Qualitative Research Review of the Use of Patient...

Problem and Purpose Powell-Laney clearly identified the purpose of the study along with identifying the reason for the study. According to Powell-Laney (2010) there is a lack of evidence to support the use of simulation technology to teach clinical decision-making in nursing students thus Powell-Laney designed a study to ascertain whether the use of simulation technology in nursing education can increase the clinical decision making ability of nursing students (p. 6). Furthermore, Powell-Laney (2010) states that simulation technology is expensive and labor intensive thus adding to the need for current research to be done on the effectiveness of simulation technology in nursing education. Review of the Literature Simulation technology is†¦show more content†¦44). Powell-Laney (2010) was also an instructor at one of the state’s practical nursing program but she did not allow that school to participate in the study further removing possible bias from the study (p. 45). The sample size was 133 students from four different schools and of five different nursing classes (Powell-Laney, 2010). I think that the sample size is sufficient for the purpose of this study. Using different school in this study and using participants that were in different classes also adds strength to this study (LoBiondo-Wood, 2014). Research Methodology Powell-Laney’s research methodology is explained well and has a clear list of operational definitions to help with understanding of the research methodology. A strength of Powell-Laney’s study is that she compared her study formation and data measurement techniques to those of studies that were done previously. Powell-Laney (2010) explained that it was advocated to use pre and posttests whenever sample groups can be randomly selected into two groups and each group could be given a different treatment (p. 37). Powell-Laney used the pre and posttest method so that participant’s scores could be compared to themselves. Expert nurses reviewed the content, congruency, and test construction of the pre and posttests that Powell-Laney (2010) developed. These tests were piloted to a group of 30 nursing students at a nonparticipating nursing school over a three-month period.Show MoreRelatedSimulation-Based Nursing Education Is An Increasingly Popular1361 Words   |  6 Pa gesSimulation-based nursing education is an increasingly popular academic approach. Structured facilitated debriefing is an important strategy to engage students in learning and is essential in simulation training. Further research is warranted to fully understand the impact of the method in nurse education. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. 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This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material fromRead MoreProject Managment Case Studies214937 Words   |  860 PagesMachine Tool Company 15 Wynn Computer Equipment (WCE) 17 The Reluctant Workers 20 Hyten Corporation 22 Macon, Inc. 35 Continental Computer Corporation 37 Goshe Corporation 43 Acorn Industries 49 MIS Project Management at First National Bank Cordova Research Group 70 Cortez Plastics 71 L. P. 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Essay about The Downfall of Oedipus - 550 Words

Oedipus Rex by Sophocles is regarded as a very highly studied Greek play. Even though it was written almost 2500 years ago, it is still widely studied by both students and scholars alike. Oedipus Rex has passed the test of time, because people today can still relate to the themes and feelings experienced by Oedipus in the play. One of the main themes is the downfall of Oedipus and what the cause of this downfall is. The main plot of Oedipus was well known to the Ancient Greeks before it was even written by Sophocles. When Oedipus was born, King Laius and Queen Jocasta received a prophecy about their son (Oedipus Rex 49). It was claimed that Oedipus would kill his father and marry his mother. To try to prevent this prophecy they gave†¦show more content†¦This man runs him off the road and Oedipus is outraged. As a result, Oedipus kills this unknown man and continues on his way. He arrives in Thebes where he is welcomed as a hero for destroying the Sphinx who was killin g travelers on the road. He learns the news that the king of Thebes has recently been killed by a band of thieves. He marries the Queen and raises a family of two sons and two daughters, until fifteen years later, a plague infects the city. As the King of the country the people of Thebes look to Oedipus to fix this terrible plague that is troubling them and their families (Oedipus Rex 52). Oedipus has no idea what is causing this outbreak. He goes to Creon to try to figure out why this plague is occurring and how to stop it. Creon comes with bad news, stating that there is murderer in their presence and they must banish him from the city to bring an end from this horrible epidemic (Oedipus Rex 56). Oedipus goes on a rampage trying to find the murderer and banish him and avenge Laius death. Ill fight for him, Ill leave no means untried, to catch the one who did it with his hand... (Oedipus Rex, Ln. 270-271, page 1081) He feels such a strong urge to find the truth, and ironical ly the truth leads to his downfall. Oedipus’ great pride gives him confidence that he will find the murderer and once again be the hero of Thebes. Oedipus’ hubris and confidence ultimately leads to his downfall. For example, he believesShow MoreRelatedOedipus Rex And The Downfall Of Oedipus951 Words   |  4 Pageseventual downfall. This concept could be directly related to the story Oedipus Rex. Aristotle once said something to the effect that the tragic hero falls into bad fortune because of some flaw in his character. Essentially, he is telling us those characters, like Oedipus, have flaws that, under normal circumstances, would be a beneficial characteristic. However in this case, his character caused his demise. The defining characteristics of pride and determination can be attributed to the downfall of OedipusRead MoreOedipus Downfall Essay example774 Words   |  4 PagesPrompt: In a well-developed essay, consider whether hubris, fate or both are the use of Oedipus’ downfall. Use evidence from the text to support your support. Hubris is defined as excessive pride or self-confidence, while fate is defined as the supposed force, principle, or power that predetermines events. Ancient Greeks believed in Hubris, or pride. Pride may have been seen as good or bad. Many people that exhibit pride may come off as being proud of their achievements or lives; however, prideRead MoreThe Downfall Of Sophocles Oedipus The King815 Words   |  4 Pages The Downfall of Oedipus In Sophocles Oedipus the King, the topics of fate and free will are exceptionally solid all through the play and. Both focuses could be contended to extraordinary impact. In old Greece, fate was thought to be a simple piece of everyday life. Each part of life depended and was based upon fate. It is nature conviction to accept that humankind does in reality have Free will and every individual can choose the result of his or her life. All Oedipus actions areRead MoreOedipus The King, Oedipus Downfall And Lack Of Divine Attributes1461 Words   |  6 PagesIn Sophocles Oedipus the King, Oedipus’ downfall was a result of the sin of hubris, as he believed that he obtained attributes of divinity, which blinded him from the truth. PURPOSE STATEMENT Through evaluation and analysis of literary criticisms on Oedipus the King, it is shown that the reason for Oedipus’ downfall was his hubris and lack of divine attributes. INTRODUCTION Oedipus assumed he acquired the divine attributes making him further from the truth and nearer to his downfall. He thoughtRead MoreThe Tragic Downfall Of Oedipus The King By Sophocles924 Words   |  4 Pagesliterature, characters often have flaws that lead to a tragic downfall. One of these tragic flaws is hubris, which is defined as â€Å"exaggerated pride or self-confidence† (Merriam-Webster). This trait is most commonly found in characters who come to power and allow themselves to be consumed by their newfound hierarchy. The play Oedipus the King by Sophocles embodies the trait and displays it in different ways throughout the story. Oedipus is a victim of hubris as seen when he disregards the prophecyRead MoreComparing the Downfalls of Sophocles Oedipus and Shakespeares Othello1262 Words   |  6 Pages Oedipus and Othello were both honorable and heroic men that became the victims of tragic downfalls that can be compared and contrasted with each other. Sophocles, the writer of Oedipus the King, and Williams Shakespeare, the writer of Othello, were both enormously influential playwrights of their respective generations and their legacy continues today. The two playwrights made their masterpieces during different eras; Sophocles life coincided with the Golden Age of Greek tragedy and ShakespeareRead MoreWho Is Responsible for the Downfall of Oedipus Fate or Free Will?1639 Words   |  7 PagesIS RESPONSIBLE FOR THE DOWNFALL OF OEDIPUS, IS IT FATE OR FREE WILL? In Oedipus the King by Sophocles, Oedipus is responsible for the tragedy of his downfall. Oedipus is presented with a series of choices throughout the play, and his arrogant and stubborn nature push him to impulsively make the wrong decisions, the decisions that ultimately lead him to his downfall. While Oedipus and those around him consider fate the source of Oedipus problems, Oedipus decisions show the audienceRead MoreOedipus The King : A Tragic Hero987 Words   |  4 Pagesgreek tragedies, Oedipus the King had a tragic hero whose downfall was the result of a tragic flaw. Oedipus, like other greek characters, did not see his errors until his reign was coming to an end. Oedipus, the man who saved Thebes did not understand that every good thing must come to an end. A tragic hero defined by Aristotle has five characteristics that lead to their downfall and their understanding of why the situation happened. Oedipus is the ideal tragic hero because his downfall followe d theRead MoreA Comparative of Shakespeares Othello and Oedipus Rex1511 Words   |  6 PagesShakespeare’s Othello and Oedipus Rex In Shakespeare’s work Othello: The Moor of Venice, Othello’s over trusting nature was revealed when his trust in false accusations about his wife Desdemona’s unfaithfulness causes him to kill her and himself, conveying Othello as a tragic hero. Oedipus, the main character in Oedipus Rex, is characterized as a tragic hero when he tries to run away from his fate and finds out that the cause of his fate was his attempt to escape it. Oedipus Rex and Othello share aRead MoreThe Tragic Hero Of Oedipus The King1156 Words   |  5 Pagessee the main dimensions of the two figures. I preferred to work with the book by Sophocles Oedipus, the king, in order to portray the attributes of a tragic hero. The book contains adequate information concerning the attributes of a tragic hero and the manner in which the book brings it out is exquisite. The strengths of my essay are that I was able to perfectly portray the dimensions of a tragic hero. Oedipus being the protagonist of th e play plays a keys role in the exemplification of the tragic

Benefits of Art Education Free Essays

Steps to Art Early Childhood Arts Education Initiative Fact Sheet About the Benefits of Arts Education for Children Benefits of Arts Education Source: Americans for the Arts, 2002 * Stimulates and develops the imagination and critical thinking, and refines cognitive and creative skills. * Has a tremendous impact on the developmental growth of every child and has proven to help level the â€Å"learning field† across socio-economic boundaries. * Strengthens problem-solving and critical-thinking skills, adding to overall academic achievement and school success. We will write a custom essay sample on Benefits of Art Education or any similar topic only for you Order Now Develops a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond. * Teaches children life skills such as developing an informed perception; articulating a vision; learning to solve problems and make decisions; building self-confidence and self-discipline; developing the ability to imagine what might be; and accepting responsibility to complete tasks from start to finish. * Nurtures important values, including team-building skills; respecting alternative viewpoints; and appreciating and being aware of different cultures and traditions. Source:  Young Children and the Arts: Making Creative Connections, 1998, Introduction * Plays a central role in cognitive, motor, language, and social-emotional development. * Motivates and engages children in learning, stimulates memory, facilitates understanding, enhances symbolic communication, promotes relationships, and provides an avenue for building competence. * Provides a natural source of learning. Child development specialists note that play is the business of young children; play is the way children promote and enhance their development. The arts are a most natural vehicle for play. The Need in Preschools Source: Americans for the Arts, 2002 * Preschool care and education, except for certain low-income programs, is considered a private service and receives little or no federal funding. * While the importance of early childhood arts education has received greater attention in recent years, the majority of funding and programming is directed to grades K–12, with preschools being largely underserved. * Arts education should not be considered a frill, but a necessity. Since preschools are not part of the public school system, funding sources vary greatly. When budgets are tight, arts programs, teachers, and supplies are often cut first. * More than four million children attend preschool programs nationwide. Source: Arts Education Partnership,  Children’s Learning the Arts: Birth to Age Eight * Preschool-age children are primed for learning and greatly accepting of most art forms. * Compelling evidence exists that early arts experience has an impact on all aspects of a child’s learning and development and that, in many ways, â€Å"earlier is better. * Early childhood thus presents both a unique opportunity and a unique challenge; a part of that challenge is to engage and support all who care for and educate young children in making the arts an integrated and vital part of their earliest experiences. * We know that â€Å"art,† understood as spontaneous creative play, is what young children naturally do—singing, dancin g, drawing, and role-playing. We also know that the arts engage all the senses and involve a variety of modalities including the kinesthetic, auditory, and visual. When caregivers engage and encourage children in arts activities on a regular basis from early in life, they are laying the foundation for—and even helping wire children’s brains for—successful learning. Adults Agree on Importance of Arts Education Source: Americans for the Arts national public opinion survey, January 2001 * Ninety-one percent of respondents believe the arts are vital to a well-rounded education. * Ninety-five percent of respondents believe the arts teach intangibles such as creativity, self-expression, and individualism. Seventy-six percent of respondents somewhat or strongly agree that arts education is important enough to get personally involved. However, just thirty-five percent of those who are closely involved in the life of a child have done so. * Sixty-seven percent say they do not know how to get involved. * Eighty-nine percent of respondents believe that arts education is important enough that schools should find the money to ensure inc lusion in the curriculum. * Ninety-six percent agree the arts belong to everyone, not just the fortunate or privileged. The Social and Academic Impact of Arts Education Source: Eisner, E. W. ,  Ten Lessons the Arts Teach, (January 1998) * Art is defined as something aesthetic to the senses. A â€Å"work of art† is both an activity and a result; it is a noun and a verb. â€Å"One of the great aims of education is to make it possible for people to be engaged in the process of creating themselves. Artists and scientists are alike in this respect. † * Arts curricula is typically process-driven and relationship based, so its impact on academic performance is often underestimated and undervalued. The arts provide a logical counterbalance to the trend of standardized testing and should not be marginalized just because the curriculum is more difficult to measure. * The emphasis and time given to a particular school subject sends a message to students about how important that subject is in life. * Arts programs, especially those including trained professionals, can help draw students out of â€Å"formal† ways of approaching relationships, outcomes, and perceptions. The arts can play a crucial role in improving students’ abilities to learn, because they draw on a range of intelligences and learning styles, not just the linguistic and logical-mathematical intelligences upon which most schools are based. (Eloquent Evidence: Arts at the Core of Learning,  President’s Committee on the Arts and Humanities, talking about Howard Gardener’s  Theory of Multiple Intelligences, 1995) The Physical and Sensory Impact of Arts Education A student making music exp eriences the â€Å"simultaneous engagement of senses, muscles, and intellect. Brain scans taken during musical performances show that virtually the entire cerebral cortex is active while musicians are playing. † (Learning and the Arts: Crossing Boundaries, 2000, p. 14) â€Å"Dramatic play, rhyming games, and songs are some of the language-rich activities that build pre-reading skills. † (Young Children and the Arts: Making Creative Connection, 1998, p. 1) â€Å"Preschoolers who were given music keyboard lessons improved their spatial-temporal reasoning†¦used for understanding relationships between objects such as calculating a proportion or playing chess. † (Education Leadership, November, 1998, p. 8) â€Å"Creative activity is also a source of joy and wonder, while it bids its students to touch, taste, hear, and see the world. Children are powerfully affected by storytelling, music, dance, and the visual arts. They often construct their understanding of the world around musical games, imaginative dramas and drawing. † (Hamblen, Karen A. ,  Theories and Research That Support Art Instruction for Instrumental Outcomes, 1993) â€Å"Regular, frequent instruction in drama and sign language created higher scores in language development for Head Start students than for a control group. (Young Children and the Arts: Making Creative Connections,  1998, p. 1) â€Å"Listening to music for just an hour a day changes brain organization†¦EEG results showed greater brain coherence and more time spent in the alpha state. † (Malyarenko, et al. , 1996) Art Experiences that Promote Preschool Learning Source:  Young Children and the Arts: Making Creative Connections, 1998, pp. 11–12 * Dance helps build motor control, body relationships, and a sense of direction. Drawing, sculpting, and other visual arts develop spatial acuity. * Group activities, such as learning dance steps or singing songs, build social skills. * As children describe people and things in their world using pictures, body movements, and mime, they enhance their descriptive, nonverbal, cognitive capabilities. * Repeating stories, poems, and songs strengthens memory. * The art supplies children choose for their work reflects their approach to process and outcomes. How to cite Benefits of Art Education, Essay examples

Corporate Philanthropy Business Charity Purpose

Question: Describe about the Corporate Philanthropy for Business Charity Purpose. Answer: Introduction Fruitful philanthropy nowadays is not about issuing checks for charity purposes; it is continuously becoming a method used by most institutions to communicate with investors, measure their interests, and fulfill their expectations. Corporate philanthropy refers to the generous donations of proceeds given by corporations to non-profit organizations. Corporate philanthropy is continuously evolving, yet the evolution of this exercise has remained constant for more than a decade, and still the concerns of the society regarding corporate involvement on social issues are related to those dated as far back as the 1800s (Edwards, 2015). In the dawn of the 19th and early 20th century, the courts in the US maintained verdicts against company giving cash away. With time, however, this activity gained reception and was legitimized through the law court. The most common corporate philanthropy known to many may be the direct funding of charity events. However, the modern corporate philanthropy landscape has evolved and includes a wide variation of types of giving,' not only cash contributions but also other means of product donations, knowledge and employee volunteering. While some may argue that philanthropy may cost the business, it may also provide some benefits to the organization, employees and the community. Understanding the meaning of corporate philanthropy may help the company substantiate the expenditures to the investors and upper administration. Much of the writings on morals and corporate philanthropy campaign for corporate donating by refuting arguments that the exercise is unethical (Ehrlich, 2013). The nuclear dispute regarding corporate giving is that profit is put back into the business or go to the shareholders. Business is obliged to be economically viable. Early philanthropy by corporates was the owners giving away their money, not those of the company. Nevertheless, donations by corporate started growing in the late 1800s; companies started funding learning institutions and local services like hospitals and churches. Development in the dawn of the 19th century led to societal hitches, and economic challenges were providing a setting for corporate involvement, Courts during this time began to rule favoring companies that were donating to areas that would, directly and indirectly, profit the business and its workers. Critics in the early years of corporate donation highlighted that rather than compassionate behavior, companies aimed at fixing problems they had caused (Edwards, 2015). That is, the economic challenges and social issues that the corporations brought. Similar accusations befall organizations involved in donations today. Suspect reasons including an attempt to cover unethical financial connections, environmental issues, and other manipulative business practices. Many scholars have explored corporates inspiration and consumer insights towards corporate philanthropy. The problem is also common in trade publications and the press. It seems to be a regular topic in the journals such as the Journal of Business Ethics. The arguments mostly are that corporations should act responsibly, and shareholders and the community should hold them answerable for their activities from their daily business to their philanthropic endeavors (Haynes, et al., 2012). However, the question begs what measure of accountability is to be employed. Normally, the pyramid of corporates societal duty is the foundation by which investigators measure companys activities. The most important functions of a business are maintaining economic viability, obeying the laws that regulate the business and being aware of principled practices outside legal devotion, to act conferring to the peoples expectations (Harvey Brest, 2013). For example, being fair to employees, being environmentally sensitive and competing fairly. The managers of today must be able to balance a mixed drive model bringing together all the three into a tactical pattern satisfactory to the public (Harvey Brest, 2013). Corporate philanthropy is on the decline nowadays; the reasons are not difficult to understand. Directors see themselves in a no-win situation; they find themselves in the middle between critics who are challenging multiple levels of philanthropy and the stakeholders persistently pressuring the managers for short duration profits. Giving extra does not satisfy critics, the more corporates donate, the more community anticipates from them. Executive hence find it difficult to justify open-handed expenses regarding bottom line benefits (Brooks Dunn, 2012). This predicament has led to companies being tactical in their philanthropy (Harvey Brest, 2013), though being philanthropic does not guarantee success for the business, nowadays it is not strategic. Increasingly, corporate philanthropy is a form of public relations and marketing purposes, meant to endorse the corporate brand and image through cause-related promotion or other high profile funding. While these activities deliver much-needed aid to worthy causes, they anticipate to escalate company reflectivity and increase employee drive so as to create societal impact (Shaw et al., 2013). Companies with successful strategic philanthropic efforts follow four plans, they set quantifiable goals, define their involvement, set established principles that guide in decision-making and communicate their activities to the stakeholders. For instance, instead of a company just marketing their participation in societal issues, they also report their charitable efforts as part of CSR report unified into the enterprises activities, while pursuing two-way communication with the investors, engaging them in corporate outreach programs (Harvey Brest, 2013). This stress on the business leadership involvement in driving corporate philanthropy decision-making rather than a department is an indicator that some business stakeholders embrace the awareness of corporate citizenship as an all-inclusive entity. Research suggests that corporate citizen has grown and is projected to integrate its responsible communal behavior, service its economic importance and the interest of the society in whi ch it functions. The way corporate philanthropy is in practice today proves that many businesses engaging in this activity are unfocused and diffuse. Many comprise of small cash contributions to aid local civic programs or to provide general support to learning institutions and national charities, all in the expectation of generating goodwill. Rather than being aligned with clear business objectives (Velasquez, 2012), these funds mirror the personal beliefs and values of executives and workforces. It seems that a majority of charity choices made by corporations would be better made by people giving their money. Cisco is one of the companies using context focused philanthropy to attain both societal and economic gain. Through the Cisco Networking Academy, they have come up with an ambitious educational program in which they train computer network administrators, hence easing a possible limit on its growth while providing jobs to high school alumni (Ehrlich, 2013). By concentrating on social issues affecting its business setting, and by making use of its particular qualities, Cisco demonstrates the unrealized hidden potential of corporate philanthropy. Taking this course, however, necessitates major deviations in the way corporations style their contribution agendas. There are numerous channels of corporate philanthropy; the most prominent are the matching gift programs and the volunteer grants. Matching Gift Programs Commonly referred to as free cash for non-profits. These are generous giving plans set up by companies in which the business matches givings made by workers to eligible non-profit institutions. The categories of events depend on what the corporation's policies are. Matching gift plan is considered to be corporate philanthropy because the monetary contribution to nonprofit institutions is projected to help assist a mission that once solved, would better civilization (Haynes, et al., 2012). Volunteer Grant Programs These differ in that the corporations involved do not contribute cash directly to a nonprofit entity, but they encourage volunteering of their workforce in populations where they reside and work. In this way, corporations provide donations to organizations where workers volunteer on a regular basis (Grace Cohen, 2013). They achieve it in two ways; a firm donates cash per hour to an organization where employees volunteers and secondly, a corporation sets the threshold that once a member volunteers for a particular period, the company is to provide its donation to that non-profit. Volunteer donations like matching gifts is a corporate philanthropy (Edwards, 2015). An example of a company that has taken corporate philanthropy to another level is the Apple Corporation. Apple matches gifts up to $10,000 in a year made by full-time employees, and the company has 80,000 workers. Through its charity programs, Apple has contributed more than $78 million through the matching gift plan. Apple volunteer grant ensures that for an hour that its employee volunteers; the firm donates $25 to that nonprofit organization (Velasquez, 2012). Corporations are encouraged to participate in complete community responsibility, to go beyond customary philanthropy to participatory partnerships that shape commercial and social capital for viable business (Ferrell et al., 2015). Economically viable corporations identify those values and concentrate resources on building and supporting the institution's viability via a common market and capability alignment approach to financial giving (Shaw et al., 2013). The range of activities for these firms include traditional philanthropy, but the emphasis is on events that take the lead of corporate expertise, build on brands or expand corporate values. In the years ensuing pivotal corporate moral breaches, corporations rally to institute core values and social practices, communicating their role in the society in a manner equivalent to those used by personalities. The development of the corporate character through court rulings and accepted commitment in social matters point to the culture allowing the business voice to be part of the societys resolution making. Thus, until changes in legal and satisfactory practices ensue giving corporations less authority, accepting the present status of the corporate being is vital for its participation in the society. References Boatright, JR 2012, Ethics and the conduct of business, 7th ed, Pearson Education, New York. Brede son, D 2012, applied business ethics, Cengage Learning, Mason, OH. Brooks, LJ Dunn, P 2012, Business and professional ethics for directors, executives an accountant, 6th ed, Cengage Learning, Mason, OH. Collins, D 2012, Business ethics: how to design and manage ethical organizations, John Wiley Sons, Hoboken, NJ. Edwards, H., 2015. social responsibility and the evolution of corporate philanthropy. An analysis of successful corporate-cause partnership, pp. 1-10. Ehrlich, E., 2013. Defining corporate Philanthropy. [Online] Available at: https://doublethedonation.com/blog/2013/09/defining-corporate-philanrthropy/ [Accessed 19 September 2016]. Frost, S., 2016. The Importance of Corporate Philanthropy. [Online] Available at: smallbusiness.chron.com/importance-sorporate-philanthropy-33810.html [Accessed 18 September 2016]. Harvey, H. Brest, P., 2013. Money Well Spent: a strategic plan for smart philanthropy. Hoboken New Jersey: Bloomberg Press. Haynes, K., Dillard, J. Murray, A., 2012. Corporate Social Responsibility. s.l.:Routledge. Shaw, WH, Barry, V, Isa, T Carley, B 2013, Moral issues in business, 2nd Asia-Pacific ed, Cengage Learning, Australia. Velasquez, MG 2012, Business ethics: concepts and cases, 7th ed, Pearson Education, New York.