Group activity and Written task Value: 20% Due date: 24-Apr-2017 Return date: 16-May-2017 Length: 2000 words Submission method options Alternative submission method Task Question 1 (Marks 10) 800 words maximum Complete this part of the assignment in a group of up to five students. I will allocate each of you to a group and a subforum in which to submit to your group work. Step 1. Individually, use the information that you have learned in the first four four topics and your prior understanding of ethics to identify the five ethical values or principles that you consider will help you make the best ethical decisions for you. Describe and provide a justification for the selection of each of these five ethical values or principles in 100-150 words. Post this list with the descriptions and justifications on the group subforum. Complete this step by 31st March to ensure that you all have time to contribute to the final version of the assessment. Step 2. Work in tutorials with the other members of the group to reach a consensus as to which five values or principles the group agrees as the most important for the group to use in ethical decision making. Information about reaching consensus can be found at this web page http://www.wikihow.com/Reach-a-Consensus. As you work through this part of the assessment, you will also need to work on any changes needed in the justifications for your final five. You can also work on this in the tutorials. Step 3. Post the group’s final five ethical values or principles with the relevant description and justification for each of the five on the subforum. Make sure that you list these as the group’s final five values or principles. (5 marks) Step 4. Write a 250-300 word reflection (5 marks) of your experience with the consensus approach. Submit your individual reflection with your answer to the 2nd question (see below) in this assessment. Information on how to write a reflection, including examples, can be found in the Resources section of the Interact site. Question 2 (Marks 15) 1200 words maximum Read the following mini case and the imaginary student response to that case. Write an evaluation of the response, answering the question: How effectively does the response apply act utilitarianism to the mini case? You will need to identify items that are missing from the application of act utilitarianism as well as items that should not have been included and provide reasons for the items that you have identified. Mini case Stephen is having trouble deciding what to do. He runs a grazing operation on the family farm with help from a day labourer, Ralph, who works on average three days a week for him. When Stephen doesn’t need Ralph on the farm, he works for some other farmers in the district. Sometimes the other farmers have no work to give Ralph and thus he is without payment for those days. Ralph has always enjoyed this flexibility; he has never wanted to be tied down as a permanent employee. Stephen has in the past received government grants to fence off waters, put in tree lines and subdivide paddocks to improve the quality of water running into the river and the sustainability of the pasture. Undertaking this work has resulted in ½ of the farm now surviving droughts more effectively and producing more grass with fewer weeds. Stephen would like to continue this over the rest of the farm to improve sustainability and productivity, but due to government cutbacks, the funding is no longer available. Stephen does not want to get further into debt to fund the development as he had to take a significant loan to buy the farm from his father. He can afford to purchase the material for the development if he does not have to pay Ralph. Stephen’s father, who is retired and living on the farm, is happy to help build the fences for no pay. Stephen is worried about Ralph, a man in his fifties who has worked on and off the farm for over 20 years but who would not get any work on Stephen’s farm for at least six months. Required Use act utilitarianism to develop an answer for Stephen. Ensure that you cover all the essential aspects of this act utilitarianism. Mini Case Imaginary Student Response The stakeholders in this case are: · Stephen · Ralph The positive outcomes for Stephen if he goes ahead with the development are that he will have a farm that will better cope with drought. The negatives are that he will worry about Ralph. The positive outcomes for Ralph are that he will have the opportunity to work for different farmers. The negatives are that he will not have as consistent a pay packet. Stephen is obviously concerned to act with moral worth. If he decides to undertake the development, he is acting with moral worth because it will improve the ecological sustainability of the land. If he decides to keep Ralph on as an employee, he is acting with moral worth as he is trying to prioritise Ralph’s well-being. Another aspect to consider is whether justice is being done. Ralph did not want to be a permanent employee; he wanted the flexibility to work when and where he wanted, as a result, it is fair for Stephen to not employ Ralph. Required Use your knowledge of the various ethical theories studied in this subject to evaluate the imaginary student response above. Remember that the imaginary student should have only answered the question by applying act utilitarianism, they should not have used any other ethical theory in their response. Make sure that you clearly identify aspects of other ethical theories that have been used in the imaginary student response in error. Rationale This task is designed to help you achieve the following learning outcomes: Students should be able to: outline ethical theories in western moral philosophy and apply them in inter and intra cultural organisational contexts; critically reflect on the effects of climate change, ecology and the environment in a global business context Question 1 additionally gives students an opportunity to use and learn a method that is recommended for business use and used by businesses, to determine the values and principles that a business will use in its ethical decision making. Developing s******s in reflection is also recognised as assisting in making ethical decisions. Also, this assessment tests your developing s******s in relation to the following graduate learning outcomes: Charles Sturt University aims to produce graduates who: are capable communicators with effective problem-solving, analytical and critical thinking s******s and can work well both independently and with others; practice ethically and sustainably in ways that demonstrate "yindyamarra winhanga-nha" - translated from the Wiradjuri language as "the wisdom of respectfully knowing how to live well in a world worth living in"; and are digitally literate citizens, able to harness technologies for professional practice and participate independently in online learning communities. (https://policy.csu.edu.au/view.current.php?id=*****&dvid=1) Marking criteria Question 1 Criteria High Distinction Distinction************Pass************lues and principles are clearly described and logically and effectively justified for use in ethical decision making. Values and principles are clearly described and logically and effectively justified for use in ethical decision making. The justification demonstrates strong evidence of understanding of the values and principles. Values and principles are clearly described and logically and effectively justified for use in ethical decision making. The justification demonstrates evidence of understanding of the values and principles. Most of the values and principles are clearly described and effectively justified for use in ethical decision making. The justification demonstrates some evidence of understanding of the values and principles. At least three of the values and principles are clearly described, with some attempt made to justify these for use in ethical decision making. The justification demonstrates a base level evidence of understanding of the values and principles. Less than three values and principles are clearly described with little attempt at justification of the use of these values in ethical decision making. The reflection describes the consensus process used, explains the student’s thinking about the process and provides a brief analysis of the consensus learning experience. The reflection eloquently describes the consensus process used, explains the student’s thinking about the process and provides a brief analysis of the consensus learning experience. The reflection clearly describes the consensus process used, explains the student’s thinking about the process. Student attempts some analysis of the consensus learning experience. The reflection describes the consensus process used. Some attempt is made to explain the student’s thinking about the process and/or to provide a brief analysis of the consensus learning experience. The student makes an attempt to describe the consensus process used. Little attempt is made to explain the student’s thinking about the process and/or to provide a brief analysis of the consensus learning experience. Little attempt is made to describe the consensus process used, explain the student’s thoughts about the process or to provide a brief analysis of the consensus learning experience. Professional communication Work contains distinct understandable statements with no errors. There is a sophisticated use of language. Extremely well organised. Content structure facilitates the reader’s understanding. Work contains distinct understandable statements with minimal errors. Answer is well organised. Content structure facilitates the reader’s understanding. Minor spelling, grammar and punctuation errors. Work shows evidence of proofreading. Well-structured with one main idea or argument provided per paragraph arguments/ideas. Some spelling, grammar, and punctuation errors found, but the work is readable and structured. Work may include too many ideas in one paragraph. Significant spelling, grammar, and punctuation errors found making the work difficult to read. Sources of all values and principles identified. Appropriate resources and correct referencing. Used four or more sources. All work has been referenced correctly as per APA (6th edn) requirements. Used two or more sources. All work has been referenced correctly as per APA (6th edn) requirements. Used one or more sources. All work has been referenced within the body of the answer and in the reference list, with some omissions or errors in terms. No additional sources other than the text used. Others’ work is not always acknowledged, and there are a number of errors or non-compliance with the APA (6th edn). No sources identified. There are significant errors in complying with the APA (6th edn). Question 2 Criteria High Distinction Distinction************Pass************monstration of clear understanding of the application of act utilitarianism. Student clearly and eloquently demonstrates a multifaceted and detailed understanding of the application of act utilitarianism. Student clearly demonstrates a detailed understanding of the application of act utilitarianism. Student demonstrates an understanding of act utilitarianism with some minor errors in its application. Student demonstrates some understanding of act utilitarianism with some errors in its application. Student demonstrates a lack of understanding of the application of act utilitarianism Effective identification and explanation of all instances where other ethical theories were used in error. Student clearly and eloquently identifies and provides a detailed explanation of all instances where other ethical theories were used in error. Student clearly identifies and provides an explanation of all instances where other ethical theories were used in error. Student identifies and provides an explanation of most instances where other ethical theories were used in error. Student identifies and provides an explanation of some instances where other ethical theories were used in error. One or no other ethical theories used in error identified. Professional communication. Work contains distinct understandable statements with no errors. There is a sophisticated use of language. Extremely well organised. Content structure facilitates the reader’s understanding. Work contains distinct understandable statements with minimal errors. Answer is well organised. Content structure facilitates the reader’s understanding. Minor spelling, grammar and punctuation errors. Work shows evidence of proofreading. Well-structured with one main idea or argument provided per paragraph arguments/ideas. Some spelling, grammar, and punctuation errors found, but the work is readable and structured. Work may include too many ideas in one paragraph. Significant spelling, grammar, and punctuation errors found making the work difficult to read. Sources of all values and principles identified. Appropriate resources and correct referencing. Used four or more sources. All work has been referenced correctly as per APA (6th edn) requirements. Used two or more sources. All work has been referenced correctly as per APA (6th edn) requirements. Used one or more sources. All work has been referenced within the body of the answer and in the reference list, with some omissions or errors in terms. No additional sources other than the text used. Others’ work is not always acknowledged, and there are a number of errors or non-compliance with the APA (6th edn). No sources identified. There are significant errors in complying with the APA (6th edn). For each question, the following criteria apply: Criterion HD 17-20 DI 15-16 CR 13-14 PS 10-12 0-9 Writing and referencing Use of academic writing that is formal, and cautiously phrased. Work contains distinct, articulate statement with no errors. References used in-text and in the reference list comply with APA standards. All work has been acknowledged appropriately. Use of academic writing that is formal and cautiously phrased. Work contains distinct, articulate statements that have very few errors. References used in-text and in the reference list comply with APA standards, and all work has been acknowledged appropriately. Appropriate academic/professional writing is used. There may be minor spelling, grammatical and/or punctuation errors in the work, but the work shows evidence of proofreading. References in-text and in reference list mostly comply with APA standards. Appropriate academic/professional writing. Some spelling, grammatical and/or punctuation errors found, but the work is readable. Others' work has been acknowledged, although referencing does not always comply with APA standards. Writing is not of academic standard in that it contains spelling, grammatical and/or punctuation errors. It may not use properly-constructed sentences and/or paragraphs. The work of others is not acknowledged appropriately. Comprehensiveness of answer Comprehensive answer that addresses all relevant points in a logical and consistent manner with no flaws. Comprehensive answer that addresses all relevant points in a logical and .consistent manner with few flaws. Detailed answer that addresses all points adequately. There may be a few flaws in logic or descriptions. Answer that addresses most of the relevant points adequately. There may be some flaws in logic and/or descriptions. Question not addressed adequately. Student has failed to discuss relevant points from the prescribed subject materials. Presentation Use a standard 12pt font such as Times New Roman, Calibri or Arial Use at least 1.5 spacing between lines of text Left- justify body text. Number your pages (except the cover page). Include your name and student number in a footer on every page. Requirements APA referencing must be used to acknowledge where you have used others' work