Business Law course FREE teacher resources and trial access to online course solution as well as a correlation to WI state standards.
Explores the changing roles, ethical conflicts, and public perceptions of science and scientists in American society from World War II to the present. Studies specific historical episodes focusing on debates between scientists and the contextual factors influencing their opinions and decisions. Topics include the atomic bomb project, environmental controversies, the Challenger disaster, biomedical research, genetic engineering, (mis)use of human subjects, scientific misconduct and whistleblowing.
This lesson module guides students through the process of applying ethics to project management, from common ethical dilemmas to being an ethical role model. This lesson module contains a student narrative, discussion guide, individual and group activities, and a posttest with descriptive key.
Be the Change explains the difference between ethics, leadership, and ethical leadership, focusing on developing ethical leadership skills. This LAP includes information about what makes an ethical leader and how ethical leaders respond to dilemmas in different situations. It also includes hands-on activities and current links that will make the concept of ethical leadership practical and relevant for students. LAP modules are comprehensive instructional packages that include all elements of a performance-oriented lesson plan. This LAP includes a student narrative that includes information about ethical leadership, a (So What?) discussion of why it's important to learn, and a short (Gray Zone) case addressing ethical issues. The instructor section features a comprehensive discussion guide, complete learning guide (short answer) and post-tests (multiple-choice) with descriptive keys, student activities, and more.
Students have the opportunity to read through a bioethical scenario related to biotechnology, then answer a few discussion questions related to the reading I have students read one scenario on their own and highlight the FIVE most important ¨facts¨ of that scenario (I tell students there isn´t a wrong answer, they can highlight which ever pieces they feel are the most important from the reading- this allows different viewpoints to be demonstrated when they do the next part) Then students get into a small group with others that read the same scenario. They first discuss which items they each highlighted and what they thought about the article. Next I hand out the discussion questions related to their reading passage and have the students answer the questions as a group. For the last part of the discussion, I have students regroup so that each new group has ONE person from eaching reading passage. Students share out a quick summary of their passage and then ask the new group if they think biotechnology should continue related to the information in the article. If time permits, we have a whole class discussion about the ethics behind biotechnology and the different examples demonstrated in the reading passages.
" This course does not seek to provide answers to ethical questions. Instead, the course hopes to teach students two things. First, how do you recognize ethical or moral problems in science and medicine? When something does not feel right (whether cloning, or failing to clone) ŰÓ what exactly is the nature of the discomfort? What kind of tensions and conflicts exist within biomedicine? Second, how can you think productively about ethical and moral problems? What processes create them? Why do people disagree about them? How can an understanding of philosophy or history help resolve them? By the end of the course students will hopefully have sophisticated and nuanced ideas about problems in bioethics, even if they do not have comfortable answers."
Seminars exploring current research and topical issues in the biomedical sciences, addressed at the general theme of innovation. Seminars are organized in blocks with related content, and are presented by prominent outside speakers as well as by HST faculty members and graduate students. Each seminar block includes several semi-weekly presentations, in addition to wide-ranging discussions among speakers, faculty, and students. Discussions involve issues such as relations between presented research areas, requirements for further advances in the "state of the art", the role of enabling technologies, the responsible practice of biomedical research, and career paths in the biomedical sciences.
This course aims to develop negotiation skills by active participation in a variety of negotiation settings, and a series of integrative bargaining cases between two and more than two parties over multiple issues. Ethical dilemmas in negotiation are discussed at various times throughout the course.
This course examines the growing importance of medicine in culture, economics and politics. It uses an historical approach to examine the changing patterns of disease, the causes of morbidity and mortality, the evolution of medical theory and practice, the development of hospitals and the medical profession, the rise of the biomedical research industry, and the ethics of health care in America.
" This is an advanced course on modeling, design, integration and best practices for use of machine elements such as bearings, springs, gears, cams and mechanisms. Modeling and analysis of these elements is based upon extensive application of physics, mathematics and core mechanical engineering principles (solid mechanics, fluid mechanics, manufacturing, estimation, computer simulation, etc.). These principles are reinforced via (1) hands-on laboratory experiences wherein students conduct experiments and disassemble machines and (2) a substantial design project wherein students model, design, fabricate and characterize a mechanical system that is relevant to a real world application. Students master the materials via problems sets that are directly related to, and coordinated with, the deliverables of their project. Student assessment is based upon mastery of the course materials and the student's ability to synthesize, model and fabricate a mechanical device subject to engineering constraints (e.g. cost and time/schedule)."
A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.
Students analyze an assortment of popular inventions to determine whom they are intended to benefit, who has access to them, who might be harmed by them, and who is profiting by them. Then they re-imagine the devices in a way that they believe would do more good for humanity. During the first 90-minute class period, they evaluate and discuss designs in small groups and as a class, examining their decision-making criteria. Collectively, they decide upon a definition of "ethical" that they use going forward. During the second period, students apply their new point-of-view to redesign popular inventions (on paper) and persuasively present them to the class, explaining how they meet the class standards for ethical designs. Two PowerPoint® presentations, a worksheet and grading rubric are provided.
This course presents an examination of ethical issues relevant to systems-based research procedures, professional conduct, social and environmental impacts, and embedded values in research and practice. The course is comprised of 8 lessons. Lessons are divided into case-based modules and a final project. Lessons 1 and 2 provide a conceptual base for engaging systems ethics. Lessons 3 through 8 are case studies of ethical issues that can arise when engaging renewable energy and sustainability systems. Your final project will be to develop an ethics case-study based on your area of interests.
The moral example set by leaders has a major impact upon the behavior of their subordinates, both good and bad, ethical and unethical. Despite their career success, leaders may be particularly vulnerable to ethical lapses. This resource includes a video, discussion questions, case studies, teaching notes, and links to additional resources.
This video provides guidance as to how leaders can create a workplace culture that encourages ethical behavior by employees. It also includes case studies, teaching notes, and additional resources focused on ethical leadership.
This course considers the interaction between law, policy, and technology as they relate to the evolving controversies over control of the Internet. In addition, there will be an in-depth treatment of privacy and the notion of "transparency" -- regulations and technologies that govern the use of information, as well as access to information. Topics explored will include: Legal Background for Regulation of the Internet Fourth Amendment Law and Electronic Surveillance Profiling, Data Mining, and the U.S. PATRIOT Act Technologies for Anonymity and Transparency, The Policy-Aware Web
Species extinction is happening at an alarming rate according to scientists. In this lesson, students are asked to consider why extinction is a problem that we should concern us. They are taught that destruction of habitat is the main reason many species are threatened. The lesson explores ways that engineers can help save endangered species.
This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003