Christian Metaphysics and Business Ethics: A Systematic Approach

Author(s):  
Michael Schramm
Author(s):  
Mary Ann Boose ◽  
F. Peter Dean

This paper proposes a model for providing business students with a rigorous, well-integrated, complete, and systematic approach to ethics that is grounded in critical thinking and presented in a progressive series of modules that are related to each other and to the specific business discipline of each business core course. Using this model, colleges and schools of business can take positive, cutting-edge steps toward developing a high quality, meaningful business ethics program. Companion studies examine two pilot initiatives. The first is an application of this model in core business classes and the second is an application in an upper level course that is an elective in a business major.


2000 ◽  
Vol 10 (2) ◽  
pp. 451-480
Author(s):  
Kevin Jackson

Abstract:This article presents moral jurisprudence theory as a systematic approach to business ethics that analogizes core problems of the field to related problems in law. Adapting theoretical approaches from contemporary philosophy of law, the article develops a decision-making method for business ethics.


2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.


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