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Question
Answered
I need the discussion board response answer for student 1 and student
2. The information is in the attachment. This is a ethics class.
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%
1 page
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.
1 page
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.
21 pages
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.
18 pages
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.
14 pages
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.
22 pages
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.
16 pages
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.
1 page
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
2 pages
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