You will also have the opportunity to reflect on case studies that you reviewed throughout the term. Topics from the case studies should come from the Stone (2017) textbook and should include;
confidentiality, record keeping and reporting, boundaries, and vulnerable populations. You will also have the opportunity to apply
content that you have learned throughout the course and reflect on how this course has contributed to your overall development
as an ethical school counselor. Finally, you will have the opportunity to reflect on how becoming an ethical school
counseling practitioner will allow you to engage in advocacy and to influence positive social change.
There are four major sections to your Final Project:
I. Influences on my moral and ethical development
II. Case Studies and reflection
III. Enhancing Ethical Decision Making
IV. Summary Reflection
Section 1: Personal reflection: Influences on my moral and ethical development
Some examples of questions/issues that you can address:
• You may share how you developed a sense of right and wrong.
• Who/what influenced your moral and ethical development?
• What experiences contributed to your personal and professional beliefs? Are your personal and professional beliefs congruent
?
• What is your idea of right and wrong? Are there absolutes or are there shades of gray? Do the same guidelines apply in all
circumstances?
• What are some of your basic values that guide your work and your life? What experiences have potentially influenced your
decision making?
• What aspects of your personality and work ethic are most compatible with the counseling field? Which aspects are the least
compatible?
• Was there a time, in your personal or professional life, when you felt that your confidentiality was violated, that you
were involved in a dual relationship in which you felt uncomfortable, or perhaps an issue resonated unexpectedly with you
(e.g., transference)?
Section 2: Case studies and reflection
A. Provide a brief overview of four (4) case studies that you read and/or discussed earlier in the term from the Stone, C.
(2013) textbook. The cases reviewed should include the following ethical and legal issues; confidentiality, record keeping
and reporting, boundaries, and vulnerable populations
B. Reflect on your initial responses to the ethical scenarios making sure to highlight the strengths and limitations in your
initial responses.
Section 3: Enhancing Ethical Decision Making
C. Explain how you will enhance your ethical decision making and subsequent actions in future ethical situations. Make sure to explain how relevant ethical codes, laws, and policies will aid you in enhancing your skills. Also, be sure to discuss how supervision and/or consultation will enhance your ethical decision-making skills.
D. Address the ethical and legal challenges in each case that you highlighted. Briefly discuss and apply an Ethical Decision
Making Model (EDM), making sure to highlight relevant ASCA Ethical standards and/or ACA ethical codes, to the ethical challenges
in each case. Explain the strengths and limitations related to your response to the scenarios.
Section 4: Summary Reflection
A. Discuss how this assignment contributes to your overall development as an ethical school counselor. Explain how you have changed
because of your work in this course. Describe personal and ethical values you have reexamined because of your work in this course.
B. Discuss how practicing as an ethical school counselor will allow you to serve as an advocate for students and influence
positive social change within schools and communities?
*Be sure to reference at least 4-6 resources other than the course textbooks*
The Final Project will be evaluated according to all four indicators in the Final Project Rubric, available in the Final Project
Information tab.
A complete answer will address all of the following:
1. What was the argument presented in class in defense of the claim that the right thing to do in the
case of the trolley is to turn the trolley? Present and explain the reconstruction of the argument that I presented in class and in the lecture notes. If there is no reconstruction of the argument in standard form, numbered premises and conclusion, the argument has not been presented).
2. What is utility and what is the Utilitarian calculus?
3. What is the fundamental principle of morality according to Mill?
4. How does Mill™s fundamental principle of morality work in showing that action are morally right?
5. How does Mill™s Utilitarianism provide support for the argument in favor of turning the trolley?
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Chapter 3
3The Antinomies of Action
4. The Present and the Future
5. Ambiguity
5.conclusion
LHUM1310 – Existentialism
Written Responses
Value: 10% each (x 6 = 60% of final grade)
Due: at the beginning of any six classes,
Maximum of TWO after Week 10
Description:
Throughout the course, you will be required to write six short written responses to the texts we will be reading or the films we will be watching. The purpose of this assignment is to have you grapple with our written texts before you come to class (and/or to reflect rigorously on the films). I say ‘grapple’ because they’re often very difficult to understand. Indeed, lectures will be largely devoted simply to making sense of the readings. But as an upper-level degree course, I believe you should be practicing reading and making of sense of ideas on your own as much as possible. You might also find that engaging in readings closely prior to class will make the lectures and discussions more interesting and informative.
Instructions:
1) What to write on: Each response should be only on the text or texts that we will be covering on the week that you hand it in. For example, if you write one for week 3, it can only be on Camus’ Myth of Sisyphus. Whether you’ve attended the previous classes or not, I won’t be accepting responses on previous weeks’ readings. As an exception to this rule, you may write on ‘I [Heart] Huckabees’ or ‘The Fire Within’ (which are films) after the class when it’s shown.
2) Length: Each response should be approximately 400 words and typed.
3) Title: The title of each should say which response number it is. So if you’re handing in, say, your third response during week 5, the title should look something like this: ‘Henrietta Hershberg – Response #3’. This will greatly help keep me organized (and prevent the need for you to resend all of them near the end of the term.) You may include more in the title if you like.
4) What I’m looking for: You may write the response as you like. I’m looking for:
a) evidence of having read (or watched) the material closely;
b) evidence of understanding/interpreting the text in a sensible way;
c) evidence that you actually thought about the material and did something with it
(e.g., applied it to your world; compared it to other texts or parts of texts, related it
to other ideas, interpreted a particularly difficult passage to make sense of…);
d) clear, grammatically well-formed sentences, and nice overall flow.
5) More detailed guidelines: If you want more guidelines, then I suggest something like the following:
i) The first 250 words or so should be devoted to summarizing either a whole or a significant part of the text that you choose. If it’s a long reading, it’s best to select a part you think is significant. (A 200 word summary of all of, say, Camus’ Myth of
Sisyphus would be too superficial.) Try as best as possible to explain the main ideas of
the text in your own words. Also include at least one quotation from the text
itself. This lets me know you’ve actually read it.
ii) The last 150 words or so should be dedicated to your own thoughts or feelings about the text you have just summarized. You have many options here: you may interpret the meaning of certain passages or symbols; you may analyze characters; you may agree or disagree with something and say why; you may comment on the effectiveness of a technique used by the writer; you may illustrate how certain passages reflect comments made in the introductions or in previous classes; you may link the ideas to your experiences or experiences of other people you know; you may link the ideas to other written and artistic works either from this course or elsewhere; or you may simply describe the effects the text had on you if that seems significant to you. (If you do the last option, don’t be vague and do take your description seriously.)
6) On choosing short sections: If you are approaching your written response by trying to find the easiest way out—which usually involves selecting the shortest and simplest passage to discuss—I’ll likely get that sense while reading yours, and you won’t do all that well (though you can certainly pass if this is what it’s come to). That being said, if you have good or deep thoughts about a short and simple passage, please do feel free to write on it. You could still potentially get a very high grade. I want you to select what you find interesting.
7) No introduction or conclusion: Jump right in without any introductory paragraph, and do not recap your main points in a concluding paragraph. Each is too short for these.
8) About references and secondary sources:
a) I would prefer you to use only the text we are covering in class without any secondary sources at all. Perhaps the main point of the assignment is to have you practice reading difficult material and trying to make sense of it. It’s better to tackle a small piece of the text than give me a regurgitated overview of the whole thing that you got from the internet. What I’m looking for is YOUR engagement with the text, however that turns out.
b) If you only use the text we’re covering in class, then there’s no need for you to include any bibliography or footnotes/endnotes, unless you happen to be using a different copy of the text (which is okay with me). If you are simply using the assigned text, just say what page your quotation is from in brackets in the text. If you do use another version of the text, please do indicate which one in whatever format you like. If you are using someone else’s words directly, make sure to put them in quotation marks.
c) If you really feel you need help, first send me an email with questions. If you’re really in a jam, do what you need to do online—but make sure that you fully reference your source. If you use any other source than the text and you do not indicate it, you will (assuming I figure it out) get 0/10 on that response, and you will not have the opportunity to redo that one. Please be aware that after having read over 15,000 student assignments, I have a pretty good sense of authorship (largely based on grammatical constructions). Not worth it!
d) If you are unsure about whether you might be plagiarizing, I recommend watching a tutorial video, courtesy of our library: go to https://www.georgebrown.ca/LLC, click on ‘Study Tools’, then click on ‘Tutorials’ at the bottom of the menu on the left, then click on ‘Avoiding Plagiarism and Research Skills’. The Toronto Daily News says it’s “Hilarious! A tour de force!”
9) Handing it in: You may hand in the assignment as a hard copy or email it to me at jkoffman@georgebrown.ca. Please put your name and the written response number (i.e., how many you’ve written) in the file title . You may always see me in person outside of class to get more detailed feedback. Just come with at least two responses so I can best help you.
10) Value: Each one is worth 10% of the total marks for the course. So none of them is all that big of a deal taken individually—i.e., don’t panic if you don’t do so well at first. However, cumulatively, they are worth 60%, so they are the most significant form of evaluation overall.
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Ethics and the Foreign Corrupt Practices Act Scenario:You are the owner of a small business that imports clothing from
Ethics and the Foreign Corrupt Practices Act
Brazil to the U.S. One of your senior executives, Sam, just returned from a trip to check in on the company’s manufacturers in Brazil, and Sam informs you that he was forced to make payments to several Brazilian officials in order to ensure that a recent shipment made its way through customs quickly. You are concerned about the payments, about precedent, and about the possible ethical and legal implications of such payments. Sam has assured you that the payments to these officials were “necessary†and “acceptable†within Brazil, but you remain unconvinced and are especially troubled by the ethical consequences of such payments; especially since these are prohibited under the U.S. Foreign Corrupt Practices Act.
After reading The Foreign Corrupt Practices Act in Chapter 2 of your text and the supplemental Ethics PowerPoint presentation, discuss the following:
Should you be concerned about the payments, and if so, why?
After reviewing the supplemental Ethical Approaches pdf in the Learning Activities area, choose one of the ethical approaches that best explains the ethical principles behind laws prohibiting such payments to government officials, Consequential, Nonconsequential, or Virtue Ethics Theories?
What is your response to the situation, and why? add reference
Ethical Questions Raised Are all Laws Moral Ethical Questions raised in Chapter 1: Are all laws moral? Are laws always just? Which is more important, morality or justice?
Ethical Questions Raised Are all Laws Moral
Why is there a difference between the treatment of cases brought under civil law and those brought under criminal law? Should there be a difference? CHAPTER OBJECTIVES: • Identify and describe the basic functions of law. • Distinguish between law and justice. Distinguish between law and morals. • Distinguish between (a) substantive and procedural law, (2) public law and private law, and (c) civil law and criminal law. • Identify the sources of law. Explain the principle of “stare decisions.â€
Ethical Questions Raised Are all Laws Moral
Chapter 9 CONTRACTS: Read and review the case Jasdip Properties v. Estate of Richardson on page 172 and answer the Critical Thinking Question at the end. Also, read the Business Law in Action at the bottom of pg 172. What do you think? Key Terms 1. Sale 12. Promisor 2. Goods 13. Promisee 3. Contract 14. Valid contract 4. Breach 15. Void contract 5. Mutual assent 16. Voidable contract 6. Consideration 17. Unenforceable contract 7. Capacity 18. Executed contract 8. Implied in fact contract 19. Executory contract 9. Express contract 20. Promissory estoppel 10. Bilateral contract 21. Quasi-contract 11. Unilateral contract 22. Tort CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Distinguish between contracts covered by the UCC and those covered by common law. (2) List the essential elements of a contract. (3) Distinguish between (a) express and implied contracts, (b) unilateral and bilateral contracts, and (c) valid, void, voidable, and unenforceable contracts, and (d) executed and executory contracts. (4) Explain the doctrine of promissory estoppel. (5) Identify the 3 elements of an enforceable quasi contract.
Chapter 10: Ethical Questions Raised Are all Laws Moral and Mutual Assent
Read and brief the case Thor v. Willspring on page 185-186 and answer the Critical Thinking Question and Ethical Question at the end. Key Terms 1. Objective Standard 12. Revocation 2. Offer 13. Option contract 3. Offeror 14. Firm Offer 4. Offeree 15. Rejection 5. Auction Sale 16. Counteroffer 6. Without reserve 17. Conditional Acceptance 7. Open Terms 18. Acceptance 8. Good Faith 19. Authorized means 9. Commercial Reasonableness 20. Mirror Image Rule 10. Output contract 21. Battle of the Forms 11. Requirements contract CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Identify the three essentials of an offer and explain briefly the requirements associated with each. 2) State the 7 ways an offer may be terminated other than by acceptance. 3) Compare the traditional and modern theories of definiteness of acceptance of an offer, as shown by the common law “mirror image†rule and by the rule of the UCC. 4) Describe the five situations limiting an offeror’s right to revoke her offer. 5) Explain the various rules that determine when an acceptance takes effect.
Chapter 13: ILLEGAL BARGAINS
Read and BRIEF the following case: Alcoa Concrete v. Stalker Bros. on page 231 and answer the Critical Thinking Question at the end. Key Terms 1. Licensing statute 7. A covenant not to compete for 2. Regulatory license 8. Exculpatory clause 3. Revenue license 9. Unconscionable contracts 4. Wager 10. Procedural unconscionability 5. Usury statute 11. Substantive unconscionability 6. Restraint of Trade CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Identify and explain the types of contracts that may violate a statute and distinguish between the two types of licensing statutes. 2) Describe when a covenant not to compete will be enforced and identify the two situations in which these types of covenants most frequently arise. 3) Explain when exculpatory agreements, agreements involving the commitment of a tort, and agreements involving public officials will be held to be illegal. 4) Distinguish between procedural and substantive unconscionability. 5) Explain the usual effects of illegality and the major exceptions to this rule.
Chapter 14: CONTRACTUAL CAPACITY
Read and BRIEF the following case: a. First State Bank of Sinai v. Hyland. Key Terms 1. Contractual capacity 5. Necessaries 2. Minor 6. Guardianship 3. Disaffirmance 7. Mentally incompetent 4. Ratification CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Explain how and when a minor may ratify a contract. 2) Describe the liability of a minor who (a) disaffirms a contract or (b) misrepresents his age. 3) Define a necessary and explain how it affects the contracts of a minor. 4) Distinguish between the legal capacity of a person under guardianship and a mentally incompetent person who is not under guardianship. 5) Explain the rule governing an intoxicated person’s capacity to enter into a contract and contrast this rule with the law governing minors and incompetent persons.
Chapter 11: CONDUCT INVALIDATING ASSENT
Read and review the following cases: a. Berardi v. Meadowbrook Mall Company. Key Terms 1. Duress 9. Scienter 2. Undue influence 10. Negligent Misrepresentation 3. Fraud in the execution 11. Innocent Misrepresentation 4. Fraud in the inducement 12. Mutual mistake 5. Misrepresentation 13. Unilateral mistake 6. Concealment 14. Unconscionable 7. Fiduciary 15. Procedural Unconscionability 8. Puffing 16. Substantive Unconscionability CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Identify the types of duress and describe the legal effect of each. 2) Define undue influence and identify some of the situations giving rise to a confidential relationship. 3) Identify the types of fraud and the elements that must be shown to establish the existence of each. 4) Define the two types of non-fraudulent misrepresentation. 5) Identify and explain the situations involving voidable mistakes.
Chapter 15: CONTRACTS IN WRITING
Read and review the following cases: a. Mackay v. Four Rivers Packing Co. on page 264 and answer the Critical Thinking Question. b. Ethical Dilemma problem. Key Terms 1. The statute of Frauds 6. The parol evidence rule 2. Suretyship 7. Integrated contract 3. Surety 8. The course of dealing 4. Collateral promise 9. Usage of trade 5. Main purpose doctrine 10. The course of performance CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Identify and explain the five types of contracts covered by the general contract Statute of Frauds and the contracts covered by the Uniform Commercial Code (UCC) Statute of Frauds provision. 2) Describe the writings that are required to satisfy the general contract and the UCC Statute of Frauds provisions. 3) Identify and describe the other methods of complying with the general contractor and the UCC Statute of Frauds provisions. 4) Explain the Parol Evidence rule and identify the situations to which the rule does not apply. 5) Discuss the rules that aid in the interpretation of a contract.
Chapter 16: THIRD PARTIES TO CONTRACTS
Read and review the following cases: a. Speelman v. Pascal. Key Terms 1. Obligor 10. Implied warranty 2. Obligee 11. Express warranty 3. Assignment of Rights 12. Novation 4. Assignor 13. Third-Party beneficiary contract 5. Assignee 14. Intended beneficiary 6. A delegation of duties 15. Incidental beneficiary 7. Delegator 16. Donee beneficiary 8. Delegatee 17. Creditor beneficiary 9. Partial Assignment 18. Vesting of rights CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Distinguish between an assignment of rights and a delegation of duties. 2) Identify (a) the requirements of an assignment of contract rights and (b) those rights that are not assignable. 3) Identify those situations in which a delegation of duties is not permitted. 4) Distinguish between an intended beneficiary and an incidental beneficiary. 5) Explain when the rights of an intended beneficiary vest.
Chapter 17 and 18: CONTRACT REMEDIES/PERFORMANCE, BREACH, AND DISCHARGE
Read and review the following cases: a. Christy v. Pilkinton. Key Terms 1. Condition 11. Material breach 2. Express condition 12. Perfect Tender rule 3. Implied in fact condition 13. Substantial performance 4. Implied in law condition 14. Anticipatory repudiation 5. Condition precedent 15. Material Alteration 6. Condition subsequent 16. Mutual rescission 7. Discharge 17. Substituted contract 8. Performance 18. Accord and Satisfaction 9. Tender 19. The frustration of Purpose 10. Breach 20. Commercial impracticability CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Identify and distinguish among the various types of conditions. 2) Distinguish between full performance and tender of performance. 3) Explain the difference between a material breach and substantial performance. 4) Distinguish among a mutual rescission, substituted contract, and accord and satisfaction. 5) Identify and explain the ways discharge may be brought about by operation of law.
Key Terms 1. Compensatory damages 9. Reliance damages 2. Incidental damages 10. Nominal damages 3. Consequential damages 11. Out-of-Pocket damages 4. The benefit of the bargain damages 12. Reformation 5. Punitive damages 13. Specific performance 6. Liquidated damages 14. Injunction 7. Foreseeable damages 15. Restitution 8. Mitigation of damages CHAPTER OBJECTIVES – After reading this chapter you should be able to: 1) Explain how compensatory damages and reliance damages are computed. 2) Define (a)nominal damages, (b) incidental damages, (c) consequential damages, (d) foreseeability of damages, (e) punitive damages, (f) liquidated damages, (g) mitigation of damages. 3) Define the various types of equitable relief and explain when the courts will grant such relief. 4) Explain how restitution damages are computed and identify the situations in which restitution is available as a contractual remedy.
Chapter 47, 48, 49: NTRO TO PROPERTY, PROPERTY INSURANCE, ETC/ CONCURRENT OWNERSHIP/ TRANSFER AND CONTROL OF REAL PROPERTY
Key Terms – Chap. 47 1. Property 18. Binder 2. Tangible property 19. Insurable interest 3. Intangible property 20. Premiums 4. Real Property 21. Misrepresentation 5. Personal Property 22. Warranty 6. Fixture 23. Concealment 7. Sale 24. Waiver 8. Gift 25. Estoppel 9. Donor 26. Termination 10. Donee 11. Constructive Delivery 12. Accession 13. Confusion 14. Possession 15. Abandoned property 16. Insurance 17. Fire Insurance Key Terms – Chap. 48 1. Co-Tenants 4. Tenancy by the Entireties 2. Tenancy in Common 5. Condominium 3. Joint Tenancy 6. Cooperative Key Terms – Chap. 49 1. Marketable Title 7. Mortgagor 2. Deed 8. Mortgagee 3. Warranty deed 4. Delivery 5. Escrow 6. Mortgage CHAPTER OBJECTIVES – After reading Chapter 47, you should be able to: 1) Define (a) tangible and intangible property, (b) real and personal property, and (c) a fixture. 2) Explain (a) the ways to transfer title to the personal property; (b) the 3 elements of a valid gift; and (c) the treatment of abandoned property under the law. 3) With respect to property insurance, explain (a) types of fires, (b) insurable interest, (c) the defenses of misrepresentation, breach of warranty, waiver, concealment, and estoppel. 4) Describe the essential elements of bailment and describe the rights and duties of the bailor and bailee.
Chapter 43 and 2: BUSINESS ETHICS/ ACCOUNTANT’S LEGAL LIABILITY
Key Terms – Chap. 43 1. Engagement 6. Fraud 2. Third-party beneficiary 7. Working papers 3. Negligence 8. Accountant-client privilege 4. Privity 9. Due diligence 5. Foreseen users 10. Scienter Key Terms – Chap. 2 1. Ethics 3. Ethical Fundamentalism 2. Business Ethics 4. Utilitarianism CHAPTER 43 OBJECTIVES – After reading Chapter 43, you should be able to: 1) Describe the contract liability of an accountant to her client. 2) Describe for what and to whom an accountant has tort liability. 3) Describe who owns the working papers an accountant generates and whether client information is privileged. 4) Discuss the potential civil and criminal liability of an accountant under the 1933 Securities Act and under the 1933 Securities Act. CHAPTER 2 OBJECTIVES – After reading Chapter 47, you should be able to: 1) Describe the difference between law and ethics and THE SOCIAL CONTRACT.
Personal Attributes or Characteristics of a Police
For our first term paper (there are two for this course), please write a 4-page paper (APA style: double spaced; 12 Times New Roman Font). The 4-page requirement does not include the cover page and reference page– so you should have 6 pages altogether. Please answer the question: What personal attributes/characteristics should a police officer have?
Please follow the additional guidelines provided here:
1) No more than 5 or 6 sentences in each paragraph
2) Intro paragraph, also the 1st paragraph of your paper, should contain a strong thesis statement
3) Refrain from using pronouns such as I, you, we, they, etc.
4) Cite the authors inside the text. Please research APA style in-text citation.
This is just the first part of the paper- but whoever works on this will have to do the other parts as well.
PAPER TOPIC PROPOSAL
The BUS 206A Project, which is a formal research paper, will provide you with an opportunity to more fully develop the background and implications of a business ethics/legal/regulation issue within the context of the course.
Your paper topic proposal requires research in order to make your proposal as close to your paper topic as possible. For the first part of the project, you will submit a written proposal that will be reviewed by the instructor and will either be approved or rejected. If your written proposal is rejected by the instructor, you are to contact your instructor to submit another version.
The written proposal must include the following items:
Your proposed paper topic. This part of the proposal is required to be written in one sentence. Keep your paper topic narrow (but not so narrow that there are no scholarly/peer-reviewed sources available on the topic).
Why the topic is interesting and important to you. Include a minimum of three paragraphs about why this topic is interesting and important to you. Address how you will focus the topic. If you choose a topic that is not of interest to you, it will show in your paper. Give this some serious consideration and contact your instructor for guidance if you need to do so.
Be as thorough as possible when writing your assignment, and remember, this is an academic assignment, so no “text-talk,” no conversational tone, and ABOVE ALL OTHER THINGS… don’t plagiarize!! Lastly, spell-check and proofread your work! Failure to follow these steps will negatively impact your grade.
For this course, you will submit the graded activity using Turnitin. An Originality Report will become available within a few minutes after your first submission. Inside the Originality Report will be a Similarity Index. The Similarity Index shows a percentage of the material in your paper which matches other sources found by Turnitin. You will be expected to have a Similarity Index of less than 20%. If your Similarity Index is greater than 20% you will need to review your Originality Report to be sure that you have paraphrased your work appropriately, and cited your sources correctly.
The Originality Report will help you to avoid plagiarism and improve the quality and content of your essay. It is strongly suggested that you keep direct quotations to a minimum, and never copy and paste text without proper citations. You have until the activity due date to resubmit your work, however, there will be a 24-hour delay before the Originality Report becomes available. It is your responsibility to submit your activity on time, with a Similarity Index of less than 20%.
General APA Formatting Guidelines:
The assignment should have an APA title page and an APA reference page if you cited information. Note that an APA abstract page is NOT required!
Font Type: Times New Roman
Font Size: 12 point
Margins: 1 inch on all sides
Spacing: Double-spacing
Alignment: Left
Paragraph Indentation: Use the Tab key to indent all paragraphs one half-inch from the left margin
Contemporary Issues in Teenagers Today Research the range of contemporary issues teenagers face today.
Contemporary Issues in Teenagers Today
In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:
Describe the contemporary issue and explain what external stressors are associated with this issue.
Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.
Prepare this assignment according to the guidelines found in the APA
Students must apply their understanding of the ethical principles and concepts discussed in this course to explain if and why certain types of media content should be censored and, if so, by whom.
Write a 1,400- to 1,750-word paper that addresses the following:
Explain what typical arguments entertainers and their supporters use to justify the use of questionable content. Indicate the ethical principles that are compromised.
Students will be required to submit a final ethics reflective journal of 6-8 pages (12 Font, double spaced), that addresses the following question below. Similar to good discussions, excellent written work on a final paper should incorporate at least five direct text references or researched arguments, offer a number of strong examples and analysis, and support such work with a number of comprehensive and thorough insights from personal experience or one’s own work. Excellent written work should also include no mechanical mistakes and be properly cited using NEU standards.
In this assignment, students will work on understanding, analyzing and implementing choices, related to their own ethics-related situations. Students are expected to demonstrate an understanding of the theoretical foundation of ethical thought as they reflect on their own personal challenges. Students will develop their own personal plan in the form of the five sections required for development as an ethical leader.
Final Reflection Journal Guiding Question: What is your philosophy of proper leadership ethics in your industry or career path? Develop at least five different points or arguments that support your thinking. Use your experience, your organizational research, textbook analysis and our course as a resource. Students have freedom to develop and write this philosophical piece as a vision of their own practice for the future. It must, though, address the question above with adequate support and demonstrate wisdom gained from the course.
Rubric Guidelines:
Understand (Rigor): Use of conceptual frameworks for self-awareness and reflection in the area of ethical leadership
Analyze (Depth & critical thinking): Critical evaluation own choices and actions, revealing strengths and weaknesses/areas for development
Implement (Relevance and growth-based): Focus on personal growth as ethical leader. Relevance of the action plan/personal polices for strengthening own ethical leadership capabilities.
Presentation: Clarity of writing. Reliance on NEU rubrics in English writing
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