Business Ethics is a derived copy from the Corporate Governance course. It takes an interdisciplinary approach to ethics in business and provides modules in Ethical Leadership, Ethical Decision-Making, Social Responsibility, and Corporate Governance to respond to AACSB accreditation requirements. Students will actively study ethical theory by carrying out exercises to help them build theory-based tools for encountering ethical problems in business practice. They will also work with cases in business ethics designed to give them practice in developing skills of ethical leadership, ethical decision-making, and carrying out socio-technical analyses to respond to issues of social responsibility. Business Ethics culminates in a peer reviewed Ethics Bowl competition in which students will practice ethics advocacy in a variety of moral ecologies in business. Business Ethics has been developed through the NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

This course takes an interdisciplinary approach to ethics in business and provides modules in Ethical Leadership, Ethical Decision-Making, Social Responsibility, and Corporate Governance. Students will actively study ethical theory by carrying out exercises to help them build theory-based tools for encountering ethical problems in business practice. They will also work with cases in business ethics designed to give them practice in developing skills of ethical leadership, ethical decision-making, and carrying out socio-technical analyses to respond to issues of social responsibility. This course will culminate in an Ethics Bowl competition in which students will practice ethics advocacy in a variety of organizational contexts in business. This course is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

This course is an introduction to ethics in business, with a focus on business management. Over the course of thirteen sessions, students explore theoretical concepts in business ethics, and cases representing the challenges they will likely face as managers. Individual sessions take the form of moderated discussion, with occasional short lectures from instructor.

In the first step article we have as an objective explains what is social responsibility and its new parameters considering the implications of social programs in Brazil. From this first study, we hope to earn some knowledge about some lines of brazilian's education. Then we will going to start studying law.

Mayer, Warner, Siedel and Lieberman's Foundations of Business Law and the Legal Environment is an up-to-date textbook with comprehensive coverage of legal and regulatory issues for your introductory Legal Environment or Business Law course. The text is organized to permit instructors to tailor the materials to their particular approach. The authors take special care to engage students by relating law to everyday events with which they are already familiar with their clear, concise and readable style.

Business Law and the Legal Environment provides students with context and essential concepts across a broad range of legal issues with which managers and business executives must grapple. The text provides the vocabulary and legal savvy necessary for business people to talk in an educated way to their customers, employees, suppliers, government officials — and to their own lawyers.

With Foundations of Business Law and the Legal Environment, the authors have created a text that not only has both case summaries and excerpted cases, but one that you can easily customize by deleting chapters, reordering the content, adding your own material, and even editing at the line level with Flat World's easy-to-use MIYO (Make It Your Own) Platform. In addition, The free online version also includes embedded links to law-related videos at YouTube and other online sites for easy access by students and instructors.

These units, and the supporting resources of Global Words, aim to build the essential knowledge, skills and values young people need to participate actively, critically and creatively as global citizens. This curriculum integrates the teaching and learning of English, across strands of language, literature and literacy, with Global Citizenship Education, using explicit and exploratory teaching and learning activities. The four units use a range of text and text-types to address the themes of Sustainability, Refugees and migration, Neighbours, Asia/Pacific, and Indigenous peoples, with a focus on literacy with Geography and Human Society and its Environs curricula. All units of work include an overview, description of focus, four teaching and learning activities, and links to the curriculum content, strands, outcomes and indicators.

This brochure describes what strong character means and how parents can help children develop it. The booklet includes 18 activities, chapters on dealing with media pressures and working with schools, and lists of books and magazines that can support character development.

This exercise in Business and Professional Ethics uses the DVD developed by the National Institute for Engineering Ethics, "Incident at Morales" to teach the ethical leadership and social responsibility in business and engineering. It also raises issues of how professionals must work to realize professional standards while operating within the constraints posed by the financial objectives. This derived copy has been developed to go along with the presentation given on engineering and surveying ethics before the Puerto Rico State Society of Professional Engineers and Land Surveyors on November 15, 2007. This activity was co-sponsored by the Puerto Rico Office of Governmental Ethics. As with the original Incident at Morales module, this module has been completed as a part of the NSF-funded EAC Toolkit project, SES 0551779.

Global footprints explores the concepts of sustainable futures, global or ecological footprints and personal and social responsibility, using the picture book, 'The Short and Incredibly Happy Life of Riley', written by Colin Thompson and illustrated by Amy Lissiat, a factual text and video in 'Ida's story', and the short novel, 'Blueback: A fable for all ages', by Tim Winton. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum. The unit explores the topic of sustainability through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

In 1994, the American Society of Civil Engineers (ASCE) updated its Code of Ethics to include an obligation to employ the principles of sustainable development in civil engineering practice and at about the same time adopted a policy on sustainable development (PS 418). The ASCE was founded in 1852; its code of ethics was first adopted in 1915, and for most of its 150 plus year history the code emphasized obligations to the profession and only relatively recently obligations to the general public and by inference social responsibility. Just what social responsibility means for engineers has been an issue almost since ASCE’s founding. This paper explores relationships between the engineer’s social responsibility and sustainable development. These issues are overlapping and there are unique opportunities for Catholic universities to prepare future engineers to better deal with these issues and to contribute to defining new principles of practice for the engineering profession.

This module uses the National Institute for Engineering Ethics (NIEE) video, Gilbane Gold, to introduce business students to the four ethical themes raised by the Association to Advance Collegiate Schools of Business (AACSB): Ethical Leadership, Ethics in Decision-Making, Social Responsibility, and Corporate Governance. Students will find profiles of five key values in business ethics taken from the University of Puerto Rico's College of Business Administration Statement of Values: justice, responsibility, respect, trust, and integrity. Then they will view the 23 minute video, Gilbane Gold. From the vantage point of David Jackson (the young engineer portrayed in the video), they will use these values to resolve the decision point facing him at the end of the video. Students will also find exercises stemming from Gilbane Gold that tie into the remaining AACSB themes. This module has been developed as a part of the NSF-funded EAC Toolkit, SES 0551779. It also ties in with organizations that employ values-based decision-making approaches designed to realize a community's professed ethical values.