Describe what needs to be done to establish ethical practices and to enhance the institution’s ability to provide a safe and productive environment

Assignment 2: LASA 2: Final Project: Legal or Policy Issues in a Postsecondary Setting

In this assignment, you will demonstrate an understanding of the major concepts learned in the course.

Tasks:

Read the following scenario and create contingency plans.

You are the new chief executive officer (CEO) of a deeply troubled postsecondary institution. You enter your first board meeting during your second week on the job, and the board of trustees reveals a large number of concerns and evidence to support them:

  • A letter written by the vice president of academic affairs that lists sanctions for faculty and students who criticize the institution or staff in the student newspaper, classrooms, and electronic forums such as blogs and Facebook.
  • An applicant’s letter that states that the admissions office has refused to accept her because she came to her admissions interview wearing a headscarf and refused to remove it when interviewed.
  • An anonymous letter from an admissions counselor stating that he has been told to inform applicants that “this institution does not support students with learning disabilities.”
  • A report on the number of admission exceptions submitted by the admissions office last semester in which the director of admissions waived entry requirements. More than 90% of all students who are accepted to the institution fall in the exceptions category.
  • The registrar’s report waiving graduation requirements for 75% of those at this year’s commencement.
  • One board member’s signed statement that contends he heard the registrar boast of sharing student athletes’ grades with recruiters who come to the campus “to give our boys an edge.”
  • A three-month-old grade appeal that includes a student complaint stating that a faculty member had made unwanted sexual advances and threatened to lower her grades if she did not comply with the demands. The student reported the incident to the dean of student affairs, who told her to “just say no.” The student did so and earned an “F” in the course. No action has been taken on the grade appeal or the student complaint.
  • A letter from the federal government citing the institution for noncompliance on financial aid reporting because the reports are routinely late.
  • A report from student affairs that reveals that students have been caught using technology to bully others at the institution into doing what they want. No action has been taken, and no one seems to know who should review the incident.

Furthermore, you have noticed during your first week that stair treads and handrails are loose in many buildings and that broken light fixtures and burned-out bulbs have not been replaced in hallways and parking lots.

The board members are terribly worried about their own liability and have asked you to make it right. The chair of the board specifically asks that you create a Microsoft PowerPoint presentation for the next meeting to:

  • Prioritize the issues in order of their level of legal and financial implications and provide a convincing rationale for the order of priority
  • Choose the top three or four issues and present a convincing argument for the policies and procedures that need to be put in place to address them, with a rationale supported by law
  • Outline the legal and financial implications of what might happen should the practices continue to take place
  • Explain how you will create a more democratic and empowering environment that promotes understanding and respect for diversity
  • Describe what needs to be done to establish ethical practices and to enhance the institution’s ability to provide a safe and productive environment

To ensure that you remember everything that you want to say to the board, you are to include detailed reader’s notes. To help the board understand the legal and ethical issues, you will cite and explain the legal cases and laws that need to be addressed and include appropriate APA references and internal citations.

You might want to address your recommendations to specific areas, such as financial aid, disability law/immigration law and equal access, tenure and academic freedom, campus safety, freedom of speech, Title IX, and copyright law, which can be clustered together as follows:

  • Expressional rights in postsecondary education (speech, association, religion, press, academic freedom, etc.)
  • Privacy rights in postsecondary education (student records, search policy and practice, technology issues, invasion of privacy, slander/libel, etc.)
  • Student or faculty due process rights in postsecondary education (judicial procedures, academic misconduct, social misconduct, termination of faculty employment, tenure, etc.)
  • Civil rights issues and topics in postsecondary education (discrimination and harassment based on race, ethnicity, disability, religion, sex, sexual orientation, age, etc.; desegregation of postsecondary education; affirmative action in admission; etc.)
  • Tort liability issues and topics (campus liability issues, negligence for criminal acts, campus safety, hazing, alcohol abuse, etc.)
  • Contract rights in postsecondary education (student contract rights, faculty or student collective bargaining rights, faculty or student contract liability, financial exigency rights and liability, etc.)
  • Financial aid/higher education access in postsecondary education (governmental legislation and major developments in financial aid, postsecondary access, etc.)

Explain the considerations for leaders of the business you chose in managing the cultural diversity in terms of customer service and employee expectations

Assignment 3: Diversity in Organizations

Management practices differ, depending on the diversity within the organization. In this assignment, you will research the demographics for your area or city and apply those demographics to business operations.

This assignment has two parts. Complete both parts.

Part I

Research the population demographics in the area or state where you live.

Use the following guidelines for your research:

  • Look up government reference sites such as the US Census Bureauhttp://www.census.gov/.
  • Conduct an Internet search using keywords such as ‘demographics for YourCity.’

Complete the following:

  • List and describe the population demographics. Be sure to cover gender, race, national origin, age, disability, and religion. Create a table to present this information.
  • Explain how these demographics determine or affect the cultural dynamics where you live. For example, types of restaurants, specialty grocery items, entertainment offerings, public housing requirements, and education offerings.

Part II

  • Choose a business in your area and explain how the cultural dynamics might affect the way that business would conduct business.
  • Explain the considerations for leaders of the business you chose in managing the cultural diversity in terms of customer service and employee expectations. For example, one consideration might be to have customer service agents who speak Spanish in an area where there is a large Spanish-speaking population.

Give reasons in support. Be sure to apply relevant management principles.

Assignment 3 Grading CriteriaMaximum Points
Listed and described population demographics in the area or state where you live demonstrating in-depth research.12
Explained impact of population demographics on cultural dynamics giving reasons.12
Explained impact of cultural dynamics on selected business.20
Recommended considerations for leaders managing the selected business with an orientation towards cultural diversity.36
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20
Total:100

Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.

Write a 4–5-page assessment in which you apply theories and concepts about prejudice, stereotypes, and groups to different points related to these topics.

Prejudice and stereotyping seem to be part of the human condition, and it is essential to examine how attitudes develop in order to change our behavior as individuals and as a society.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Apply social psychological research and theory to examine social perception, social interaction, and social influence.
  • Examine how attitudes and behaviors of a group influence prejudice and stereotyping.
  • Explain how membership in a group influences social judgment.
  • Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
  • Analyze how portrayal of ethnic, cultural, and social groups by the media influences social perception of the group and perpetuates stereotyping.
  • Analyze how subtle stereotyping and cognitive dissonance can affect the ability to bring about social change.
  • Competency 5: Examine controversial research studies in social psychology from an ethical standpoint.
  • Describe ethical challenges researchers face when conducting research on controversial topics.
  • Competency 6: Apply critical thinking skills to resolve conflicts and issues in the field of social psychology.
  • Examine the implications and consequences for society of not addressing prejudice and stereotyping.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
  • Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.

Religion and Science

Religion and Science

By Albert Einstein

(The following article by Albert Einstein appeared in the New York Times Magazine on

November 9, 1930 pp 1-4. It has been reprinted in Ideas and Opinions, Crown

Publishers, Inc. 1954, pp 36 – 40. It also appears in Einstein’s book The World as I See

It, Philosophical Library, New York, 1949, pp. 24 – 28.)

Everything that the human race has done and thought is concerned with the satisfaction

of deeply felt needs and the assuagement of pain. One has to keep this constantly in

mind if one wishes to understand spiritual movements and their development. Feeling

and longing are the motive force behind all human endeavor and human creation, in

however exalted a guise the latter may present themselves to us. Now what are the

feelings and needs that have led men to religious thought and belief in the widest sense

of the words? A little consideration will suffice to show us that the most varying

emotions preside over the birth of religious thought and experience. With primitive man

it is above all fear that evokes religious notions – fear of hunger, wild beasts, sickness,

death. Since at this stage of existence understanding of causal connections is usually

poorly developed, the human mind creates illusory beings more or less analogous to

itself on whose wills and actions these fearful happenings depend. Thus one tries to

secure the favor of these beings by carrying out actions and offering sacrifices which,

according to the tradition handed down from generation to generation, propitiate them or

make them well disposed toward a mortal. In this sense I am speaking of a religion of

fear. This, though not created, is in an important degree stabilized by the formation of a

special priestly caste which sets itself up as a mediator between the people and the

beings they fear, and erects a hegemony on this basis. In many cases a leader or ruler or

a privileged class whose position rests on other factors combines priestly functions with

its secular authority in order to make the latter more secure; or the political rulers and the

priestly caste make common cause in their own interests.

The social impulses are another source of the crystallization of religion. Fathers and

mothers and the leaders of larger human communities are mortal and fallible. The desire

for guidance, love, and support prompts men to form the social or moral conception of

God. This is the God of Providence, who protects, disposes, rewards, and punishes; the

God who, according to the limits of the believer’s outlook, loves and cherishes the life of

the tribe or of the human race, or even or life itself; the comforter in sorrow and

unsatisfied longing; he who preserves the souls of the dead. This is the social or moral

conception of God.

The Jewish scriptures admirably illustrate the development from the religion of fear to

moral religion, a development continued in the New Testament. The religions of all

civilized peoples, especially the peoples of the Orient, are primarily moral religions. The

development from a religion of fear to moral religion is a great step in peoples’ lives.

And yet, that primitive religions are based entirely on fear and the religions of civilized

peoples purely on morality is a prejudice against which we must be on our guard. The

truth is that all religions are a varying blend of both types, with this differentiation: that

on the higher levels of social life the religion of morality predominates.

Common to all these types is the anthropomorphic character of their conception of God.

In general, only individuals of exceptional endowments, and exceptionally high-minded

communities, rise to any considerable extent above this level. But there is a third stage

of religious experience which belongs to all of them, even though it is rarely found in a

pure form: I shall call it cosmic religious feeling. It is very difficult to elucidate this

feeling to anyone who is entirely without it, especially as there is no anthropomorphic

conception of God corresponding to it.

The individual feels the futility of human desires and aims and the sublimity and

marvelous order which reveal themselves both in nature and in the world of thought.

Individual existence impresses him as a sort of prison and he wants to experience the

universe as a single significant whole. The beginnings of cosmic religious feeling

already appear at an early stage of development, e.g., in many of the Psalms of David

and in some of the Prophets. Buddhism, as we have learned especially from the

wonderful writings of Schopenhauer, contains a much stronger element of this.

The religious geniuses of all ages have been distinguished by this kind of religious

feeling, which knows no dogma and no God conceived in man’s image; so that there can

be no church whose central teachings are based on it. Hence it is precisely among the

heretics of every age that we find men who were filled with this highest kind of religious

feeling and were in many cases regarded by their contemporaries as atheists, sometimes

also as saints. Looked at in this light, men like Democritus, Francis of Assisi, and

Spinoza are closely akin to one another.

How can cosmic religious feeling be communicated from one person to another, if it can

give rise to no definite notion of a God and no theology? In my view, it is the most

important function of art and science to awaken this feeling and keep it alive in those

who are receptive to it.

We thus arrive at a conception of the relation of science to religion very different from

the usual one. When one views the matter historically, one is inclined to look upon

science and religion as irreconcilable antagonists, and for a very obvious reason. The

man who is thoroughly convinced of the universal operation of the law of causation

cannot for a moment entertain the idea of a being who interferes in the course of events –

provided, of course, that he takes the hypothesis of causality really seriously. He has no

use for the religion of fear and equally little for social or moral religion. A God who

rewards and punishes is inconceivable to him for the simple reason that a man’s actions

are determined by necessity, external and internal, so that in God’s eyes he cannot be

responsible, any more than an inanimate object is responsible for the motions it

undergoes. Science has therefore been charged with undermining morality, but the

charge is unjust. A man’s ethical behavior should be based effectually on sympathy,

education, and social ties and needs; no religious basis is necessary. Man would indeed

be in a poor way if he had to be restrained by fear of punishment and hopes of reward

after death.

It is therefore easy to see why the churches have always fought science and persecuted

its devotees.On the other hand, I maintain that the cosmic religious feeling is the

strongest and noblest motive for scientific research. Only those who realize the immense

efforts and, above all, the devotion without which pioneer work in theoretical science

cannot be achieved are able to grasp the strength of the emotion out of which alone such

work, remote as it is from the immediate realities of life, can issue. What a deep

conviction of the rationality of the universe and what a yearning to understand, were it

but a feeble reflection of the mind revealed in this world, Kepler and Newton must have

had to enable them to spend years of solitary labor in disentangling the principles of

celestial mechanics! Those whose acquaintance with scientific research is derived

chiefly from its practical results easily develop a completely false notion of the mentality

of the men who, surrounded by a skeptical world, have shown the way to kindred spirits

scattered wide through the world and through the centuries. Only one who has devoted

his life to similar ends can have a vivid realization of what has inspired these men and

given them the strength to remain true to their purpose in spite of countless failures. It is

cosmic religious feeling that gives a man such strength. A contemporary has said, not

unjustly, that in this materialistic age of ours the serious scientific workers are the only

profoundly religious people.

“I cannot imagine a God who rewards and punishes the objects of his creation, whose purposes are modeled after our own — a God, in short, who is but a

reflection of human frailty. Neither can I believe that the individual survives the death of his body, although feeble souls harbor such thoughts through fear or ridiculous egotisms.” (Albert Einstein, obituary in New York Times, 19

April 1955)