ETHICS - Social Science
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Discussion
Review 4.4. "The Trolley Dilemma" on pages 59-60. Choose one version of the dilemma and identify which one it is. Then discuss what action you would choose if you were the conductor, switchman, or spectator. Discuss your reasoning behind your choice using concepts learned in this class. The goal of this discussion is to think in terms of ethics when making choices. (150-200 Words)
Assignment
Write a one-page (double spaced) paper answering the following question. How do we become moral people, adults who can be trusted with their own lives and the lives of other people? You may use definitions or scenarios found in Chapter 4 in your writing. The goal of this paper is to gain an understanding of the track of education that can then be put to use in the class's final project.
S P R I N G E R B R I E F S I N E T H I C S
Lisa Newton
Ethical Decision
Making:
Introduction
to Cases and
Concepts in Ethics
For further volumes:
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SpringerBriefs in Ethics
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Lisa Newton
1 3
Ethical Decision Making:
Introduction to Cases
and Concepts in Ethics
Lisa Newton
Shelburne, VT
USA
© The Author(s) 2013
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ISSN 2211-8101 ISSN 2211-811X (electronic)
ISBN 978-3-319-00166-1 ISBN 978-3-319-00167-8 (eBook)
DOI 10.1007/978-3-319-00167-8
Springer Cham Heidelberg New York Dordrecht London
Library of Congress Control Number: 2013934534
v
1 Cases and Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 The Impaired Driver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Definitions and Distinctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Definitions of the Terms of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3.1 ADAPT: An Approach to Moral Decision-Making . . . . . . . . 7
1.3.2 ORDER: Confronting Complexity . . . . . . . . . . . . . . . . . . . . . 9
1.3.3 DEAL: Carrying on Without Resolution . . . . . . . . . . . . . . . . 14
2 The Principles of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.1 Beneficence: People are Embodied . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.2 Justice: People are Social . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2.3 Respect for Personal Autonomy: People are Rational . . . . . . . . . . . . 26
2.4 The Human Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.5 The Basic Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.6 Some Cases to Illustrate the Dilemmas . . . . . . . . . . . . . . . . . . . . . . . 31
2.6.1 End of Year Bonus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2.6.2 Baby Samantha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.6.3 The Alcoholic in the Workplace . . . . . . . . . . . . . . . . . . . . . . . 33
3 Professional Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.1 What Constitutes a “Profession”? . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.2 Professional Ethics and Market Ethics . . . . . . . . . . . . . . . . . . . . . . . . 41
3.3 Professionals in Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
4 Some Considerations from Moral Psychology . . . . . . . . . . . . . . . . . . . . 45
4.1 Evolutionary Psychology: What Darwin Tells Us About
How We Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.2 Acquiring Morals: The Track of Education . . . . . . . . . . . . . . . . . . . . 50
4.3 Failing to Acquire Morals: What Can Go Wrong . . . . . . . . . . . . . . . . 56
4.4 The Work of the Moral Psychologists: The Trolley Dilemma . . . . . . 57
4.5 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Contents
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1
How do we make ethical decisions, decisions that will stand up to challenges?
Consider the following case.
1.1 The Impaired Driver
You have stayed about an hour longer than you intended to at a very pleasant party with
your old college friends. While you were getting your law degree and starting prac-
tice, your roommate Marty made it big on Wall Street. He hosted the party in his huge
Riverside Drive apartment. All the old college ties were there—great memories, beer,
booze, marijuana… hadn’t seen that in awhile. Good stuff, too.
Realizing you’re late, you race to the parking garage, elevator to the third floor, hop in
your SUV, and tear around the turn toward the exit. Smash! Car parked in just the wrong
place. You hit it dead center. You back up, get out, note that there is extensive damage
to the other car—both doors on the driver’s side badly dented—but none to yours. What
should you do?
You know damn well what to do. There’s clearly damage, lots of it, so you have to
take out your cell phone, call the police, and wait there till they come. Watching you prop-
ping yourself up against your SUV, they’ll insist on the inconvenience of a breathalyzer
test. When they get the results of that, they’ll give you a chauffeured ride to the precinct
station and insist further on a urine test. When they get the results of that, you may get
to know the folks in the precinct very well before you see the sky again. You may very
well—probably will—lose your license to operate a motor vehicle. The fines will be sub-
stantial; you may lose your SUV. You may even go to jail. The damage to your reputation,
and to your position in your law practice, will probably be irreparable; depending on the
state, they may yank your license to practice law. That’s a lot to think about. Meanwhile,
you are the only occupant of this parking garage at this hour. You could just drive back to
Connecticut and not say anything to anyone.
What to do, indeed. The standard ethicist’s injunction, “Do the right thing,”
may entail a terrible cost, and it is the agent, not the ethicist, who has to absorb it.
Let’s think about it.
Chapter 1
Cases and Decisions
L. Newton, Ethical Decision Making: Introduction to Cases and Concepts in Ethics,
SpringerBriefs in Ethics, DOI: 10.1007/978-3-319-00167-8_1, © The Author(s) 2013
2 1 Cases and Decisions
How do we make decisions in these cases? This is as good a place as any to
introduce some of the terminology we’ll be using more systematically in the parts
that follow.
1. What course of action will cause the greatest good to the greatest number,
minimizing pain to all parties and maximizing happiness? We call this kind
of thinking consequentialist, or teleological (from the Greek word for “end”
or “goal”), since it judges the moral quality of the action by its consequences
or by the end it achieves. In classic Utilitarianism, as set forth by Bentham
(1823) and Mill (1863) the only consequences that matter are happiness and
unhappiness, pleasure and pain, for everyone affected by the act. Measuring
pleasure and pain for all parties, including your family, the owner of the
other car, even the world at large, it looks like your best course is to take off
for Connecticut without doing anything at all. Drive slowly so you don’t get
stopped. After all, the pain felt by the car owner upon finding his damaged car
is nothing compared to the pain that you and your family would feel if you lost
your ability to earn a living, let alone if you went to jail. Besides, his insurance
will probably cover the whole bill.
2. Yes, but think of it this way. That law is there for a purpose. What you are sup-
posed to do, as a citizen, right now, is call the police. That’s your duty. You’ve
enjoyed all the benefits of citizenship, now it’s time to honor your part of the
bargain. What if everyone who got into an accident just took off? Would
the world be a better place? Could you approve of a law that said, when you
find you’ve caused damage to life or limb or property, if it isn’t convenient to
stay around, just take off? If you can’t, and you probably can’t, then you have
no right to make an exception of yourself in this case. That rule is the sub-
stance of Immanuel Kant’s Categorical Imperative, which he set forth in his
Groundwork of the Metaphysics of Morals (1785): Act so that you can simul-
taneously will that the maxim of your action (the reasoning that led you to do
it) should become universal law. In heading back to Connecticut without calling
the police, you set yourself above the law and contribute to a lawless society.
Kantian reasoning is called non-consequentialist, or deontological (from the
Greek word for “duty”), since it looks not at the consequences of the action but
at the law or duty that governs it.
3. Here’s another way to think about what you’re doing, or about to do. When
you get home, suppose you find your father, or the rector of your church, or
your older brother, or anyone you trust, love, and admire, sitting in the kitchen.
Somehow he knows what happened in that garage, and he asks you to explain
just what you did, confronted with that difficult situation, and your reason-
ing to your decision. Why did you do what you did? Well, how would you
explain it? How would you justify taking off like that, when you were clearly
in the wrong? If that scenario doesn’t suggest an approach to the problem,
put a reporter from The New York Times (or The Wall Street Journal, if you’re
that type) sitting beside him in another kitchen chair. The reporter is going to
describe the whole situation, including your reasons for acting as you did, in
3
the newspaper tomorrow, on the front page. What kind of person would you
look like in that story? Is that the kind of person you want to be? There are
certain traits that we value in ourselves and others, traits like honesty, integrity,
and courage, that we call virtues. Morality is not just about consequences, nor
is it just about laws and duties—often it’s about the sort of person you are, your
very being, so we call the reasoning that draws on these considerations virtue-
based or ontological, from the Greek word for “being.” Aristotle (4th century
BC) based his Ethics upon ontological reasoning; we’ve never really lost track
of it.
These are agonizing decisions, and they govern life—the future life of the per-
son who has to make them, and the way history will judge her or him. More com-
plex decisions are addressed in the discipline of ethics, and the rest of this chapter
will consider more complicated dilemmas; but we must not forget that the funda-
mental moral quantities are honesty, integrity, and courage, those that the impaired
driver must call upon right at the moment he finds himself alone in that garage
with a smashed car in front of him.
1.2 Definitions and Distinctions
One thing we know for sure about ethics, is that it concerns matters in conflict,
dilemmas, matters that people get upset about and argue about. What matters
might those be? Socrates (469–399 BC) took on this problem exactly, according
to Plato. He and a friend, Euthyphro, have agreed that the gods often disagree with
each other, and indeed, that there are regular wars in heaven. Now, Socrates won-
ders, what might cause the gods to get into violent quarrels? and he suggests the
following distinctions:
Socrates: What sort of disagreement is it, my good friend, that causes enmity and anger?
Let us look at it in this way. If you and I disagreed about the question, which of two num-
bers was the greater, would this disagreement make us hostile and angry with each other?
Shouldn’t we quickly settle a dispute of this kind by having recourse to arithmetic?
Euthyphro: Certainly.
Socrates: And suppose we disagreed about the relative size of two objects, shouldn’t we
quickly put an end to our quarrel by having recourse to measurement?
Euthyphro: Quite so.
Socrates: And I presume that we should settle a question of relative weight by having
recourse to weighing?
Euthyphro: Of course.
Socrates: Then what would be the subject of dispute about which we should be unable to
reach agreement, so that we became hostile to one another and lost our tempers? Very
likely you can’t say offhand; but consider, as I suggest them, whether the required
subjects are questions of right and wrong, honor and dishonor, good and bad. Isn’t
it when we disagree about these, and can’t reach a satisfactory decision about them,
that we become hostile to one another… you and I and all the rest of mankind? (Plato,
Euthyphro, 7A–7E).
1.1 The Impaired Driver
4 1 Cases and Decisions
We still use these distinctions, in just this form, but they’ve acquired new
names. There turn out to be three kinds of sentences, distinguished (just as
Socrates pointed out) by the way we verify them, i.e., the way we find out
whether they are true.
1. Logical, or formal, statements are definitions or statements derivable from
definitions, including the entirety of mathematical discourse (e.g., “2 + 2 = 4,”
or “A square has four equal sides”). Such statements can be verified by a for-
mal procedure (“recourse to arithmetic”) derived from the same definitions
that control the rest of the terms of the field in question (i.e., the same axioms
define “2,” “4,” and the procedure of “addition”; the four equal sides and right
angles define the “square”). True formal statements are analytic: they are true
logically, necessarily, or by the definitions of the terms. False statements in
this category are self–contradictory. (If you say, “2 + 2 = 5,” or start talking
about “round squares,” you contradict yourself, for you assert that which can-
not possibly be so—you conjoin ideas that are incompatible). A logically true
or logically valid statement can never be false, or disproved by any discovery
of facts; it will never be the case that some particular pairs of 2 do not add up
to 4, or some particular squares turn out to be circular—and if you think you’ve
found such a case, you’re wrong! “2 + 2 = 4” is true, and squares are equi-
lateral rectangles, as philosophers like to say, in all possible worlds. For this
reason we say that these statements are “true a priori”: we can know them to
be correct prior to any examination of the facts of the world, without having to
count up lots of pairs of pairs, just to make sure that 2 + 2 really equals 4.
2. Factual, or empirical, statements are assertions about the world out there, the
physical environment of our existence, including the entirety of scientific dis-
course, from theoretical physics to sociology. Such statements are verifiable by
controlled observation (“recourse to measurement,” “recourse to weighing”)
of that world, by experiment or just by careful looking, listening, touching,
smelling, or tasting. This is the world of our senses, the world of space, objects,
time and causation. These empirical statements are called synthetic, for they
“put together” in a new combination two ideas that do not initially include or
entail each other. As a result they cannot be known a priori, but can be deter-
mined only a posteriori, that is, after investigation of the world. When they
are true, they are true only contingently, or dependently, as opposed to nec-
essarily; their truth is contingent upon, or depends on, the situation in which
they are uttered. (As I write this, the statement “it is raining out” is true, and
has been all day. The weatherman tells me that tomorrow that statement will be
false. The statement “2 + 2 = 4,” like the rectangularity of squares, does not
flick in and out of truth like that).
3. Normative statements are assertions about what is right, what is good, or
what should be done. We know these statements as value judgments, pre-
scriptions and proscriptions, commands and exhortations to do or forbear.
There is no easy way of assigning truth value to these statements. The cri-
teria of “truth” that apply to formal and factual statements do not apply
5
to normative statements. This is why, when we disagree about them, we
become “hostile,” and “lose our temper” at each other; there is no easy way to
resolve the dispute. We can certainly say of such judgments (formally) that they
conform or fail to conform with other moral judgments, or with more general
and widely accepted moral principles. We can also say (empirically) that they
receive or fail to receive our assent as a society, as compatible or incompat-
ible with our basic intuitions of what is just or right (as determined by a poll
or survey). We may also say that a judgment succeeds or fails as a policy rec-
ommendation on some accepted pattern of moral reasoning, like adducing con-
sequences of that judgment and estimating how human wants will be affected
should it become law (see the section on Moral Reasoning, below). But the cer-
tainties of math and science are forever beyond the grasp of any normative sys-
tem, which is, possibly, as it should be.
One limit on normative reasoning is important enough to get clear at the outset.
You can’t get an “ought” from an “is”; you cannot derive any normative statement
from any collection of facts, no matter how emotionally compelling, without a pre-
viously accepted normative statement as premise. From the fact that a certain prod-
uct line is unprofitable, it does not follow automatically that the company should
abandon it; from the fact that the new medical technology can prolong the patient’s
life for another 6 months, it does not follow automatically that the patient should
elect to use it; from the fact, verifiable by poll, that the nation overwhelmingly does
not want to pay any more taxes, or approves of abortion, it does not follow that
taxes are wrong or abortion is right. Other things being equal, we may very easily
accede to the “ought” premise—that a company should do whatever will improve
the bottom line, that medical science ought to prolong human life, that in a democ-
racy, what the people prefer is or ought to be, law. But cases test these rules all the
time, and we want to be free to examine them when the situation seems not to fit
the intent of the rule. At these times we must be very clear on what is factual—
verifiable by survey, experiment, or observation—and what is normative.
These distinctions, universally valid, are part of every introduction to philoso-
phy. But why are they necessary to understand ethics? The most important reason
to be familiar with these distinctions is that occasionally disputes that seem to be
about values or moral principles are actually about facts or about the meanings of
words. Such disputes are resolvable, at least in principle, and they should be dis-
posed of before the discussion continues.
For as Thomas Hobbes pointed out, words have no value in themselves. They
are but tokens, and wise men do but reckon with them (for fools, they are money).
There is no point in arguing about the meaning of a word. Simply define your
terms to begin with, doing your best to place your definition within range of the
normal discourse of the field, and carry on your discussion from there. Only one
thing is essential: that you know when a dispute is about the meanings of words
and when it is about something more important, and that you agree at the outset
that whatever you decide to let the words mean, you will not let that agreement
influence the final decision.
1.2 Definitions and Distinctions
6 1 Cases and Decisions
How will we use the terms of moral discourse? Any text on ethical theory
has to open with the observation that of all matters in ethics, the meanings of the
terms has caused the most acrimony and dispute. Since the earliest of the Socratic
Dialogues, we have argued about the meaning of key terms like “morals,” “eth-
ics,” “virtue,” “piety,” “justice” and the others, all the others. Given the limited
purposes of this text, I will simply stipulate at this point how I intend to use the
key terms of ethics, observing only that my usage is not bizarre. More than that
will no philosopher claim.
1.3 Definitions of the Terms of Ethics
In what follows you may expect the following words to be used in general in these
ways:
Morals or Morality: the Rules and prima facie Duties that govern our behavior as per-
sons to persons. All you really need to know you probably learned in kindergarten. The
rules and duties are easy to know and to remember—but very hard to follow consistently.
Examples:
Don’t hurt people (As your kindergarten teacher would have put it, Don’t hit.)
Be nice, create happiness (Help the teacher, be kind to the little kids).
Be fair, practice justice (Share your toys, don’t take the biggest piece of cake).
Respect the rights of others, honor their choices (Keep your hands to yourself!)
She would probably have added others:
Always tell the truth.
Be clean and neat, Take care of your health.
But essentially, the first four will do as a basis for morality.
Values: States of affairs that are desired by and for people and that we want to increase;
also called ends, or goals.
Examples:
Health (as opposed to sickness).
Wealth (as opposed to poverty).
Happiness in general.
Freedom, Justice, Democracy, Rule of Law.
Virtues: Conditions of people which are desirable both for the people themselves and for
the good functioning of the society.
Examples:
Wisdom (vs. ignorance, irrationality).
Courage (vs. weakness, unreliability).
Self–control (vs. greed, violence, indulgence).
Justice (vs. egoism, favoritism, deviousness).
Ethics: Properly speaking, the academic study of morals, duties, values, and virtues, to
find their theoretical links and relationships, and how they work together (or do not) in
practice.
Other understandings of the term ethics:
1. More generally, the whole field of morals, moral rules, duties, values and virtues—
the whole study of our attempts to order human conduct toward the right and the
good.
7
2. More specifically, a professional ethic is a particular code of rules and understand-
ings worked out by the members of a profession to govern their own practice. (See
Appendix on the Professions, below).
Ethical Principles: Very general concepts that sum up a range of morals, values and vir-
tues, from which moral imperatives can be derived. We test our actions against Rules, our
rules against Principles.
Sometimes Ethical Reasoning is helped by a decision procedure, or tem-
plate, suggesting a pattern of steps to follow in order to solve puzzling prob-
lems. Here are three that we have found useful.
1.3.1 ADAPT: An Approach to Moral Decision-Making
People naturally want to do good and avoid evil. For the most part, we limit our
attention to morality to the observance of certain interpersonal rules—of courtesy,
helpfulness, and respect for privacy, for instance—that serve to make daily life
more livable. But sometimes a condition comes to light that interrupts, imposes
itself upon, daily life. Consider the following case:
Hurricane Katrina has devastated New Orleans. Following the hurricane, which in itself
did not do as much damage as some had feared, the levees that protect the city broke,
and the city was immediately flooded. Many families, especially in Ward Nine and
others of the poorer districts, were stranded by the flood and in terrible danger—from
drowning, from disease (there was no potable water), from hunger, from lack of access
to health care, and eventually, from roving gangs. Somehow, they had to be gotten out of
there.
Why hadn’t they left earlier? As the hurricane closed in on the city, the mayor had
ordered a general (voluntary) evacuation, either to areas outside the city or as a last resort
to the Superdome. Experienced residents sized up the relative dangers of hunkering (or
sheltering) in place, risking severe winds, or of being evacuated by school bus to unpre-
pared areas outside of town, to a mobbed Superdome, or to some distant city, while their
property stood empty and unprotected. Many stayed.
Then the flooding started, and the mayor had ordered a general evacuation. All the
usual means of transportation were useless. Only boats could be used for evacuation,
so the National Guard was put into boats to bring the people out. The entire nation was
watching, angry that the residents had not been brought out earlier; there was a lot of pres-
sure to get the job done.
Then the difficulties began. Some residents willingly climbed into the boats with a
small well-organized pack of personal goods. Others would not leave without their pets.
Some of these were coerced into the boats and wept miserably the entire trip. Some had
aged spouses or parents who were too sick to move. Some pointed out that the gangs
would ravage their houses if they left, and refused to leave. What were the Guardsmen
to do? Herd them in at gunpoint? Respect their free choice and leave them in the flood,
perhaps to die?
Eventually more facts came to light: the Superdome had turned into a living hell when
it lost electricity and water; the places out of town were sometimes no more than camping
places under bridges, in the broiling heat of summer; the distant cities were less than wel-
coming to second and third waves of refugees. Meanwhile, as municipal, state and federal
governments feuded over who bore the ultimate responsibility for the mess, Ward Nine
was abandoned to its fate; it will probably never be completely rebuilt.
1.3 Definitions of the Terms of Ethics
8 1 Cases and Decisions
The Katrina case, as we may call the situation, exhibits certain characteristics
that plague the moral life of the nation.
First: some condition is brought to light, some situation, or array of facts. This condition
captures our attention, alerts us to something that stands out from the background noise
of our lives as requiring our concern.
Second: that condition is discussed, the information is disseminated through the commu-
nity, a community dialogue is conducted where public opinion is actually formed. That
“community,” incidentally, may be as small as a family or as large, as in this case, as the
whole nation.
Third, the …
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ach
e. Embedded Entrepreneurship
f. Three Social Entrepreneurship Models
g. Social-Founder Identity
h. Micros-enterprise Development
Outcomes
Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
a. Indigenous Australian Entrepreneurs Exami
Calculus
(people influence of
others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities
of these three) to reflect and analyze the potential ways these (
American history
Pharmacology
Ancient history
. Also
Numerical analysis
Environmental science
Electrical Engineering
Precalculus
Physiology
Civil Engineering
Electronic Engineering
ness Horizons
Algebra
Geology
Physical chemistry
nt
When considering both O
lassrooms
Civil
Probability
ions
Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
Ecology
aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
g
One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident