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Week 4 Ethical Dilemma Project – Application of Ethical Theory
Your Name
Course
Instructor
Date
Ethical Dilemma Project –Application of Ethical Theory
The Ethical Dilemma
The key ethical dilemma of the case is _____[fill in the blank] or Should ______ [fill in the blank]
This ethical dilemma can be analyzed using several ethical systems to bring sensitivity and method to the human task of decision making.
Three Ethical Theories
Theory 1 [Replace this heading “Theory 1” with a descriptive title such as “Kantian Ethics” or “Duty-Oriented Ethics” or “Deontological Theory” or something similar].
Explain briefly Kant’s theory of the categorical imperative and then spend most of the text applying his three elements to the case you chose in Week 3. Here is a brief summary of those elements: (1) universal application, that is, binding to every individual; (2) unconditionality, and (3) demanding an action. The lesson from Week 1 includes those three “maxims” of his categorical imperative, so you should review that, along with our textbook, and possibly quote those sources in this part of the paper. You can also consult the Web and DeVry Library databases. Most importantly, show how Kant would interpret the case you chose in Week 3 and what should or should not be done according to principles or rules or duties. Give a deontological interpretation of the case.
Here’s an example. Remember the Discussion topic from Week 2: the harvesting of organs from prisoners in detainment camps in China? Here’s how you might apply Kantian ethics to that real case:
Kant states his universal law formulation as follows: “Act only according to that maxim whereby you can at the same time will that it should become a universal law” (Week 1 Lesson, 2019). Of course, few people would recommend that a universal law should allow pillaging living humans for organs or taking organs without voluntary consent from prisoners, so it is our duty to act in accordance to this principle. Therefore, according to Kant’s categorical imperative, Chinese officials should not harvest organs from prisoners in its detainment camps.
The formula of the end in itself also provides a very practical guide for China’s actions. Kant proposes that rational beings have a value in themselves, so we should treat them as such. In other words, “Act in such a way that you treat humanity, whether in your own person or in the person of another, always at the same time as an end and never simply as a means” (Week 1 Lesson, 2019). Taking a person’s organs without his or her consent is treating that person simply as a means and not as an end, so the action is wrong. As Lesson 1 (2019) stated, “When human beings are treated merely as a means to an end, they have been denied their basic humanity.”
Theory 2 [Replace this heading “Theory 2” with a descriptive title such as “Utilitarianism” or “Consequentialism” or “John Stuart Mill’s Theory” or “The Approaches of Bentham and Mill.”]
Explain briefly the theory and then apply it to the case you chose in Week 3. Here’s an example:
John Stuart Mill’s ethics view is known for its idea of the “Greatest Happiness Principle”: the greatest good for the greatest number (Week 2 Lesson). Mill would condemn the live organ harvesting in China, but he would arrive at his conclusion along a different route than Kant would. To get there, he would start with his “principle of utility” and go on to his ideas about justice. First, Mill’s fundamental principle is “actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure and the absence of pain; by unhappiness pain and the privation of pleasure” (Schefczyk, n.d., para. 1). The Chinese government cannot just claim that performing the transplant will produce the greatest happiness because yes, the recipients of the organs will be happy, but greater unhappiness will result from everyone who fears the government might come and take their organs without their consent. We must take into account the donor’s happiness, as it matters just as much as anyone’s happiness. We must also consider everyone’s need for security, and the fact that harvesting the organs would deprive people of their sense of security. The combination of these two consequences outweighs any good effects from a transplantation of the prisoners’ organs. What this shows is that the consequences of an action do matter. In summary, the harvesting of organs from prisoners in Chinese detainment camps would be wrong in Mill’s view because it violates the principle of utility.
Theory 3 [Replace this heading “Theory 3” with a descriptive title such as “Aristotle’s Ethics” or “Virtue-Based Ethics” or “Virtue Ethics” or something similar, depending upon what ethical theory you want to use.]
Explain briefly the theory and then apply it to the case you chose in Week 3. Follow the pattern you used for Theory 1 and Theory 2 in terms of your analysis.
My Choice
In this section, explain which of the ethical theories or parts of the ethical theories you would choose to solve the ethical problem and give reasons for your choice. Refer to specific ethical principles from the ethicist and provide detailed support. Show your understanding of the ethical dilemma, the ethical theory, and the application of the theory to the real case. Remember to cite all sources you use with in-text citations and full bibliographic entries on the references page.
References
Author’s last name, author’s initials. (year, month day). Title of the article. Publication Name. https://www....
Schefczyk, M. (n.d.). John Stuart Mill: Ethics. Internet Encyclopedia of Philosophy. https://www.iep.utm.edu/mill-eth/
Developed by Amanda Hardman for the Writing Center @ RRCC, 2019 1
Quotation Analysis for Source Use What is quotation analysis? Quotation analysis refers to the process of fully integrating source material into our own writing by (1) signaling to the reader that source material is coming; (2) providing the source material; and (3) interpreting or analyzing the source material to make meaning. Using full quotation analysis ensures that we are balancing source material with our own authorial voices and helping our readers understand how the source material fits into our overall argument.
Process There are three steps to quotation analysis. Step 1: Introduce and provide source material (quotation).
Lamott, for one, calls perfectionism “the voice of the oppressor” (28). Step 2: Explain the quotation in your own words (comprehension).
In its revulsion to making mistakes or offering arguments that don’t ultimately pan out, perfectionism can actually be harmful to the writing process.
Step 3: Respond to the quotation (full integration into your point via explanation).
There is reason to be wary. . . . Its “oppressive” nature chokes out experimentation of both ideas and language that would encourage and even elicit our best ideas in drafting.
Complete Example with MLA Citation Some people take pride in perfectionism, but there is reason to be wary; Lamott, for one, calls perfectionism “the voice of the oppressor” (28). In its revulsion to making mistakes or offering arguments that don’t ultimately pan out, perfectionism can actually be harmful to the writing process. Its “oppressive” nature chokes out experimentation of both ideas and language that would encourage and even elicit our best ideas in drafting.
MLA Works Cited entry:
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. Pantheon Books, 1994.
Developed by Amanda Hardman for the Writing Center @ RRCC, 2019 2
Analyze Process It is important to follow the quotation analysis process and provide credit to your source whether you use a direct quotation, paraphrase, or summary. To practice, use the instructions below to analyze (= break into parts) the examples of quotation analysis that follow. Can you identify all three steps of quotation analysis? If you have trouble, check with a tutor for further support. Step 1: Introduce and provide source material (quotation). [ . . . . ] Step 2: Explain the quotation in your own words (comprehension). ( . . . . ) Step 3: Respond to the quotation (full integration into your point via explanation). 😊😊 . . . . 😊😊 Example with MLA Citation Direct quote: Seth Godin writes that “[p]ersistent people are unable to visualize the idea of light at the end of the tunnel when others can’t see it. At the same time, the smartest people are realistic about not imagining light when there isn’t any” (55). That is, success has a lot to do with accurately reading a situation to determine whether continued efforts will pay off. In the home stretch of a semester, it is tempting to give up, which makes it essential to remember that Week 13 is almost 90% of the way through the journey. The light at the end of the tunnel is in sight. Paraphrase: According to Seth Godin, tenaciousness is about keeping sight of the finish line, even when that end point is not clear to other people; however, it’s also important to be honest with oneself about how close the finish line actually is (55). That is, success has a lot to do with accurately reading a situation to determine whether continued efforts will pay off. In the home stretch of a semester, it is tempting to give up, which makes it essential to remember that Week 13 is almost 90% of the way through the journey. The finish line is in sight. Summary: In The Dip, Seth Godin argues that success is about discerning the right time to quit and the right time to push through an obstacle on the path of achieving a goal. That is, success has a lot to do with accurately reading a situation to determine whether continued efforts will pay off. In the home stretch of a semester, it is tempting to give up, which makes it essential to remember that Week 13 is almost 90% of the way through the journey. The finish line is in sight. Source citation: Godin, Seth. The Dip: A Little Book That Teaches You When to Quit (and When to Stick). Portfolio, 2007.
Challenge for Drafting: Create a citation for one of your sources: Quote and page # (if you paraphrase, you still need to cite the author’s idea): Your quotation analysis example:
- Quotation Analysis for Source Use
- What is quotation analysis?
- Process
- Complete Example with MLA Citation
- Analyze Process
- Example with MLA Citation
- Challenge for Drafting:
TH REE
"As HE HIMSELF PUTS IT" The Art of Quoting
---@r-
A KEY PREMISE of this book is that to launch an effective argument you need to write the arguments of others into your text. One of the best ways to do so is by not only summarizing what "they say," as suggested in Chapter 2, but by quoting their exact words. Quoting someone else's words gives a tremendous amount of credibility to your summary and helps ensure that it is fair and accurate. In a sense, then, quotations function as a kind of proof of evidence, saying to readers: "Look, I'm not just making this up. She makes this claim and here it is in her exact words."
Yet many writers make a host of mistakes when it comes to quoting, not the least of which is the failure to quote enough in the first place, if at all. Some writers quote too little perhaps because they don't want to bother going back to the original text and looking up the author's exact words, or because they think they can reconstruct the author's ideas from mem ory. At the opposite extreme are writers who so overquote that they end up with texts that are short on commentary of their own-maybe because they lack confidence in their ability to comment on the quotations, or because they don't fully under
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The An of Quoting
stand what they've quoted and therefore have trouble explain
ing what the quotations mean. But the main problem with quoting arises when writers
assume that quotations speak for themselves. Because the meaning of a quotation is obvious to them, many writers assume that this meaning will also be obvious to their readers, when often it is not. Writers who make this mistake think that their job is done when they've chosen a quotation and inserted it into their text. They draft an essay, slap in a few quotations,
and whammo, they're done. Such writers fail to see that quoting means more than sim
ply enclosing what "they say" in quotation marks. In a way, quotations are orphans: words that have been taken from their original contexts and that need to be integrated into their new textual surroundings. This chapter offers two key ways to pro duce this sort of integration: (1) by choosing quotations wisely, with an eye to how well they support a particular part of your
text, and (2) by surrounding every major quotation with a frame explaining whose words they are, what the quotation means, and how the quotation relates to your own text. The point we want to emphasize is that quoting what "they say" must always
be connected with what you say.
QUOTE RELEVANT PASSAGES
Before you can select appropriate quotations, you need to have a sense of what you want to do with them-that is, how they
will support your text at the particular point where you insert them. Be careful not to select quotations just for the sake of demonstrating that you've read the author's work; you need to
make sure they support your own argument.
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T H 1< f. E "As HE HIMSELF PUTS IT"
However, finding relevant quotations is not always easy. In fact, sometimes quotations that were initially relevant to your
argument, or to a key point in it, become less so as your text changes during the process of writing and revising. Given the evolving and messy nature of writing, you may sometimes think
that you've found the perfect quotation to support your argu ment, only to discover later on, as your text develops, that your
focus has changed and the quotation no longer works. It can be somewhat misleading, then, to speak of finding your thesis and finding relevant quotations as two separate steps, one coming after the other. When you're deeply engaged in the writing and
revising process, there is usually a great deal of back-and-forth between your argument and any quotations you select.
FRAME EVERY QUOTATION
Finding relevant quotations is only part of your job; you also
need to present them in a way that makes their relevance and meaning clear to your readers. Since quotations do not speak for themselves, you need to build a frame around them in which you do that speaking for them.
Quotations that are inserted into a text without such a frame are sometimes called "dangling" quotations for the way they're left dangling without any explanation. One fonner graduate teaching assistant we worked with, Steve Benton, calls these "hit-and-run" quotations, likening them to car accidents in
which the driver speeds away and avoids taking responsibil ity for the dent in your fender or the smashed tai llights, as in Figure 4.
On the following page is a typical hit-and-run quotation by a writer responding to an essay by the feminist philoso
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The An of Quoting
DO~'T 8E AHIT-AND-RUN QUOTER.
If.:
~ ~ ';.~~ ~ \''i\> ~~~-'~:?~~ ~
GG FIC;URE 4
pher Susan Bordo, who laments that media pressures on young women to diet are spreading to previously isolated regions of
the world like the Fiji islands.
Susan Bordo writes about women and dieting. "Fiji is juSt one exam
ple. Until television was introduced in 1995, the islands had no
reported cases of eating disorders. In 1998, three years after pro
grams from the United States and Britain began broadcasting there,
62 percent of the girls surveyed reponed dieting."
I think Bordo is right. Another point Bordo makes is that....
Since this writer fails to introduce the quotation adequately or explain why he finds it worth quoting, readers will have a hard
time reconstructing what Bordo argued. Besides neglecting to say who Bordo is or even that the quoted words are hers, the
writer does not explain how her words connect with anything he is saying or even what she says that he thinks is !,O "right." He simply abandons the quotation in his haste to zoom on to another point.
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1 " 11 I "As HE HIMSELF PUTS IT"
To adequately frame a quotation, you need to insert it into
what we like to call a "quotat io n sandwich," with the state
ment introducing it serving as the top slice o f bread and the
explanation following it serv ing as the bo tto m slice. The intro
ductory or lead-in claims should explain who is speaking a nd
set up what the quo tation says; the fo llow-up statements sho uld
explain why you conside r the quotation to be important and what you take it to say.
TEMPLATES FOR INTRODUCING QUOTATIONS
• X states, "not all s terOid s. s.h91,Jld Q~ b~ nnecj frQm .spQrts."
• As the prominent philosopher X puts it, U
• According to X, U
• X himself writes, "
• I n her book, , X maintains that"
• Writing in the Journal Commentary, X complains that "
• In X's view, "
• X ag rees when she writes, "
• X disagrees when he writes, "
• X complicates matters further when -s he writes, "
TEMPLATES FOR EXPLAINING QUOTATIONS
The o ne piece o f advice about quo ting that o ur students say
they find most helpful is to get in the habit of follOWing every
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The Art of Quoting
majo r quotation by explaining what it means, USing a template
like one of the ones below.
• BaSically, X is wa rning that. the proposed solution wi ll on ly make
th~. J?rQblem worse.
• In other word s, X believes
• In making this comment , X urges us to
• X is co rrobora ting the age-old adage th at
• X's point is that ____.
• The essence of X's argument is th at
When offering such explanatio ns, it is impo rtant to use lan
guage that accurately reflects the sp irit of the quoted passage.
It is quite serviceable to write "Bordo states" o r "asserts" in
introducing the quotation about Fiji. But given the fact See pp. 39-40
tha t Bordo is clearly a larmed by the ex te nsio n of the for a list of
media's reach to Fij i, it is far more accura te to use lan- action verb~ "B did I " for summanz· guage t 1a t I reflects her a Iarm: o r 0 is a anne t 1at . h
" . d ' b db" " I '" mg w ato r [s [stur e y or comp all1s. others say.
Consider, for example, how the ea rlier passage o n
Bordo might be revised using some o f these moves.
The feminist philosopher Susan Bordo deplores Western media's
obsession with female thinness and dieting. Her basic complaint is
that increasing numbers of women across the globe are being led
[0 see themsel ves as fat and in need of a diet. Ci ting the islands of
Fiji as a case in point, Bordo notes that "until television was intro
duced in 1995, the islands had no reported cases of eat ing disor
ders. In 1998, three years after programs from the United States
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-H ' "As HE HIMSELF PUTS IT"
and Britain began broadcasting there, 62 percent of the girls sur
veyed reported dieting" (149-50). Bordo's poim is that the West
ern cult of dieting is spreading even to remote places across the
globe. Ultimately, Bordo complains, the culture of dieting will find
you, regardless of where you live.
Bordo's observations ring true to me because, now that I think
about it, most women I know, regardless of where they are from,
are seriously unhappy with their weight. . ..
This framing of the quotation not only better integrates Bordo's words into the writer's text, but also serves to demonstrate the writer's interpretation of what Bordo is saying. While "the fem inist philosopher" and "Bordo notes" provide information that readers need to know, the sentences that follow the quotation build a bridge between Bordo's words and those of the writer.
The reference to 62 percent of Fijian girls dieting is no longer an inert statistic (as it was in the flawed passage presented earlier) but a quantitative example of how "the Western cult of dieting is spreading ... across the globe." Just as impor tant, these sentences explain what Bordo is saying in the writer's own words-and thereby make clear that the quota tion is being used purposefully to set up the writer's own argu
ment and has not been stuck in just for padding the essay or the works-cited list.
BLEND THE AUTHOR'S WORDS
.WITH YOUR OWN
The above framing material also works well because it accu rately represents Bordo's words while giving those words the writer's own spin. Notice how the passage refers several times
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The Art of Quoting
to the key concept of dieting, and how it echoes Bordo's ref erences to "television" and to U.S. and British "broadcasting" by referring to "culture," which is further specified as "West ern." Instead of simply repeating Bordo word for word, the follow-up sentences echo just enough of her language while still moving the discussion in the writer's own direction. In effect, the framing creates a kind of hybrid mix of Bordo's words and
those of the writer.
CAN You OVERANALYZE A QUOTATION?
But is it possible to overexplain a quotation? And how do you know when you've explained a quotation thoroughly enough? After all, not all quotations require the same amount of explanatory framing, and there are no hard-and-fast rules for knowing how much explanation any quotation needs. As a gen eral rule, the most explanatory framing is needed for quotations that may be hard for readers to process: quotations that are long and complex, that are filled with details or jargon, or that con
tain hidden complexities. And yet, though the particular situation usually dictates when
and how much to explain a quotation, we will still offer one piece of advice: when in doubt, go for it. It is better to risk being overly explicit about what you take a quotation to mean than to leave the quotation dangling and your readers in doubt. Indeed, we encourage you to provide such explanatory framing even when writing to an audience that you know to be familiar with the author being quoted and able to interpret your quotations on their own. Even in such cases, readers need to see how you interpret the quotation, since words--especially those of controversial fig ures--can be interpreted in various ways and used to support dif
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1-1 f? r "As HE HIMSELF PUTS IT"
ferent, sometimes opposing, agendas. Your readers need to see
what you make of the material you've quoted, if only to be sure that your reading of the material and theirs is on the same page.
How NOT TO INTRODUCE QUOTATIONS
We want to conclude this chapter by surveying some ways not to introduce quotations. Although some writers do so, you
should not introduce quotations by saying something like "Orwell asserts an idea that" or "A quote by Shakespeare says." Introductory phrases like these are both redundant and mis leading. In the first example, you could write either "Orwell
asserts that" or "Orwell's assertion is that," rather than redun
dantly combining the two. The second example misleads read ers, since it is the writer who is doing the quoting, not Shakespeare (as "a quote by Shakespeare" implies).
The templates in this book will help you avoid such mis takes. Once you have mastered templates like "as X puts it," or "in X's own words," you probably won't even have to think
about them-and will be free to focus on the challenging ideas that templates help you frame.
Exercises
1. Find a published piece of writing that quotes something that "they say." How has the writer integrated the quotation into his or her own text? How has he or she introduced the quo tation, and what, if anything, has the writer said to explain
it and tie it to his or her own text? Based on what you've read in this chapter, are there any changes you would suggest?
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The Art of Quoting
2. Look at something you have written for one of your classes. Have you quoted any sources] If so, how have you integrated
the quotation into your own text? How have you introduced it? Explained what it means? Indicated how it relates to your text? If you haven't done all these things, revise your text
to do so, perhaps using the Templates for Introducing Quo tations (p. 46) and Explaining Quotations (pp. 46-47) . If you've not written anything with quotations, try revising some academic text you've written to do so.
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1 Vii r . "HER POINT Is"
had equated "patriotism with shopping. Maxing out you r credit
cards at the mall wasn't se lf indulgence, it was a way to get
back at Osama bin Laden." S loan's summary leaves no doubt
where he stands-he considers Bush's proposal ridiculous, or at least too simple.
USE SIGNAL VERBS THAT FIT THE ACTION
In introducing summaries, try to avoid bland formulas like "she
says," or "they believe." Though language like this is sometimes
serviceable enough, it often fa ils to reflect accurately what's been sa id . In some cases, "he says" may even drain the passion Out of
the ideas you're summarizing.
We suspect that the habit of ignoring the action in what we
summarize stems from the mistaken belief we mentioned ear
lier that writing is about playing it safe and not making waves,
a matter of piling up truths and bits of knowledge rather than
a dynamic process of doing things to and with other people. People who wouldn't hesitate to say "X totally misrepresented," "attacked," or "loved" something when chatting with friends
will in their writing often opt for far tamer and even less accu rate phrases like "X sa id ."
But the authors you summarize at the college leve l se ldom simply "say" or "discuss" things; they "urge," "emphas ize," and
"complain about" them. David Zinczenko, for example ,
doesn't just say that fast-food companies con tribute to obesity; he complairu or protests that they do; he challenges, chastises, and indicts those companies. The Declaration of Independence doesn't just talk about the treatment of the colonies by the British; it prOtests agairut it. To do justice to the authors you
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The An of Summarizing
cite, we recommend that when summarizing---or when intro
ducing a quotation- you use vivid and precise signal verbs as often as possible. Though "he says" or "she be lieves" wi ll some
times be the most appropriate language for the occasion, your
text will often be more accurate and lively if you tailo r your
verbs to sllit the precise actions you're describing.
TEMPLATES FOR INTRODUCING
SUMMARIES AND QUOTATIONS
• She advocates a radi,ca l revisi.on of th,e juvenile j!)stice system.
• They celebrate the fact that
• , he admits.
VERBS FOR INTRODUCING
SUMMARIES AND QUOTATIONS
VERBS FOR MAKING A CLAIM
argue insist
assert observe
believe remind us
claim report
emphasize suggest
VERBS FOR EXPRESSING AGREEMENT
acknowledge endorse
admire extol
agree praise
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r v,,' 0 "HER POINT Is"
VERBS FOR EXPRESSING AGREEMENT
celebrate the fact that reaffirm corroborate support do not deny verify
VERBS FOR QUESTIONING OR DISAGREEING
complain qualify complicate question contend refute contradict reject deny renounce
deplore the tendency to repudiate
VERBS FOR MAKING RECOM M EN DATIONS
advocate implore call for plead demand recommend encourage urge exhort warn
Exercises
1. To get a feel for Peter Elbow's "believing game," write a sum mary of some belief that you strongly disagree with. Then write a summary of the position that you actually hold on
this topic. Give both summaries to a classmate or two, and
see if they can tell which position you endorse. If you've suc ceeded, they won't be able to tell.
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The Art of Summarizing
2. Write two different summaries of David Zinczenko's "Don't
Blame the Eater" (pp. 195- 97). Write the first one for an essay arguing that, contrary to what Zinczenko claims, there
are inexpensive and convenient alternatives to fast-food
restaurants , Write the second for an essay that questions
whether being overweight is a genuine medical problem
rather than a problem of cultural stereotypes. Compare your
two summaries: though they are about the same article, they
should look very different.
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Week 3 Ethical Dilemma Project – Case Study
Your Name
Course
Instructor
Due Date
PLEASE DELETE THIS PAGE
AFTER READING IT!
APA Paper Requirements
1. Use Times New Roman 12-point font.
2. Double-space the entire paper with no extra spacing between paragraphs.
3. All margins are 1 in.
4. Indent all paragraphs.
5. Citations should be in APA style (author or source, date, p. or para. number).
6. Do not use hyperlinks (URLs) for in-text citations or as a reference citation. The full bibliographic entry of author, date, title, publication information, and retrieval information (Retrieved from URL) is required for the references page.
7. A References page is required, and it should be double spaced with hanging indentation of the citations. The word References should be centered at the top.
8. Directions : Write one double-spaced page .
Background of the Real Case : State the background of the case including its context, its origin, and any other important details. Summarize briefly what happened (the facts—who, what, when, where, why, how) [Note: If you choose a case from your personal experience, you may change the names to maintain confidentiality.] What is the history of the problem? Who is involved? Is there any missing information? This narrative section should be no more than one double-spaced page. On the next page is an example.
Ethical Dilemma Project –Case Study
Directions : Fill in the blanks.
1. The ethical dilemma I selected from the list of topics is unconscious bias in the workplace/discrimination.
2. The case I selected is an event that happened at Starbucks in Philadelphia, PA.
Background of the Real Case
In Philadelphia, two men were waiting in a Starbucks on a Thursday in April 2018. They did not buy anything, and the store manager asked them to leave, but they refused, explaining that they were waiting to meet their friend. Because the men refused to leave, a Starbucks employee called the police who came and arrested the two men (Melamed, 2018).
A female customer recorded the arrest on her cell phone. She posted her video, and it went viral. People who witnessed the arrest labeled the manager’s act as discriminatory and racist since the two men who were arrested were black. By the following Monday, the manager no longer worked at the store.
The CEO of Starbucks, Kevin Johnson, responded to the incident, stating, “The video shot by customers is very hard to watch and the actions in it are not representative of our Starbucks Mission and Values. Creating an environment that is both safe and welcoming for everyone is paramount for every store. Regretfully, our practices and training led to a bad outcome—the basis for the call to the Philadelphia police department was wrong” (Johnson, 2018, para. 5).
In his apology, Johnson outlined the steps he and Starbucks would undertake. He acknowledged that the customers were hurt by the arrests, and he said that Starbucks employees needed more training. Johnson also went to Philadelphia and met with the two men face to face to involve them in dialogue on what Starbucks needed to do differently (Mark, 2018).
The week following the arrests, Starbucks announced it would temporarily close 8,000 stores to conduct unconscious bias training, which they did on May 29, 2018 (Chappell, 2018, para. 1). A month after the arrests, Starbucks released a new “Use of Third Place Policy,” which stated that anyone can use Starbucks and its facilities without making a purchase; it also explained what managers should do if a customer becomes disruptive (Starbucks, 2019). Additionally, it reinforced Starbucks’ mission “to inspire and nurture the human spirit – one person, one cup and one neighborhood at a time” (Starbucks, 2019, para. 1).
References
Chappell, B. (2018, May 29). Starbucks closes more than 8,000 stores today for racial bias training. NPR. https://www.npr.org/sections/thetwo-way/2018/05/29/615119351/starbucks-closes-more-than-8-000-stores-today-for-racial-bias-training
Johnson, K. (2018, April 14). Starbucks CEO: Reprehensible outcome in Philadelphia incident. https://stories.starbucks.com/press/2018/starbucks-ceo-reprehensible-outcome-in-philadelphia-incident/
Mark, M. (2018, April 15). Starbucks CEO apologizes to the 2 black men arrested in a Philadelphia store, says he wants to meet with them ‘face to face.’ Business Insider. https://www.businessinsider.com/starbucks-ceo-apology-black-men-arrested-viral-video-2018-4
Melamed, S. (2018, April 16). Starbucks arrests in Philadelphia: CEO Kevin Johnson promises unconscious-bias training for managers. The Philadelphia Inquirer. https://www.inquirer.com/philly/news/pennsylvania/philadelphia/starbucks-ceo-kevin-johnson-philadelphia-arrests-black-men-20180416.html
Starbucks. (2019). Starbucks principles for upholding the Third Place: For our partners, our customers and our communities. https://www.starbucks.com/responsibility/learn-more/policies/third-place
Starbucks. (2019). Our mission. https://www.starbucks.com/about-us/company-information/mission-statement

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