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View Business Ethics and Corporate Social Responsibility
Syllabus Fall 2018 Ethics and Corporate Social Responsibility Julie Irwin Marlene and Morton Meyerson Centennial Professor of Business, Department of Business, Government, and Society and Department of Marketing Office: CBA 5.254 E-mail: [email protected] Office Hours: Tuesdays 1:30-2:30 or by appointment 1. Course Objectives. This course’s two main foci are the development of ethical leadership and responsibility. In order to sharpen our ability to face the complexities of ethics in the business world, we will (1) learn about basic concepts relevant to business ethics, (2) start to develop ethical principles in a variety of business domains, and (3) practice discussing ethical issues with people from a variety of viewpoints and backgrounds. After this course you will be even better equipped to use your education (and natural abilities) to be a success because you will be less likely to be hindered by ethical quandaries, scandals, and ambiguities. 2. Teaching methods. The course will combine lecture, discussion, group work, and guest speakers. 3. Assignments and grading. The following course requirements will count for the designated percentages of your final grade: Midterm 33% Group Presentation 30% Short Papers (3) 11% each = 33% Participation 14% Total 100 The group presentation grades will be determined by ratings from the class as well as ratings from me (50/50 split). Short Papers In lieu of an exam in the second part of the class you will write THREE short papers, two of which are of your choosing. They will be one page, single-spaced, and must be submitted through Canvas. -
All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
A Unified Framework of the Shared Aesthetic Experience" (2016)
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 A Unified rF amework of the Shared Aesthetic Experience Huakai Liao Claremont McKenna College Recommended Citation Liao, Huakai, "A Unified Framework of the Shared Aesthetic Experience" (2016). CMC Senior Theses. Paper 1307. http://scholarship.claremont.edu/cmc_theses/1307 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College A Unified Framework of the Shared Aesthetic Experience submitted to Piercarlo Valdesolo and Dean Peter Uvin by Huakai Liao for Senior Thesis Fall 2015 01/25/2016 0 Acknowledgement First of all, I would like to express my sincere thanks to my thesis advisor, Dr. Valdesolo, for the continuous support throughout this project as well as my entire undergraduate career. There have been very difficult times during the span of this project. I could not thank him enough for his support and understanding during those times. I still remembered the first day of freshman year when I asked him to join his laboratory to study emotion and he said yes. The interest in emotion has grown since then and led me to my other thesis in computer science on the topic of building emotional machine as well as the current project. I would also like to thank Dr. Halpern for her support. Even after her retirement, her door has always been open whenever I ran into trouble. She supported and cared for me during some of my difficult times. -
Brooke Charter Schools Amendment Request 2016
Board of Trustees Brooke Roslindale Charter School Scott Oran, Chair Hilary Berkman, Treasurer 190 Cummins HWY LaRoy Brantley Roslindale, MA 02131 Bart Bussink July 31, 2015 Alex Finkelstein Joanna Jacobson Commissioner of Elementary and Secondary Education or Lauren Kushman Charles Ledley Board of Elementary and Secondary Education Imari Paris-Jeffries Massachusetts Department of Elementary and Secondary Education Jon Clark, ex officio 75 Pleasant Street Kimberly Steadman, ex officio Malden, MA 02148 Dear Commissioner and Board, Co-Directors, Brooke Charter Schools On behalf of the Board of Trustees of Brooke Roslindale, Brooke Mattapan, and Jon Clark Kimberly Steadman Brooke East Boston, I respectfully request your approval of an amendment to change our charter to consolidate our existing charters, expand the grades served Principal, to include high school, and expand our maximum enrollment. These changes to Brooke Roslindale our charter(s) will be effective upon approval of the Board of Elementary and Meghan Parquette Secondary Education and the Commissioner. Principal, The Brooke Board of Trustees wishes to make this change in order to make Brooke Mattapan possible the creation of a Brooke High School, which existing Brooke students Abby Waldman will have the opportunity to attend. Principal, Brooke East Boston The Brooke Board of Trustees voted to approve this request on Tuesday, July 21st, Molly Cole at a meeting held in compliance with Massachusetts Open Meeting Law G.L. c. 30A, §§ 18-25. At that meeting, the Board of Trustees authorized me to submit this request on their behalf. The Brooke Board of Trustees also authorized the school to work with the Department to make any minor technical changes to the amendment submitted for approval if such changes are necessary to meet the requirements of statute or regulations, and are codified in Department guidance that was not adhered to in our submission. -
Unit 4: Study Guide Motivation and Emotion
Unit 4: Study Guide Motivation and Emotion In studying motivation, students learn about the forces that influence the strength and direction of behavior including homeostasis. They discover that although early theories of motivation focused on internal instincts, needs, and drives, later theories acknowledged the role of external incentives. The concepts of intrinsic and extrinsic motivation are also examined. Students also learn that more recent theories conceptualize motives into at least two distinct types: primary (physiological) and secondary (social). In the case of the primary motives – such as hunger, thirst, pain, and sex – psychologists have identified many of the neural and hormonal mechanisms that are associated with the motivational state. The motives for sex and aggression appear to be more complex than those for hunger and thirst, involving both physiological and environmental mechanisms; however, even hunger appears to be influenced by environmental stimuli, particularly in the case of people who are obese. The study of emotion centers on the complex interactions between cognition and physiological mechanisms that are associated with feelings of love, hate, fear, and jealousy. Different theories – such as James-Lange, Cannon-Bard, Schachter-Singer, and opponent- process theory - provide different explanations of the relationship between physiological changes and emotional experiences. Central to much current theory and research is the concept of arousal; that is, the activation of several physiological systems at the same time, suggesting a relationship between task performance and level of arousal. CR8: The course provides instruction in motivation and emotion Text: Chapter 12 (pp. 469 – 510) Chapter 13 (pp. 513 – 544) Student Resources: Flashcards from text www.worthpublishers.com/myers8e I can see it all over your face, Forty Studies, pp. -
Proust Was a Neuroscientist
FOR IMMEDIATE RELEASE: Contact: Andy Heidel Assistant Director of Publicity 212-420-5849 • [email protected] PROUST WAS A NEUROSCIENTIST by Jonah Lehrer A sparkling and original blend of biography, criticism, and first-rate science writing arguing that science is not the only path to knowledge. In fact, where the brain is concerned, art got there first. While an undergraduate at Columbia University, 25-year-old Rhodes scholar Jonah Lehrer worked in a neuroscience lab, trying to figure out how the mind remembers. At the same time, he happened to be taking a course in twentieth-century French Literature, and began reading Proust. He would often bring his copy of Swann’s Way to the lab, and read a few pages while waiting for an experiment to finish. All he expected from Proust was a little entertainment, but he began to see a surprising convergence. Proust’s narrator recovers his childhood memories when he bites into the madeleine, revealing crucial things about memory that neuroscientists didn't uncover until 2001: first, that memory is uniquely tied to taste and smell. And, second, as Proust so thoroughly examines, memory is fallible. This led Lehrer to start thinking about other artists who anticipated modern neuroscience, and he realized that there was a whole group of artists that had discovered truths about the human mind – real, tangible truths – that science is only now re- discovering. In PROUST WAS A NEUROSCIENTIST (Houghton Mifflin, November 2007) Lehrer argues that science is not the only path to knowledge. In fact, where the brain is concerned, art got there first. -
Bob Zajonc and the Unconscious Emotion ISSN 1754-0739 DOI: 10.1177/1754073910375480 Er.Sagepub.Com
Emotion Review Vol. 2, No. 4 (October 2010) 353–362 © 2010 SAGE Publications and The International Society for Research on Emotion Bob Zajonc and the Unconscious Emotion ISSN 1754-0739 DOI: 10.1177/1754073910375480 er.sagepub.com Piotr Winkielman Department of Psychology, University of California, San Diego, USA and Warsaw School of Social Psychology, Poland Abstract This article focuses on Bob Zajonc’s views on unconscious emotion, especially in the context of the debates about the independ- ence of affect and cognition. Historically, Bob was always interested in the “mere”—basic, fundamental processes. His empirical demonstrations of precognitive and preconscious emotional processes, combined with his elegant expositions of them, sharply contrasted with cold and complex cognitive models. Interestingly, Bob tended to believe that whereas the causes of emotion can be unconscious, the emotional state itself tends to be conscious. However, he reconsidered this assumption and in his later work showed that subjects in affective priming experiments do not experience conscious affect, but instead act on basic preferences. Today, Bob’s insights continue to inspire research on “unconscious emotion.” Keywords consciousness, emotion, Zajonc The relation between emotion and consciousness interested has not only redirected the field but continues to inspire new Bob Zajonc throughout much of his career. Although he never research and new researchers. wrote a comprehensive treatise on “unconscious emotion,” he often thought and wrote about it. Most directly, Bob addressed The Background of the Idea this issue in a short essay published in the book The Nature of The Mere Emotion: Fundamental Questions edited by Paul Ekman and Richard Davison (1994). -
Sweet, Sour, Salty, Bitter… and Umami by Robert Krulwich
Sweet, Sour, Salty, Bitter… and Umami by Robert Krulwich Morning Edition, November 5, 2007 · So here's a question you don't hear every day: How many tastes can a person taste? There's sweet, of course. Then sour. Then salty. And when the Greek philosopher Democritus took up the question several thousand years ago, he added bitter. So that makes four. Democritus said (not because he did any experiments; being a philosopher, he thought for a living) that when you chew on your food and it crumbles into little bits, those bits eventually break into four basic shapes. When something tastes sweet, he said, it is because the bits are "round and large in their atoms." Salty is isosceles triangle bits on your tongue, Bitter is "spherical, smooth, scalene and small," while sour is "large in its atoms, but rough, angular and not spherical." And that's it, said Democritus. Everything we taste is some combination of those four ingredients. And that made sense to Plato, and made sense to Aristotle, and pretty much ever since even modern scientists have said that's the number: four. When taste buds were discovered in the 19th century, tongue cells under a microscope looked like little keyholes into which bits of food might fit, and the idea persisted that there were four different keyhole shapes. So four it is. Four it was. And then, along came Auguste Escoffier. What the Chef Tasted Escoffier was a chef. Not just a chef, in Paris in the late 1800s he was the chef. He had opened the most glamorous, most expensive, most revolutionary restaurant in the city. -
JM Wanen, Pennsylvania State University D .. R. Williams
ACKNOWLEDGEMENTS (Continued) J. M. Wanen, Pennsylvania State University D .. R. Williams, University of Pennsylvania Richard M Wanen, University of Wisconsin, Milwaukee R. Wilton, University of Texas Daniel J. Weintraub, University of Michigan P. Wong, York University B. Weiss, University of Rochester Medical Center Antony Wright, University of Texas E. L. Wike, University of Kansss Robert Zajonc, University of Michigan Michael D. Zeiler, Emory University NOTES &; NEWS Ricardo Dobson, who, for the past Department of Psychology. !,:ormerly Education at Cornell University on three years, was Assistant Professor at he was a lecturer in the Department of September 1. Mary Washington College of the Social Relations, Harvard University. University of Virginia, is now Richard F. Nash who has just Associate Senior Research Willem J. M. Levelt, who spent the received his PhD in psychology from Psychologist at General Motors last academic year at the Institute for Tulane University, has accepted a Research Laboratories in Warren, Advanced Study, Princeton, is now position as Assistant Professor in the Michigan. back at his permanent position as Psychology Deparfm'ent at Marquette Professor of Psychology, Nijmegen University. His major area of interest is R. B. Freeman, Jr., formerly Uniuersity, The Netherlands. animal behavior. Professor at The Pennsylvania State University, is now Professor of Gardner Lindzey, who has been at Larry M. Raskin is returning to Psychology at the University of The University of Texas in Austin for Purdue University as Associate Konstanz, Germany. He will be the past few years, and most recently Professor in the Department of Child teaching in the fields of experimental at the Center for Advanced Studies in Development and Family Life after a and physiological psychology and the Behavioral Sciences at Stanford, year's leave of absence at the Division continuing research. -
How We Decide Jonah Lehrer, David Colacci - Download Pdf
[Pdf] How We Decide Jonah Lehrer, David Colacci - download pdf Read Best Book How We Decide Online, Read How We Decide Book Free, Free Download How We Decide Books [E-BOOK] How We Decide Full eBook, Download pdf How We Decide, Free Download How We Decide Full Version Jonah Lehrer, David Colacci, How We Decide Free Read Online, How We Decide by Jonah Lehrer, David Colacci Download, Read Online How We Decide Ebook Popular, online free How We Decide, How We Decide Ebooks, Read How We Decide Books Online Free, Read How We Decide Book Free, Read Best Book How We Decide Online, full book How We Decide, online free How We Decide, How We Decide Free Download, Download Online How We Decide Book, Free Download How We Decide Ebooks Jonah Lehrer, David Colacci, Free Download How We Decide Full Version Jonah Lehrer, David Colacci, free online How We Decide, CLICK FOR DOWNLOAD mobi, epub, azw, pdf Description: But when she asked about some possible topics with which he discussed the rise of modern fashion for Hollywood, Haenbach responded Hollywood is definitely not going away from glamour just because it embodies cultural valuesbut what does being beautifulin terms I think both films are becoming culturally successful now. She also compared her books The Real Life Experience 2007, Inside My Home on New York City University and Allure At First Place 2011. If you were working here last year at WarnerKotaku America during its heyday there was always something wrong that required rethinking all things social but if your job would put up lights or even run into bars rather than holding out money Why isn't anyone getting over their heads right before work starts today people will do this more regularly too.. -
Music and the Brain from Descartes to Helmholtz Carmel Raz I Have Often
Carmel Raz: Syllabus for Music and the Brain Class, Columbia University, Fall 2015 1 Music and the Brain from Descartes to Helmholtz Carmel Raz I have often asked myself: Is it because certain persons are mad, that they interest themselves in music, or is it that music has driven them mad? –Hector Berlioz Musical strings always accommodate themselves to, and lean towards the state into which they were last put… Let us suppose something analogous to this to take place in the component molecules of the brain. –David Hartley Description This undergraduate seminar offers historical and critical perspectives on music and the brain between approximately 1660 and 1870. Through engaging with scholarship and primary sources from disciplines including musicology, philosophy, and the history of science and medicine, we will focus on the role of music in shifting understandings of mental states, aesthetic ideals, methods of treatment, and questions of sensation, attention, and cognition. We will examine the role of resonance and vibration in various models of mental activity, conceptualizations of music as a healing or destabilizing medium, as well as the role of musical instruments and sounds in different philosophical and physiological theories of the body. Based on our readings and investigations, students will develop new strategies for engaging with music from analytical, historical, and scientific perspectives. The course is intended to foster interdisciplinary engagement between musicology, the history of science and medicine, and disability studies, providing students with critical tools to examine constructions of music and the brain in various contexts. Assignments and Grading Breakdown: 1. Final paper (ca. -
Sports-Related Concussions a Q&A for Schools and Other Public Entities
July 2013 Insights SPORTS-RELATED CONCUSSIONS A Q&A FOR SCHOOLS AND OTHER PUBLIC ENTITIES Contents Background and Statistics 3 Laws and Regulations 5 Lawsuits 6 Coverage Issues 9 and Concussion Claims Suggestions for Schools 10 and Other Public Entities to Manage the Risk of Concussions and Concussion Claims BY MARTIN G. HACALA, CHICAGO re concussions making some sports too dangerous? NHL Hall Aof Fame goaltender Ken Dryden appears to think so: “What once had seemed debatable, deniable, spin-able, now is not. What once had been ignored now is obvious. Not just contact or collision sports, hockey and football are dangerous sports.”1 Too often we hear tragic stories about the disability or death of a former football player, arguably the result of a brain injury from repeated concussions.2 The NFL and NCAA are facing lawsuits by thousands of former players who claim the dangers of concussions were concealed from them.3 NHL superstar Sidney Crosby missed 60 games due to the lingering effects of a concussion he sustained in 2011, and yet the concussion problem has continued unabated in the NHL.4 Football is America’s favorite sport,5 and perhaps has written about the “fiction that football can be our most violent, so it’s not surprising that most fixed and still resemble the game fans relish.”11 of the media’s focus is on football concussions. Even President Obama joined the discussion. The news for football is sobering. Many are On the eve of the 2013 Super Bowl, he had this questioning whether the sport must make radical to say in an interview in The New Republic: changes.