law question and need a sample draft to help me learn.
Assignment Instructions
Read the case “Responding to a business downturn and The Mike Wallace factors and the common good”
Answer the following questions based on “Responding to a business downturn”:
When George moved to the four-day workweek scheme, should he have expected his managers to work five days for four days’ pay?
Should George tell anyone except his immediate staff about the impending layoff before the details have been worked out?
What about the board of directors? The union? The employees?
Answer the following questions based on “The Mike Wallace factor and the common good”:
Was George’s decision to be open about the impending layoff the ethical thing to do? Are there situations in which it is best to try to keep a lid on such information?
The particular jobs cut at ACI were chosen on the basis of the long-range interests of the business and not on the nationality of the workforce. As the reporter’s questions implied, shouldn’t American businesses favor American employees over foreign employees? What do you think George said to the TV reporters?
Submission instructions
Submit a written paper that is 750-1500 words in length, exclusive of the reference page, and that is double-spaced. The paper should cite sources to support your ideas. Be sure to review the assessment criteria below before beginning your paper. Cite any reference(s) you use in the preparation of your essay using proper APA format.
Assignments will be assessed using the following criteria:
Identifies all the relevant facts of the case.
Identify stakeholders – Determines who should be involved in the decision-making process for this case and accurately identifies all of the interested stakeholders evidencing the author thoroughly reflected on the viewpoints of these key players as well as their value systems and thought through what each of these stakeholders would like the student to decide as a plan of action.
Describe the ethical issues – recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.
Apply ethical perspectives/ concepts to an ethical question, accurately, and is able to consider full implications of the application.
Evaluation of Different Ethical Perspectives/Concepts – States a position and can state the objections to, assumptions, and implications of and can reasonably defend against the objections to, assumptions, and implications of different ethical perspectives/concepts, and the student’s defense is adequate and effective.
Choose recommended action – Determines the best alternative available, describes how their decision maximizes the benefit and minimizes the risk for everyone involved, and challenge their decision as they think others might, and defend it by from the ethical arguments they predict others would use.
The paper should be:
Organized – organization is logical and appropriate to the assignment; paragraphs are well-developed and appropriately divided; ideas are linked with smooth and effective transitions. The introduction and conclusion are effectively related to the whole.
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. For assistance on APA format, visit the Academic Writing resources located in the LRC.
It is of high quality, the writing is clear and professional, paper is organized and flows in a logical way.
Each sentence is structured effectively, powerfully; rich, well-chosen variety of sentence styles and length; virtually free of punctuation, spelling, and capitalization errors.
Reference
Amelio, G. (1999, April 1). Responding to a business downturn. In The case of bad news. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/focus-areas/business-ethics/resources/the-case-of-bad-news/
Reprinted with permission of the Markkula Center for Applied Ethics, www.scu.edu/ethics
GRADING CRITERIA
Rubric
Identifies all the relevant facts of the case.
Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors
12 points
Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.
10 points
Begins to demonstrate the ability to construct a problem statement with evidence of most relevant contextual factors, but problem statement is superficial.
7 points
Demonstrates a limited ability in identifying a problem statement or related contextual factors.
2 points
Identify stakeholders
Determines who should be involved in the decision-making process for this case and accurately identifies all the interested stakeholders. The student thoroughly reflected on the viewpoints of these key players as well as their value systems and thought through in describing what each of these stakeholders would like the student to decide as a plan of action.
12 points
Determines who should be involved in the decision-making process for this case and accurately identifies all the interested stakeholders. The student began to reflect on the viewpoints of these key players as well as their value systems and discussed what each of these stakeholders would like the student to decide as a plan of action.
10 points
Determines who should be involved in the decision-making process for this case or identifies some of the interested stakeholders
7 points
Does not determine who should be involved in the decision-making process for this case and does not identify the interested stakeholders
0 points
Ethical Issue Recognition
Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.
14 points
Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross-relationships among the issues.
11 points
Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.
8 points
Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.
3 points
Application of Ethical Perspectives/Concepts
Student can independently apply ethical perspectives/ concepts to an ethical question, accurately, and is able to consider full implications of the application.
14 points
Student can independently (to a new example) apply ethical perspectives/ concepts to an ethical question, accurately, but does not consider the specific implications of the application.
11 points
Student can apply ethical perspectives/ concepts to an ethical question, independently (to a new example) and the application is inaccurate.
8 points
Student can apply ethical perspectives/ concepts to an ethical question with support (using examples, in a class, in a group, or a fixed-choice setting) but is unable to apply ethical perspectives/ concepts independently (to a new example.).
3 points
Evaluation of Different Ethical Perspectives/Concepts
Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/ concept s, and the student’s defense is adequate and effective.
14 points
Student states a position and can state the objections to, assumptions and implications of, and respond to the objections to, assumptions and implications of different ethical perspectives/ concepts, but the student’s response is inadequate.
11 points
Student states a position and can state the objections to, assumptions and implications of different ethical perspectives/ concepts but does not respond to them (and ultimately objections, assumptions, and implications are compartmentalized by student and do not affect student’s position.)
8 points
Student states a position but cannot state the objections to and assumptions and limitations of the different perspectives/ concepts.
3 points
Choose recommended action
Determines the best alternative available, describes how their decision maximizes the benefit and minimizes the risk for everyone involved, and they challenge their decision as they think others might, and defend it by from the ethical arguments they predict others would use.
14 points
Determines the best alternative available and describes how their decision maximizes the benefit and minimizes the risk for everyone involved.
11 points
Determines the best alternative available.
8 points
Does not make a decision about the best alternative available.
0 points
Organization
organization is logical and appropriate to assignment; paragraphs are well-developed and appropriately divided; ideas linked with smooth and effective transitions. Introduction and conclusion are effectively related to the whole.
5 points
Few organizational problems on any of the 3 levels (overall, paragraph, transitions). Introduction and conclusion are effectively related to the whole.
4 points
Organization, overall and/or within paragraphs, is formulaic or occasionally lacking in coherence; few evident transitions. Introduction and conclusion may lack logic.
3 points
Organization is missing both overall and within paragraphs. Introduction and conclusion may be lacking or illogical.
0 points
Sources and Evidence
Demonstrates skilful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
10 points
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
8 points
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
6 points
Demonstrates an attempt to use sources to support ideas in the writing.
2 points
Control of Syntax and Mechanics
Uses eloquent language that skillfully communicates meaning to readers with clarity and fluency, and is error-free
5 points
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors
4 points
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors
3 points
Uses language that sometimes impedes meaning because of errors in usage
0 points
Requirements: 5 hur
