question 1:Provide a short answer response to the following: In developing her own theory of moral development, what flaws did Gilligan identify in Kohlberg’s theory, and how does her theory differ from his.
question 2: In a short paragraph response, describe the difference (if any) between DOING ETHICS and BEING ETHICAL. What is the nature of the distinction between the two (if any)? Whatever your position, describe in detail why you think the way you do
question 3 :Consider the following case study:
You are a graduate student working in a lab where data are accumulated for the purposes of measuring certain variables on a variety of different samples. For each sample there is a large data file stored on a computer in the lab. In reviewing a lab notebook from one of your predecessors in the lab, and comparing that to data published by the lab, you find a gap. That is, some of the data that were published are not accounted for in the lab notebook. Furthermore, you are unable to locate the computer files for this missing data. Errors in the published data could damage the lab’s reputation in the field, as well as that of the lab director (your new boss).
In an essay response, respond to EACH of the following:
(1) Identify the main ethical issue (in proper format).
(2) Using any ethical theory covered in this course, execute the steps for applying the theory to this case study.
(3) After applying the theory you selected, what is the outcome or determination? That is, what would this theory lead you to do in response to ethical issue?
(4) Reflect on your application of this theory to this case. What are the strengths of using this theory and what are the challenges? To what extent was the process you utilized here consistent with the steps of critical thinking?
For two of my struggling readers, the task of retelling a story using appropriate transition words was difficult. These students needed prompts to appropriately sequence the events of the book. These students left out many key details when retelling the events of the story and had trouble remembering some characters names, such as Lisa and the Night Watchman. Level B-D students (the majority of the class) were able to use transition words appropriately and were able to sequence events correctly most of the time, although some students did struggle and need teacher prompting. Level B students were able to sequence the order of events but left out many key details when retelling the story. In order for students to be able to correctly retell a story, they were required to sequence the four main events using the terms first, next, then and last. Though almost all of the class did this, many students left of important information to the story. Students generally left out information pertaining to “when” the story occurred, and “where” it occurred. In all 3 of my Focus Student’s written assessments, they demonstrated their ability to use their chosen scene’s required language use of the word “first.” In this assessment, students were tasked with using the appropriate sequencing word and sentence to match the scene of the picture. Students were asked to provide appropriate details in relation to the scene, demonstrating their knowledge and language use of the terms “who, what, when, and where.” Students were able to successfully utilize the vocabulary and key phrases required of the learning segment. Students were able to demonstrate understanding of the terms first, next, then and last. Students demonstrated understanding of how to retell as I asked the class what words we use when we use this language function and several students raised their hands to answer: first, next, then and last. As a class, we thoroughly discussed these terms. Students were also required to have an understanding of the terms who, what, when and where in relation to a story. During the learning segment, all of these aspects of the book were discussed. Focus Student 1 demonstrated their knowledge of “who” and “what” in their writing: “First Lisas waated to buy Corduroy.” (First, Lisa wanted to buy Corduroy.) Focus Student 3 demonstrated their knowledge of “who,” “where,” and “what” in their writing: “In the first part of the story lisa wanted to buy Corduroy but she couldn’t buy Corduroy at the toy store.” Students seemed to have a good understanding of the terms presented and how to apply their knowledge of these terms to the story presented. When I questioned students about who, what, when, and where, they demonstrated a clear understanding of “who” and “where” events were taking place. Students seemed to understand the concepts>GET ANSWER