Ethical Lens Essay Example for Free

Ethical Lens Essay During the Ethical Lens Inventory exercise that I did, I learned that I do not really have a personal preferred ethical lens. I see the gifts and the weaknesses of each lens and I am able to move fluidly among them to adapt the right tools to each situation to assure the best outcome. I am able to use my reasoning skills to determine my duties, as well as the universal rules and the systems that will assure fairness and justice for everyone. I also listen to my intuition to determine the greatest good for each individual, as well as the virtues that will best serve the community. I have either a mature ability to use the right tools in a given situation or a paralyzed belief that everyone has a valid point. Although each of us has preferred lens, some who are ethically mature and able to use the tools of all the lenses, adapting them as appropriate in a given situation, test in the center of the grid. Others who test in the center of the grid actually have underdeveloped ethical skills. Those without skills tend to be paralyzed by their ability to see all sides and are too desperate to please everyone. I personally think I do more of the being desperate to please everyone than the not being able to see all sides of the situation. I was able to get this information from the exercise I did at: http://www. ethicsgame. com/Exec/Eli/EthicalLensResults. aspx? R=1 My Core Values are: Autonomy, Equality, Rationality and Sensibility. I value autonomy and equality equally and I value rationality and sensibility equally. My Classic Values are: Temperance, Prudence, Justice and Fortitude. I am able to manifest all four classic virtues depending on what the circumstances require. My Key Phrase is: â€Å"I make ethical choices for myself and others. † I am able to see myself and others clearly, therefore I do not make assumptions about why people act the way they do or how things should be done. My Definition of Ethical Behavior is: Doing the Right Thing. I tend to hold this high standard for myself but I do not judge others who fall short, so long as their intentions were honorable. My Tools for Analyzing Problems are: Reason, Experience, Authority and Tradition. I am comfortable using all available tools to analyze a problem. These can include critical thinking skills, reference to experts, my own past experience and the traditions of the community. My Gift to the community is balance among all four lenses, because I can see the benefits of each of the lenses and I can use the tools of all of them. The mature expression of this position has no blind spot. I am able to see both the strengths and the weaknesses of each lens and to harmonize the four core values of autonomy, equality, rationality and sensibility. Discernment comes with ethical maturity and provides direction in specific situations. My Risk is: Inaction. I run the risk of seeing everything and deciding nothing if I am not self-aware. As one who sees the legitimacy of everyone’s point of view, I am particularly prone to delay or outright inaction. My Temptation is: Superiority. Believing that my balanced vantage point gives me a superior ability to resolve ethical dilemmas, I may convince myself that I have all the answers and do not need any input from others. My Vice is: Insistence on Agreement. By insisting that everyone validate all points of view as I do before moving forward, I become tyrannical and may actually provoke dissenters into sabotaging the process as the only way they feel they can maintain the integrity of their different viewpoint. My Crisis is: Confusion. Unless I develop the practice of mindfulness and reflection, at some point I will become confused and find that I have lost my moral compass. The downside of being able to see everyone else’s perspective is that I can lose track of my own. My Seeing Clearly is: Listen to my heart; use my head; act with confidence. To see more clearly, I need to first consider the nature of the problem. Then I need to use both my head and my heart to discern which course of action will best manifest interdependence. Once I have assessed the ramifications of the various options, I will need to act with confidence and courage. Although there may be more than one way to resolve a problem, some actually are better than others. I think I could use my personal ethics to determine a course of action by knowing how I feel about the situation along with all the circumstances involving the situation.

Computers in the Classroom :: Teaching Education Essays

Computers in the Classroom Computers are everywhere in the world today. Everywhere that you turn you are going to see some form of a computer. Computers are found in every work place and are used by many different people. It is very important these days that everyone learns the basics for using a computer because most jobs or professions will require some computer knowledge in order to be qualified for many positions. The profession I am looking to get into is the teaching profession. I am hoping to teach business classes at the high school level and that is why I am majoring in education and business at Lake Superior State University. Computers have a very important role in teaching and in business. Some business people will tell you that the computer is the single most important business tool. Without the Internet or spread sheets, the business world as we know it today would be very different. Although computers have an enormous role in business what I would like to discuss is the impact of computers on Teaching. About all full-time regular public school teachers report that they now have access to computers and the Internet and it has become a normal part of classroom activity in most places. Computers are very useful tools for teachers and they could change the way classes are taught in the future. There is no need to worry, I am not hinting that there will be some sort of computer programmed robot teaching kindergarten, but I am referring to the great benefits of computers in the classroom. The amount of information accessible is amazing and can really assist the teacher with lessons and such. Also computer programs like word processors and spread sheets are very helpful to the students; not to mention the positive effects some educational games have on children. These games which are played on computers are every teachers dream; they make learning fun and enjoyable for the student. One problem which arises when considering computers in the classroom is that many teachers did not grow up with the technology of today and are not fully capable of operating a computer and therefore steer away from them. According to a new survey released by the Education Department's National Center for Education Statistics, teachers with more than 32 hours of professional development are twice as likely to use computers as are teachers with no such training.

Michelin

The key stakeholders with n interest In the partnership are listed below. We observe that the stakeholders, as a group, pursue both Individual and social/collective Interests: 1) Michelin: interested In securing a sustainable supply of skilled workers to fill as many as 1000 newly-opened jobs in the years to come. 2) The First Nations members in Nova Scotia, as represented by bodies such as the Confederacy and the Union: interested in employment opportunities, greater access to – and acceptance in – the mainstream workforce, and elimination of social stigmas and racism. ) Governments of Canada (API) and of Nova Scotia (Office of Aboriginal Affairs): mineral and Indirect Interest In the wellbeing of Its citizens, their obtainment of relevant education, and their positive participation in the social, work and economic life of the province. As Jim Morrison, we would carry out, or strongly push for, the following actions: Internal resistance – Morrison needs to prepa re the internal workforce for the arrival of Aboriginal team members. Michelin staff – at all levels – need to be sensitizes about Aboriginals' key role in the plants' continued success.Michelin also has to enforce a zero-tolerance policy regarding workplace circumstantial New recruits could be enrolled Into a cross-cultural â€Å"buddy system† with another open-minded, experienced worker. Recruitment & training – Michelin has to change its recruitment philosophy and its WAS test. We look to Southwest Airlines: Hire for attitude, train for skill. Michelin should hire for potential and motivation in applicants, not for particular pre-acquired skills. This would likely imply a greater training budget for newly-hired workers. Michelin also needs to streamline the application process and to use recruitment â€Å"ambassadors†.Key ambassadors are, for example, the employment officers in Aboriginal reserves: Michelin needs to maintain close ties with thes e individuals, and make sure that they have all the tools (information, paperwork, etc. ) to perform their role. In addition, Michelin should offer generous incentives for employees who recruit others in the Aboriginal population (akin to a push marketing strategy). Finally, Michelin should partner with a local college to offer a fast-track course designed to provide the very basic requirements for Michelin applications. (We refer, for example, to Microsoft's initiatives. Passing this course successfully would guarantee a job offer from Michelin. Image – Michelin needs to change its image with First Nations. It has to get its employment success stories out the local media and make the company seem more approachable. It could promote a few local plant â€Å"heroes† that underemployed Aboriginals would identify with. Transparency – Michelin needs to assess the trade- offs of corporate secrecy vs.. labor needs. We believe that the possible labor scrolls lustiest le aning towards openness. Everyone Knows Tanat Mellon Is milling: now sensitive are its projections – really? Who else is competing for this labor?What is the truly critical corporate information? Goals – Michelin has to fix tangible hiring targets. Proponents of affirmative action often say that you need a critical mass of designated minorities (e. G. In a university) to stimulate a natural influx of successful applications. This may be true with Michelin Aboriginal partnership. Michelin should therefore set specific hiring targets and commit to meeting them, even if this requires some reasonable rule bending. As we understand the dynamics of Michelin labor market, no qualified worker is being turned away: no one would be able to suggest that Aboriginals are â€Å"stealing Jobs†.

One the Nose Cyrano de Bergeracs Comedic Monologue

Edmond Rostands  play, Cyrano de Bergerac, was written in 1897 and set in France in the 1640s. The play revolves around a love triangle that involves Cyrano de Bergerac, a multi-talented cadet who is a skilled duelist and a poet but has an unusually large nose. Cyranos nose separates him from everyone else in the play physically and also symbolizes his uniqueness.   In Act One, Scene 4, our romantic hero is at the theater. He has just bullied a blustering actor off of the stage as well as an audience member. Considering him a nuisance, a wealthy and haughty viscount goes up to Cyrano and declares, Sir, you have a very big nose! Cyrano is unimpressed with the insult and follows up with a monologue of far wittier insults about his own nose. Cyranos humorous monologue about his nose is a crowd-pleaser and an important piece of character development, lets delve into it.   Summary Unphased by a viscount poking fun at his nose, Cyrano points out that the viscounts remarks were unimaginative and sarcastically tries to help him by making fun of his own nose in a variety of tones. For example: Aggressive: Sir, if I had a nose like that, I would amputate it! Friendly: When you sup it must annoy you, dipping in your cup. You need a drinking-bowl of a special shape! Curious: What is that large container for? To hold your pens and ink? Gracious: How kind you are. You love the little birds so much you have given them a perch to roost upon. Considerate: Be careful when you bow your head or you might lose your balance and fall over. Dramatic: When it bleeds, the Red Sea. And the list goes on and on. Cyrano makes it dramatically extensive to prove how unoriginal the viscount is compared to himself. To really drive it home, Cyrano ends the monologue by saying the viscount could have made fun of Cyrano is so many different ways, but unfortunately, youre totally witless and a man of very few letters. Analysis To understand the importance of this monologue, some plot background is needed. Cyrano is in love with Roxane, a beautiful and smart woman. Although he is a confident extrovert, Cyranos one source of doubt is his nose. He believes his nose prevents him from being seen as handsome by any woman, especially Roxane. This is why Cyrano is not upfront with Roxane about how he feels, which leads to a love triangle that is the basis on the play. In making fun of his own nose with a monologue, Cyrano acknowledges that his nose is his Achilles heel, while at the same time establishing his talent for wit and poetry as incomparable to others. In the end, his intellect outshines his physical appearance.