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GEN 101
Skills for Lifelong Learning I
Program Council
The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.
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Edited in accordance with University of Phoenix® editorial standards and practices..Course Syllabus Outline
Course Description
This course is designed to provide core competencies for adult learners. The course examines learning theory and the application of adult learning principles to communication skills, group processes, and personal management. Adult learners will develop strategies for achieving educational goals in school, work, and personal settings. Students will also be introduced to the University Library and learn how to access its resources successfully.
Topics and Objectives
Adult Learning
ɨ Identify personal reasons for returning to school.
ɨ Recognize adult development and learning theory.
ɨ Define an adult learners role and responsibility.
ɨ Analyze and identify personal learning styles.
Critical Thinking Skills
ɨ Identify and apply critical thinking skills.
ɨ Recognize ethical concepts.
Personal Management
ɨ Analyze and identify time management skills.
ɨ Analyze and identify stress management techniques.
ɨ Analyze and identify useful study skills.
ɨ Perform a realistic self-assessment and examine expectations.
Presentation Skills
ɨ Demonstrate effective oral presentation skills.
ɨ Demonstrate the appropriate use of visual aids.
ɨ Examine strategies for team presentations.
ɨ Utilize the peer review process to perfect presentation skills.
Research Skills
ɨ Utilize online search techniques.
ɨ Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection.
ɨ Demonstrate an understanding of standard library research.
ɨ Explain the concept of plagiarism and how to avoid it.
ɨ Apply organizational skills to the research process.
Team Skills
ɨ Recognize the team development process.
ɨ Examine learning team logistics at University of Phoenix.
ɨ Develop an understanding of ways to plan team projects.
Written Communication Skills
ɨ Identify the five steps of the writing process.
ɨ Identify writing mechanics.
ɨ Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab).
ɨ Identify methods of citation and documentation.
ɨ Examine the benefits of peer editing.
ɨ Utilize the style guide.
Week One
Adult Learning
ɨ Identify personal reasons for returning to school.
ɨ Recognize adult development and learning theory.
ɨ Define an adult learners role and responsibility.
Team Skills
ɨ Recognize the team development process.
ɨ Examine learning team logistics at University of Phoenix.
Written Communication Skills
ɨ Identify methods of citation and documentation.
ɨ Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab).
ɨ Utilize the style guide.
ASSIGNMENTS
INDIVIDUAL
1. Read Chapters 1,, , and 4 in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success.
. Read Team Basics in the text, Tools for Teams.
. Complete the University of Phoenix Material Issues Related to Returning to School.
Think about the reasons you are returning to school and the challenges you anticipate as a returning student. Be prepared to share your thoughts with the class.
These assignments are due in Workshop One.
ONLINE
1. Respond to the Discussion Questions posted by your instructor.
. Form Learning Teams. These teams will work together throughout the course.
. Submit your Weekly Summary.
DIRECTED STUDY
This course is not taught in the Directed Study modality.
CLASSROOM
1. Read the following items, available at http//ecampus.phoenix.edu
a. Learning Team Charter
b. Directions for Completing Learning Team Log
c. Learning Team Log
d. Directions for Completing the Learning Summary
e. Learning Summary
. Form Learning Teams. These teams will work together throughout the course.
. Select an appropriate Learning Team Meeting location.
4. Learning Teams create the Learning Team Charter.
5. Learning Teams prepare the Learning Team Log before the next class meeting.
LEARNING TEAM
Time 5 Hours (All time indications throughout the syllabus are for on-ground students.)
1. Review the objectives from Week One, and discuss additional insights and questions that may have arisen.
. Little, Brown Search Activity
Have each team member participate in the search. Search for the following information in the text, The Little, Brown Compact Handbook. Also prepare a one-page, typed list showing the page numbers in The Little, Brown Compact Handbook where the following information can be found
a. Using the University of Phoenix Virtual Writing Lab;
b. Developing a thesis statement;
c. Making your writing more concise;
d. Key elements of a paper that is written as an argument;
e. Structuring an introduction for an essay that you are developing;
f. Developing a research question or hypothesis;
g. Conducting a keyword electronic search;
h. Using transitional expressions to help your writing flow;
i. Formatting the first page of your academic paper;
j. Uses of the semicolon and the colon;
k. Documenting a source in the text of your paper;
l. Documenting a source in the text of your paper when you are quoting someone else;
m. Key points to look for when editing a paper;
n. Preparing a citation at the end of your paper for a journal article you retrieved from the University of Phoenix Library Online Collection; and
o. Editing symbols your instructor may use when marking your papers;
. Outline of the Team Presentation on an Adult Learning Skill
a. Discuss and choose a topic for the Learning Team Paper and Presentation on an Adult Learning Skill due in Workshops Four and Five. The topic may be any adult learning skill, such as time management, study skills, or stress management.
b. Create an outline for the Learning Team Presentation in Workshop Five.
These assignments are due in Workshop Two.
Week Two
Adult Learning
ɨ Analyze and identify personal learning styles.
Research Skills
ɨ Utilize online search techniques.
Team Skills
ɨ Recognize the team development process.
Written Communication Skills
ɨ Identify the five steps of the writing process.
ɨ Identify writing mechanics.
ɨ Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab).
ASSIGNMENTS
INDIVIDUAL
1. Review Chapter in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success.
. Read Chapters 5 and 6 in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success.
. Read Goal Setting and Time Management in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success, (p. ) and review the application exercises at the end of the chapter (pp.5 56).
4. Read Getting Started in the text, Tools for Teams.
All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class.
Week Three
Critical Thinking Skills
ɨ Identify and apply critical thinking skills.
Personal Management
ɨ Analyze and identify time management skills.
ɨ Analyze and identify stress management techniques.
ɨ Analyze and identify useful study skills.
ɨ Perform a realistic self-assessment and examine expectations.
Research Skills
ɨ Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection.
ɨ Demonstrate an understanding of standard library research.
ɨ Explain the concept of plagiarism and how to avoid it.
ɨ Apply organizational skills to the research process.
Team Skills
ɨ Develop an understanding of ways to plan team projects.
Written Communication Skills
ɨ Identify methods of citation and documentation.
ASSIGNMENTS
INDIVIDUAL
1. Read Critical and Creative Thinking in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success, (p. 8).
. Read the Library Handbook.
. Read Chapter 7 in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success.
4. Read Getting to Results in the text, Tools for Teams.
All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class.
Week Four
Presentation Skills
ɨ Demonstrate effective oral presentation skills.
ɨ Demonstrate the appropriate use of visual aids.
ɨ Examine strategies for team presentations.
ɨ Utilize the peer review process to perfect presentation skills.
Team Skills
ɨ Develop an understanding of ways to plan team projects.
Written Communication Skills
ɨ Identify writing mechanics.
ɨ Examine the benefits of peer editing.
ASSIGNMENTS
INDIVIDUAL
1. Read Conflict Happens and Team Learning Marrying Task and Process in the text, Tools for Teams.
. Read Executive Communication in the text, Peak Learning How to create your lifelong education program for personal enlightenment and professional success, (p. 57).
All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class.
Week Five
Adult Learning
ɨ Define an adult learners role and responsibility.
Personal Management Skills
ɨ Perform a realistic self-assessment and examine expectations.
Presentation Skills
ɨ Demonstrate effective oral presentation skills.
ASSIGNMENTS
INDIVIDUAL
No Reading Assignments.
All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class.
University of Phoenix Material
Issues Related to Returning to School
Name
Please answer the following questions
1. What stimulated your interest in returning to school?
. What hopes do you have about returning to school? What do you think it will do for you?
. What major obstacles (e.g., personal, professional, workplace, academic) will you need to overcome to be successful in school?
University of Phoenix Material
Learning Style Inventory
To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn. We all should develop a style that will enhance our learning potential. The following evaluation is a short, quick way of assessing your Personal Learning Style.
This is not a timed test. Answer each question as honestly as you can. There are 4 questions.
When you have finished, transfer each number to its proper place on the last page. Then, total each of the three columns to see what your best channel of learning is. At that point, you will know whether you are a visual, auditory, or tactile learner, or a combination of these.
Place a check in the appropriate box after each statement.
STATEMENT OFTEN (5) SOMETIMES () SELDOM (1)
Can remember more about a subject through the lecture method with informative explanations and discussions.
Prefer information to be written on the chalkboard, with the use of visual aids and assigned readings.
Prefer to write things down or take notes for visual review.
Prefer to use posters, models, or actual practice, and some class activities.
Require explanations of diagrams, graphs, or visual directions.
Enjoy working with tools or making models.
Skillful with and enjoy developing and making graphs or charts.
Can tell if sounds match when presented with pairs of sounds.
Remember best by writing things down several times.
Can understand and follow directions on maps.
STATEMENT OFTEN (5) SOMETIMES () SELDOM (1)
Do better at academic subjects by listening to lectures and tapes.
Play with coins or keys in pockets.
Learn to spell better by repeating the words out loud rather than by writing the word on paper.
Can better understand a news article by reading about it in the paper rather than by listening to the radio.
Chew gum, smoke, or snack during studies.
Feel the best way to remember is to picture it in your head.
Learn spelling by finger spelling words.
Would prefer to listen to a good lecture or speech rather than read about the same material in a textbook.
Good at working and solving jigsaw puzzles and mazes.
Grip objects in hands during learning period.
Prefer listening to the news on the radio rather than reading about it in a newspaper.
Obtain information on an interesting subject by reading relevant materials.
Feel very comfortable touching others, hugging, handshaking, etc.
Follow oral directions better than written ones.
SCORING PROCEDURE
Often = 5 points
Sometimes = points
Seldom = 1 point
Place the point value next to the corresponding item. Add the points to obtain the preference scores under each heading.
Visual Auditory Tactile
Number Points Number Points Number Points
1 4
5 6
7 8
10 11 1
14 1 15
16 18 17
1 1 0
4
Visual Score _____________ Auditory Score ___________ Tactile Score _____________
University of Phoenix Material
Essay Writing
The Five-Paragraph Essay Basic Essay Organization
Writing assignments vary widely in terms of content, length, and rhetorical strategy, but nearly all stem from the basic building block of essay writing the five-paragraph essay. If a paper has an unclear purpose, vague or disorganized points, or a murky introduction and conclusion, a review of the five-paragraph essay may be just what the writer needs to clarify and organize ideas.
1. Introduction (First Paragraph)
a. Attention-getter
Start with an attention-getter to introduce readers to the topic and allow them to become interested in it. Some popular attention-getters are a question; a quotation; an idea that is opposite to the one the paper will develop; a brief anecdote; a general statement that narrows to the specific topic; or a startling fact or a statistic.
b. Thesis Statement
The thesis statement is one sentence (sometimes two) that expresses the main idea of the essay. Following is a helpful formula thesis statement = topic + point.
c. Optional Plan of Development (or Signposts)
Many writers follow the thesis with a brief introduction to the main points of the essay. Either in a separate sentence or as part of the thesis statement, these signposts help readers know what lies ahead. Signposts should be presented in the order in which the points appear in the body of the essay.
. Body (Second, Third and Fourth Paragraphs)
Since many essays contain three main points, the five-paragraph essay is based on this number, although this is certainly not mandatory.
a. Elements of a Body Paragraph
1) Topic Sentence
This mini-thesis statement introduces the topic and point of the paragraph.
) Supporting Sentences
A well-developed paragraph will support the topic sentence with explanation, concrete details, and examples.
) Transitions
Transitions are words or phrases that build bridges between sentences and paragraphs to help an essay flow smoothly. Some examples of common transitions first; next; in addition; finally; consequently; however; and nonetheless.
b. Organizational Strategies for Body Paragraphs
Some assignments may give students specific guidelines for organizing essay sections, but often this is up to the student. The following basic patterns can be used to organize main points in an essay or supporting ideas in a paragraph. These patterns are designed for essay writing; a newspaper or magazine article, for example, would follow a different pattern designed for that distinct audience.
1) Chronological Order
Arrange points in time order first, second, third, etc.
) Spatial Order
Arrange points as they are seen from a specific location. If one were describing the office of the future, for example, one could start with the entrance, then discuss the reception area, and finally describe the individual offices.
) Emphatic Order
Arrange points from least to most least to most complex, least to most important, least to most developed, etc. Readers will remember the last point most clearly, and an essay that builds up to this point ends on a strong note.
. Conclusion (Fifth Paragraph)
1) Final Statement of Main Idea
Return to the main idea, but avoid simply restating it. Since the audience has now read the essay, the writer can tie main points together in a more meaningful and complex way than in the introduction.
) Optional Final Thoughts
Just as the attention-getter creatively opened the essay, final thoughts can artfully close it. This is where a writer can emphasize the relevance, importance, or impact of the topic or study, or perhaps motivate readers to action. Such food for thought can help the essays ideas linger on in the mind of the reader, even after the act of reading is finished.
University of Phoenix Material
Writing Skills Quiz
Punctuation
Circle the letter of the sentence you believe is correct in each pair below. Then use the text, Whats the Rule?, to check your answers. Write the category and rule number in the spaces provided. Correct your answer, if necessary.
Category Rule Number
EX. Commas a. Karen is a knowledgeable intelligent person. b. Karen is a knowledgeable, intelligent person.
1. ________ _______ a. I left the bookstore and then I met my learning team. b. I left the bookstore, and then I met my learning team.
. ________ _______ a. In a start-up business cash flow is extremely important. b. In a start-up business, cash flow is extremely important.
. ________ _______ a. After April 15, 001, all tours will be discontinued. b. After April 15, 001 all tours will be discontinued.
4. ________ _______ a. Ive lived in Phoenix, Arizona; Ogden, Utah; and Austin, Texas. b. Ive lived in Phoenix, Arizona, Ogden, Utah, and Austin, Texas.
5. ________ _______ a. One of the best movies of 17 was Titanic. b. One of the best movies of 17 was Titanic.
6. ________ _______ a. He is a well-liked attorney in town. b. He is a well liked attorney in town.
7. ________ _______ a. Please be on time, she requested. b. Please be on time, she requested.
Grammar
Circle the correct or best word or phrase in parentheses in each sentence below. Use the text, Whats the Rule?, to check your answers. Write the category and rule number (if applicable) in the spaces provided. Correct your answer, if necessary.
Category Rule Number
1. ________ _______ The clothes smelled (bad/badly) and needed to be washed.
. ________ _______ None of the packages is for (myself/me).
. ________ _______ Jose is the person (who/whom) I think will be hired.
4. ________ _______ Your attendance can (affect/effect) your performance appraisal.
5. ________ _______ This report has (less/fewer) mistakes than the previous report.
6. ________ _______ I memorized the (capitals, capitols) of all the states.
7. ________ _______ The technicians will not only repair the machine (but, but also) load the new software.
Sentences and Style
Circle the letter of the correct or the best answer in each pair below. Then use the text, Whats the Rule?, to check your answers. Write the category and rule number (if applicable) in the spaces provided. Correct your answer, if necessary.
Category Rule Number
1. ________ _______ a. An acceptable method of creating a compound sentence is to connect two independent clauses with a comma. (John went to town, Sue went with him.) b. An acceptable method of creating a compound sentence is to connect two independent clauses with a semicolon. (John went to town; Sue went with him.)
. ________ _______ a. An independent clause contains at least a subject and a verb. b. An independent clause contains at least a verb.
. ________ _______ a. I find it hard to believe, but I have worked here five years. b. I find it hard to believe but I have worked here five years.
4. ________ _______ a. I will graduate this year in the spring. b. I will graduate this year in the Spring.
5. ________ _______ a. I grew up in the south. b. I grew up in the South.
6. ________ _______ a. How many 7s are in your social security number? b. How many 7s are in your social security number?
7. ________ _______ a. There are fourteen people who work in my department. b. Fourteen people work in my department.
University of Phoenix Material
Boolean Basics
Boolean searching is a way of searching for topics by breaking the topics down into keywords and joining the keywords together using the operators and and or. In Boolean searching, and and or do not function as the English language words and and or. Instead, they have a logical function, dictating which terms must be present in articles retrieved by the database.
AND
And joins two different concepts together to ensure that both concepts are mentioned in all of the articles retrieved. The diagram below provides a visual representation of a search using and
Typing study skills and students forces the database to show only those articles that mention both concepts. Those articles are represented by the shaded area in the diagram above. It is only the region in which the two keywords overlap in which the desired articles will be found.
Any number of keywords can be joined using and. However, each added keyword makes the search more restrictive and further filters the number of results that will be found.
Phrases of two words or more can be treated as single keywords if they predictably occur as a phrase with a fixed word order. Examples of phrases in this category include study skills, human resources, and interstate highway. When phrases of two words or more are used in a Boolean search, the phrases should be enclosed in quotation marks.
OR
While and joins two different ideas together, or is used for related words. Or allows either term or both terms to be present but does not require both terms. In the diagram below, two synonyms are joined using or
Note that in the diagram above, everything is shaded. Any article mentioning college, university, or both terms will be found by this search.
AND AND OR
And and or can work together to create more sophisticated searches. For example, the two searches diagrammed above could be combined as study skills and (college or university) and students. Note that when and and or are combined, or statements should go in parentheses to make sure that the search is processed correctly.
Summary Boolean Searching Step by Step
1. Select an appropriate database for your topic.
. Identify keywords for your topic.
Example study skills college students
. Join keywords with and.
a. Phrases can be treated as single keywords if the words predictably occur as a single phrase. Phrases should be enclosed in quotation marks for best results.
b. Example study skills and college and students
4. Use or to join synonyms describing the same keyword.
a. The or portions of a search should be enclosed in parentheses.
b. Example study skills and (college or university) and students
University of Phoenix Material
Wildcard Basics
Wildcards are tools that add power to Boolean searches. Wildcards allow different word endings to be accounted for using just one symbol. Usually this symbol is the asterisk (). (In ProQuest databases, however, it is a question mark [?].) When a wildcard is placed at the end of a root word, any possible endings can be added to the root.
For example, a search for information about management could be done with the search term manag. As a result, articles mentioning manage, manager, managers, management, and managing would all appear in the search results.
When using wildcards, place the wildcard symbol where the variation in word endings is most likely to begin. Making the root word too short may retrieve unwanted results. For example, man would retrieve not only the desired information about management, but also unwanted information about man, people named Manuel, etc.
Summary Wildcard Searching Step-by-Step
Step 1 Formulate your search using appropriate Boolean techniques
Example stress and management and students
Step Identify keywords that may have varying word endings.
Example management, manage, managing, student, students, etc.
Step Use a wildcard to allow for varying word endings
Example stress and manag and student
Step 4 Run the search in an appropriate database.
Note Most databases use the asterisk () as a wildcard. The ProQuest databases, however, use a question mark (?).
University of Phoenix Material
Boolean and Wildcard Worksheet
For each of the topics below, construct a Boolean search using and, or, and parentheses where appropriate. Add wildcards when appropriate.
1. Benefits for domestic partners.
. Drug testing in the workplace.
. Prevention of myocardial infarction (also known as heart attack).
4. Railroads or trains in Europe.
5. Deregulation of telecommunications by congress.
6. Discipline in special education.
University of Phoenix Material
The Writing Process
General Steps in the Writing Process
1. Prewriting and Planning
Good planning and preparation are the keys to good writing.
a. Thinking
The first thing that writers should learn about writing is that it starts with thinking. Those who learn to write well know that a good deal of thinking needs to take place before any writing happens. Many people who have trouble writing have trouble because they dont know how to get started. A writer needs to start by thinking about the topic. Usually, in professional life or college, the topic is given, at least in a general way. For example, you may be assigned to write a marketing proposal for next year, or write a position paper on how the new Eurodollar will impact international exchange rates.
Start by just thinking about the topic. Let your mind center on it. What do you already know about the topic? What dont you know? What do you need to know?
b. Gathering Information
Begin brainstorming and perhaps jotting down information and ideas. Let your mind flow with the topic. Dont concern yourself with what the information or ideas are; just write down anything related to the topic that occurs to you. If it helps you to make mind maps, use other graphics, or make lists, do so. Brainstorm until you cant think of anything else to jot down. Be as specific as possible with any details.
After youve finished brainstorming, look back at the information and ideas youve thought of and written down. Review the material to see if anything else occurs to you. Think about what other information you might need to gather. What else do you need to know? What questions might someone have about your information? Make a note or two about where you think you could find the information you still need. If you need to go to other sources, such as the library or databases, to get information and do some research, then do so. Make copies, mark them up, highlight passages, etc.
When youve gathered all the information you think youll need, stop and check. You need a lot of information and details to work with, of course, but check to see that you have the most basic information the 5Ws+H. Do you have all the information for your topic regarding who, what, where, when, why, and how? Do you have names and specific details? If you discover you are missing any information or necessary details, go back to your sources and get them. It is important to have all of your information beforehand. It facilitates the planning and keeps many writing problems from happening.
c. Thesis
You need to know the thesis of your paper before you try to write it. In grade school, were taught that a papers thesis is its main idea. This is true, but what is the main idea? Writers think of a thesis in somewhat more precise terms. A thesis should contain two pieces of information the topic and your position or opinion. You should be able to state it in one sentence. For example IBM PCs would best serve our computer needs. Topic IBM PCs. Position/Opinion ...would best serve our computer needs. Write your thesis statement down in your notes and information. If you need to modify it later, you can, but decide what it will be and write it down. Knowing your thesis helps you know the direction you are going to take your information when you write your paper, report, etc. It gives you focus.
d. Audience
Take a few moments to consider who your audience will be. Who is going to be reading this paper? Who might read it after they read it? What do they already know about the topic, if anything? What do they need to know?
Also consider what you know about your readers. What level of education do they have? What field is their specialty? What position do they have and what work do they do? What about differences in age, gender, etc.? What about cultural differences?
Considering your audience will help you to mentally set your language level for writing your paper. Your mind will start working on choosing the right words and phrasing for what you are going to tell them. It will also help alert you to special considerations you might have to take into account when communicating with others, especially if topic knowledge or cultural differences must be considered.
e. Purpose
Take another moment to consider your purpose. What are you trying to accomplish by communicating the information you will be writing? Are you simply trying to give information that was requested, or are you attempting to also explain the information? Do you need to convince them to see it your way or do it your way? Whatever it is, you should write it down in one sentence, like you did your thesis. For example The purpose of my paper is to convince management that IBM PCs are the best choice for our computer needs. Refer to your thesis to help you compose your purpose statement. You can modify it later, if necessary, but write it down the best you can for now. Knowing your purpose ahead of time gives you focus. It helps tailor your information and presentation to fit your thesis audience.
Another reason it is good to know your purpose ahead of time is that it allows you to know when you are done with your paper. Some writers have trouble knowing when to stop writing. When you have fulfilled your purpose, youre done. If youve planned carefully, this usually coincides with discovering youve used all your information.
f. Organization
It is better and easier to organize your information and material before you write than to try to do it after youve made a draft. Being understood is the most important thing in communication, and that requires thought and organization. Organization has three sub-steps editing, grouping, and outlining.
1) Editing
You may wonder what there is to edit since you havent written your paper yet. At this point in the process, edit your information. Discard any information you dont need. How do you know what you need? Look at your thesis and purpose. Whatever information will support your thesis and fulfill your purpose, keep. Whatever doesnt, toss out. If youre not sure about a piece of information, keep it for now. You can toss it out later if you dont use it.
) Grouping
Take the information youve kept and sort it into groups. Base the groups on related information. For example This information is about IBM PC features; it goes together into a group. This information is about software compatibility; it is another group. This is price and warranty information; its another group, etc. Make sure each piece of information you have is put in the group it belongs in. If it helps to circle information, make lists, partial paragraphs, or draw information or subject trees, do so. You may want to name or title your groups to remember and identify whats in them.
) Outlining
This step does not have to be difficult. In the past it has been difficult for many writers, and many have developed a habit of skipping it. Dont. It isnt a big problem if it is done properly. Most people were introduced in grade school to outlines like I, II, III, A, B, C, 1,, , a, b, c, and so on. Writers rarely use these and only for projects that are very lengthy or complex, such as books or government proposals. Most writing does not require this. A scratch outline is sufficient for most things.
Simply decide in what order to put your groups of information. What do you have to tell first? Then what? What should the reader know after that? Just number the groups of information in order and stack them up like blocks, 1,, , 4, etc. Dont forget to put an introduction in the beginning and a conclusion at the end. Youre done. Thats an outline. It should tell you in what order you are going to present your information. Thats about all it has to do, although it can double as a table of contents if you need one.
. Writing
Only now do you write, and writing should be easier and even faster because all you have to do is transcribe the information from your groups of information into sentences and paragraphs in the order you decided. While you are writing your draft, do not concern yourself with spelling, grammar, or mechanics; just write out the information in sequence as best you can. Dont worry about the introduction, or labor over your wording at this time. Let the information flow as best you can and keep on track. Other considerations will only disrupt or break your concentration, and they are not important yet. Your goal for now is to simply get it all down on paper or into the computer. Even if it takes a while, finish the draft before you go on to the next step in the writing process. Dont worry what it looks like as long as you can read it.
. Revising and Formatting
After you have finished writing your draft, you will need to revise it to make sure your information is clear and complete, the ideas are presented well, and the material is as readable and understandable as you can make it. Check the organization to make sure everything ended up in the right place. If you need to rearrange material for clarity or to improve the flow of your reasoning or logic, do so. Get input from others if you want. Often they will see something you might miss. Rewrite as necessary, but dont let this become an endless task. Once you have said what you have to say as best you can say it, let that be the end of it. If you planned well and carefully, the draft and revision should go well. If you run into a serious problem, backtrack through the planning process and correct it, then bring the process up to date, correct the problem, and finish your revision.
Certain documents require proper formatting, such as memorandums, business letters, reports, case study analyses, etc. Determine the correct format for the paper youve written and arrange your information into that format. Pay close attention to the requirements and conventions of the format and make sure to follow them.
4. Proofreading
The final stage of the writing process is to proofread the final draft. At this stage, you are looking for errors in wording, grammar, spelling, punctuation, mechanics, etc. Use spell checkers, etc., to help you. Read it aloudoften you can hear an error you might not see. This last step is very important because the way a document looks and reads is as much a part of the presentation as what it says. Take time to do this carefully.
5. Presentation or Publication
The final product will be presented to the reader printed or published. It should be as perfect as you can make it. If you followed all of the writing process steps, in order, you should have a paper you can be proud of and one that looks good as well.
Copyright (c) 18 by Clay Rooks. All rights reserved. Reprinted with authors permission.
University of Phoenix Material
Plagiarism Activity
Below is an excerpt from a fictitious article. Using the information provided on the University of Phoenix/ Longman Avoiding Plagiarism web site, prepare a summary and a paraphrase of the excerpt. Cite the source in your summary and in your paraphrase as you would if you used the material as part of a class paper. Include a Works Cited page or Reference list.
The Changing Workplace
For most of the 0th century, it was common for an individual to work for only one company during an entire career. Some companies were known as womb to tomb employers. Prospective employees knew that if they joined the company at an early age and performed satisfactorily, they would have a job for life. They could count on receiving a gold watch and a company pension when they retired. It was not uncommon for people to start work with a company in the mailroom or as a courier at the age of 15, or even younger, and to retire at age 65 with 50 years or more of service.
In those days, it was often believed that to effectively manage a department, an individual had to have technical knowledge of all the job functions in that department. Employees expected to work their way up through the ranks, starting at entry-level positions and gaining more and more experience as they were promoted to positions of greater responsibility. When an employee learned all the functions of a department, he or she moved into a supervisory position, and eventually into management.
In the 1st century, many people entering the workforce may work for as many as seven or eight different companies during their careers. They may even have a number of totally different careers in different industries. During their working years, they acquire a set of skills that is the unique accumulation of the different jobs they have held and the experiences they have had. They must market these skills to different employers to advance their careers. It is not unusual for an employee to work for two or three companies that are competitors of one another, using the knowledge they acquire from one company to enable a different company to compete more effectively.
Today, management is viewed as a skill in itself. It is not necessary for someone to know the technical aspects of the job categories they manage. Managers are often hired from outside the company for their vision, their ability to achieve results, or their ability to motivate people. They may be totally unfamiliar with a particular companys products and services.
Carolyn Carlson, Ph.D. The Changing Workplace, Workplace Monthly. New York Millenium Publishers, June 00, pg. 4.
University of Phoenix Material
Research Skills Activity
This activity develops library research skills that will be critical throughout the pursuit of your degree at University of Phoenix.
Directions
Below, you will find five topics. For each topic, find an appropriate document using the various databases provided in the University Librarys Online Collection. There will not always be just one document associated with each topic. Instead, you will want to choose the best document for your needs from the search results.
Copy the first paragraph of each document you find into a document or message that you will then submit to your instructor. Please refer to the University of Phoenix Material Copy and Paste Basics in this course module if you need information about how to copy text from one document to another.
Make sure to include full citation (information about where the article or other document was published, including title, author, date, etc.) in addition to the first paragraph.
Please note the following
1. You may not use Internet search engines such as Yahoo! or Google for this assignment. All information found must come from databases found in the University Librarys Online Collection. Information found through Internet search engines will not be accepted for this assignment.
. Information about most of these topics will be found in the major article databases (ProQuest, EBSCOhost, and InfoTrac OneFile). For best results in finding articles, you may wish to use the Boolean and wildcard search techniques discussed in the University of Phoenix Material Boolean Basics in this course module.
. Other topics may be addressed in encyclopedias, dictionaries, or country profiles. Boolean and wildcard techniques may not apply in these other types of databases.
4. You may also wish to prepare for this assignment using the interactive tutorial available at http//www.apollolibrary.com/Tutorials/UserTutorial.asp
5. The Library Handbook, available in the User Guides section of the Library Web site, may also be useful in completing this assignment.
6. If you need assistance while completing this assignment, please contact the University Library at 1-800-66-6 or library@phoenix.edu
Topics
1. Diversity issues in workplace teams
. Case studies in object-oriented programming
. Current political trends in Singapore
4. The definition and examples of usage of the phrase dot com.
5. Stakeholders in business ethics
University of Phoenix Material
Copy and Paste Basics
Transferring information from one document to another is an easy step-by-step process using the concepts of copy and paste.
Step 1 Open the document containing the text you wish to copy. This document might be a Word document, a Web page, or any other document containing text.
Step Select the text you wish to copy.
If you wish to select just a few sentences or paragraphs, this can be done by clicking the mouse and dragging the mouse across the desired text. Do not release the mouse button until all of the relevant text has been selected.
If you wish to select the entire text of the document, you can select all text by any of the following procedures
Pull down the Edit menu and choose the option labeled Select All. (Windows or Macintosh)
Or
Place the mouse over the text, right click, and choose the option labeled Select All. (Windows)
Or
Press the CTRL and A keys on your keyboard. (Windows)
Or
Press the Option and A keys on your keyboard. (Macintosh)
You will be able to tell that the desired text has been selected if it is darkened on your screen. Be careful in using the Select All technique with Web pages. Some Web pages may contain graphics, frames, and other design elements that will not paste well into a new document. If you encounter problems with using Select All with Web pages, try manually selecting just the text of the Web page.
Step Copy the selected text.
Once the appropriate text has been selected, you can copy the text by any of the following procedures
Pull down the Edit menu and choose the option labeled Copy. (Windows or Macintosh)
Or
Place the mouse over the text, right click, and choose the option labeled Copy. (Windows)
Or
Press the CTRL and C keys on your keyboard. (Windows)
Or
Press the Option and A keys on your keyboard. (Windows and Macintosh)
Step 4 Open the document into which the text is going to be pasted. This document could be a Word document, an email message, or any other type of document that accepts text.
Step 5 Paste the previously copied text into the document. Use your mouse to identify the target location of the text to be pasted. Once you have clicked your mouse at the target location, you can paste the text using any of the following procedures
Pull down the Edit menu and choose the option labeled Paste. (Windows and Macintosh)
Or
Place the mouse over the text, right click, and choose the option labeled Paste. (Windows)
Or
Press the CTRL and V keys on your keyboard. (Windows)
Or
Press the Option and V keys on your keyboard. (Macintosh)
The selected text should now appear in the new document.
University of Phoenix Material
MLA Quiz
Circle the best answer to each of the following problems. The answers to this quiz can be found in The Little, Brown Compact Handbook (Custom Fourth Edition).
Formatting
1. Margins should be one inch on
a. The left side.
b. All four sides.
c. Top and left side only.
. Papers should be double spaced using a one-half inch indent for the first line of each new paragraph.
a. True
b. False
. In MLA format, pages are numbered in the
a. Bottom center.
b. Top center.
c. Right upper corner.
d. Right upper corner with the authors last name.
e. Bottom left.
4. Quotations should be indented if they are
a. Really important.
b. Longer than 40 words.
c. Five lines or more.
d. Fewer than 40 words.
5. Guidelines for headings include which of the following
a. Create an outline of your document to plan your headings.
b. Keep headings as short as possible.
c. Word headings consistently, (e.g., use all questions, all phrases with nouns, or all phrases with -ing verbs).
d. All of the above.
Research
6. The difference between magazines and journals lies primarily in their
a. Content.
b. Readership.
c. Frequency of issue.
d. All of the above.
7. Evaluating Internet sources involves the same critical reading you would give to print resources, plus further steps to verify the reliability of the information.
a. True
b. False
8. To avoid plagiarism, you must acknowledge which of the following
a. Your independent material.
b. Common knowledge.
c. Other peoples independent material.
d. Common sense observations.
. The way to avoid plagiarism is to
a. Use quotation marks and cite the source.
b. Paraphrase and still cite the source.
c. Acknowledge the source of any words, facts, or ideas of others.
d. All of the above.
10. You may need to add interpretive words when integrating borrowed material into your text, such as Researcher Marty Bernstein claims . . .. The appropriate tense for such writing is
a. Past tense.
b. Present tense.
c. Future tense.
d. Present progressive tense.
Documentation
11. You should use direct/verbatim quotations as much as possible.
a. True
b. False
1. In a paper formatted in MLA style, the list of sources at the end of the paper is titled
a. Works Cited.
b. Bibliography.
c. Works Consulted.
d. References.
1. MLA style requires the use of footnotes.
a. True
b. False
14. You should cite in the text any information gained through interviews, and include it in your list of sources at the end of the paper.
a. True
b. False
(NOTE Use the information below to answer questions 15-17.)
Title (book) American Architecture
Author Maxine Shaw
Publisher Hines Publishing
San Francisco, CA
Date Published 1
15. Indicate how you would format an in-text citation, in MLA style, for the above source. The author is not named in your text.
16. Indicate how you would format an in-text citation, in MLA style, for the above source when the source quotes someone else named Adams (an indirect quotation). Adams is named in the text.
17. Indicate how you would format the above source at the end of your paper (in MLA style).
University of Phoenix Material
APA Quiz
Circle the best answer to each of the following problems. The answers to this quiz can be found in the text, The Little, Brown Compact Handbook ( Custom 4th ed).
Formatting
1. Margins should be a minimum of one inch on
a. The left side of a page.
b. All four sides of a page.
c. The top and left sides of the page only.
d. The left and right sides of the page only.
. Papers should be double-spaced, with the first line of every paragraph indented five spaces.
a. True
b. False
. In APA format, pages are numbered
a. In the bottom center.
b. In the top center.
c. In the upper-right corner at least two inches from the right edge of the page.
d. At least one inch from the right edge of the page, in the space between the top edge of the paper and the first line of text.
e. In the bottom left.
4. Guidelines for abstracts include which of the following
a. All documents not intended for publication require an abstract page.
b. An abstract must appear on its own page immediately following the title page, with the centered heading Abstract.
c. An abstract cannot exceed 150 words in length.
d. All of the above.
5. Quotations should be displayed in a free-standing block of double-spaced, typewritten lines without quotation marks, indented five spaces from the left margin, if they are
a. Extremely important.
b. 40 words or more.
c. A direct quotation or dialog.
d. Fewer than 40 words.
6. Any conventional serif, sans serif, or fancy typeface is allowed, provided that only a 1-point type is used.
a. True
b. False
7. Guidelines for headings include which of the following
a. Heading levels may be identified by positioning and by highlighting through underlining.
b. Headings should accurately reflect the organization of the paper.
c. Headings of the same level should be consistent throughout the paper.
d. All of the above.
8. Italics may be substituted for underlining to distinguish or emphasize words, to indicate foreign words, or to identify words being defined.
a. True
b. False
. Tables and figures (graphs and charts) may be used in the text, provided that they are
a. Presented using borders and 10-point type.
b. Placed on a separate page at the end of the document.
c. Referred to in the text (e.g., (See Table 1.).)
d. Numbered consecutively and separately (e.g., Table 1, Figure 1.).
e. Both c. and d. above.
10. Quotation marks may be used within the text to highlight titles of works that are published, released, or produced separately from other works (e.g., books and periodicals).
a. True
b. False
11. Which of the following reflect(s) APA style for abbreviations in non-technical documents
a. The omission of periods in acronyms and common abbreviations.
b. The use of only one period when an abbreviation falls at the end of a sentence.
c. The use of abbreviations in units of measure.
d. Only a. and b. above.
Documentation
1. The list of sources at the end of a paper formatted in APA style is entitled
a. Works Cited.
b. Bibliography.
c. Works Consulted.
d. References.
1. Only sources actually used in your paper should be shown in the reference list.
a. True
b. False
14. APA style does not require the use of periods and single spacing to separate the parts of a reference in a reference list.
a. True
b. False
15. References must be given for sources used in the paper only when the sources are quoted, not when they are paraphrased.
a. True
b. False
(NOTE Use the information below to answer questions 16-18.)
Title (journal article) Role of Personality in Determining Value Judgments
Authors Maxine Renee Shaw, Ph.D.; Jonathan L. Speaks, M.D.; and Kathleen M. Neal, Ph.D.
Publication Journal of Applied Psychology
Volume No. 75
Date Published 1
Page Numbers 558-577
16. Indicate how you would format an in-text citation, in APA style, for the above source. The authors names do not appear in the text as part of the narrative.
17. Indicate how you would format an in-text citation, in APA style, for the above source when the source quotes someone named John L. Adams. Adams is named in the text as part of the narrative.
18. Indicate how you would format the above source, in APA style, at the end of your paper.
University of Phoenix Material
Ethics Tutorial
1. One of the areas of concern today is ethicsor morality. The great philosopher Aristotle used ethics in two ways first, as a standard of behavior (code of ethics) and, second, as an area of study exploring the nature of morality what is good? What is not good? Why do we think it is good? Why do we think it is not good? This is the philosophical or theoretical use of the word ethics. It is this use of ethics that forms a major area of concern in many areas of society todayespecially in business and government. It is important to realize that Professional Ethics is rooted in Ethical Theory and that Practical Ethics is rooted in Theoretical Ethics. In other words, there are ethical reasons which explain why we do what we do in our decision making and our actions.
Check Your Understanding
a. Ethics can refer to both a code of ethics and also an area of philosophy dealing with morality. ____ True ____ False
b. Ethics is a major area of concern in society today. ____ True ____ False
c. To understand Professional Ethics, it is not necessary to understand Ethical Theory. ____ True ____ False
. Philosophers have generally been divided into two camps the Rationalists and the Empiricists. Rationalists believe that our mental knowledge establishes the reality of life. We cannot trust our sensewe must rely upon that which we mentally and rationally know to be the truth. To support their position, they would point to everything that exists which is not subject to the senses love, freedom, goodness, etc. Plato was one of the first philosophers to rely upon the power of the mind; however, Rene DesCartes, a Frenchman, is usually associated with modern Rationalism.
Empiricists believe that we learn and know the truth based upon our senses. We are born with no innate knowledge and must learn through scientific observation. Once we know the world in which we live, we provide labels. We may talk about things as if they were real, but we do not know they exist unless we can sense themempirically. Aristotle was one of the first philosophers to rely upon the senses for knowledge about our world. He could be said to be the first Empiricist although scientific observation became more prevalent in the West during the 17th century.
From these two philosophical positions, Rationalists and Empiricists, there developed different ethical theories. The Rationalists believed in the word of Authority to tell what should or should not be done. In general, the Authority was the Church. This will lead to an Absolutist approach to ethics. The Empiricists believed that, generally, what worked best (however that is defined) would determine the good and the bad. (These two approaches will be discussed later.)
These two positions were reconciled by Immanuel Kant who developed the Categorical Imperative. Immanuel Kant was an 18th century German philosopher. He said, that is good which can be done by all. That is the Categorical Imperative. Needless to say, the Categorical Imperative is not the norm in American culture! Just because I speed down the freeway doesnt mean you can speed, also!
Check Your Understanding
a. Throughout history, philosophers have been divided into the Mentalists and the Empiricists. ____ True ____ False
b. Rationalists rely upon the mind for knowledge about the world. ____ True ____ False
c. Empiricists rely upon the senses for knowledge about the world. ____ True ____ False
. American culture has a strong foundation in Empirical philosophy. At the same time, religion (which is Rationalist in nature) strongly influences many people in our culture.
So, we can talk about two general approaches to ethics absolutist and relativist. It is extremely important, especially in the United States, to understand how these two approaches interact because, in the United States, both approaches are seen in everyday actions and decision-making.
The absolutist believes that there are moral laws that apply to everyone in every place. These moral laws are unchangeable. In addition, it is important to enlighten as many people as possible to these moral laws so that all peoples and cultures can be good. This is the reasoning behind much of the missionary activity that has taken place over the centuries in the world and behind the drive to extend Western civilization to every part of the globe. Westerners believe that our morality is the morality for all people in all places.
The relativist believes that the norms for good and bad are set by the culture and peoples who live in them. Therefore, one culture cannot judge another culture against its own norms; one person cannot judge another person because the second person may have a different set of norms by which he or she makes decisions.
Because the United States is pluralistic (having many different religions) and also multi-cultural (having people from many cultures living here), it is imperative to realize that we all act according to different sets of norms. However, because we are a single society, we do have a set of social norms or ethics, generally based upon the Ten Commandments and highlighted in the Bill of Rights and our Constitution. Societal ethics are defined by our legal system. As a society, even though we differ in our ethical approaches, we all live by a common societal ethic.
Check Your Understanding
a. There are two approaches to ethics the absolutist and the relativist. ____ True ____ False
b. Absolutists believe that anything goes with regard to ethical decisions or actions. ____ True ____ False
c. C) Relativists believe that the culture or society determines what is good or bad.____ True ____ False
d. Social ethics allow people with diverse ethical beliefs to live together in peace.____ True ____ False
4. From a philosophical perspective, there are several ethical positions found in the United States. Among them are the following
a. Deontological (That which we know we should do, we must do because it is good.)
b. Utilitarianism (That which produces the best result for the majority is the good thing to do.)
c. Justice (That which results in a fair distribution of good and bad for all is good.)
d. Moral Rights (That which preserves and promotes individual human rights is good.)
e. Christian Ethics (The intention of the doer determines if an action or decision is good.)
Each of these will be discussed separately.
Check Your Understanding
a) There is only one, solid ethical position found in the United States. ____ True ____ False
b) Moral Rights ethics focuses on individual human rights as a basis for determining good and bad. ____ True ____ False
c) Utilitarians focus on the end result of an action. ____ True ____ False
5. a) Deontological ethicsthe goodness or badness of a decision/action is based upon the act itself. The word deontological means duty. Immanuel Kant, the German philosopher discussed earlier, spoke about duty as the basis for all morality. This form of ethics is typically associated with religion. The most common example of deontological ethics is found in the Ten Commandments. In other words, if we know something is wrong, we should never do itregardless of the circumstances.
For example, one should never steal. Therefore, under no circumstances, should one steal.
Check Your Understanding
a. Deontology is based upon the concept of duty. ____ True ____ False
b. People who always do what they should do would be considered deontologists. ____ True ____ False
c. Deontologists believe that, if we know that a particular action is wrong, we should never do it unless we believe that it would help more people by doing it just this once.____ True ____ False
6. b) Utilitarian ethicsthe goodness or badness of a decision/action is based upon the effect on the majority of people. Proponents of this ethical theory include Jeremy Bentham, John Stuart Mill, and John Locke. You should notice that these are all citizens of the British Empire. That means that they were freed from the power of the Catholic Church earlier than the philosophers on the continent. (Henry VIII saw to that.) As a result, the British developed Empirical philosophy because religion (which is Rationalist) was no longer a threat. Lockes writings were especially influential in the writing of the Declaration of Independance, the Constitution, and the Bill of Rightssmall wonder the United States is more Empiricist in its philosophy!
Utilitarians focus on the results of the action. Among the possible actions we might choose, the utilitarian will choose to do what is best for the groupeven if one or more individuals are hurt. This form of ethics is commonly found in corporate business.
For example, even though 50 people will be hurt by the impending lay-off, the corporation and remaining 5500 employees will continue to operate and may thrive.
Check Your Understanding
a. Utilitarians consider the consequence or results of their decisions or actions. ____ True ____ False
b. If you are a Utilitarian, you will do whatever you need to in order to keep from hurting anyone. ____ True ____ False
c. Utilitarians function best in the world of corporate affairs. ____ True ____ False
7. c) Justice ethicsthe goodness or badness of an action is based upon the impartiality and equitability of the decision. If an action is based on the ability of each person to benefit to the greatest degree possible, consistent with the benefits given to other people. In other words, the most disadvantaged should benefit the most from any decision made. Justice ethics is a relatively recent phenomenon. First, one must believe that all people are equalwhich did was not commonly believed until the 1th century. Second, the philosophers who use Justice ethics often write about issues of racial equality, feminism, and ecology. These are also relatively recent concerns. People who are involved in social issues and ecological issues are operating most often from a platform of Justice ethics.
For example, Affirmative Action is a good representative of Justice ethics those who have been discriminated against in the past now receive equitable treatment in hiring.
Check Your Understanding
a. In a large business environment, Justice ethics provides a good criterion for decision-making. ____ True ____ False
b. Justice ethics is not the prevailing ethical theory found in the United States. ____ True ____ False
c. The homeless and disenfranchised would benefit most from decisions made from a Justice perspective. ____ True ____ False
8. d) Moral Rightsthe goodness or badness of an action is based upon the idea that individual rights will not be compromised or violated. These rights are not based only on the right to life and safety but also to the right to speak freely, the right to private property, and the right to happiness. John Lockes writings had a lot to do with the development of Moral Rights ethics. The United States is unique in its strong emphasis on individual rights. There are many nations still struggling with the idea of individual human rights. Because of its focus on individual human rights as the basis for morality, this ethical system does not work well in large, group-oriented environments, in general. For example, based upon the principle of Moral Rights, individuals have a right to whistle-blow if they believe illegal or unethical actions are occurring in their workplace.
Check Your Understanding
a. People who made decisions based upon Moral Rights will always be concerned for personal freedoms. ____ True ____ False
b. Moral Rights ethics works well within a corporate environment. ____ True ____ False
c. A person with a strong Moral Rights perspective might have difficulty working within a corporation. ____ True ____ False
. e) Christian ethicsthe goodness or badness of an action is based upon the intention of the individual doing the action. Regardless of the results of an action, as long as the individual intends to do right and does not intend to do wrong, then the action is good. Regardless of their religious beliefs, people might still make decisions based on Christian ethics if they consider the intention of the act more important than the act itself. Obviously, Christian ethics are rooted in the Gospel writings.
For example, if, by denying a potential merger, a manager believes he or she can allay unfounded fears and serious rumor-mongering, then to lie is good.
Check Your Understanding
a. People do not have to be Christians in order to make decisions according to a Christian perspective. ____ True ____ False
b. In order to determine whether a decision or action arises from a Christian perspective, one would have to ask the other person what his or her intention was. ____ True ____ False
c. A person making a decision from a Christian perspective may harm someone and still be ethically good. ____ True ____ False
10. Within each of us, we may have a bit of absolutism and also relativism in our personal ethical systems. For instance, based upon our religious convictions, we might be more Deontological or Christian (from an ethical perspective) in raising our children.
For instance, we might say to a child, Dont you ever lie to me! Lying is wrong. Yet, when a child breaks a glass, we might also say, Thats all right; it was an accident. You didnt mean to break it.
We might approach our decision making at work with a more utilitarian approach. We have to keep the goals and objectives of the business in mind when making decisions even when we have to fire someone we like or admire. Or because one department is more desperately in need of additional personnel, we might not allow another department to hire a needed technician at this time.
At the same time, politically, we might favor a Moral Rights approach to legislative decision-making. The issues of Gun Control, Abortion, and Assisted Suicide are kept alive by Moral Rights activists.
The significant thing is that, just as we approach decision making from many different approaches, so, too, other people may, also, approach decision making from different approaches. We cannot judge other peoples actions based upon our own ethical positions.
So, how do we deal with all these ethical approaches? We acknowledge them, respect them, and appreciate the different approaches when making decisions and when encountering decisions, which others have made. We can be less quick to judge others, knowing that there are different ways to approach a decision. Finally, we can assess whether our own decision-making represents the best approach in the situations in which we find ourselves.
a. In the United States, people make decisions and act from a variety of different ethical perspectives. ____ True ____ False
b. As individuals, we might act from different perspectives, depending upon the circumstances. ____ True ____ False
c. If we observe carefully, we can probably tell why someone is doing something or making a particular decision. ____ True ____ False
Please note that this sample paper on Good Luck is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Good Luck, we are here to assist you. Your cheap custom college paper on Good Luck will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!