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<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Applied+Ethics%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics&t=Applied+Ethics"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Applied Ethics&body=Applied EthicsApplied Ethics is one of the PPS themes so belongs very much in the company of Personal Development, Effective Communication, Thinking Processes and Intercultural Understanding. 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However ethics pervade every...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Applied Ethics</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Personal and Professional Skills " href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Applied Ethics</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967909" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/scale-6470584_640.jpg" /><div class="content" readonly="true"><h3 class="heading" style="">Applied Ethics</h3><p class="text">Applied Ethics is one of the PPS themes so belongs very much in the company of Personal Development, Effective Communication, Thinking Processes and Intercultural Understanding. However ethics pervade every aspect of the course and can be tricky to get to grips with for both teacher and student so it also needs its own section. You will find here discussions and debates on topical issues as well as popular career-related studies areas on further pages.</p></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Applied Ethics and ATL</p></div></div><div class="panel-body"><div><p><meta charset="utf-8">Many PPS courses rightly include regular ethical debates to promote understanding of Applied Ethics. However, it is wise to look to the <strong>ATL area of Social Skills </strong>for further inspiration as to why you are doing this and which skills you are actively promoting. This range of ATL skills promotes the self-awareness of the student and how they relate to the world around them; in short, enabling them to conduct their life in an ethically fair way. This is really well illustrated when you consider just a few examples such as: practising empathy, helping others to succeed, taking responsibility, making fair decisions, listen actively and advocate for others' rights. Furthermore, carrying out work with academic integrity and learning how to do this with key <strong>Research Skills</strong> such as the effective collection, record and verification of data and the ethical use of information, demonstrates further how ethical behaviour is both a personal and professional skill to hone. This is further reinforced with Thinking Skills such as being able to be open-minded in response to multiple perspectives, recognise implicit bias and demonstrate flexible thinking strategies.</p>So this area of PPS is fascinating as you are dealing with two distinct entities: the drawing out and reflecting upon the students pre-existing intrinsic understanding of ethics as well as the introducing new ideas and frameworks to help them develop the potential to be active, sensitive critical thinking in personal and professional settings. The same can be said for all the themes as we are dealing with in a<strong> constructivist educational setting</strong>; however Applied Ethics can feel for students the most difficult and complex to navigate, especially dealing with the notion that an ethical dilemma does not have an obvious solution or one correct course of action. Undoubtedly, the wider the range of ethical issues, dimensions and dilemmas students can discuss, the more they can apply ethical thinking, realise ethical implications and feel at ease with their own ethical choices as an open-minded and caring global citizen.</div></div></div><div><div><div><div class="panel panel-has-footer panel-has-planner" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Lesson Plans: Social media use and the workplace</p></div></div><div class="panel-body"><div><div><div class="panel panel-has-planner" style="box-shadow: rgba(34, 0, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(103, 7, 124);"><div class="panel-heading" style="background-color: rgb(103, 7, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><span style="color:#FFFFFF;">Learning Outcomes</span></p></div></div><div class="panel-body" style="padding: 5px 15px;"><div class="row-fluid"><div class="span6"><div><p> In order to place the focus clearly on <a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /><strong> </strong></a><strong> LO5</strong>: <strong>Recognise and consider the ethics of choices and actions in real world situations, </strong>this lesson aims utilises the other learning outcomes - identifying own strengths, applying thinking processes to personal and professional situations, recognising cultural sensitivity, working collaboratively and communicating effectively. </p></div></div><div class="span6"><div><div><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> <strong>LO1:</strong> Identify their own strengths and areas for growth<br /><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO2: </strong>Demonstrate the ability to apply thinking processes to personal and professional situations</div><div><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /></a> <strong>LO3: </strong>Recognize and be able to articulate the value of cultural understanding and appreciation for diversity</div><p><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO4: </strong>Demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively<br /><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO5: </strong>Recognise and consider the ethics of choices and actions </p></div></div></div></div><div class="panel-footer" style="background-color: rgb(249, 245, 250);"><div></div></div></div><h5>Exploring Scenarios and Courses of Action</h5><div><strong>Aim: </strong>Analyse a scenario that contains a realistic workplace ethical dilemma to explore the correct courses of action and the factors that influence workplace ethical behaviour</div><div><div class="yellowBg"><h6>'Ethical dilemmas surround everyday life. Whilst most people do not have to deal with big moral dilemmas day-to-day, they are still likely to face an ethical dilemmas at some point in their career. In a 2018 survey in eight European countries, the Institute of Business Ethics found that nearly one in three employees has witnessed or been aware of misconduct at work, and 16% of respondents felt that they had been pressured to compromose their organisation's ethical standards'.</h6><p>Bryony Clear Hill, Identifying Ethical Dilemmas in the Workplace, Financial Management Magazine, www.fm-magazine.com, 31st March 2020</p></div></div><h5> <a href="Browse server to select file" target="_blank" title="Case studies"><img src="img/materials/case-studies-24.png" style="vertical-align:middle;" /></a> Scenario 1: Social media use and the workplace</h5><p>Use the presentation below to encourage students to consider different workplace scenarios. In the additional notes below are prompts students can be given to widen their discussion. </p><p>Scenario 1 is inspired and adapted from by Bryony Clear Hill https://www.fm-magazine.com/news/2020/jul/cima-ethics-social-media-posts.html</p><div><div><div class="pinkBg"><h5>Scenario 1: Social media use and the workplace</h5><p>Someone who used to work at your company, but lost their job last year, has tweeted what a terrible workplace your company is to work for and can anyone confirm that they are in financial problems. You have been working there for five years and are not particularly happy; you feel singled out by your line manager for unfair treatment and criticism and have now heard you might be made redundant. You know a lot about the company's financial situation and are tempted to send a frank reply as you think it will make the company listen to how their employees feel. There could also be benefits to others hearing what sort of company they might be interested in working for in the future. Would you send a reply?</p></div></div><h5><img src="img/materials/visual-journal-24.png" style="vertical-align:middle;" /> Reflection: In your journal (physical or digital), write/draw/film a 5 point advice piece to a friend on how they should manage social media use in regards to personal and professional settings. </h5><h4><a href="Browse server to select file" target="_blank" title="Presentations"><img class="ico" src="img/materials/ppt-24.png" style="vertical-align: middle" /> </a>Lesson slides for Scenario activity and Code of Conduct plenary</h4><h4><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/ethical-dilemma-scenarios-for-pps.pdf" width="100%"></iframe></h4><h5><a href="Browse server to select file" target="_blank" title="Teacher notes"><img src="img/materials/teacher-notes-24.png" style="vertical-align:middle;" /> </a>Activity Teacher notes: guidance and prompts</h5><section class="tib-hiddenbox"><div><section><p><strong>Scenario 1: </strong>The Scenario is kept general here with a common workplace issue but it can be made more specific for different professions; you may be dictated here by your students' career-related subject choices.</p><p><strong>Activator: It is important to keep the ethical dilemma clear here. The dilemma is whether to reply to the tweet or not. </strong><br />Some students might find this a close-and-shut case that of course the tweet should not be replied to. However, this is quite a sensible scenario to discuss as the finer nuances of managing personal social media behaviour whilst maintaining a professional reputation is an issue that is regularly the source of news stories - especially when a high profile person slips up.</p><p>The key here is less about the right course of action directly but about the factors that need to be considered before acting. After the first questions in the powerpoint are further prompt words that students might consider. Questions you might ask too:<br />What <strong>obligations</strong> might you have to your workplace?<br />How do you know your obligations?<br />What role might <strong>confidentiality </strong>play in your contract?<br />Who would see your reply?<br />What if your work has a <strong>social media policy</strong>?<br />What might be the <strong>implications for your current employer</strong> if you post?<br />What might be the<strong> implications for future employers </strong>if you post?<br />What might replying say about your profession more widely?<br />Would 'liking' the post be better?</p><p><strong>Development: Employing empathy - Put yourself in someone else's shoes </strong><br />Here students are asked to consider all the stakeholders in this scenario and by considering what their priorities, obligations, preferences and course of action, they should come at least a sense that there are other people to consider in any ethical dilemma; the reason why there is not an obvious solution is because there are a variety of people invested in the outcome of this scenario. You can allocate a different stakeholder to each pair and ask them to develop their response to the question on the slides. As an extension you can create a role play scenario between employer and employee on any part of this scenario the students find particularly interesting - eg. the relationship between the employee and line manager, being called in to explain response to tweet, replying to tweet in a positive way ...<br />Key stakeholders they can consider: the tweeter, the employee, the line manager, the CEO, rival companies ...</p><p><strong>Transfer:</strong> Here is an opportunity for some creative thinking...Students can discuss their final decision for this scenario involving social media use and the workplace. Can they think of a similar scenario which might have a similar outcome? Can they think of a similar scenario which might have a different outcome? Students can write new scenarios and present to their peers. Encourage students to ask questions and consider the importance of the questions they are asking. A reminder that it is less about the scenario itself but that they ask the appropriate questions to guide them to a solution.</p><p><strong>Reflection: </strong>With any reflection, there is an opportunity for students to explore different formats - something that will come in useful for the reflective project later on in the course as they will feel more confident possibly choosing an Option 2 additional format.</p></section></div></section></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 248);"><div><em>Excerpted and edited from article </em>https://ideas.ted.com/prejudiced-thoughts-run-through-all-our-minds-the-key-is-what-we-do-with-them/ from A Liberated Mind: How to Pivot Towards What Matters<em> by Steven C. Hayes.</em></div></div></div><div><div><div><div class="panel panel-has-footer" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><span style="color:#F0FFFF;">Developing Applied Ethics with Students</span></p></div></div><div class="panel-body"><h4><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a>Finding our starting point</h4><div class="greenBg"><div>'<strong>We tend to think of prejudice as something that other people, particularly bad people, have in their hearts and minds' but actually 'negative stereotypes pervade people's lives... </strong>Even if you hate them — or are the victim of them — they are in your cognitive network'. </div><div style="text-align: right;">Steven Hayes, August 2020</div></div><div><p>Identifying personal bias and assumptions in ourselves is crucial before we can identify those in others. The exercise here uses an interesting article by <strong>Steven Hayes </strong>as a starting point for students which will help them to recognise and disarm their prejudices. Please note that this is NOT an exercise about sharing personal bias and prejudice as this can be a difficult and delicate territory to get into in your lesson. No - it is an exercise in regognising an innate human tendency and ability to hold prejudices and that it is the way we respond to these prejudices that is so important<br /> </p><div class="yellowBg"><p><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> Highlight the key points in this passage that you find most interesting. </a></p><p><strong>Activity: </strong>Skim reading and synthesising ideas with others/considering multiple perspectives<strong>. </strong></p><p><strong>Highlight the following excerpt from an article by Steven Hayes about recognising and disarming your own prejudice and bias. Colour code your response with different colours for interested/questioning/disagree.<br /><br />Discussion point: What do you think of Hayes’ three steps of ‘Own your bias– Connect with others’ perspectives – Commit to change’</strong></p></div><p><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Teacher's copy of Activity and further notes.</a></p><section class="tib-hiddenbox"><p>The following activity is highlighted for possible talking points to expand upon with students. This is not necessarily a lesson in sharing personal bias and prejudice which is difficult to carry out with all parties feeling safe and secure. It is more about the nature of cognitive processes and an innate trait of what it is to be human - that we all have bias and prejudices and it is our response to these in the form of 'owning - connecting - challenging' that is the focus here.</p><p><strong>Activity: </strong>Skim reading and synthesising ideas with others/considering multiple perspectives<strong>. </strong></p><p><strong>Highlight the following excerpt from an article by Steven Hayes about recognising and disarming your own prejudice and bias. Colour code your response with different colours for interested/questioning/disagree.<br /><br />Discussion point: What do you think of Hayes’ three steps of ‘Own your bias– Connect with others’ perspectives – Commit to change’</strong></p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:601px;"><p><strong>Here are 3 steps that you can take to start recognizing and disarming your own prejudice:</strong></p><p><strong>1. Own your bias</strong></p><p>Observe any tendencies to judge others or yourself or to enact bias based on privilege. Bring as much self-compassion and emotional openness to that awareness as you can. When do you notice prejudicial thoughts or biased actions popping up? Let go of any tendency to buy into your judgement or make them more important by avoiding them or criticizing yourself for hosting them. These are thoughts, feelings, and invisible habits, and they are yours. You are responsible, but you are not to blame. Just note their existence and increase your awareness of the negative cultural programming that we all carry.</p><p><strong>2. Connect with other people’s perspective</strong></p><p>Deliberately take the perspective of those whom your mind judges, feeling what it’s like to be subjected to stigma and bias, sometimes without conscious awareness by the person doing harm. Don’t run from the pain of seeing those costs, or allow it to slip into guilt or shame. The goal is connection and ownership. Allow the pain of being judged or being hurt to penetrate you. As you do, bring your awareness to how causing anyone that kind of pain goes against your values.</p><p><strong>3. Commit to change </strong></p><p>Channel the discomfort of ownership and the pain of connection into a motivation to act. Commit to <a href="https://ideas.ted.com/want-to-do-more-to-fight-racism-ted-speakers-suggest-how-you-can-educate-advocate-and-donate/" target="_blank">concrete steps that you can take</a> to reduce the effect of prejudice and stigma on others. This could mean learning to listen more; speaking out when another person makes light of prejudice; stepping back so others can step forward; joining an advocacy group; getting to know people who belong to groups that your mind judges. Taking these actions is not meant to erase what you are carrying and experiencing but to channel those feelings toward expressing compassion. You can practice these steps regularly. As you begin to loosen the grip of your implicit biases, you’ll find that your enjoyment of being with people of all kinds increases, no matter how different they may have once seemed to you. The sad fact is if we’re not helping solve the problem of prejudice, we are helping to perpetuate it. And if we don’t learn to acknowledge our privilege or catch the subtly prejudicial thoughts that go through our minds, we are supporting bias — and potentially passing it on. It’s hard to admit to ourselves that we’ve been complicit, and it’s hard to diminish the impact of bias. But with work, we can do it.</p></td></tr></tbody></table></section></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 248);"><div><em>Excerpted and edited from article </em>https://ideas.ted.com/prejudiced-thoughts-run-through-all-our-minds-the-key-is-what-we-do-with-them/ from A Liberated Mind: How to Pivot Towards What Matters<em> by Steven C. Hayes.</em></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><strong><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a> </strong><div><p><span style="color:#FFFFFF;"><strong>Applied Ethics and The IBCP</strong></span></p></div><strong> </strong></div><div class="panel-body" style=""><div><div><div><h5><strong><a href="Browse server to select file" target="_blank" title="Visual Journal"><img src="img/materials/visual-journal-24.png" style="vertical-align:middle;" /> </a>Applied Ethics transferred to different contexts.</strong></h5><p><strong>Using the reflection journal, start exploring the ethical significance of the subjects students are studying - both career-related and IB subjects. Use this visible thinking routine adapted from Harvard Project Zero's 'Values -Identities-Actions'<br /><strong>Take a close look at all the subjects your take – career-related, IB and core subjects. Make lots of observations, prompted by the questions. What do you notice? </strong><br />You are encouraged here to take a specific example here of a text/piece of art/case study/topic you have studied as you may find taking the whole subject far too broad.</strong></p><div class="greyBg"><p><strong><strong>VALUES:</strong> What values does your subject invite you to think about?<br /> (Values are kinds of things that people value – fairness, justice, safety, respect, traditions, a nation or group a person belongs to, creativity...)<br /><em>Dig a little deeper …</em><br />Are they your values? Others’ values? Whose? Does the work affirm or challenge or raise puzzles about these values?</strong></p><p><strong><strong>IDENTITIES:</strong> Who does your subject* speak about?<br />Who do you think it is speaking to? (Not necessarily the same people!)<br /><em>Dig a little deeper …</em><br />Is anyone left out of the story* that should be in it?<br />Do you fit in or not so much for this story? Why?<br /><br /><strong>ACTIONS:</strong> What actions might this subject* encourage? (Actions could include doing something concrete, refraining from doing something, just learning more, etc.)<br /><em>Dig a little deeper …</em><br />Whose actions – yours, others, what others? Why?</strong></p><p><strong><strong>Last step: Look back at the subject* now. Do you get any ideas that might add to your own independent understanding of Values, Identities, or Actions?</strong></strong></p><p><strong>*text/piece of art/case study/topic</strong></p></div><h5><strong><img class="ico" src="img/materials/exercise-24.png" style="vertical-align: middle" /> Student worksheet for Values-Identities-Actions thinking routine</strong></h5><h5><strong><a href="Browse server to select file" target="_blank" title="Teacher notes"><img src="img/materials/teacher-notes-24.png" style="vertical-align:middle;" /></a> Continual Reflection - ways of using this exercise</strong></h5><div class="box"><ul><li><p><strong>It may be early in the course for students to be doing this so they may be making initial observations and you might want to focus on one aspect or one question</strong></p></li><li><p><strong>This can be introduced at the end of the first term so they have more understanding of their course.</strong></p></li><li><p><strong>This exercise can be returned to over a longer period of time, culminating with a presentation of individual subjects from an ethical perspective - both generally and in specific detail with clear examples.</strong></p></li><li><p><strong>Students can create a photo essay of the ethical significance of their subjects, adding to their commentary as their understanding grows.</strong></p></li><li><strong>Create a gallery of students ideas to display. This can help prepare students for an open evening where they are introducing new students to the IBCP or add to the school's environment to articulate to students lower down the school about specific aspects of the IBCP</strong></li></ul></div></div></div></div></div></div></div></div></div></div></div></div></div></div><div><div><div><div class="panel panel-has-footer" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-heading" style="background-color: rgb(193, 0, 75);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><span style="color:#FFFFFF;">Quick idea, plenaries and reflections</span></p></div></div><div class="panel-body"><div><h4><strong>What is a code of conduct?</strong></h4><p><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a><strong>Consider the key points below from a piece on how to create Codes of Conduct which is about designing Codes of Conduct in an American business climate.</strong></p><div class="greyBg"><div bluebg="" class=">
<p> </p>
<div class="><p><strong>1. Public companies are legally mandated to have a code of conduct<br />2. Every organisation should have a code of conduct.<br />3. A good code of conduct 'clarifies an organisation's mission, values and principles' and links them with standards of professional conduct.<br />4. This clarification articulates how it wants its employees to behave and creates a 'benchmark' for how both individual and organisational performance can be measured.<br />5. A code of conduct can also provide a guide for employees to help with day to day decision making such as ethical dilemmas and how to deal with them.<br />6. Externally, a Code of Conduct may clearly shows how individuals and leaders of public companies are implementing codes of required legislation<br />7. Externally a Code of Conduct acts as a marketing tool as it is a public statement of what the company stands for.<br />8. A Code of Conduct can reduce the risk for external fines for ethical misconduct as it is a statement of 'good faith' that the right ethical standards were attempted to be adhered by</strong></p><p><strong>Source: www.ethics.org/resources/free-toolkit/code-of-conduct/</strong></p></div></div><p><strong> <a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Make some initial research into the codes of companies of massive companies that likely influence your everyday technological life. Consider companies such as Microsoft, IBM and Google.</strong></p><div class="blueBg"><p><strong><strong>Key questions to reflect upon: </strong><br />What evidence can you find of the 8 points above?<br />Does your research show that there is a clarification of the 'organisation's mission, values and principles' and linking to professional conduct?<br />Are there clear standards of behaviour?<br />Does it provide guidance for employess on how to make day to day decision making?</strong></p></div><p><strong><a href="Browse server to select file" target="_blank" title="Discussion"><img src="img/materials/discussion-24.png" style="vertical-align:middle;" /> </a>Consider the last clause of Google's Code of Conduct. What do you find unusual?<br />Research into the use of the phrase 'don't be evil' at the end ... what do you find interesting about this?</strong></p><div class="greenBg"><h3><strong>'... VIII. Conclusion</strong></h3><p><strong>Google aspires to be a different kind of company. It’s impossible to spell out every possible ethical scenario we might face. Instead, we rely on one another’s good judgment to uphold a high standard of integrity for ourselves and our company. We expect all Googlers to be guided by both the letter and the spirit of this Code. Sometimes, identifying the right thing to do isn’t an easy call. If you aren’t sure, don’t be afraid to ask questions of your manager, Legal or Ethics & Compliance.</strong></p><p><strong>And remember… <strong>don’t be evil,</strong> and if you see something that you think isn’t right – speak up!</strong></p><p><strong>Last updated September 25, 2020'</strong></p><p><strong>source: https://abc.xyz/investor/other/google-code-of-conduct/</strong></p></div></div></div></div></div></div></div><div><div><div><div><div><div><div><div class="panel panel-violet"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Approaches to learning</p></div></div><div class="panel-body"><div><div><div><div><div><div><div><div><div><div><p>The lesson plans and activities on this page can be delivered to include<strong> explicit</strong> and <strong>implicit </strong>reference to a range of Approaches to Teaching and Learning. The IB's suggestions for ATL skills in the 5 key areas are not exhaustive and you are encouraged to contextualise and add to these as appropriate. The key to students being able to identify skills and use them in a range of situations is to teach the skill explicitly before incorporating it implicitly in a range of contexts. Here we focus on a key ATL skill, that can directly relate not only to the reflective project criteria but also to the following PPS learning outcome.</p><h5><a href="Browse server to select file" target="_blank" title="Multiple choices"><img src="img/materials/choice-24.png" style="vertical-align:middle;" /> </a><strong>LO 5</strong>: <strong>Recognise and consider the ethics of choices and actions in real world situations</strong></h5><p>This can be seen as an umbrella LO for the other four learning outcomes explored here as students are identifying their own strengths, applying thinking processes to personal and professional situations, recognising cultural sensitivity as well as working collaboratively and communicating effectively. The opportunity for explicit focus and exploration on ATL skills is clear. For specific, deep and quality reflection, you could zoom in on this area in particular:</p><div><div class="pinkBg"><h6><span style="color:#0000FF;"><strong>ATL Skills area</strong></span><br />Social Skills<strong><span style="color:#0000FF;"><br />Specific ATL skills explored</span><br />Using social media effectively and ethically to develop relationships</strong><sup data-footnote-id="2obm7"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-1" rel="footnote">[1]</a></sup><br /><span style="color:#0000FF;"><strong>Link to the reflective project</strong></span><br />Criterion B: 'demonstrate awareness and understanding of the impact of the ethical dilemma on a local/global community and the cultural influences on, and perceptions of, the ethical dilemma'<sup data-footnote-id="mmkto"><a class="scroll-to" data-target="footnote-2" id="footnote-marker-2-1" rel="footnote">[2]</a></sup></h6></div><h6><a href="Browse server to select file" target="_blank" title="Teacher notes"><img src="img/materials/teacher-notes-24.png" style="vertical-align:middle;" /> </a>Making the links: Further teacher notes</h6><section class="tib-hiddenbox"><p><strong>Where next?</strong></p><p>The particular focus here is on the ability to 'negotiate ideas and knowledge with peers and teachers' as part of <strong>Communication skills</strong> which directly relates to the students exploring and evaluating the implications of their ethical dilemma on different stakeholders in their reflective project. However this might be just a starting off point for you.</p><p>This particular set of exercises sets up the development of <strong>Research Skills</strong> and <strong>Thinking Skills</strong> well and this area in itself directly links to all the PPS themes, especially Thinking Processes and Effective Communication. Skills that might be explicitly drawn out include:</p><p><strong>Research Skills</strong></p><p>- Be able to employ critical-literacy skills to interpret social media communication</p><p><br /><strong>Thinking Skills</strong></p><p dir="ltr">- be able to consider ideas from multiple perspectives<br />- be able to analyse complexity, break down into parts and then synthesise to create new understandings.</p><p>Again, remember to contextualise and be explicit about what skills students are developing here and why. You may find choosing one of the following directly complements the suggestions for research skills above.</p><p>Further links with the reflective project: a continuation of Criterion B - Knowledge and Understanding in Context<br />Criterion C: 'Demonstrate logical reasoning processes and the ability to interpret, analyse and evaluate material' as well as 'develop the ability to synthesie information, making connections and linking ideas and evidence' <sup data-footnote-id="mmkto"><a class="scroll-to" data-target="footnote-2" id="footnote-marker-2-2" rel="footnote">[2]</a></sup></p></section><section><p><span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span></p></section></div><h5><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img src="img/materials/teaching-ideas-24.png" style="vertical-align:middle;" /> </a>Top Tip: Remember that 'less is more' when making the links to ATL.</h5><p>It can be a temptation to draw students' attention to the sheer number of ATL skills that they are accessing at any particular time. You know within PPS that a topic will be exploring any one of the five themes even if your introduction is through explicit focus on one; the same applies to ATL. Try isolating a specific skill and then:</p><div><h6><strong>Make explicit reference</strong> to it and establish prior learning and experience<br /><strong>Make it useful</strong> with ways to practice it so students can experience how it works<br /><strong>Make it transferrable </strong>by having moments to consider where they have used this skill before, how they are developing it and where it might be useful in the future.<br />Make it visible by have the students record and reflect upon the processes they have used</h6></div></div></div></div></div></div></div></div></div><section class="footnotes"><header><h2>Footnotes</h2></header><ol><li data-footnote-id="2obm7" id="footnote-1"><a class="scroll-to" data-target="footnote-marker-1-1">^</a> <cite>Adapted from the IB's ATL skills as part of the ATL website and DP: Principles into Practice </cite></li><li data-footnote-id="mmkto" id="footnote-2"><a class="scroll-to" data-target="footnote-marker-2-1">a</a>, <a class="scroll-to" data-target="footnote-marker-2-2">b</a> <cite>IBO, The Reflective Project Guide, for use from 2016, p28</cite></li></ol></section></div></div></div><div class="panel-footer"><div></div></div></div></div></div></div></div></div></div></div><div class="panel panel-yellow"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Check out these resources on Applied Ethics</p></div></div><div class="panel-body"><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/34866/applied-ethics'" style="background-image: url('/media/ib/ibcp/applied-ethics.jpg')" title="Applied Ethics"></div><div class="content"><h4 class="head"><a href="/ibcp/page/34866/applied-ethics">Applied Ethics</a></h4><p class="body">The IB learner profile characteristic of 'principled' requires students to develop responsibility not only for their actions but the consequences as well. 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But she died in 1951 unaware...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33793/ethical-thinking-'" style="background-image: url('/media/ib/ibcp/images/ethical-601x480.jpg')" title="Ethical Thinking "></div><div class="content"><h4 class="head"><a href="/ibcp/page/33793/ethical-thinking-">Ethical Thinking </a></h4><p class="body">At the heart of ethical thinking is the ability to consider the dynamics of people, actions and consequences in a balanced way. Developing ethical thinking is a complex process that takes time not just...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-'" style="background-image: url('/media/ib/ibcp/dimension.webp')" title="Ethical dimensions, issues and dilemmas. "></div><div class="content"><h4 class="head"><a href="/ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-">Ethical dimensions, issues and dilemmas. </a></h4><p class="body">Beore students, can find a suitable ethical issue and dilemma to analyse critically at the centre of the reflective project process, teachers need to feel comfortable tackling this area. On this page,...</p></div></div></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Applied+Ethics%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics&t=Applied+Ethics"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34866%2Fapplied-ethics"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Applied Ethics&body=Applied EthicsApplied Ethics is one of the PPS themes so belongs very much in the company of Personal Development, Effective Communication, Thinking Processes and Intercultural Understanding. 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