Prominent theories of ethics and morality

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LO 1.1 Demonstrate a solid understanding of prominent theories of ethics and morality

LO 2.1. Defend their rationale for decisions related to acceptable and unacceptable business conduct based on the business ethics principles.

LO 4.5. The capacity to write a coherent project about a case study or actual research about ethics.

Read the case article “Ethical dilemma of who survives self-driving car accident”Publication info: The New Zealand Herald; Auckland, New Zealand [Auckland, New Zealand]03 Jan 2019: B.3. available in SDL and answer the following questions:
Critical Thinking Question(s):(Marks 5)

Analyze the philosophical approach (3 prescriptive approaches) the author speaks about considering the examples mentioned in the article. (3 Marks)
Evaluate one of the Philosophical approaches and describe why you have (or would) use this approach to guide your decision making. (2 Marks)

 

 

 

Sample Solution

Recruiting practices and methods and legislation

Recruiting top talent takes a combination of creativity and diligence. To really connect with qualified candidates and drive excitement about the role and your company, you have to find ways to stand out from other employers. Recruitment strategies that will help to immediately captivate job seekers, create a memorable first impression of your company and successfully hire top candidates include: treat candidates like customers, implement an employee referral program, create compelling job descriptions, make use of sponsored jobs to stand out, using a recruitment agency, attend industry-related meet-ups, and include peers in the interview process. Although it would seem that the recruitment and selection process is extremely straightforward there are many government rules and guidelines that regulate it. Affirmative action is a set of laws enforced by the Office of Federal Contract Compliance Programs. The initiative mandates that all businesses with federal contracts take affirmative action to ensure that all individuals have an equal opportunity for employment, without regard to race, color, religion, sex, or national origin.

The above statements strongly support the EA’s ideals of inclusion and provisions for SEN students in mainstream schools. The emphasis and legal requirements are now clearly focused on schools making sure they provide the necessary support and adjustments for all SEN and disabled students.

How effective is Inclusion?

Developing inclusion involves students, professionals, partners, parents, carers and the wider community. According to Goodland and Lovat (1993) students with impairments or disabilities do better academically when they are able to socialise with their non-disabled peers during instructional time. Supporting evidence from Goor and Schwenn (1993) also indicate that the interaction between students with or without disabilities enhances academic achievement for students with disabilities.

Inclusion and Pupil Achievement Department for Education Skills RR578 (2004 p50), clearly argues that ‘LEAs with high rates of inclusion in mainstream did no worse than those with low rates of inclusion in national tests. At KS 4 in 2002 average point score was 38.55. For non statemented pupils with SEN, in mainstream, it was 21.85. For statemented pupils in mainstream it was 16.99 and for pupils in special schools it was 2.4 points 7 times worse. Add to this the impact of social isolation and low self-esteem it is understandable why 50% or 2.9 million disabled adults of working age are not working many of whom attended special schools’.

Recent government statistics from Department for Education Statistical R

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