Introspection on Ethical Decision Making

Introspection on Ethical Decision Makin" rel="nofollow">ing Project Overview: Based upon the Ethical Decision Makin" rel="nofollow">ing (EDM) framework used in" rel="nofollow">in this course the student will reflect in" rel="nofollow">in a critical manner upon their personal ethics, and their EDM skills in" rel="nofollow">in both their personal and professional lives. This will in" rel="nofollow">include; the assessment of one`s moral awareness, the identification and critical assessment of theories, concepts and prin" rel="nofollow">inciples which are often used to formulate ethically defensible judgments, and lastly students will gain" rel="nofollow">in an understandin" rel="nofollow">ing of the factors which can contribute to the gap between in" rel="nofollow">intendin" rel="nofollow">ing to do the right thin" rel="nofollow">ing and actually doin" rel="nofollow">ing what is right. Overall Aim: The primary objective is for students to learn more about their moral compass, identifyin" rel="nofollow">ing their core values and recognizin" rel="nofollow">ing how these are in" rel="nofollow">incorporated in" rel="nofollow">into their ethical decision makin" rel="nofollow">ing skills. Thereby allowin" rel="nofollow">ing students to make better decisions about what is right and wrong and to effectively argue these decisions. Learnin" rel="nofollow">ing Outcomes (from the CRS): 1. Examin" rel="nofollow">ine the nature and philosophical origin" rel="nofollow">ins of ethics and ethical theories in" rel="nofollow">in enough detail to provide a conceptual foundation for discussin" rel="nofollow">ing their applications. 2. Demonstrate the ability to thin" rel="nofollow">ink critically about ethical issues. 3. Communicate and discuss moral philosophy in" rel="nofollow">in a critical way especially in" rel="nofollow">in a cross-cultural context. 5. Reflect critically about personal beliefs and values. . Organisation & Methodology: Usin" rel="nofollow">ing the EDM stages as outlin" rel="nofollow">ined in" rel="nofollow">in the course, the student will reflect on these stages and record elements of this reflection such as, their personal learnin" rel="nofollow">ing, dilemmas, and questions both answered and unanswered as the course progresses. The stages used in" rel="nofollow">in the course are in" rel="nofollow">introduced in" rel="nofollow">in class and guidelin" rel="nofollow">ines given that correspond with the gradin" rel="nofollow">ing criteria. The stages are identified as: Stage 1 Moral Awareness( NEED ONE EXAMPLE DISSCUSED IN CLASS) Critically assess your moral awareness. • Identification of factors which block or have the potential to block the recognition of ethical issues in" rel="nofollow">in both your personal and professional life. • What will you do or can you do in" rel="nofollow">in the future to help you better recognize these issues? Stage 2 Alternatives and Judgements (total report= A min" rel="nofollow">inimum of 5 issues with at least 2 of these issues bein" rel="nofollow">ing those from the group presentations. in" rel="nofollow">in this section a min" rel="nofollow">inimum of 4 issues from class and 2 bein" rel="nofollow">ing from group presentations • Based on the theories studied in" rel="nofollow">in the course critically evaluate the usefulness of these theories in" rel="nofollow">in your personal EDM process. i.e. Are there certain" rel="nofollow">in theories or concepts which are more applicable to specific types of issues, what prin" rel="nofollow">inciples are not very helpful and why, which prin" rel="nofollow">inciples match best with your own moral philosophy. Stage 3 Decision and Action (NEED ONE EXMAPLE IN THE GROUP PRESENTATION) • Recognize possible actions, and the reasonin" rel="nofollow">ing used to decide which action is best. • Understand why the best decision is often made however not necessarily acted upon. Stage 4 Reflection (NEED ONE EXAMPLE DISSCUSSED IN CLASS) • Identify the value of reflection in" rel="nofollow">in the process of developin" rel="nofollow">ing sound ethical decision makin" rel="nofollow">ing skills. • Ethical Issues discussed in" rel="nofollow">in the course are to be referred to in" rel="nofollow">in this report. 1. Group presentations (Surrogacy, Guns right, homosexual rights, dark tourism, legalization of prostitution, legalization of marijuana, refugees, Gay rights, Huntin" rel="nofollow">ing) 2. Issues discussed in" rel="nofollow">in class (Abortion, bribe, animal testin" rel="nofollow">ing, Death penalty, aids medicin" rel="nofollow">ine) 3. Theories that studied in" rel="nofollow">in the class (egoism, golden rule, utilitarianism, Kant’s moral theory, natural law, human rights, relativism) 4. Better to in" rel="nofollow">include the virtue ethic in" rel="nofollow">in the report Format This reflective report is to be presented in" rel="nofollow">in a word document and is to in" rel="nofollow">include the followin" rel="nofollow">ing: • 2,000 words, + or – 10% • Title page contain" rel="nofollow">inin" rel="nofollow">ing project name, title, student name and ID number, class number, course name, in" rel="nofollow">instructor name, submission date and number of words. • The report itself is to contain" rel="nofollow">in numbered sections and sub sections; Introduction, Main" rel="nofollow">in body with sub sections correspondin" rel="nofollow">ing with the stages as outlin" rel="nofollow">ined above and conclusion. • Appendices to be in" rel="nofollow">included as necessary. • Correct APA in" rel="nofollow">in text citations and referencin" rel="nofollow">ing is to be used. • Page numbers are to be used in" rel="nofollow">in the bottom right hand corner, Arial font size 12 and double spacin" rel="nofollow">ing. • Hand in" rel="nofollow">in on due date by 15:00 both hard copy to academic reception with correct cover page and soft copy uploaded through Turnitin" rel="nofollow">in via Moodle. For late submissions and submissions which are not consistent between hard copy and soft copy a grade of Zero will apply. Resources Available: As per CRS; course text and recommended library texts, as well as the websites, and articles used in" rel="nofollow">in class and project tutorials and in" rel="nofollow">in class debates. Tasks & Weightin" rel="nofollow">ing: This in" rel="nofollow">individual assessment is valued at 50% of the overall course grade. TASKS Weight % Grade out of 100 I IINTRODUCTION Provides a concise overview of the paper, purpose, process, fin" rel="nofollow">indin" rel="nofollow">ings and conclusions made. 10% II MAIN BODY Stage 1 Moral Awareness - self- assessment of moral awareness in" rel="nofollow">in a critical fashion. • Identification of factors which block or have the potential to block the recognition of ethical issues in" rel="nofollow">in both the author`s personal and professional life. • Recognition of what the author does or can do in" rel="nofollow">in the future to improve recognition these issues? • Reference is made to ethical issues discussed in" rel="nofollow">in class or the process of determin" rel="nofollow">inin" rel="nofollow">ing the ethical issue for the group project. 15% Stage 2 Alternatives and Judgements • Based on the theories studied in" rel="nofollow">in the course a critical evaluation of the usefulness of these theories in" rel="nofollow">in the author`s EDM process. i.e. Are there certain" rel="nofollow">in theories or concepts which are more applicable to specific types of issues, what prin" rel="nofollow">inciples are not very helpful and why, which prin" rel="nofollow">inciples match best with one`s own moral philosophy. • Reference is made to the ethical issues discussed in" rel="nofollow">in class with a min" rel="nofollow">inimum of 4 and 2 of the 4 issues bein" rel="nofollow">ing those discussed in" rel="nofollow">in the group presentations. 30% Stage 3 Decisions and Action • Recognizes possible actions, and the reasonin" rel="nofollow">ing used to decide which action is best. • From a personal viewpoin" rel="nofollow">int understand why the best decision is often made however not necessarily acted upon. • Reference is made to the ethical issues discussed in" rel="nofollow">in class. 20% III CONCLUSION Stage 4 Reflection • Critically evaluates the value of reflection in" rel="nofollow">in the process of developin" rel="nofollow">ing sound ethical decision makin" rel="nofollow">ing skills. • Reference is made to ethical issues discussed in" rel="nofollow">in class as well as this reflective report. 15% IV REPORT PRESENTATION overall presentation to in" rel="nofollow">include: ? A clear and logical structure ? Coherently expressed ? Transitionin" rel="nofollow">ing between sections ? Correct in" rel="nofollow">in-text citations and referencin" rel="nofollow">ing and use of Appendix ? Meets specified word count 10% Total Grade 100% Note: Ethical Issues discussed in" rel="nofollow">in the course are to be referred to in" rel="nofollow">in this report. In total a min" rel="nofollow">inimum of 5 issues with at least 2 of these issues bein" rel="nofollow">ing those from the group presentations. (These numbers refer to the entire report and only in" rel="nofollow">in stage 2 of this assessment is there a min" rel="nofollow">inimum requirement for the stage) Common Skills developed/Assessed: Underlin" rel="nofollow">ined common skills are bein" rel="nofollow">ing assessed and those in" rel="nofollow">in italics are bein" rel="nofollow">ing developed. MANAGING AND DEVELOPING SELF 1.Manages own role and responsibilities 2. Manages own time in" rel="nofollow">in achievin" rel="nofollow">ing objectives. 3.Undertakes personal and career development 4. Transfers skills gain" rel="nofollow">ined to new and changin" rel="nofollow">ing situations and contexts. 5.Uses a range of thought processes WORKING WITH AND RELATING TO OTHERS 6.Treats others’ values, beliefs and opin" rel="nofollow">inions with respect 7.Relates to and in" rel="nofollow">interacts objectively with in" rel="nofollow">individuals and groups 8.Works effectively as a member of a team COMMUNICATING 9.Receives and responds to a variety of in" rel="nofollow">information 10.Presents in" rel="nofollow">information in" rel="nofollow">in a variety of visual forms 11.Communicates in" rel="nofollow">in writin" rel="nofollow">ing 12.Participates in" rel="nofollow">in oral and non-verbal communication MANAGING TASKS AND SOLVING PROBLEMS 13. Uses in" rel="nofollow">information sources 14. Deals with a combin" rel="nofollow">ination of routin" rel="nofollow">ine and non-routin" rel="nofollow">ine tasks 15.Identifies and solves routin" rel="nofollow">ine and non-routin" rel="nofollow">ine problems APPLYING NUMERACY AND TECHNOLOGY 17.Uses a range of technological equipment and systems Special Instructions: Please refer to the course SOW for the recommended pace of progression for this project. There will be numerous project workshops held in" rel="nofollow">in tandem with the presentation of relevant course material. The project is extremely manageable when weekly targets are met. DRAFT DOCUMENTS (if you are authorized to use the draftin" rel="nofollow">ing function) You are allowed to upload as many drafts as you feel necessary before the fin" rel="nofollow">inal due date, as long as you leave a 24 hour gap between each upload to allow Turnitin" rel="nofollow">in to review the report. It is your responsibility to check your own Origin" rel="nofollow">inality Report and to ensure that you have removed any possible elements of plagiarism or bad practice (please refer to your APA pocket guide on how to reference correctly). FINAL DOCUMENTS • You are required to submit a hard copy of your work to the Academic Office (or other designated location stated on the Project Outlin" rel="nofollow">ine) by the stated deadlin" rel="nofollow">ine. Late work will not be accepted, and you may receive zero for your work.