Business Ethics and Theology Paper See attachments. Go to Sylabbus and under paper guidelines. Some notes on writing papers 1) In most cases you should sum

Business Ethics and Theology Paper See attachments. Go to Sylabbus and under paper guidelines. Some notes on writing papers
1) In most cases you should summarize an author’s argument in the present tense. For
example: She describes human nature as greedy. NOT: The author described the
philosophy of Thomas Hobbes.
2) Try to avoid starting paragraphs with quotes. This allows the quote to direct the
paragraph instead of allowing you to direct the paragraph. Also, do not use a quote
without setting up the quote or explaining the quote afterwards.
3) Pay attention to the topic sentence of your paragraph. Please keep the sentences that
follow on the same theme as the topic sentence. Your arguments and your summaries will
be more convincing and coherent if you do this.
4) Never write that you “agree with some things and disagree with others” without
specifying in the sentence what you agree with and disagree with.
5) If you can change the subject of the sentence and the sentence would still be valid for
most any topic then it is a vague (bad) sentence. (ex. Adam Smith presents us with many
great ideas which we must consider carefully).
6) Authors do not “speak” about things or simply “mention” them. They “write” about their
central themes and “discuss” and “argue” their claims.
7) Quotes over 4 lines long should be single spaced and with a justified alignment indented
and extra 1/2 inch on either side. See below.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______
8) Even if you rephrase the words an author uses, you must cite the author and location of
the original text.
9) Re-read your papers at least once (preferably twice) before turning them in.
Alternatively, have a friend, family member, or literate stranger read through your papers
and provide you with some feedback.
10) Enough said.
a. their, there, they’re
b. it’s, its
c. lose, loose
d. weather, whether
11) Define technical words an author uses or those words being used in a new, different, or
inventive way.
12) Pick up a copy of Strunk and White’s The Elements of Style. This will help you avoid
major grammar/style/writing mistakes. Also get the The Craft of Research. This will
really help your writing…especially in regards to supporting your claims and staying
focused in your writing.
Business, Ethics and Society
REL 228 (#33429) /MGT 228 (#35219)
T Th 10:10am-11:40am
Spring 2019
Dr. Jesse Perillo
jperill1@depaul.edu
Office Hours: T Th 11:50am-1:20pm and by appointment (in 1638 Lewis)
Course Description
This course examines the ethical issues that arise in business and the marketplace with
religious studies and religious resources as major dialogue partners. Recent scandals and
upheavals in the marketplace beg us to ask what values and ideas ground modern
business practices. Should religion play a role in helping us consider these questions? If
so, what unique perspectives might religion add? With these thoughts in mind and with
diverse religious and secular resources at hand we will ask such questions as “what does
it mean to work” and “what is the goal of business”? Similarly, we will explore how
different understandings of justice, community, and human nature affect our decisionmaking processes. We will examine the moral responsibilities of corporations to
shareholders, customers, employees, and communities. We will also ask to what degree
businesses should be regulated and which situations demand intervention. Finally we will
investigate more specific ethical issues facing businesses including worker’s rights,
privacy, whistle-blowing, and just marketing.
Objectives
–
–
Develop a position on the tenability of whether religious ideas, language, and
metaphors truly inform the language of economics and markets
Begin developing and elaborating one’s own understanding of the nature and role
of labor and of the person who engages in labor
Develop an understanding of our own notions of human nature in regards to
vulnerability, freedom, desire, responsibility, and sympathy drawing on specific
religious, deistic, and secular texts
Identify possible ethical quandaries faced by businesses and its workers
Understand the contexts in which many of these quandaries arise
Employ case studies to accomplish the previous objectives
Fulfill the Religious Dimension outcomes:
1. Explain beliefs and practices of one or more religious traditions in their
specific social and cultural contexts.
2. Identify religious modes of thinking, acting, and feeling such as: myth
and narrative, symbol, ritual, law, doctrine, ethics, religious experience.
3. Analyze the impact of religion on personal as well as communal
dimensions of human life, including for example the relationship between
religion and power, social integration, social transformation, and social
justice.
Course Requirements
1.
2.
3.
4.
Attendance
Completion of Readings
Participation in Discussion and Debate
Completion of quizzes, writing assignments, and exams
Attendance is critical, but it will not be directly factored into your grade.
Fair warning: There will be a fair amount of weekly reading assignments. I did not make
you buy an overly expensive and mass-produced textbook, so please know I am serious
about these readings. Skip or skim at your peril.
Participation in discussion is an essential part of this class. Constructive participation in
the class will raise the grade. Participation requires that one actively engages in the class.
This includes posing questions in and out of class by any media, use of office hours,
creating and engaging in discussion in the classroom, and suggestions made to enhance
the learning experience. Attendance is not directly factored into the grade although lack
of attendance might make it hard to fully participate in the class. Participation is another
way of judging whether you are engaging the class material without the demands of full
comprehension that are required by exams and papers. This part of the grade should not
worry you. Each student begins the class with a “C” for participation. Every substantive
comment, question, or engagement with the class material will increase that grade. This
includes engagement with the material in the classroom, on the D2L discussion boards, or
in office hours. Every use of one’s phone in class or of a computer for non-class activities
will lower that grade. The participation grade will be updated regularly on D2L.
Three 6 page papers (18 pages total) will be due over the course of the quarter. The
paper on a specific set of readings is due at the beginning of the class for which the
reading is scheduled. See more below under “Paper Guidelines.”
All assignments should be turned in at the beginning of the class session. Do not slide
papers or assignments underneath my door. They will get lost this way.
Short quizzes and in-class writing assignments will be given at various times throughout
the course. They will be spontaneous and will test a basic grasp of the readings and an
initial engagement with the material. These quizzes and assignments cannot be made-up
if you miss them unless you have previously warned me of your absence. If you have not
told me of your absence then you will receive an “F” for the assignment. If you come late
to class and miss the quiz then you will receive an “F” for the assignment.
Most work will be returned within a week.
Grade Breakdown
Quizzes and Brief In-Class Writings
Participation
Short Papers
Midterm
Final Exam
10
15
35
20
20
%
%
%
%
%
The Final grade for the course is determined by adding and averaging the numerical value
of all letter grades for each requirement, multiplying this sum by the percentage weight of
that requirement and adding the resulting sums of each requirement. Letter grades follow
the following valuation: A = 4.0 = 95-100; A- = 3.7= 91-94; B+ = 3.3 =88-90; B = 3.00=
85-87; B- = 2.7=81-84 ; C+ = 2.3= 77-80; C = 2.00= 73=76; C- = 1.7=69-72; D+ = 1.3=
65-68; D = 1.00= 61-64; F = 0 = 60 and below.
Grading Rationales:
“A” work represents superior work. In the case of writing assignments and papers, this
means that the assignment has been fulfilled with care, intelligence, and genuine insight.
The written work displays a clear focus and method of approach, uses pertinent examples
or “facts” to support its judgments, shows a distinct personal perspective which can be
distinguished from others, makes a real argument, and can discern the strengths and
weaknesses of other arguments. A work also displays spelling, punctuation, grammar,
word usage, and syntax that is of high quality. On examinations, A work is demonstrated
by an accurate and insightful knowledge of the material in question, judicious choices in
the material used in essay questions, and clarity of expression.
“B” work represents very good work. In the case of writing assignments and papers, this
means that the assignment has been fulfilled with care and intelligence. The written work
displays a fairly clear focus and uses good examples. In general, B work also displays the
lack of technical errors described for A work. On exams, B work is shown by a solid
knowledge of the material involved, good choices used in essay questions, and clear
expression. Often students ask what distinguishes B or B+ work from A work. The main
difference is the distinctiveness, imagination, and ability to see the larger picture with
intelligence and insight on the part of A work. A paper that follows the assignment
exactly and does it well may well merit a B or B+ grade because it is very good, but it
may not be superior if it does not include these further elements.
“C” work is satisfactory work. In the case of writing assignments and papers, this means
that there is a basic, but not extensive, understanding of the assignment. Work will
generally not demonstrate a clear focus (e.g., the paper may wander-around) or method of
approach, but there is some attempt to do so. Its use of material to support judgments is
adequate and will show some awareness of the strengths and weaknesses of other
positions. C work demonstrates that there is sufficient knowledge of the material, but that
there remain some deficiencies in understanding and expression. In exams, C work shows
an adequate (but not more than adequate) knowledge of the material and on essay
questions, will show the same characteristics listed above for written work. C work often
displays a poor technical grasp of the conventions of writing (spelling, punctuation, etc.)
and often lacks good organization.
“D” work is barely passing work. It is generally unsatisfactory but demonstrates a bare
minimum of knowledge of the subject matter. There is little to no awareness of the
strengths and weaknesses of other positions, little to no organization, and poor use of
technical conventions. What saves D work from failure is a barely adequate grasp of the
material.
“F” work does not meet any of the criteria listed above.
Paper Guidelines:
Three 6 page papers will be due over the course of the quarter. You may choose which readings
you want to write on but you must write one paper between each of the following Apr 4th- Apr
30th; May 7th –May 16th; May 21st – Jun 6th. The paper on a specific set of readings is due at
the beginning of the class for which the reading is scheduled. The due dates on the syllabus
calendar are the last day you can write a paper on a given set of readings. Papers are to be
written double-spaced in Times New Roman 12 with 1-inch margins on each side. Papers
should be structured with the first half of the paper providing a summary of the reading and the
second half providing analysis of the reading. Two or three discussion questions should complete
the paper. Page numbers should be provided for key points from the readings and for quoted
material. Late papers will be lowered by one full grade (ex. B- becomes a C-). The last day to turn
in late papers is the final day of class.
Use your own wording as much as possible. Page numbers must be provided for key points
from the readings and for quoted and paraphrased material. You may place numbers at the
end of sentences like this (author, page #).
Papers should be structured with:
1) The first half of the paper providing a summary of the reading
– A summary provides an overview of the key points. You cannot mention
everything the author says within the space you have been provided…don’t try.
Provide only the central points of the reading/readings
– Summaries, like outlines, should be objective. Make no references to yourself. In
a summary your opinion doesn’t matter; later, when you analyze and evaluate an
argument, you can state your opinion and support it.
– A summary is not an abridged copy of the reading…a summary provides some
structure for the reader (ex. The author has three main points; the reading
provides various interpretations on the notion of justice)
2) The second half providing analysis of the reading.
– This will most likely be an exploration of the key points that you have already
mentioned. This can take a variety of forms. You can explain a flaw in the
author’s logic. You can apply these key points to a case/situation from another
class. Or, you can argue (with support) why you think the authors point is helpful
or inadequate.
– Writing this part of the paper involves more than simply stating your opinions.
You must support your views by presenting arguments in favor of them. You
should also try to defend your views against potential criticisms. In developing
your position on an issue, keep in mind what an intelligent opponent would say
in response.
3) Finally, two or three discussion questions should complete the paper.
– There should be three questions that would lead the class in a good discussion
surrounding a key theme from the readings. Yes and no questions are not
adequate. It should also be clear how the question relates to the text.
If you email me papers at least 48 hours before they are due, then I will give you
constructive feedback on the paper without grading it.
Late papers will be lowered by one full grade (ex. B- becomes a C-).
Papers must be turned in person and in the Dropbox on D2L. Any papers that are not in
Dropbox will not be considered fully submitted.
Etiquette
It is expected that you will attend each class and arrive to it on time. Please be attentive to other
members of the class and me when we are speaking. You are allowed to take notes on your
computer, but please do not use your computer for things not related to class. The only use of
social media in class that will be tolerated are posts praising this class. There is no
taping/recording of the class without permission from the instructor.
As the journalist David Carr once said to his class, I say to you: “If you text or email during class, I will
ignore you as you ignore me. It won’t go well.”
Use of Technology
I will not prevent you from using technology in the classroom for educational purposes, but Steve
Jobs and many other tech leaders have expressed concern about the effect that technology might
have on their own children’s learning so you might keep this in mind as you choose for yourself.
Consultation
If you are having trouble understanding expectations, assignments or instructions for this course,
please speak up. I do not like leaving anybody behind, but I often need your help to know that
you aren’t grasping material.
I welcome and encourage you to talk with me outside of class time. You may see me without an
appointment during my office hours or you may arrange an appointment by seeing me before or
after class. You may of course contact me by email, but it is often easier for me to clarify a
question in person rather than by email.
I will try to respond to email as quickly as possible. Please give me at least 24 hours to respond
to emails.
Student with Disabilities
Students seeking disability-related accommodations are required to register with DePaul’s Center
for Students with Disabilities (CSD) enabling you to access accommodations and support services
to assist your success. There are two office locations that can provide you with enrollment
information, or inquire via email at csd@depaul.edu .
Loop Campus – Lewis Center #1420 – (312) 362-8002
Lincoln Park Campus – Student Center #370 – (773) 325-1677
Students are also invited to contact me privately to discuss your challenges and how I may assist
in facilitating the accommodations you will use during this course. This is best done early in the
term and our conversation will remain confidential.
Sexual and Relationship Violence
As a DePaul community, we share a commitment to take care of one another. Classroom
relationships are based on trust and communication. Sometimes, material raised in class may
bring up issues for students related to sexual and relationship violence. In other instances,
students may reach out to faculty as a source of help and support. It is important for students to
know that faculty are required to report information reported to them about experiences with
sexual or relationship violence to DePaul’s Title IX Coordinator. Students should also know that
disclosing experiences with sexual or relationship violence in course assignments or discussion
does not constitute a formal report to the University and will not begin the process of DePaul
providing a response.
Students seeking to report an incident of sexual or relationship violence to DePaul should contact
Public Safety (Lincoln Park: 773-325-7777; Loop: 312-362-8400) or the Title IX Coordinator
(Lincoln Park: 773-325-8128; Loop: 312-362-8970 or titleixcoordinator@depaul.edu). Students
seeking to speak confidentially about issues related to sexual and relationship violence should
contact a Survivor Support Advocate in the Office of Health Promotion & Wellness for
information and resources (773-325-7129 or hpw@depaul.edu). More information is available
at http://studentaffairs.depaul.edu/hpw/shvp.html. Students are encouraged to take advantage of
these services and to seek help around sexual and relationship violence for themselves as well as
their peers who may be in need of support.
Academic Integrity
From DePaul’s Academic Integrity Policy:
Violations of academic integrity include but are not limited to the following categories: cheating;
plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the
university’s academic resources, alteration or falsification of academic records; academic
misconduct; and complicity. This policy applies to all courses, programs, and learning contexts in
which academic credit is offered, including experiential and service-learning courses, study
abroad programs, internships, student teaching and the like. If an instructor finds that a student
has violated the Academic Integrity Policy, the appropriate initial sanction is at the instructor’s
discretion (cf. Section Q). Actions taken by the instructor do not preclude the college or the
university from taking further action, including dismissal from the university. Conduct that is
punishable under the Academic Integrity Policy could also result in criminal or civil prosecution
From me:
Do you really think it is a good idea to cheat in an ethics class?
Plagiarism is an attack on the foundational trust and respect necessary for education. For this
reason plagiarism is an affront to the collective endeavor of the entire class and the university.
Any act of plagiarism or academic dishonesty will result in an “F” for the course.
Reading/Media List
Books in BOLD must be purchased, rented, or found at the library reserve desk. Their ISBN
numbers are listed below if you choose to buy the books online. Additional Required Readings
can be found either through Course Reserves (if the reading has an…
Purchase answer to see full
attachment