Sustainable Education Perspectives

**AUSTRALIAN EDUCATION SYSTEM**

Assessment overview

For this assessment you are required to write a interpretative essay. Your discussion should be based on research-based evidence, and thus you are required to integrate evidence from scholarly sources to support your argument.

This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes. Students will be able to:

Summarise the scope and purpose of educating for a sustainable future
analyse the concept of ecological literacy and articulate the benefits and limitations of being eco-literate.

Assessment details

You are required to write an essay about ‘Ecologising Education’ that specifically addresses the following:

ESSAY QUESTION : “It could be argued that when one thinks deeply about the future, that this thinking provides possibilities to change behaviour in the present. With that in mind: analyse and discuss the benefits and challenges of ecologising education now, and in the future.”

Throughout the essay you will:

Consider the value of ecologising education and teaching sustainable perspectives.
Discuss the potential opportunities and challenges of becoming ecoliterate for teachers, children and young people.
Summarise what you believe can be achieved in education in primary and early childhood.

You must demonstrate clarity and understanding of the topic and offer interpretation of the issues and implications together with a very high level of scholarship. Presentation, format and structure must be of a professional standard.

nurse Incivility & Impact on Communication Breakdown( focus on effect of nurse incivility, recommended findings, solution to identified problems)
The paper will include the following.
1. Clinical question
a. Description of problem
b. Significance of problem
c. Purpose of paper
2. Description of findings
a. Summarize basics in the Matrix Table as found in Assignment Documents in
e-College.
b. Describe
i. Concepts
ii. Methods used
iii. Participants
iv. Instruments including reliability and
validity
v. Answer to “Purpose” question
vi. Identify next step for group
3. Conclusion of paper
4. Format
a. Correct grammar and spelling
b. Use of headings for each section
c. Use of APA format (sixth edition) d. Page length: three pages

To what extent has Obama been a successful president?

Be aware of plagiarism.
Use recent references.
Use academic references.

1. Thoroughly read the section on the models of career choice. Based on your self-awareness, explain which three (3) Holland themes (based on personality orientations) best fit you. Then identify the Super developmental stage that is the best fit for your current career development. Explain why in 2-3 sentences, using at least 5 key terms from Chapter 13.

2. Use the following link, read the instructions, follow the prompts and complete the Interactive Holland’s Assessment (RIASEC Codes). The Holland codes are related to the six themes identified in the textbook. http://personality-testing.info/tests/RIASEC.php (Links to an external site.)

3. After completing the assessment, review your results (which will look like the image on the attached document), and tell what your Holland RIASEC code is, then explain what it means using terms from Chapter 13. Compare the codes your results showed to those that you identified in the first portion of this assignment (above). Discuss how this relates to the current Super developmental stage you identified for yourself, and how the next stages might be affected by your identified Holland codes. You should use at least 10 terms from Chapter 13.

***Make sure to highlight, underline, or make bold all of the key terms.

Defenses to Malpractice and Risk Management

Reply two these two posts separately and provide references for each. Please do not be biased.

Post 1: Based on the group case study, possible defenses can be brought up against both the physician and the nurses. The physician failed to explain possible death as a result of surgery when explaining procedure and going over the consent form. Consent forms are usually particular to each facility. “Physicians have a legal and ethical responsibility to provide adequate information to the patient so that he or she is able to process the information and make appropriate decisions,” (Berg, Appelbaum, Lidz, et al., 2001). “Because a consent form documents the patient’s understanding of the services the surgeon will provide, the one you describe meets the basic requirements for informed consent,” (Unknown Author, 1998). “Performing a procedure on a patient without his or her consent has been considered by the courts to be a form of battery,” (Faden, 1986). For this reason it is crucial the process of informed consent whereby possible outcomes are discussed and a time for questions allowed; risk and benefits. Studies have shown that “patients may not accurately remember all the facts disclosed in a discussion,” (Ryan and Sinha, 2016).
The nurses can be charged for negligence. “Postoperative medical complications are common, potentially fatal, and variable across different settings,” (Redelmeier, 2016). Checking orders, report and documenting all plays a role in the negligence of patient care and all can be prevented. They are all basic requirements of nurse practice.
References:
Berg, J.W., Appelbaum, P.S., Lidz, C.W., et al. (2001). Informed Consent: Legal Theory and
Clinical Practice, 2nd edition, Oxford University Press, New York
Faden, R.R. (1987). A History and Theory of Informed Consent. New York: Oxford University
Press
Unknown Author (1998). Legal questions. Surgical consent form: incomplete and
illegal?…verify the operative site. Nursing (NURSING); 28(11): 31-31. 1p
Redelmeier, D.A. (2016). Postoperative care and complications. Goldman-Cecil Medicine, 433,
2631-2625. e2
Ryan, M. and Sinha, M.S. (2016). Informed procedural consent. Retrieved from:
http://www.uptodate.com/contents/informed-procedural-consent?source=search_result&search=explaining+consent+forms&selectedTitle=5%7E150#H8537359
Post 2: What happened to Yolanda would have been prevented. The infusion pump beeped for so long, but due to ignorance, Carol Prince assumed someone else was taking care of it. Diana also heard it and it took several minutes before informing Jeffery and it was until forty-five minutes that she went to that room. Nurses are well aware that there is a shortage of staff in Caring Memorial hospital, and therefore, they should be responsible in all situations for the wellbeing of all patients. If Carol and Diana responded to the bell in time, whatever happened would have been prevented. Besides, the hospital was testing IV infusion pump without proper records, because it became difficult to identify the serial number of the pump in Yolanda’s care. If they had the serial number, they would have identified if it was the right pump or the intruder used a different one, and they would have known what to do to save the patient (Hickle & Lampotang, 2002). The hospital should have security to prevent strangers from possible cause to the patients.

The best risk management which would have implemented before the adverse patient occurrence would be risk avoidance (Pritchard & PMP, 2014). It would have been applied by responding to the issue of staffing shortage, to recruit as many nurses as possible to ensure that there are enough nurses in each department that allows shifts without insufficiency. Again, after the occurrence, they would have utilized risk acceptance. This technique would have allowed the nurses to accept that the damage had already been done, but it could show that they are ready to do all it takes to control the situation (Chapman & Ward, 2003).

References

Chapman, C., & Ward, S. (2003). Project risk management: processes, techniques and insights.

Hickle, R., & Lampotang, S. (2002). “Apparatuses and methods for providing IV infusion administration.”U.S. Patent Application No. 10/208,184.

Pritchard, C. L., & PMP, P. R. (2014). Risk management: concepts and guidance. CRC Press.

: Cultural Autobiography

The purpose of this assignment is to illustrate recognition of your own cultural background and how your worldview has been shaped by your family, role models and life experiences. This autobiography will help you express an appreciation for your own cultural identity and discover potential areas of development.

Begin by defining individuals that you consider family members. This includes, for example, parents or guardians, siblings and/or grandparents. Important information about these individuals includes places of birth, travel (if any), age, spiritual/religious beliefs, occupation, educational history, ethnicity, birth order, etc. In this description include the cultural heritage each individual and summarize the belief system of your family in general, including specific family values, religious and cultural practices, ceremonies, beliefs, and holiday celebrations. If possible, interview these individuals in an effort to gain new insight into your cultural heritage.

Next critically evaluate experiences in which you feel have had significant relevance in your multicultural development. Include both positive and negative experiences if applicable.

After taking a look at these influencing factors, critically examine and discuss who you are as a cultural being, including your racial identity. Think about your own development, functioning, values, behaviors and worldview and how you feel your family history, chosen role models, and experiences have shaped you. Describe how your life would be different had these cultural influences not been there. Be sure to include a description of interpersonal expectations for yourself and lifestyle choices. Finally, having taken a close look at your cultural autobiography, include potential biases which may influence how you interact with others. This could include, for example, favoring individuals of your own heritage or unconscious biases towards a certain cultural group.

Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing your racial identity please cite sources which you have referenced to better understand what this term means or use the text or lecture to substantiate points you are making about how gender has influenced your cultural development.

This paper should be approximately 4 pages] and is due on Wednesday, August 3, 2016.
Assignment 2 Grading Criteria
Maximum Points

Analyzed and defined the cultural and ethnic background of family members and/or role models from personal life.

20

Defined cultural customs, rituals, or religious practices important to shaping personal life.

12

Critically evaluates experiences of significant relevance in personal multicultural development.

20

Critically examines and discusses personal cultural being including development, functioning, values, behaviors and worldview. Discusses how family history, chosen role models, and experiences contributed.

48

Discusses personal racial identity.

20

Discusses how life may have been different without cultural influences.

12

Describes interpersonal expectations for lifestyle choices.

12
Properly cites two or more eternal scholarly references.
12

Style (4 points): Tone, audience, and word choice
Organization (12 points): Introduction, transitions, and conclusion
Usage and Mechanics (12 points): Grammar, spelling, and sentence structure
APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style

44
Total:
200

Module 4 – SLP

Asymmetric Information and Market Outcomes

Links to Estimation Techniques

Tim Shaughnessy, Chapter 7 — Demand Estimation and Forecasting, available from https://www.youtube.com/watch?v=daiTjsnznjM

Matt Kermode, Explanation of Regression Results, Available at https://www.youtube.com/watch?v=c5blVUkkjTM

Jason Delaney, Introduction to Multiple Regression, Available at https://www.youtube.com/watch?v=eLpfEml4Vak

Session Long Project

PART 1

In 2006 the CEO of Bear Sterns, James Caynes, received a compensation package of $34 million. The following year Bear Sterns cost $2.7 billion to the taxpayers. In 2006, the CEO of Lehman Brothers received a compensation package of $27 million. On September 15, 2008, Lehman Brothers filed for bankruptcy. The collapse of Lehman Brothers is seen by many as the key event that sparked the Global Financial Crisis. In 2006, the CEO of Citigroup, Charles Prince, received a compensation package of $25 million. Since then the stock price has fallen from $50 a share to $3.5 a share. The CEO of Countrywide Financial, Angelo Mozilo, did even better. His compensation package was $43 million. Angelo Mozilo and two other top executives were charged by the Security and Exchange Commission (SEC) with fraud. According to the SEC, from 2005 through 2007, Countrywide Financial engaged in an unprecedented expansion of its underwriting guidelines and was writing riskier and riskier loans, which these senior executives were warned might ultimately curtail the company’s ability to sell them. Countrywide Financial was the third biggest originator of subprime mortgages and the nation’s leader in subprime mortgage- backed securities. The tragedy is that these individuals did not make decisions that were in their companies’ best interest. Why? What went wrong? What caused the relation between the CEO and the stockholders to go so badly awry? Discuss.

PART 2

An important component of this course is experience with analyzing economic data at the managerial level. The computer is a perfect tool for manipulating data and performing statistical analyses. While the focus of BUS 530 is not on learning statistics, this course will utilize and improve your computer skills with a computer assignment designed to illustrate the interconnections between data, information and managerial decisions.

The primary software will be Microsoft Excel and the Excel statistical add-in: Data Analysis. Microsoft Excel 2010 (and previous versions) provides a set of data analysis tools called Analysis ToolPak which you can use to save steps when you develop complex statistical analyses. You provide the data and parameters for each analysis; the tool uses the appropriate statistical macro functions and then displays the results in an output table. The Analysis ToolPak is a Microsoft Office Excel add-in program that is available when you install Microsoft Office or Excel. To use the Analysis ToolPak in Excel, however, you need to load it first. Click the Microsoft Office Button, and then click Excel Options. Click Add-Ins, and then in the Manage box, select Excel Add-ins. Click Go. In the Add-Ins available box, select the Analysis ToolPak check box, and then click OK. (If Analysis ToolPak is not listed in the Add-Ins available box, click Browse to locate it.) If you get prompted that the Analysis ToolPak is not currently installed on your computer, click Yes to install it. After you load the Analysis ToolPak, the Data Analysis command is available in the Analysis group on the Data tab.

In the Module 4 SLP assignment you are also asked to estimate a market demand or a cost function (your choice) using the tools of regression analysis and the regression software outlined above.

The first data set (demand for housing) is used to apply the hedonic approach to demand estimation, while the second data set (demand for cigarettes) is used to apply the classical approach. Finally, the third dataset (cost of electricity) uses a well known dataset to estimate the cost of electricity production. In all cases the data is cross-sectional data.

The estimation of demand follows two approaches:

the classical approach, whereby the quantity demanded of a product is explained by its own price, the prices of related goods (complements and substitutes), income, tastes and preferences, and the size of the population, among others;
the hedonic approach, whereby the price of an asset (car, house) is explained by the characteristics of the asset itself (i.e., the price of housing depends on the number of bedrooms, the number of bathroom, the view from the house (using a dummy variable: 1 = view, 0 = no view), the square footage of the house, the square footage of the lot, etc).
PART 2: Assignment

You are given the data on housing. The data are collected from the real estate pages of the Boston Globe during 1990. These are homes that sold in the Boston, MA area. The source of the data is Wooldridge (2009) Introductory Econometrics: A Modern Approach, 4th Edition, Cengage

VARIABLES

1. price price, in dollars

2. assess assessed value, in dollars

3. bdrms number of bedrooms

4. lotsize size of lot, square feet

5. sqrft size of house, square feet

Cut and paste in Excel the data set. Then, in Excel, obtain the logarithmic transformation of the following variables using the Excel function =LOG( . )

6. lprice log(price) : dependent variable

7. lassess log(assess) : independent variable

8. llotsize log(lotsize) : independent variable

9. lsqrft log(sqrft) : independent variable

DATASET 1

OBSERVATIONS

PRICE

SQRFT

ASSESS

BDRMS

LOTSIZE

300

2438

349.1

4

6126

370

2076

351.5

3

9903

191

1374

217.7

3

5200

195

1448

231.8

3

4600

373

2514

319.1

4

6095

466

2754

414.5

5

8566

332

2067

367.8

3

9000

315

1731

300.2

3

6210

206

1767

236.1

3

6000

240

1890

256.3

3

2892

285

2336

314

4

6000

300

2634

416.5

5

7047

405

3375

434

3

12237

212

1899

279.3

3

6460

265

2312

287.5

3

6519

227

1760

232.9

4

3597

240

2000

303.8

4

5922

285

1774

305.6

3

7123

268

1376

266.7

3

5642

310

1835

326

4

8602

266

2048

294.3

3

5494

270

2124

318.8

3

7800

225

1768

294.2

3

6003

150

1732

208

4

5218

247

1440

239.7

3

9425

275

1932

294.1

3

6114

230

1932

267.4

3

6710

343

2106

359.9

3

8577

477

3529

478.1

7

8400

350

2051

355.3

4

9773

230

1573

217.8

4

4806

335

2829

385

4

15086

251

1630

224.3

3

5763

235

1840

251.9

4

6383

361

2066

354.9

4

9000

190

1702

212.5

4

3500

360

2750

452.4

4

10892

575

3880

518.1

5

15634

209

1854

289.4

4

6400

225

1421

268.1

2

8880

246

1662

278.5

3

6314

713

3331

655.4

5

28231

248

1656

273.3

4

7050

230

1171

212.1

3

5305

375

2293

354

5

6637

265

1764

252.1

3

7834

313

2768

324

3

1000

417

3733

475.5

4

8112

253

1536

256.8

3

5850

315

1638

279.2

4

6660

264

1972

313.9

3

6637

255

1478

279.8

2

15267

210

1408

198.7

3

5146

180

1812

221.5

3

6017

250

1722

268.4

3

8410

250

1780

282.3

4

5625

209

1674

230.7

4

5600

258

1850

287

4

6525

289

1925

298.7

3

6060

316

2343

314.6

4

5539

225

1567

291

3

7566

266

1664

286.4

4

5484

310

1386

253.6

6

5348

471

2617

482

5

15834

335

2321

384.3

4

8022

495

2638

543.6

4

11966

279

1915

336.5

4

8460

380

2589

515.1

4

15105

325

2709

437

4

10859

220

1587

263.4

3

6300

215

1694

300.4

3

11554

240

1536

250.7

3

6000

725

3662

708.6

5

31000

230

1736

276.3

3

4054

306

2205

388.6

2

20700

425

1502

252.5

3

5525

318

1696

295.2

4

92681

330

2186

359.5

3

8178

246

1928

276.2

4

5944

225

1294

249.8

3

18838

111

1535

202.4

4

4315

268

1980

254

3

5167

244

2090

306.8

4

7893

295

1837

318.3

3

6056

236

1715

259.4

3

5828

202

1574

258.1

3

6341

219

1185

232

2

6362

242

1774

252

4

4950
Please keep in mind that when you interpret a regression coefficient, you are assuming that all the other variables remain constant.

A Note on ANOVA

The ANOVA table is used to test the null hypothesis that all regression coefficients (excluding the intercept term) are equal to zero against the alternative hypothesis that at least one is different from zero. This test is known as the F test for regression. The F test is computed as follows, under the assumption that the null hypothesis is true:

The F statistics has two sets of degrees of freedom: numerator (attached to the Regression SS) and denominator degrees of freedom (attached to Residual SS).

Excel computes the F statistic for you in the ANOVA table, and computes in the last column the level of significance (p-value). If the level of significance of the test is less than 5%, you will reject at the 5% level the null hypothesis that all regression parameters are zero. On the other hand, if the level of significance is greater than 5%, you will accept (i.e., fail to reject) the null hypothesis that all regression parameters are zero.

SLP Assignment Expectations

In the Module 4 SLP Assignment, you are expected to:

Describe the purpose of the paper and provide a conclusion.
Present information in a professional manner.
Answer the SLP Assignment question clearly and provide necessary details.
Write clearly and correctly—that is, no poor sentence structure, no spelling and grammar mistakes, and no run-on sentences.
Provide citations to support your argument and place references on a separate page. (All the sources that you listed in the references section must be cited in the paper.) Use APA format to provide citations and references [http://owl.english.purdue.edu/owl/resource/560/01/].
Type and double-space the paper.
Whenever appropriate, please use Excel to show supporting computations in an appendix, present economic information in tables, and use the data to answer follow-up questions.
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Designing and Delivering Presentations
Lesson 12
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Introduction: Connecting Your Learning
In many careers, you’ll be required to deliver a business presentation to a group at some point. In this lesson, you will learn about the best way to draft a presentation and how to develop the parts of a presentation, and you will explore methods to make a presentation most effective. Building your public speaking skills in the business environment for large and small groups requires a tactical approach and dedicated practice to develop confidence.
Readings, Resources, and Assignments
Required Textbook Readings Chapter 12, “Designing and Delivering Business Presentations”
Multimedia Resources Textbook Companion Web SiteRequired Assignments Project: Presentation
Check Prior Knowledge
What are the important parts of a speech or presentation? Now, think about what makes a speech most effective in reaching an audience in your experience.
Focusing Your Learning
Official Course Competencies
• Plan and participate in an efficient and effective business meeting.
• Prepare and present an oral business presentation using visual aids.
Lesson Objectives
By the end of this lesson, you should be able to:
1. Identify presentation objectives.
2. Compose and develop effective presentations.
3. Evaluate presentation design, strategy, and delivery tactics.
Key Terms
As you read your assignment for this lesson, pay close attention to the key terms and phrases PDF that are listed throughout the chapter. These terms and concepts are important to your understanding of the information provided in the lesson.
Approaching the Objectives
A business presentation is a message with a specific intent and audience. The intent might be an oral briefing, a quick, less-formal message to provide feedback on a business event that staff or leadership needs to know without notice. The intent might also be a more formal presentation where some preparation and advanced thought are required.
Creating an effective presentation requires you to know your audience. Many times, you may think or assume that you know who the audience is, why they want or need to hear the message, and the best way or environment to deliver the message to them. Watch Seven Questions to Knowing Your Audience (1:03) for preliminary questions to help you identify your audience.
A presentation has several parts for conveying an effective message. You should start with an introduction. Your introduction should be informational, inviting, and generate interest. It should provide insight into what your presentation will discuss, make the audience feel welcome and connected to the presenter, and grab their attention to help generate interest.
“7 Excellent Ways to Start a Presentation and Capture Your Audience’s Attention”
This article describes techniques you might use to generate interest in your presentation.
Once you have used one of these techniques to grab the audience’s attention and introduced the topic, it is time to move on to the body of the presentation. The body discusses the topic and makes your chosen points. Your main points should be easy to follow, include relevant facts, and be interesting. However, it is very important to involve the audience and even use humor at times to capture and maintain your audience’s interest. Using humor is great way to create familiarity or to ease a tough crowd. You must be careful to keep the humor appropriate and applicable.
Example: Using Humor
One way to use humor in a presentation is by incorporating a funny visual aid. You might use a photograph like this one below to introduce a topic that you know won’t be well received by your audience: budget review. For example, you might say, “I know this is what you all feel like when you are evaluating your budget overages, but it’s a necessary evil. So let’s discuss those now.”

To bring the points home while making them memorable, you should end your presentation with a closing. Some key ways to make the close effective are to tie your close to the introduction by building on an element in the introduction like the story, quote, or question you initially asked. Also, you should clearly transition from the body to the close to notify the audience that you are moving to close the topic. Some example phrases to move to the close include “in summary,” “to close things up today,” or “in conclusion.”
Now that you’ve learned the parts of a presentation and some methods for making them effective, you will explore visuals and how they can make or break a presentation. Visuals should be appropriate to clarify key points and aid in increasing audience attention. You learned about visuals for proposals in Lesson 11, and some types can be effectively used in presentations, such as graphs. Figure 12.2 on page 211 of your textbook covers ways to design compelling slides. While visuals are helpful, you never want to use too many visuals or complex aids with too much content. This practice can confuse, bore, or distract the audience from the presentation. Also, make sure your visuals have an effective and complementary color scheme and a clean font.
Example: Color Schemes
Using too many colors, like every color in the rainbow, or colors that are difficult to view, such as yellow cursive letters on a white background, can quickly kill a presentation’s effectiveness.
Now that you have created your presentation, you’ll want to consider the best way to deliver your message. Some speakers choose to use amemorized presentation. You can manuscript the presentation and read it word for word. Manuscript presentations are best for something like a statement to the press where no feedback occurs. Impromptu presentations require you to present without time to prepare, such as when your manager asks you to recall the details of a client’s history and current orders. An extemporaneous presentation involves planning, but the contents aren’t written down like in a memorized or manuscript presentation. For example, your manager might ask you to come to a meeting prepared to talk about ideas for a trade show booth to help attract clients. You might think about some ideas and rehearse how you’ll share them with the group but not necessarily write them down.
The content of your message, including the format of your presentation and visuals, is important as is your body language and tone. Watch The Importance of Body Language in Presentations (12:24), which demonstrates the importance of your body language when giving a presentation.
You should practice your presentation so you will be familiar with the content and confident in your delivery. In addition, you should anticipate questions that might arise and allow the audience time to ask those questions. Thinking about today’s business climate, how should you prepare if the audience is culturally diverse or if you are presenting to an audience in another location?
For the culturally diverse crowd, the goal is to simplify the language and learn more about the culture’s communication and cultural preferences. You want to be cognizant of any differences in nonverbal communication between your culture and their culture, adapt your dress to the culture, and solicit feedback to ensure you are understood. For distance presentations or Internet conferencing, be sure to learn the Internet software or service you are using and to connect with the audience by building rapport upfront. This helps keep the audience engaged and feeling connected to the message. Sometimes, you might be presenting in a group with a team of other people. When this happens, you should select only the top performing teams who can contribute; make certain all team members have a common understanding and agree on the purpose of the presentation and its contents.
In this lesson, you’ve learned about the structure and contents of a presentation, and some ways to successfully present ideas and information to others. In the end, you must organize your thoughts, convey ideas clearly, and hold the audience’s attention while doing so. You can do so by considering to whom you are delivering your message and by writing content that will appeal to their needs. These skills can help you communicate well and achieve success in any business field.
Summarizing Your Learning
The following activities are meant to help you practice the concepts that you studied in this lesson and prepare you for the graded assignments. They are not turned in to your instructor.
1. Read the assigned chapter in the textbook.
2. Review the key terms flashcards.
3. Download Audio Summaries from the textbook companion Web site for on-the-go review.
4. Play “Beat the Clock” on the textbook companion Web site to master concepts.
5. Complete the crossword puzzle on the textbook companion Web site to review key terms.
6. Watch the chapter video on the textbook companion Web site to learn about communication issues at a fictitious company.
Assessing Your Learning
Graded Assignments
The following are required assignments for this lesson.
1. Read Chapter 12: “Designing and Delivering Business Presentations.”
2. Complete the Lesson 12 Project: Presentation (30 points).
Select ONE topic from the list below to use for the Lesson 12 Project.
Topics
Select ONE topic from the following list.
A. Proposal to develop a policy to present to leadership that provides up to five paid days annually for volunteer work
B. Proposal to leadership to implement an in-house recycling program
C. Proposal to a local business to enhance the customer experience without increasing costs
D. Proposal to the board of directors to forge a strategic alliance with another company
E. Proposal presented to leadership to extend your company’s domestic retail market into an international market
Project: Presentation
1. Research the topic you selected from the list. Using Microsoft Word, create a 5- to10-minute written speech on the topic you selected, including the benefits related to the proposal you are planning. The speech should be written word for word as you plan to deliver it to your audience. Note in the presentation where you would use three PowerPoint slides as visuals.

2. Create the visuals using PowerPoint. Remember, you must include at least three slides.

3. Place the Word document and the PowerPoint file into a single folder. Zip the folder. Note: You must submit the files together in a zipped folder. They will not be accepted separately.

4. Submit the zipped folder, which is Lesson 12 Project in the Gradebook.
Have You Met The Objectives For This Lesson?
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COLLEGE OF BUSINESS & MANAGEMENT
MGT 429.31: Executive Strategies & Policies
Summer 2016

Ethical Dilemma – Ford Pinto Fire Case

On August 10, 1978, three teenage girls died horribly in an automobile accident. Driving a 1973 ford Pinto to their church for volley ball practice in Goshen, Indiana, they were struck from behind by a Chevrolet van. The Pinto’s fuel tank ruptured and the car exploded in flames. Two passengers, Lynn Marie Ulrich, 16, and her cousin, Donna Ulrich, 18, were trapped inside the inferno and burned to death. After three attempts, Lynn Marie’s sister, 18-year-old Judy Ann, was dragged out alive from the driver’s seat, but died in agony hours later in the hospital.
They were merely the latest in a long list of people to burn to death in accidents involving the Pinto, which Ford had begun selling in 1970. By the time of the accident, the car had been the subject of a great deal of public outcry and debate about its safety, especially its susceptibility to fire in low-speed rear-end collisions. This particular accident, however, resulted in more media attention than any other auto accident in U.S. history. Why? Because it led to an unprecedented court case in which the prosecution brought charges of reckless homicide against the Ford Motor Co. – the first time that a corporation had been charged with criminal conduct and the charge was not negligence but murder. At stake was much more than the maximum penalty of $30,000 in fines. Of immediate concern, a guilty verdict could have affected 40 pending civil cases nationwide and resulted in hundreds of millions of dollars in punitive damage awards. Of perhaps greater concern, however, were larger issues involving corporate social responsibility, ethical decision making by individuals with corporations, and ultimately, the proper conduct of business in the modern era.
How did Ford get into this situation? The chronology begins in early 1968 when the decision was made to battle the foreign competition in the small care market, specifically the Germans, but also the growing threat from the Japanese. This decision came after a hard-fought, two-year internal struggle between then president Semon “Bunky” Knudsen and Lee Iacocca, who had risen quickly within the company because of his success with the Mustang. Iacocca strongly supported fighting the competition at their own game, while Knudsen argued instead for letting them have the small car market so Ford could concentrate on the more profitable medium and large models. The final decision ultimately was in the hands of then-CEO Henry Ford II, who not only agreed with Iacocca but also promoted him to president after Knudsen’s subsequent forced resignation.
Iacocca wanted the Pinto in the showrooms by the 1971 model introductions, which would require the shortest production planning period in automotive history to that time. The typical time span from conception to production of a new car was more than three and a half years; Iacocca, however, wanted to launch the Pinto in just over 2 years. Under normal conditions, chassis design, styling, product planning, advance engineering, component testing, and son were all either completed or nearly completed prior to tooling of the production factories. Yet, because tooling had a fixed time frame of about 18 months, some of these other processes were done more or less concurrently. As a consequence, when it was discovered through crash testing that the Pinto’s fuel tank often ruptured during rear-end impact, it was too late (in other words, too costly) to do much about it in terms of redesign.
A closer look at the crash-test reports reveals that Ford was aware of faulty fuel tank design. Eleven Pintos were subjected to rear-end collisions at average speeds of 31 miles per hour to determine if any fuel would be lost after impact. All eight of the Pintos equipped with the standard fuel tank failed. The three remaining cars, however, survived the test because special measures had been taken to prevent tank rupture or fuel leakage. These measures included a plastic baffle placed between the axle housing and the gas tank, a steel plate between the tank and the rear bumper, and a rubber lining in the gas tank.
It should be noted that these tests were done under guidelines established by Federal Motor Vehicle Safety Standard 301, which was proposed in 1968 by the National Highway Traffic Safety Administration (HHTSA), but not officially adopted until the 1977 model year. Therefore, at the time of the tests, the Pinto met the required standards. Standard 301, had been strenuously opposed by the auto industry, and specifically Ford Motor Co. In fact, the lobbying efforts were so strong that negotiations continued until 1976, despite studies showing that hundreds of thousands of cars burned every year, taking 3,000 lives annually; the adoption of the standard was projected to reduce the death rate by 40 percent. Upon approval of FMVSS Standard 301 in 1977, all Pintos were provided with a rupture-proof fuel tank design.
But for the Pinto’s 1971 debut, Ford decided to go with its original gas tank design despite the crash-test results. Because the typical Pinto buyer was assumed to be extremely price conscious, Iacocca set an important goal known as “the limits of 2,000”: the Pinto could not cost more than $2,000 and could not weigh more than 2,000 pounds. Thus, to be competitive with foreign manufacturers, ford felt it could not spend any money on improving the gas tank. Besides, during the late 1960s and early 1970s, American consumers demonstrated little concern for safety, so it was not considered good business sense to promote it. Iacocca echoed these sentiments when he said time and time again “Safety doesn’t sell”, a lesson he had learned after a failed attempt to add costly safety features to 1950s Fords.
Ford had experimented with placing the gas tank in different locations, but all alternatives reduced usable trunk space. A design similar to that of the Ford Capri was successful in many crash tests at speeds over 50 miles per hour, but ford felt that lost trunk space would hurt sales too much. On Ford engineer, when asked about the dangerous gas tank said, “Safety isn’t the issue, trunk space is. You have no idea how stiff the competition is over trunk space. Do you realize that if we put a Capri-type tank in the Pinto, you could only get one set of golf clubs in the trunk?”
The last of ford’s reasons for not making adjustments to the fuel tank design, however, was unquestionably the most controversial. After strong lobbying efforts, Ford and the auto industry in general, convinced NHTSA regulators that cost/benefit analysis would be an appropriate basis for determining the feasibility of safety design standards. Such an analysis, however, required the assignment of a value for a human life. The study concluded that every time someone died in an auto accident there was an estimated “cost to society” of $200,725.
WHAT’S YOUR LIFE WORTH?
The chart below, from a 1971 study by the National Highway Traffic Safety Administration, is a break-down of the estimated cost to society every time someone is killed in a car accident. The Ford Motor Company used the $200,725 total figure in its own cost-benefit analysis.
COMPONENT 1971 COSTS
Future productivity losses
Direct $132,300
Indirect $ 41,000
Medical costs
Hospital $ 700
Other $ 425
Property damage $ 1,500
Insurance administration $ 4,700
Legal and court $ 3,000
Employer losses $ 1,000
Victim’s pain and suffering $ 10,000
Funeral $ 900
Assets (lost consumption) $ 5,000
Miscellaneous accident cost $ 200
Total per fatality $ 200,725
Having this value in hand, Ford calculated the cost of adding an $11 gas tank safety improvement versus the benefits of the projected 180 lives that would be saved (via an internal memo entitled “Fatalities Association with Crash-Induced Fuel Leakage and Fires”). This is presented in the table entitled The Cost of Dying in a Pinto. As is demonstrated, the costs outweigh the benefits by almost three times. Thus, the cost/benefit analysis indicated that no improvements to the gas tanks were warranted.

TABLE: THE COST OF DYING IN A PINTO
These figures are from a Ford Motor Co. internal memorandum on the benefits and costs of an $11 safety improvement (applicable to all vehicles with similar gas tank designs) that would have made the Pinto less likely to burn.
BENEFITS
Savings: 180 burn deaths, 180 serious burn injuries, 2,100 burned vehicles.
Unit Cost: $200,000 per death, $67,000 per injury, $700 per vehicle.
Total Benefit: (180 x $200,000) + (180 x $67,000) + (2,100 x $700) = $49.5 million.
COSTS
Sales: 11 million cars, 1.5 million light trucks.
Unit Cost: $11 per car, $11 per truck.
Total Cost: (11,000,000 x $11) + (1,500,000 x $11) = $137.5 million.

Ford decided to go ahead with normal production plans, but the Pinto’s problems soon surfaced. By early 1973, Ford’s recall coordinator received field reports suggesting that Pintos were susceptible to “exploding” in rear-end collisions at very low speeds (under 25 miles per hour). Reports continued to indicate a similar trend in subsequent years, but no recall was initiated despite the mounting evidence. At every internal review, those responsible decided not to recall the Pinto.
Prior to the Indiana accident, the most publicized case concerning the Pinto’s gas tank was that of Richard Grimshaw. In 1972 Richard, then 13, was riding with a neighbor on a road near San Bernardino, California, when they were hit from the rear. The Pinot’s gas tank ruptured, causing the car to burst into flames. The neighbor was burned to death in a crash that would have nee survivable if there had been no fire. Richard suffered third-degree burns over 90 percent of his body and subsequently underwent more that 60 operations, with only limited success. A civil suit was settled in February 1978, when a jury awarded a judgment of over $125 million against Ford, most of which consisted of punitive damages (later reduced to $6 million by a judge who nonetheless accused Ford of “callous indifference to human life”). This judgment was based on convincing evidence that Ford chose not to spend the $11 per car to correct the faults in the Pinto gas tanks that its own crash testing had revealed.
The Pinto sold well until the media called special attention to the Pinto fuel tank story. As a consequence, in June 1978, in the face of pressure from the media, the government, pending court cases, and the potential loss of future sales, Ford ordered a complete recall of all 1.5 million Pintos built between 1970 and 1976. During the 1980 Indiana trial that resulted from the fatal accident of 1978, differing views continued to be expressed about the Pinto fire case. Ford representatives argued that companies must make cost/benefit decisions all the time. They claimed that it is an essential part of business, and even though everyone knows that some people will die in auto accidents, buyers want costs held down; therefore, people implicitly accept risks when buying cars.
In a scathing article accusing Ford of criminally mismanaging the Pinto problem, investigative reporter Mark Dowie framed the case in a different and rather more sensational way, with this often-quoted speculation: “One wonders how long the Ford Motor Company would continue to market lethal cars were Henry Ford II and Lee Iacocca serving twenty-year terms in Leavenworth for consumer homicide.”
CASE QUESTION:
Think about the decision making of the recall coordinator for Ford Motor Co. It’s 1973 and field reports have been coming in about rear-end collisions, fires, and fatalities. You must decide whether to recall the automobile. What would you do and why?

1. listen what professor want from paper.
https://meeting.sinc.stonybrook.edu/p6ris6fw6qk/?launcher=false&fcsContent=true&pbMode=normal

2. Read Text book what you want to choose 3 concepts

3. avoid duplicated concepts from HW#1 (attached)

4.Follow every instructions