Can you anticipate any interpretation problems that may arise with the adaptation and implementation of the SOV? How should these be addressed?
Question 4:
2. Can you identify important moral problems that are not covered or anticipated by the Statement of Values? How could the SOV be modified to cover these problems and “fill the gaps”?
What did you learn?
Reflecting on what you have done is an absolutely essential part of the learning process. In this section of the module, the class will be divided into small groups, and each group member begin by presenting his or her responses to the above four questions. Explaining your responses to others in terms that they understand and with reasons that you share with them helps you to see your own views in a different, more comprehensive way. Listening to what others say helps to integrate new information and perspectives into your thinking on an issue. In other words, it expands and deepens your own position.
After you explain your responses to the other members of your group, discuss how the sov can be embedded in everyday academic activities. how can sov values be realized in...
group work
course syllabi
College Administrative procedures such as complaint processing and matriculation
class attendance
Choose one of these issues for discussion. If you have time, go to another.
Sample issues for discussion
How can teachers realize justice in their evaluation procedures?
How can students participate responsibly in their classes?
How does cheating affect relations of trust between students, especially between those who cheat and those who don’t?
How can the practice of setting and holding office hours lead to or undermine relations of respect between teachers and students?
How can academic integrity be interpreted as an aspiration? What would constitute an academic integrity compliance program?
Does the SOV pertain to recent changes in the class schedule at UPRM? Which values pertain and why? Is an example of an SOV gap?
Again, choose one of these for group discussion. If you have time, go to another.
Meta-discussion
A meta-discussion is a discussion about a discussion. Reflecting on the discussion your group has just had...
Did you agree on most issues? Why do you think you all agreed? What did you do to prevent groupthink, i.e., a group atmosphere where disagreement is covered over by various methods or means.
Did you disagree?
How did you respond to disagreement? For example, did you try to impose consensus.
State as clearly as possible the different positions held by group members and how they differed
Appendix
Sov module word 97 version
This module is also available in a Word 97 handout. Clicking on this figure will download the file including handouts for each of the discussion activities outlined above.
This student module was carried out in classes at UPRM in Business Ethics 8/10/07 and 8/13/07. All three sections including the Meta-Discussion were completed by close to 60 students. An informal summary of the students' responses and the issues they raised can be found in the corresponding Instructor Module which is under construction and will be published shortly.
My college's values and me: an exercise for esor 4019
The exercise, "My College's Values and Me," developed by Marta Colón de Toro, provides an excellent instrument for disseminating the Statement of Values to students, collecting reactions and feedback from them to incorporate into future developments, and to start reflecting on how the SOV can be realized in the classroom and the ADEM communty at large. The following media file contains the classroom exercise carried out in the fall semester, 2007, at UPRM.
My college's values and me
This exercises has been developed by Marta Colón de Toro for integration of the SOV into the class, "Wages and Salary Administration." A revised version will be substituted shortly.
Eac toolkit project
This module is a work-in-progress; the author(s) may update the content as needed. others are welcome to use this module or create a new derived module. you can collaborate to improve this module by providing suggestions and/or feedback on your experiences with this module.
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
