’s work unaware of Jane’s actions throughout the weeks of the class. Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion’s teachings.
Instructions
Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following:
A written reflection
An oral presentation using a PowerPoint narrated slide show.
For the written reflection, address Jane Doe’s and respond to the following:
Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
Apply to Jane Doe’s case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the “veil of ignorance” method, deontological principles, and/or a theory of justice to deal with students like Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).
For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course.
Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions.
Should health care workers be required to take a course in Ethics? Why or why not
Requirements
Writing Requirements
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources)
Presentation Requirements- For this part, complete only the speaker notes and I will go back and add the voiceover. Thank you
Minimum of 5 scholarly sources (in addition to the textbook)
Instructions
First, return to your topic chosen in the week three assignment.
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
consist of the following:
Publication information
• Annotation, which is a thorough reading of the source
The following should be included in each annotation section:
• Summarize the most important ideas and terminology (using quote marks and parenthetical page references).
• Describe any debates or “problems” that the articles have brought up.
• Specify whether you agree or disagree, and explain why.
• Track down one or two quotes for the last study project.
• Consider how this article has shaped your understanding and how it is significant.
Use this example as a guide:
Reference: APAJ. Mezirow (2003). Learning that transforms as a conversation. 1(1), 58–63. Journal of Transformative Education.
Example of an annotationMezirow (2003) draws a contrast between “communicative” and “instrumental” learning in this article. The term “instrumental learning” refers to procedures used to evaluate and assess learning, including exams, grades, remarks, quizzes, attendance logs, and the like. On the other hand, “communicative learning” describes the knowledge that develops through time between people in what Mezirow refers to as “critical-dialectical-discourse” (p. 59), which is a fancy way of expressing a significant dialogue between two or more speakers. Mezirow also touches on the concept of “transformative learning,” which alters people’s minds, hearts, values, and beliefs to enable them to behave better in society (p. 61). According to Mezirow, “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is correct in that some individuals are barred from participating completely because their crisis is so severe and prolonged. But I don’t believe Mezirow should assume that everyone who finds themselves in a difficult situation is unable to contribute effectively to the conversation. The non-instrumental forms of intelligence, such as goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, and other non-measured forms of intelligence, would receive just as much attention in our school curricula, and the students who graduate from high school would be better actors in the world and enthusiastic researchers.
Requirements
Without the title page or references page, the document should be between four and seven pages long, with one-inch margins, double spacing, and a 12-point Times New Roman font.
THIS IS THE TOPIC CHOSEN WITH SOURCES FOR WEEK 3
Ethics of Euthanasia Debate
Moral debate and ethical debate surround the purposeful taking of a terminally ill or suffering person’s life to stop their agony and suffering. There are two main points of view in the ethical debate surrounding euthanasia: those who support it (pro-euthanasia) and those who oppose it (anti-euthanasia).
i. Euthanasia-supporting Opinion
There are two main moral justifications for euthanasia. First, proponents argue that euthanasia is an act of love and compassion for individuals who are in extreme pain and suffering as a result of terminal illnesses (Njoku, 2022). This viewpoint sees euthanasia as a compassionate alternative to prolonging their suffering through intrusive medical procedures. Advocates argue that allowing individuals to pass away with dignity reduces their suffering and offers solace in the final hours.
Second, the pro-euthanasia perspective places a high emphasis on the importance of personal autonomy and the right to make decisions. Supporters contend that capable terminally ill individuals should have the freedom to choose the time and manner of their deaths. According to this point of view, as personal autonomy is a crucial aspect of human dignity, it should be protected in the face of terminal illnesses. Euthanasia supporters say that giving individuals the option to use it offers them control over their lives and deaths, especially at their most vulnerable moments.
ii. Opposition to assisted suicide
Euthanasia is morally wrong for two main reasons. First and foremost, opponents fervently uphold the notion of the sanctity of life, arguing that each and every human life has intrinsic value and should never be willfully terminated. According to this point of view, allowing euthanasia would devalue life by lowering the intrinsic worth and dignity of human existence. The “slippery slope” defense is the second defense put out by euthanasia opponents. They express worry that legalizing euthanasia will encourage misuse and the incorrect use of procedures (Buturovic, 2021). This might manifest as coerced euthanasia or undue pressure on helpless individuals to choose death over life. Once the practice is permitted, they fear that it may inspire less restrictive attitudes and practices over time, putting the welfare of those who most desperately need care and protection in peril.
How Social Contract Ethics and Ethical Egoism View the Euthanasia Issue
i. The Ethical Egoist’s Point of View
People should act in their own best interests to advance their own enjoyment and well-being, according to the ethical egoism moral theory (Rachels & Rachels, 2012). Ethical egoists would likely adopt this viewpoint if they believed that permitting euthanasia would enhance their own or their loved ones’ well-being. They might use the argument that euthanasia would be their choice to eliminate unnecessary suffering in the same situation to support their position. However, under this circumstance, loyalty to oneself and society could clash. The demands of the individual are prioritized over those of society at large or those who value the sanctity of life under ethical egoism (Manuel & Herron, 2020). The best course of action from the perspective of an ethical egoist would be to embrace euthanasia if it is in their best interests.
Ethicist of the Social Contract Perspective
According to the central tenet of social contract ethics, moral norms derive from an unspoken social arrangement or agreement that society’s members accept for the good of everyone (Korn et al., 2020). A Social Contract Ethicist would be skeptical of the practice since it has murky moral implications and societal repercussions. They may oppose euthanasia because they believe it might undermine the social contract’s credibility and durability. Some individuals might be concerned that making intentional killing lawful will weaken society’s desire to protect and preserve life. However, since the social contract allows for liberty and personal choice, some social contract ethicists may support euthanasia if done so in accordance with strict regulations and safeguards. There is a contradiction between personal and national obligations when a person’s desire for euthanasia conflicts with more broad cultural norms and legal responsibilities. The best course of action, according to social contract ethicists, would be to carefully assess the repercussions of euthanasia on society and try to strike a compromise between supporting individual freedom and maintaining the social contract.
Professional Ethics Code
In the medical community, euthanasia is a contentious issue, and professional codes of ethics regularly touch on it. For instance, the AMA’s Code of Medical Ethics instructs physicians to address and make judgments on end-of-life situations. The AMA Code specifically outlaws euthanasia and physician-assisted suicide while acknowledging that eligible patients have the right to refuse life-sustaining therapy. The moral principle of preserving life while supporting the patient’s autonomy in making decisions is highly valued by the code.
There may be a conflict between a healthcare practitioner’s professional and familial commitments if they are asked to carry out euthanasia on behalf of terminally ill patients or their families. Maintaining the professional code of ethics while balancing the desire to relieve pain and respect for patient autonomy may be difficult. When this occurs, healthcare professionals might need to engage in candid dialogue with patients and their families while also providing alternative palliative care and support.
Conclusion
Numerous moral concerns and ethical perspectives are raised by euthanasia. While social contract ethics may place more of a focus on the more salient societal repercussions, ethical egoism may highlight the individual liberty and well-being of the individual. Given the conflict between personal preferences and society standards, choosing the best course of action requires careful thought and respect for several points of view. Healthcare professionals must also address complex ethical dilemmas while maintaining the required professional standards of ethics and ensuring patient-centered care.
References
Buturovic, Z. (2021). Embracing slippery slope on physician-assisted suicide and euthanasia could have significant unintended consequences. Journal of medical ethics, 47(4), 257-258.
Manuel, T., & Herron, T. L. (2020). An ethical perspective of business CSR and the COVID-19 pandemic. Society and Business Review, 15(3), 235-253.
Njoku, N. (2022). Contextualizing Paediatric Euthanasia within the Framework of Children’s Right. The Nigerian Juridical Review, 17, 168-192.
Korn, L., Böhm, R., Meier, N. W., & Betsch, C. (2020). Vaccination as a social contract. Proceedings of the National Academy of Sciences, 117(26), 14890-14899.
Rachels, J., & Rachels, S. (2012). The Elements of Moral Philosophy 7e. McGraw Hill.
Please create a PowerPoint with the following instructions. Voice over does not need to be done, just add it in the speaker notes and I can do the voiceover regarding the speaker notes.
Read/review the following resources for this activity:
Textbook: Chapters 7, 8
Lesson
Minimum of 2 scholarly sources (in addition to the textbook)
Narrated PowerPoint TutorialLinks to an external site. (Make sure to review this tutorial before you begin recording.)
Instructions
For this week’s assignment respond to one of the following options, and include Option 1, 2, or 3 as part of your heading.
Option 1: The first option is to name and describe in detail a key specific and recent healthcare technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your approach to what a utilitarian and ethical egoist would say (each independently). Consider whether differing ethical beliefs globally might or not agree with what you say.
Option 2: In the second option, name and describe in detail a key specific and recent social technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your moral approach to what a utilitarian and social contract ethicist would say (each independently). Consider whether differing ethical beliefs globally might or not agree with what you say.
Option 3: John Doe, Patient One, is in late stage of kidney disease. If he does not receive a new kidney, then he is predicted to die within a week. Doe is 45, single, and has no children. Doctors theorize that Doe damaged his kidney by not following a low-salt diet. Doe inherited one million dollars and is known for giving money to charity. Without a transplant, he will probably be forced to spend all his money searching for a kidney outside of the usual legal channels. Patient Two is Jane Doe (no relation to John). Patient Two is a mother of two children (ages 21 and 24). She is divorced and 55 years old. She developed kidney problems due to eating a high-fat and high-sugar diet. If she does not receive a kidney within one month, doctors believe she will die. Patient Three is an orphan. This orphan lives in a state facility. She was born with a genetic condition that constantly damages her kidney. The only known approach to her condition is to provide her with a kidney transplant every so often. She is 11 and has already undergone two kidney transplants. She will perish in two months if she does not receive another transplant.
All three patients are at the same hospital. The hospital only has one kidney to give out. The orphan’s birth parents were known to be of a religion that is opposed to organ donation. The other patients come from religions that do not oppose organ donation. Who should get the kidney? Why should that candidate receive it over the others? Devise a course of social action and a solution for this case by using the ethics of egoism and then utilitarianism to a key moral conflict involving health care in this case. Appraise the interests of diverse populations (in terms of ethnicity, race, religion, sexual orientation, etc.) and how they relate to the case. Consider whether differing ethical beliefs globally might or not agree with what you say.
For all the options:
Cite the textbook and incorporate outside sources, including citations.
You should not be using any text you used in a discussion board or assignment for this class or any previous class.
Consider whether differing ethical beliefs globally might or not agree with what you say.
You will submit the following:
An audiovisual presentation that presents one of the options above. Be sure to give equal time to each element. Doing a PowerPoint presentation with audio recorded on the slides is preferred. Please refer to the Narrated PowerPoint Tutorial located in the Required Resources in this assignment.
Please provide a transcript of anything said in the recording aloud that does not appear as text on a slide. This transcript can be provided as a Word document or placed in the Notes section on the PowerPoint slides.
The link or a scan of the article mentioning any health technology, social technology, or case you are reporting on. If you made up the case, please indicate that in your report. If you choose to do option #3 (the case about a shortage of transplant kidneys), your article would likely be an article about the shortage of transplant organs, or a shortage of people signing up to be transplant donors, or the status of educating people about being donors, etc.
Requirements
Length: 4-6 minutes narrated presentation
Slide length: 4-6 slides (not including title slide, conclusion slide, or references slide)
Title slide
Conclusion slide
References slide (minimum of 2 scholarly sources cited in APA format; not narrated)
Textbook: Rachels, S., & Rachels, J. (2019). The elements of moral philosophy (9th ed.). Mcgraw-Hill Education
Read/review the following resources for this activity:
Textbook: Chapters 7, 8
Lesson
Minimum of 2 scholarly source (in addition to the textbook)
Narrated PowerPoint Tutorial Links to an external site.(Make sure to review this tutorial before you begin recording.)
Instructions
For this week’s assignment respond to one of the following options, and include Option 1, 2, or 3 as part of your heading.
Option 1: The first option is to name and describe in detail a key specific and recent healthcare technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your approach to what a utilitarian and ethical egoist would say (each independently). Consider whether differing ethical beliefs globally might or not agree with what you say.
Option 2: In the second option, name and describe in detail a key specific and recent social technology. What are at least two key moral problems this technology creates? What are the proper moral guidelines for dealing with it in your view? Compare your moral approach to what a utilitarian and social contract ethicist would say (each independently). Consider whether differing ethical beliefs globally might or not agree with what you say.
Option 3: John Doe, Patient One, is in late stage of kidney disease. If he does not receive a new kidney, then he is predicted to die within a week. Doe is 45, single, and has no children. Doctors theorize that Doe damaged his kidney by not following a low-salt diet. Doe inherited one million dollars and is known for giving money to charity. Without a transplant, he will probably be forced to spend all his money searching for a kidney outside of the usual legal channels. Patient Two is Jane Doe (no relation to John). Patient Two is a mother of two children (ages 21 and 24). She is divorced and 55 years old. She developed kidney problems due to eating a high-fat and high-sugar diet. If she does not receive a kidney within one month, doctors believe she will die. Patient Three is an orphan. This orphan lives in a state facility. She was born with a genetic condition that constantly damages her kidney. The only known approach to her condition is to provide her with a kidney transplant every so often. She is 11 and has already undergone two kidney transplants. She will perish in two months if she does not receive another transplant.
All three patients are at the same hospital. The hospital only has one kidney to give out. The orphan’s birth parents were known to be of a religion that is opposed to organ donation. The other patients come from religions that do not oppose organ donation. Who should get the kidney? Why should that candidate receive it over the others? Devise a course of social action and a solution for this case by using the ethics of egoism and then utilitarianism to a key moral conflict involving health care in this case. Appraise the interests of diverse populations (in terms of ethnicity, race, religion, sexual orientation, etc.) and how they relate to the case. Consider whether differing ethical beliefs globally might or not agree with what you say.
For all the options:
Cite the textbook and incorporate outside sources, including citations.
You should not be using any text you used in a discussion board or assignment for this class or any previous class.
Consider whether differing ethical beliefs globally might or not agree with what you say.
You will submit the following:
An audiovisual presentation that presents one of the options above. Be sure to give equal time to each element. Doing a PowerPoint presentation with audio recorded on the slides is preferred. Please refer to the Narrated PowerPoint Tutorial located in the Required Resources in this assignment.
Please provide a transcript of anything said in the recording aloud that does not appear as text on a slide. This transcript can be provided as a Word document or placed in the Notes section on the PowerPoint slides.
The link or a scan of the article mentioning any health technology, social technology, or case you are reporting on. If you made up the case, please indicate that in your report. If you choose to do option #3 (the case about a shortage of transplant kidneys), your article would likely be an article about the shortage of transplant organs, or a shortage of people signing up to be transplant donors, or the status of educating people about being donors, etc.
Presentation Requirements
Length: 4-6 minutes narrated presentation
Slide length: 4-6 slides (not including title slide, conclusion slide, or references slide)
Title slide
Conclusion slide
References slide (minimum of 2 scholarly sources cited in APA format; not narrated)
Grading
This activity will be graded based on the Assignment Grading Rubric.
For this assignment, you will read an article and answer a series of questions concerning the ethics and moral responsibilities involved with a controversial marketing strategy. Begin by researching the CSU Online Library to find an article about marketing to vulnerable populations, stealth or undercover marketing, ambush marketing, or E-lining. The article you choose must be at least three pages in length and published in the last 5 years. Then, provide a written response to each of the items listed below.
In your own words, how would you describe the marketing techniques used in the article you chose?
Explain the ethical issues involved in the marketing technique from the perspective of marketers, company owners, consumers, and competitors.
Describe an actual instance of the marketing technique not included in the article. What was the organization hoping to achieve through its marketing tactics? Would you consider the organization’s marketing an immoral practice or morally permissible competitive strategy? Explain your position.
As a leader of an organization, would you allow this type of marketing? Explain your reasoning.
Your completed assignment should be a minimum of two pages in length. You must use a minimum of one academic or peer-reviewed source. The How to Find Peer Reviewed Sources video from the CSU Online Library may help with your search efforts. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Read each thread and apply with 250 words minimum.
Thread 1
“The shadow is a moral problem that challenges the whole ego-personality, for no one can become conscious of the shadow without considerable moral effort. To become conscious of it involves recognizing the dark aspects of the personality as present and real. This act is the essential condition for any kind of self-knowledge.” (Jung, Aion, 1951)
Carl Jung wrote the above statement among many other perspectives on human “darkness” or “shadow”. For the Western-Christian perspective, this darkness could be called the sin-nature. For the non-religious, perhaps simply recognized as immoral or unethical. Regardless of one’s particular positioning of morality within an ethical framework of thought; Jung’s “shadow” is a concept well understood by anyone with a sense of conscience and who has considered themselves and their fundamental (often unspoken) motivations.
While internal, psychological self-work certainly doesn’t have anything to do with an aviation or an airplane, it remains obvious that ethical actions as aviators operate as markers of quality in decision making and the results proceeding such decisions can be monumental in result. This is why ethics are constitutional in forming consistent, positive outputs into the world. In a sense, the ethical boundaries an individual, company or society maintains is the functional basic code for one’s life.
That said, the positive effects of shared-ethics within a culture are clearly beneficial. This is why I believe it is important for virtually any institutional education to be completed, a sense of ethics must be introduced. In fact, it is known that even teaching ethics increases the likelihood that individuals will act ethically. Consider our courseworks material: “Disagreements between Greek philosophers on some aspects of knowledge of ethics and behavior were indicated by Irwin (1995); however, general agreement that the individual who is more knowledgeable on the subject of ethics tends to demonstrate more virtuous behavior…”
Ethics, as a psychological function in the mind and heart, obviously remains something belief based, often tied to circumstance, the individual, and the strength of the general social contract that the individual feels they are in contingency with. Ethics, or the lack thereof, could even be seen as a form of individual identity and values expressed in actions. It is fundamental to who people are, and the cornerstone point of judgment for an aviator or anyone forced to trade in high-stakes work where the realities of life or death are at a singular decision’s manifestation. These concepts tie into the given course work details concerning Behaviorism Ethics Systems and Evolutionary Ethics System.
For reference, evolutionary ethics systems seek to correlate ethics as adjacent or stemming from evolutionary systems like natural selection. Behaviorism on the other hand traditionally refers to the study of human behavior and why humans make decisions, in this case the context is ethics. Our course work takes the concept a step further in the following.
“Behaviorism rejects the idea of a mind or soul at the outset, because it seeks to adopt a strictly scientific approach to human existence. This approach considers only what we can confirm with our senses.” (Wilkens, 2011)
While arguments can be made for the connections and motivations of natural selection at play for aviation students (desire for survival while flying, avoidance of pain and injury, etc). A more nuanced reality presents itself in the practice of education. Considering that possible death, pain and loss are not the natural occurrences of foolish or unethical decision making when attending to ones education (unlike the natural selection of flying), punishment and reward must be manufactured so that motivation remains intact. In this sense the aviator experiences some degree of the theory of evolutionary ethical systems and behavior.
Consider the biblical story of Ananias and Sapphira. Their death was not a natural result of their actions, but rather a decision and judgment by a higher power for their actions. This decision to end their lives struck fear in those around them and clearly manufactured a reward and punishment boolean. It is for similar reasons children are punished and rewarded for their actions. At some point in their lives they will be faced with higher-stakes natural ethical issues, or social-ethical elements that will deeply inform their behavior. Adherence to an ethical code generally positions individuals and societies for positive outcomes in all walks of life making reward and punishment systems necessary.
Thread 2
Although I find the variation of ethical theories to be somewhat confusing and often contradictory to their own core claim, I think the efficacy of each ethical approach hinges on the theory’s determination of morality; what and who determines right from wrong. For behavioral ethics, the moral standard is defined by the “processes of environmental influence” (Wilkins, 2011) dictating acceptable behaviors within society, not from God. Evolutionary ethics suggests morality hangs on the idea that instinctual choices are aimed specifically for survival derived from genetic encoding in every living thing (Wilkins, 2011). When considering these two ethical systems as applied to aviation students’ attitudes and practices, studies show students are not immune to the problematic aspects of both moral views (R.Cole, 1988).
As an aviation student, I can testify to the level of dedication and discipline that it takes to become a well-rounded and respectable pilot. Although there are many study guides and tools for guaranteed success in testing available to student pilots, I can understand the temptation to cheat because it was incredibly difficult to become a professional pilot. However, falling into the trap of temptation, cheating, is likely to cost the individual their license, career, and possibly their lifelong dream (R.Cole, 1988). This example is why higher levels of academic programs have begun integrating ethical training (a form of expressed behavioral ethics) into the school’s curriculum, setting a moral standard of acceptable and unacceptable behavior. Since behavior ethics has been adopted into aviation academics, aviation students are fully aware of what is determined to be right and wrong and understand that their peers are likely to exercise and exhibit compliance to the prescribed acceptable behavior. Knowing so, other students are willing to follow suit, ultimately reducing unethical behaviors like cheating (Ramón-Osvaldo, 2011). Academic programs without the adoption of behavioral ethics applied to their curriculum experience a higher level of cheating among their students; the lack of thereof fails to enforce honesty and integrity among its students (Ramón-Osvaldo, 2011), along with other factors that influence the student’s behavior such as age, sex, socioeconomic status, and financial support (Ramón-Osvaldo, 2011).
What can be learned from the example found in the life and biblical account of Ananias and Sapphira is that leaders do not cheat and do not follow to gain success or advancements. Leaders act in ethical ways that would support the evolutionary ethics system; they are often self-sacrificing for the benefit (or survival) of others so that those followers can carry on. Ananias made a mistake that cost him and his wife their lives; as stewards of property sales, they knew and willingly mismanaged the profits, which were not theirs to reap. This behavior is unacceptable in the moral environment of its time and now. This behavior is also inappropriate from the perspective of evolutionary ethics because Ananias and Sapphira’s actions did not promote survival, at least not for themselves. However, their actions influenced others in their community to fear repeating such behavior (Biblegateway.com)
Make Case study presentation (Connect those bible leader and my paper leader)
Select a person from the Bible. The person selected may be one who lived in either Old Testament times or New Testament times.
The person may be someone who was a formal leader or someone who was not a leader in the formal sense, but exercised leadership attributes/principles and actions. Describe who this person is and two to three leadership traits exhibited by the leader.
Zero in on one situation in which the person was faced with an ethical or moral dilemma. Describe the situation and the other actors involved.
Critically describe how the person responded to the situation. In your description, explain how the person exhibited leadership attributes and principles. Explain how the person exhibited authority, responsibility, and accountability.
2. Your second leader will be the leader you chose for your critical analysis research paper. ( Here is my paper link https://www.mediafire.com/file/9ch61byph4bmx5g/AVIA+245+Leadership+Paper.docx/file)
Describe who this person is.
Describe the ethical or moral dilemma the person faced and the other actors involved.
Critically describe how the person responded to the situation. In your description, explain how the person exhibited leadership attributes and principles. Explain how the person exhibited authority, responsibility, and accountability.
Compare and contrast each person’s response and actions.
Analyze how each person responded to the situation in terms of authority, responsibility and accountability.
Analyze how each person responded to their situation in terms of ethics and morals.
Analyze how each person exercised leadership traits in the situation.
Provide relevant lessons for your audience. What lessons can be applied to your leadership development?
Respond to all 4 sections below (including their subparts)
#1 UTILITARIANISM / GREATEST GOOD
Judith Boss’ “Moral Theory Summary” (pp. 3-4)
Utilitarianism claims that our moral decisions should always be designed to promote the greatest good for all affected by the potential action. The goal of morality is to maximize pleasure (interests) and to minimize pain in the world.
Instructions: Our source materials (the videos and the fact sheet) outline many of the conditions that correlate with a high degree of inequality in society. In light of these conditions, discuss what concerns and proposals regarding inequality might emerge from a Utilitarian viewpoint. Feel free to make use of other course or outside materials.
#2 LIBERTY/WELFARE RIGHTS
Judith Boss’ “Moral Theory Summary” (pp. 7)
“Moral rights are generally divided into liberty rights and welfare rights. Welfare rightsentail the right to receive certain social goods such as education, medical care, and police protection. Welfare rights are important because without a minimal standard of living or education, we cannot pursue our legitimate interest….
Many refer to welfare rights as social, economic, and cultural rights.
Judith Boss’ “Moral Theory Summary” (pp. 7)
“Liberty rights, in contrast, entail the right to be left alone to pursue our legitimate interests without interference from the government or other people. Liberty rights include autonomy, privacy, freedom of speech, freedom to own property, freedom from harassment and confinement, and freedom to choose our own career. Our ‘legitimate interests’ are those that do not violate other people’s similar and equal interests.”
Instructions: Our source materials (the readings and the video) outline many of the conditions that correlate with a high degree of inequality in society. In light of these conditions, discuss what concerns and proposals regarding inequality might emerge from a RIGHTS viewpoint. Make sure to use the liberty/welfare rights distinction in this section. Feel free to make use of other course or outside materials.
#3 FLOURISHING / THRIVING
Judith Boss’ “Moral Theory Summary” (pp. 8-11)
“Eudemonia” (human flourishing) is a central concept in Aristotle’s ethics and political philosophy. It is viewed as the highest human good. As a result, the goal of practical philosophy, which includes both political philosophy and ethics, is to determine what promotes human flourishing and how we can achieve it.
Instructions: Our source materials (the videos and the fact sheet) outline many of the conditions that correlate with a high degree of inequality in society. In light of these conditions, discuss what concerns and proposals regarding inequality might emerge from an ethical viewpoint that promotes flourishing (thriving) as the primary goal of developing a virtuous character and for good societal structures and policies. Feel free to make use of other courses or outside materials.
#4 REFLECTIONS Note: Be sure you respond to the above 3 sections before beginning these reflections.
Instructions: State and explain your own thoughts regarding the existence of economic inequality. Respond to each of the following items.
(a) Do you see equality/equity/liberation as important moral values? Why or why not?
(b) What responsibilities do you think a society has in regard to this topic?
(c) What responsibilities do you think you have?
(d) What moral principle(s) or viewpoint is providing the basis for your moral reasoning?
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Initial Post Instructions St. Augustine in the 5th Century held that we are free to make choices in life. This is the idea of free will. It may seem at first glance odd for a religious thinker to say that we have free will. After all, if God exists, then God created all things. God knows already what we will do. God can cause anything to occur. If we cause things to occur, that seems to be a limitation on the power of God and not make God all-powerful.
There are also religion traditions that say that we have no free will. There are some theologians in Islam who seem to suggest that is true. In order for this line of reasoning to hold true, one would need to believe free will is an illusion and that we have no control over how we live our lives, but rather that we are puppets moving and acting due to God’s will and the powers of destiny and fate. And if this then in the case, how can we possibly be responsible for our actions?
The considerations above show us to what degree our religious beliefs can shape us. For instance, someone who believes in free will may experience way more guilt than someone who believes we don’t have free will and thus aren’t responsible for the choices (and consequences) of the actions we take.
Personal struggles with religion and ethics occur in many places, including in the healthcare arena. Consider the following: You are a nurse in a hospital. A 12 year-old was brought to the hospital by an ambulance. The parents have just arrived at the hospital. This 12 year-old has lost a large amount of blood and requires a transfusion. The parents happen to be members of a religion that believes that blood transfusions are immoral. They want to remove the child from the hospital and prevent the transfusion even if it means the death of the child. You have to decide whether or not you will participate in an action that violates the will of the parents and aid in providing blood for the child. If you choose to participate, and even if you are able to legally justify it, you have to think about the distress you are creating for the parents. If you refuse to aid here, you may be subject to retaliation from the hospital. What is the moral thing for the nurse to do here?
Initial Post Instructions For the initial post, address the following questions:
What would a divine command ethicist say is the moral thing to do here? Why would they say that? Do you agree with the divine command ethics? Why or why not?
Evaluate what a natural law ethicist would say is right to do. Do you agree with them? Why or why not?
Given what you said are the right things to do, what would an emotivist say about your positions and judgments? What role does subjectivity play here in determining what is ethical?
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