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I need the discussion board response answer for student 1 and student

2. The information is in the attachment.  This is a ethics class.

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Discussion Board Grading Rubric Ethics Levels of Achievement Criteria Beginning (D-F) Developing (C) Accomplished (B) Exemplary (A) Score AcTvity 20% Contributes less than the required number of posts &/or posts are not Tmely Meets minimum posTng deadlines, though not su±ciently Tmely for peers to read and respond; few follow-up resp. Meets all deadlines leaving adequate Tme for peers to respond & responds to those who responded Exceeds required posTngs; spread over designated period providing more than enough Tme for peers to read and respond Engagement 20% No posTngs respond to peers &/or posTngs lack substance (eg. Good, I liked your comments). Occasionally makes substanTve posts responsive to peers; marginal e²ort to become engaged with the group. Frequently responds to peers with detailed remarks about their wriTng or discussion; presents relevant view- points for consideraTon by group; interacts freely Consistently responsive to peers; develops quesTons related to the objecTves and that facilitate discussion; generates or sTmulates group discussion; presents creaTve approaches to topic. Content 40% PosTngs only slightly related to discussion topics. Generally inaccurate. May occasionally contain gross factual error. Posts address peripheral topics. Generally accurate, but with some omissions ad/or errors. ³endency to recite fact. PosTngs produce good general answers but may not always directly address discussion quesTons. Dominated by opinions rather than by analysis and scholarly thought. AsserTons are not supported by evidence. PosTngs are characterized by clarity of argument, depth of insight into course content, applicaTon of course content, relevancy, and unusual insights. Arguments and facts are supported by resources/references. Grammer, Spelling, /APA documentaTon 20%
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In this assignment, you will participate in a discussion with your classmates about inequality and discrimination. When responding to the discussion questions, be sure to reference course materials to support your conclusions and assertions and cite your sources consistent with APA convention. Please do the same when responding to colleagues' posts. By doing so, you not only make a stronger case, but support your own learning. You will be evaluated on how well you support your claims. * Bald opinions are of little relative value. Instructions 1. Review this unit’s required readings. 2. Post your answers to the following questions on the Discussion Board: In what areas, if any, is inequality and discrimination significant in contemporary culture? What results of inequality and discrimination have you seen in your own life? What actions, based on the principles discussed in this course, would you suggest taking to combat these problems? How might you support or on what basis might one support the idea that in some cases, people should be treated differently based on their race, gender, sexual orientation, or any other criterion that has been a target for discrimination in the past? What situations have you encountered in which such treatment might be the best practice? Explain. 3. Be sure to read others’ posts and respond to at least two posts by adding clarification, asking questions, or adding constructively to the discussion. To guide your responses, consider the following questions: With reference to the assigned materials, why do you agree or disagree with the problems your classmate cites? Why do you agree or disagree with your classmate’s assessment of when people can be treated differently based on traits that have made people targets of discrimination? Participation Requirements : Learners are required to respond to the original post of at least two peers in a minimum of 100 words each.
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THEORY AND CONTEMPORARY ISSUES, CONCISE EDITION SECOND EDITION BARBARA MACKINNON University of San Francisco, Professor Emerita ETHICS Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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THEORY AND CONTEMPORARY ISSUES, CONCISE EDITION SECOND EDITION BARBARA MACKINNON University of San Francisco, Professor Emerita ETHICS Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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THEORY AND CONTEMPORARY ISSUES, CONCISE EDITION SECOND EDITION BARBARA MACKINNON University of San Francisco, Professor Emerita ETHICS Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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THEORY AND CONTEMPORARY ISSUES, CONCISE EDITION SECOND EDITION BARBARA MACKINNON University of San Francisco, Professor Emerita ETHICS Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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THEORY AND CONTEMPORARY ISSUES, CONCISE EDITION SECOND EDITION BARBARA MACKINNON University of San Francisco, Professor Emerita ETHICS Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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The most signifcant inequality and discrimination is gender bias in the workplace. The results oF inequality and discrimination I've seen is di±erent interview questions and responsibilites. With interview questions, I was asked iF I had children and was I a single mother. I don't believe that question would have been asked to a male. With responsibilites, I was hired the day as a male to be administration. I ended up doing most oF the clerical duties while he ended up doing more mechanical things around the building. On the job while I was Active Duty and Reserve, I see a lot oF male who seek out new or young Female Airman to mentor with their career. A Few oF those males end up Facing charges For sexual harassment. There has been some Females that Faced charges as well. Some 143,842 were fled between 1997 and 2006. Between 11 percent and 15 percent oF the complaints were fled by males (pg 126). The actions I would take to combat gender discrimination is to stick to the job description as much as possible and within the military, I would suggest that mentors o±er group mentoring instead oF 1 on 1. I would make sure everyone was educated on all types oF inequality and discrimination that happens within a work place and most importantly the consequences. The young woman, who is one oF 122 who has passed the enlisted inFantry training would be treated di±erently For several reasons. Leadership would have to considerate the possibility oF a Female getting pregnant in a combat zone or in the feldand how would a Female e±ect the mission in a combat situation iF she unable to perForm her duties due to being on her monthly. In the Air ²orce, our physcial Fitness test it's based o± oF gender and age. We all are required to do a 1.5 mile run, push ups and sit ups. A male time is to run is short than Females and they are required to do a lot more push ups and sit ups.
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I believe that in the United States discrimination is now a socioeconomic ideal and pattern that keeps those in the middle of our society oppressed through limitations on economic opportunity and educational mediocrity. In eFect a restructuring of the middle class citizens of the U.S. This would encompass all “races”, sexes and orientations, political a±liations, religions of people and other classi²cations used to divide us as Americans. A recent CNN Money article shows that there are diFerent ways in which being middle class is calculated. The St. Louis ³ederal Reserve Bank groups the middle by three demographic criteria- age, race, and education (Luhgby & Baker, 2016). There are more ways that the middle class is de²ned if you read the article. Speaking to the question of what inequalities I have seen in my lifetime, just two weeks ago a friend of mine was ²red from his job because of something someone speculated about him. Long story short- he was ²red by a relatively new manager that didn’t know him any better than anyone else in the o±ce. He is an ex-con that has been working the same career for 13 years and has been oF parole for 23 years. He was the maintenance manager at a local hotel chain. A lady who was quitting suggested to the new manager that he was selling drugs from his locker and he was dangerous. When confronted by the manager about the allegation she found out it was not his locker because he didn’t use a locker, there were no drugs or evidence of sales. He was told by the manager to leave and go home then got a phone call stating that he was terminated because he was a felon and dangerous. His discrimination case is being handled by his lawyer as I write. Another instance in my life is when I was 19 I was working at Midwest Corporate Aviation in Wichita. I worked the weekend evening shift only. Saturday and Sunday from 2pm to 9pm. We had a cash drawer at the customer service desk that was to be counted twice per shift with a tolerance of plus or minus 5 cents. I closed like I normally did for months without any problems. When I went to pick up my paycheck on Thursday, I was told to go see Linda the customer service manager. We did not have a bad or tensioned relationship. I thought she was nice and all was good. As I reported to her for unknown reasons she immediately accused me of stealing $5 from the cash drawer. She counted it Monday morning at 7am and it was exactly $5 short she said and demanded that I give it back. She also said that she had contacted all the reps at home or on the job all week long but didn’t call me. When I told her I didn’t take it she got furious and said if I don’t give it back she would ²re me. In less than nice words I told her she can’t ²re anybody that quits and she needed to give me my check. I left and never came back. I was the only minority working there. That let me know that I will always be a target of uncertainty because of the way I look. I vowed to never treat another person that way no matter what. As a solution to some of these issues I’m drawn to Immanuel Kant’s 1 st and 2 nd form of the Categorical Imperative. He postulates that one ought “act only on the maxim that you can will as a universal law” and “Always treat humanity, whether in your own person or that of another, never simply as a means but always at the same time as an end” (MacKinnon, 2013). If we had more people acting out of kindness, respect for self and of each other, I believe some of the problems and issues we have socially would find ways to work themselves out. Me personally, I try whole heartedly to not judge other people and to be understanding of other people’s
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Inequality and Discrimination Discussion Solution.docx
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