Models for Governing, Administering and Funding Legal Aid, 6. This resource is a good choice for middle and high school students who are learning how to apply those soft skills to be college and career ready. On each of the two chairs at the open end place a sign with one of the possible solutions to the dilemma discussed. ERIC - EJ1253684 - College and Career Preparation Activities and Their The lecturer asks the students to read a speech by former United Nations Secretary General Kofi Annan. First, the lecturer divides students into small groups and asks them to brainstorm on how following a path for integrity and ethics can be positive for business, and to think of possible consequences for lack of integrity in business. Explain to students that in addition to the rules they discussed, there are more general rules for theworkplace that everyone should follow in order to be a good employee. In addition, the table indicates which of the five core learning principles discussed above (see section on " Helping people learn") are relevant to each exercise. The powerpoint file is sold separately in my TpT store . Students will complete 7 sections relating to work ethics including: Attitude, Attendance, Appearance, Customer Service, Ambition, Accountability, Intro questions, Dream Job Project, and Attitude Projects. Spend time practicing art, youll get better. In the first part the students reflect on a time when they voiced their values in a values conflict situation; in the second part they reflect on a time when they did not do so; in the third part the students engage in small group discussions and then the lecturer facilitates a class discussion. The idea behind this exercise is to turn knowledge about ethical leadership into practical guidelines. << /Type /Pages 4. Understanding the Concept of Victims of Crime, 3. To spark productive conversations about ethics with your children and. The students are asked to focus specifically on what the organization or society does to turn its ethical principles into daily practices, and discuss the following questions: What was your ethical beacon? The exercise/quiz is designed using excuses the students can all relate to. List your top ten personal ethical rules. The lecturer shows a short video of the controversial Stanford Prison Experiment, which demonstrates the problem of situationism - i.e. For example, the students can sit in a horseshoe shape, and place two chairs at the open end of the horseshoe. Answers to the Part 1 and 2 questions should be prepared in advance of the classroom discussion as they can be challenging to recall in the moment. Address Gender equity in recruitment advertisements ("Gender Decoder"). /MediaBox [0.000 0.000 612.000 792.000] 2) What can Malala's father's behaviour tell us about diversity, tolerance and pluralism? "WSCC is structured for . Many skills and personality traits fall under the phrase work ethic. Save time, increase student engagement, and help your students build life-changing financial skills with NGPF's free curriculum and PD. /Resources << If so, how can these rules be changed for more clarity? Work ethics are simply the ability to avoid distractions and get work done to completion, especially difficult tasks. 44 0 R PDF Activities Guide: Teaching Ethics in the Introduction to Psychology Course International Covenant on Civil and Political Rights, Module 12: Privacy, Investigative Techniques & Intelligence Gathering, Surveillance & Interception of Communications, Privacy & Intelligence Gathering in Armed Conflict, Accountability & Oversight of Intelligence Gathering, Module 13: Non-Discrimination & Fundamental Freedoms, Module 15: Contemporary Issues of Terrorism and Counter-Terrorism, Topic 1. 35 0 R Explain the benefits and importance of having a strong work e, Are you tired of your students making excuses? The video is self-explanatory and provides clear and practical guidelines on how to conduct the exercise. General Principles of Use of Force in Law Enforcement, 6. the public sector is involved through funding and regulation of university and degree requirements, the private sector is involved through the production and sale of text books and other support material or through the creation of infrastructure, and the students themselves - especially once qualified and working in a professional environment - will be in a position to make a contribution to society. Finally, the group representatives explain their groups' choices before the larger class. Can you reflect on the ways that sexism and/or racism has/is impacting your life as an individual (positively and negatively)? Reflect on what you learnt about your own biased use of language. If your teen sees you grinding, they are more likely to put work in themselves. In this exercise the lecturer presents another case in which a group of people - hikers in this case - has to respond to an ethical dilemma. This script is about two plumbers who show up to do a job without their tools, and the effect that it has on the client and their own business as well. Students recognize that ethical behavior in the workplace includes punctuality. Knowledge about Gender in Organized Crime, Gender and Different Types of Organized Crime, Organized crime and Terrorism - International Legal Framework, International Terrorism-related Conventions, Organized Crime Convention and its Protocols, Theoretical Frameworks on Linkages between Organized Crime and Terrorism, Typologies of Criminal Behaviour Associated with Terrorism, Terrorism, Crime and Trafficking in Cultural Property, Intellectual Property Crime and Terrorism, Exploitation of Natural Resources and Terrorism, Module 1: Migrant Smuggling as a Specific Crime Type, UNTOC & the Protocol against Smuggling of Migrants, Migrant Smuggling vis-a-vis Other Crime Types, Module 2: Protection of Rights of Smuggled Migrants, Assistance and Protection in the Protocol, International Human Rights and Refugee Law, Positive and Negative Obligations of the State, Smuggled Migrants & Other Categories of Migrants, Module 3: Criminal Justice Response to Migrant Smuggling, Module 4: Prevention and Non-Criminal Justice Responses to Migrant Smuggling, Non-Criminal Law Relevant to Smuggling of Migrants, Complementary Activities & Role of Non-criminal Justice Actors, Macro-Perspective in Addressing Smuggling of Migrants, Module 5: Smuggling of Migrants in the Broader Context of Migration and its Drivers, Humanitarianism, Security and Migrant Smuggling, Module 6: Defining the Concept of Trafficking in Persons, Distinction between Trafficking in Persons and Other Crimes, Misconceptions Regarding Trafficking in Persons, Module 7: Prevention of Trafficking in Persons, Monitoring, Evaluating & Reporting on Effectiveness of Prevention, Module 8: Human Rights-Based Approach to Trafficking in Persons, Protection under the Protocol against Trafficking in Persons, State Responsibility for Trafficking in Persons, Principle of Non-Criminalization of Victims, Module 9: Criminal Justice Responses to Trafficking in Persons, Criminal Justice Duties Imposed on States, Current Low Levels of Prosecutions and Convictions, Challenges to an Effective Criminal Justice Response, Rights of Victims to Justice and Protection, Module 10: Role of Civil Society and the Private Sector in Countering Trafficking in Persons, Module 11: SOM & TIP - Differences and Commonalities, Vulnerability and Continuum between SOM & TIP, Module 12: Children as Smuggled Migrants & Victims of Trafficking, Protecting Smuggled and Trafficked Children, Children Alleged as Having Committed Smuggling or Trafficking Offences, Module 13: Gender Dimensions of Trafficking in Persons and Smuggling of Migrants, Basic Terms - Gender and Gender Stereotypes, International Legal Frameworks and Definitions of TIP and SOM, Key Debates in the Scholarship on TIP and SOM, Module 14: Links between Cybercrime, Trafficking in Persons and Smuggling of Migrants, Use of Technology to Facilitate TIP and SOM, Technology Facilitating Trafficking in Persons, Using Technology to Prevent and Combat TIP and SOM, Module 1: Illicit Markets for Wildlife, Forest & Fisheries Products, Locations and Activities relating to Wildlife Trafficking, Module 2: International Frameworks for Combating Wildlife Trafficking, CITES & the International Trade in Endangered Species, Module 3: Criminal Justice Responses to Wildlife Trafficking, Investigation Measures and Detection Methods, Module 4: Illegal Exploitation of Wild Flora, Wild Flora as the Target of Illegal Trafficking, Purposes for which Wild Flora is Illegally Targeted, Module 5: Sustainable Livelihoods and Community Engagement, Background: Communities and conservation: A history of disenfranchisement, Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation, Incentives to participate in illegal wildlife, logging and fishing economies, International and regional responses that fight wildlife trafficking while supporting IPLCs, Mechanisms for incentivizing community conservation and reducing wildlife trafficking, Other challenges posed by wildlife trafficking that affect local populations, Apr. Should you explain to your boss what is really going on? /Count 8 Students have fun reading and performing this short play, and teachers can refer back to why it is important to practice being organized and prepared. << /Type /Outlines /Count 0 >> Ethics Lesson Plan: Determining What is Right and Solving Conflicts. Here are six ways to help your students talk about race, privilege, and oppression. The lecturer selects a case study that present ethical dilemmas and facilitate a discussion in a manner that allows students to experience effective dialogue and understand how the dialogue shapes interpretations and opinions. Other Factors Affecting the Role of Prosecutors, Global Connectivity and Technology Usage Trends, Offences against computer data and systems, Module 3: Legal Frameworks and Human Rights, International Human Rights and Cybercrime Law, Module 4: Introduction to Digital Forensics, Standards and Best Practices for Digital Forensics, Module 6: Practical Aspects of Cybercrime Investigations & Digital Forensics, Module 7: International Cooperation against Cybercrime, Formal International Cooperation Mechanisms, Informal International Cooperation Mechanisms, Challenges Relating to Extraterritorial Evidence, National Capacity and International Cooperation, Module 8: Cybersecurity & Cybercrime Prevention - Strategies, Policies & Programmes, International Cooperation on Cybersecurity Matters, Module 9: Cybersecurity & Cybercrime Prevention - Practical Applications & Measures, Incident Detection, Response, Recovery & Preparedness, Privacy: What it is and Why it is Important, Enforcement of Privacy and Data Protection Laws, Module 11: Cyber-Enabled Intellectual Property Crime, Causes for Cyber-Enabled Copyright & Trademark Offences, Online Child Sexual Exploitation and Abuse, Conceptualizing Organized Crime & Defining Actors Involved, Criminal Groups Engaging in Cyber Organized Crime, Preventing & Countering Cyber Organized Crime, Module 14: Hacktivism, Terrorism, Espionage, Disinformation Campaigns & Warfare in Cyberspace, Information Warfare, Disinformation & Electoral Fraud, Indirect Impacts of Firearms on States or Communities, Module 2: Basics on Firearms and Ammunition, Illegal Firearms in Social, Cultural & Political Context, Larger Scale Firearms Trafficking Activities, Module 5: International Legal Framework on Firearms, International Public Law & Transnational Law, International Instruments with Global Outreach, Commonalities, Differences & Complementarity between Global Instruments, Tools to Support Implementation of Global Instruments, Module 6: National Regulations on Firearms, National Firearms Strategies & Action Plans, Harmonization of National Legislation with International Firearms Instruments, Assistance for Development of National Firearms Legislation, Module 7: Firearms, Terrorism and Organized Crime, Firearms Trafficking as a Cross-Cutting Element, Organized Crime and Organized Criminal Groups, Interconnections between Organized Criminal Groups & Terrorist Groups, Gangs - Organized Crime & Terrorism: An Evolving Continuum, International and National Legal Framework, International Cooperation and Information Exchange, Prosecution and Adjudication of Firearms Trafficking, Module 2: Organizing the Commission of Crimes, Definitions in the Organized Crime Convention, Criminal Organizations and Enterprise Laws, Module 4: Infiltration in Business & Government, Risk Assessment of Organized Crime Groups, Module 6: Causes and Facilitating Factors, Module 7: Models of Organized Criminal Groups, Adversarial vs Inquisitorial Legal Systems, Module 14: Convention against Transnational Organized Crime. Building a no-blame, just culture in an organization. Commonly when a high school student lacks worth ethics, you can see it reflected in their grades. It is your responsibility as a parent or gradian to make sure that your child has the work ethics needed to succeed in this life. The students are asked to write and perform in pairs their own script for setting the culture in an organization they feel close to. 2 Games to Teach Your Grandkids Honesty, respect and money are concepts that go hand in hand. What words did you change? The lecturer explains that the university environment forms part of society, and highlights the roles of different sectors of society vis--vis the university (e.g. The ability to put your head down and get the work done is a critical skill of succeeding. If they do it every night they get an allowance at the end of the week. Work ethics is a direct result of hardship. They are asked to imagine a situation in which they work for a company that is bidding on a large, publicly tendered contract with a foreign government. Demonstrate positive work ethic. In this exercise, students are asked to take the Harvard Implicit Associations Test (IAT), which provides the opportunity to explore implicit bias on a range of topics. Ask students to identify proper ethical procedures as well as ethical violations. The lecturer introduces the Potter Box method, which is explained in the Key Issues section, and demonstrates each of the method's four steps through a discussion with the students.
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