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Skill sets, personality traits, and kinds of moral expertise are discussed in detail by Huff et al., "Good computing: a pedagogically focused model of virtue in the practice of computer, parts 1 and 2." These are published in Information, communication and Ethics in Society , Emrald Group Publishing Limited, Vol. 6, numbers 3 and 4 in 2008.

What you will do ...

In this section, you will learn about this module’s activities and/or exercises. You will also find step by step instructions on how to carry them out.

    Exercise 1: what we do when nobody is looking

  • You will be asked either to defend or criticize the following position on the nature and function of punishment
  • Entiendo que ser castigado es una manera de educar a la persona a cometió la falta y a la sociedad en general para que comprendan y entiendan que su conducta es una falta y afecta a la sociedad. En conclusión es una solución viable hasta el memento bastante efectiva siempre y cuando el castigo sea ejecutado de una manera prudente, saludable y dentro de lo que las leyes permiten.
  • I understand that punishment educates both the individual at fault and society in general in order that they understand that their conduct is faulty and that it effects society. In conclusion, it is a viable solution and, up to the moment, sufficiently effective always and when the punishment is executed in a prudent and safe manner within what is permitted by the law.
  • Restate this argument in your own words. (Try to shorten it by summarizing its key points.) Then discuss and clarify its key terms. Offer ethical and practical considerations in its defense.

    Exercise 2: milgram and business

  • Continuing with the task in part one, you will be asked to either defend or criticize the following position on the meaning that the results of the Milgram experiments have for business administration
  • The Milgram experiments teach us that under the right conditions, anyone is capable of committing immoral activities. If a strong, dominant boss exists and has a weak, dependable employer, then the employer will out of necessity do whatever the boss wants.
  • Many people are willing to commit immoral acts even though they know it is wrong if they know they are not being watched.
  • It teaches us that many employees tend to do illegal works just because their managers ask them to so they assume they will be taking full responsibility for the situation even though it is unethical.

    Exercise 3: commentary groups

  • Your job is to evaluate the arguments made by the teams debating in parts one and two. Be sure to focus on the argument and not the content of the position. Listen to their statements.
  • Do they base these on sound statements?
  • What kind of ethical and practical principles (or values) do they use to make their case?
  • Do their frame their position broadly or narrowly?

    Exercise 4: closure groups

  • After listening to the debate and commentary, recap what has happened and discuss whether there are any conclusions that can be drawn from this activity
  • Do people agree or disagree about these 2 issues?
  • If there is agreement, why does it exist?
  • If there is disagreement, why does it exist?
  • Is agreement possible? Why or why not?

    Exercise 5

  • Which moral ecology would you like to work in: finance-, customer, or quality-driven companies?
  • Why? Specify your answer in terms of how the company allocates praise or blame, the centrality of moral concerns, the role given to professionals, the circumstances under which information is withheld, and the typical response to bad news.
  • Why? What configuration of personality traits best fits within which moral ecology?

What did you learn?

This module was designed to help you visualize how to realize a moral career within three dominant moral ecologies. Apply these matters to yourself. Which moral ecology would be best for you? Of the two moral careers mentioned above, reformer and helper, which best fits your personality? Why? In other words, begin the process of visualizing and planning your own moral career.

Appendix

    References

  1. Davis, M. (1998) Thinking Like an Engineer: Studies in the Ethics of a Profession . Oxford, UK: Oxford University Press: 117-156.
  2. Doris, J.M. (2002) Lack of Character: Personality and Moral Behavior . New York: Cambridge University Press.
  3. Flanagan, O. (1991) Varieties of Moral Personality: Ethics and Psychological Realism . Cambridge, Mass: Harvard University Press: 293-314.
  4. Harris, C.E., Pritchard, M.S., and Rabins, M.J. (1999) Engineering Ethics: Concepts and Cases, 2nd Ed . New Jersey: Wadsworth: 181-188.
  5. Harman, G., 1999, “Moral Philosophy Meets Social Psychology: Virtue Ethics and the Fundamental Attribution Error,” Proceedings of the Aristotelian Society, 99: 315–331.
  6. Huff, C., Barnard, L. and Frey, W. (2008) "Good Computing: A Pedagogically focused model of virtue in the practice of computing, Parts 1 and 2," in The Journal of Information, Communication and Ethics in Society . Vol. 6, numbers 3 and 4.
  7. Jackall,R. (1983). "Moral Mazes: Bureaucracy and Managerial Work," in Harvard Business Review : Sept and Oct 1983.
  8. Jackall, R. (1988) Moral Mazes: The World of Corporate Managers . Oxford, UK: Oxford University Press.
  9. Mannix, E., and Neale, M.A. (2005) "What Differences Make a Difference?: The Promise and Reality of Diverse Teams in Organizations," in American Psychological Society , 6(2): 31-49.
  10. Milgram, S. (1974) Obedience to Authority . New York: Harper Perennial.
  11. Park, R. (1952). Human Communities: The City and Human Ecology , Free Press, Glencoe, IL.
  12. Solomon, R.C. (2003) "Victims of Circumstances?: A Defense of Virtue Ethics in Business," in Business Ethics Quarterly . Volume 13, Issue 1: 43-62.
  13. Zimbardo, P. (2008). The Lucifer Effect: Understanding How Good People Turn Evil . New York: Random House.

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Questions & Answers

Need help solving this problem (2/7)^-2
Simone Reply
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Introduction to business, management, and ethics. OpenStax CNX. Aug 14, 2016 Download for free at http://legacy.cnx.org/content/col11959/1.4
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