Category Archives: ETHC 445 Devry

ETHC 445 Week 2 Ethical Dilemma Analysis Latest Guide

ETHC 445 Week 2 Ethical Dilemma Analysis Latest Guide

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ETHC 445 Week 7 DQ 2 Assemble and Test Your Personal Ethics Statement

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This week we will work on creating your own statement of personal ethics. 

To get started, read summarizing review of our great and famous ethics and what they have taught us — found in our lecture this week.
Then, let’s work on creating one for you.

Your goal for the end of this thread is to have created a personal ethical philosophy and be able to tell your classmates from which philosophies you created it and why the contents are important and meaningful for you. List its precepts. (You will need to do this on the Final Exam.)

After you have assembled and posted your personal ethics statement, responded to what others may have said to you and thought about what you have posted to others, then take your statement and use it to work through the famous case of the Ring of Gyges.

One of the great examples of ethics and morals in all of literature comes from Plato who wrote about the Ring of Gyges in 

The Republic, Book II, starting at paragraph 359a.

For those who wish to read the whole story, it is in the Doc Sharing tab and here is a link to the story — Ring of Gyges.

The story goes that Gyges was a shepherd in the service of the King. In a most unusual circumstance he came upon a dead man, removed the man’s ring, and discovered that it made him invisible. He conspired to take the periodic report of the shepherds to the King — once there he seduced the Queen and eventually took control of the Kingdom by conspiring with the Queen. Plato continues the story:

“Suppose now that there were two such magic rings, and the just put on one of them and the unjust the other; no man can be imagined to be of such an iron nature that he would stand fast in justice. No man would keep his hands off what was not his own when he could safely take what he liked out of the market, or go into houses and lie with any one at his pleasure, or kill or release from prison whom he would, and in all respects be like a God among men. Then the actions of the just would be as the actions of the unjust; they would both come at last to the same point. And this we may truly affirm to be a great proof that a man is just, not willingly or because he thinks that justice is any good to him individually, but of necessity, for wherever any one thinks that he can safely be unjust, there he is unjust. For all men believe in their hearts that injustice is far more profitable to the individual than justice, and he who argues as I have been supposing, will say that they are right.”

This story raises up the question of what sanctions prevent people from just taking any liberties they are inclined to take.

The whole subject of ethics, seen in large scale, is that of accepting and living under moral standards.

1. Using YOUR personal ethical statement that you have created, what would you do if you had that second ring?

2. What else within this course helps in responding to this fictitious situation or in explaining it?

3. Respond to your classmates’ posts. Are they holding true to their own personal ethical philosophies in their resolutions of this dilemma?

Pick one or more of the above, and post below! 

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ETHC 445 Week 7 DQ 1 Business Ethics and the Hovercraft Debacle

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This week, we looked at two more ethical codes—one for the Project Management Institute, and one for Engineers. 

(Find links to these professional codes in the Week 7 Assignment tab along with the Week 7 readings.)

You can see that both of them are much simpler than the Legal code we looked at last week, and even simpler than the Medical code of ethics. Appropriate professional behavior, practice, and discipline varies among professions and reflects the needs and values of the professional society in question. 

Let’s then assume professional roles as we work on this fictional scenario:

It’s 2020, and General Foryota Company opens a plant in which to build a new mass-produced hover-craft. This hover-craft will work using E-85 Ethanol, will travel up to 200 mph, and will reduce pollution worldwide at a rate of 10 percent per year. It is likely that when all automobiles in the industrial world have been changed over to hovercrafts, emission of greenhouse gasses may be so reduced that global warming may end and air quality will become completely refreshed.

However, the downside is that during the transition time, GFC’s Hover-Vee (only available in red or black), will most likely put all transportation as we know it in major dissaray. Roadways will no longer be necessary, but new methods of controlling traffic will be required. Further, while the old version of cars are still being used, Hover-vee’s will cause accidents, parking issues, and most likely class envy and warfare. The sticker price on the first two models will be about four times that of the average SUV (to about $200,000.) Even so, GFC’s marketing futurists have let them know that they will be able to pre-sell their first three years of expected production, with a potential waiting list which will take between 15 and 20 years to fill.

The Chief Engineer of GFC commissions a study on potential liabilities for the Hover-vees. The preliminary result is that Hover-vees will likely kill or maim humans at an increased rate of double to triple over automobile travel because of collisions and crashes at high speeds — projected annual death rates of 100,000 to 200,000. However, global warming will end, and the environment will flourish.

The U. S. Government gets wind of the plans. Congress begins to discuss the rules on who can own and operate Hover-vees. GFC’s stock skyrockets. The Chief Engineer takes the results of the study to the Chief Legal Counsel, and together they agree to bury the study, going forward with the production plans. The Chief Project Manager, who has read the study and agreed to bury it, goes ahead and plans out the project for the company, with target dates and production deadlines.

Our class is a team of young lawyers, project managers, engineers, and congressional aides who are all part of the process of helping get this project off the ground. In fact, according to the first letter of your last name, you are the following team:
A-G: Attorney on the GFC team
H-N: Project Manager on the GFC team
0-S: Engineer on the GFC team
T-Z: Congressional Aide

Somebody sent a secret copy of the report to you at your home address. It has no information in it at all, except for the report showing the proof of the increase in accidents and deaths. The report shows, on its face, that the CLO, CE, CPM, and your Congressional Representative have seen copies of this report. On the front there are these words typed in red: They knew — they buried this. Please save the world!

Each of you feel a very loyal tie to your boss and your company/country. You all have mortgages, and families to feed. It is likely if you blow the whistle on this report, you will lose your job and your livelihood. You’re not even sure who wrote the study in your envelope or who actually sent it to you.
Now to the task at hand:
Utilizing your profession’s code of ethics, what would be your first step? Who would you talk to first? Would you go to the press? Would you go to your boss? Should you do anything at all?

What’s your first step? To whom do you speak first? What about the press? Your boss? What if you do nothing?

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ETHC 445 Week 6 Quiz

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What school of ethics would drive the commanding officer (CO) to follow rules and procedures?

For the CO to think about what is best for all indicates what kind of decision making?

If the CO’s conscience was bothering him while making a decision, reading up on what ethicist would have made him aware of his thinking and deciding?

For the CO to be excessively afraid of upsetting the carrier air group commander displays what about his ethics?

The maxim “I uphold only the ethical view that all rational beings ought uphold” follows _____.  

The CO’s practice of moderation in not taking excessive risks connects him with what concept of ethics?

When the CO seeks the utilitarian solution for his dilemma, his reasoning follows what principle?

If the CO fails to take action for the injured sailor’s welfare because it might damage his professional reputation, what kind of ethics is operating in the situation?

To speculate about “what would the crew want to happen now” engages the CO in what ethics?

A decision to ask the injured seaman what he wants to happen is what kind of ethics?

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ETHC 445 Week 6 DQ 2 Working Conflict Resolution Methods

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Different ways to analyze ethical behaviors and dilemmas exist, and many of them will help direct you to the correct or “best” solution to a problem.

As we discussed in week 1 in the “tough choices” .pdf, sometimes right vs. right or wrong vs. wrong decisions have to be made.

In the lecture this week, you are given three ethical dilemma resolution models to try out on a dilemma provided there. Please review that interactive before posting to the threads this week, and let’s bring your questions and comments about the “proposed” solutions here to the threads.  We will talk about that through mid-week, and then I will post a new dilemma here where we will, as a group, begin analyzing it using the different methods.

You will need to be able to use these three models (Blanchard and Peale, Laura Nash and Front page of the Newspaper) on the final exam … so let’s be sure to practice all three of them together this week.

So, to start this off, let’s address the dilemma in the Week 6 Lecture interactive (at the bottom of the page). You MUST read the lecture and run the interactive in order to participate in the threads this week!

1.    Review the sample solution to the Laura Nash method.

Do you agree with that analysis? If so, what parts do you think really helped you work through the dilemma? If not, which parts do you not agree with?

2.    Review the sample solution to the Front Page of the Newspaper method. 

Do you think this is one of those types of dilemmas for which this model works? If not, why not? If so, why? How did using this method help you work through the dilemma?

3.    Review the sample solution to the Blanchard and Peale method. 

Do you agree with the analysis? If not, why not? If so, in what way did this help you analyze this dilemma?

Pick ONE of the above 3 questions and let’s get started. Or, respond to another student with details about why you agree or disagree with their analysis. Feel free to kindly debate with each other. Do not take things personally if someone disagrees. Be sure to show that you have viewed the lecture and interactive and that you attempted an analysis for “high quality” posts this week. After Wednesday, I will bring in another scenario and we can analyze that one together as a class.

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