Hide Assignment Information Turnitin® This assignment will be submitted to Turnitin®. Instructions Course objective: CO2. Explain how ethical frameworks shape business decisions. Prompt: Select and research ONE of the following companies that has been in the news for an ethical dilemma. Prepare a PowerPoint about this company's ethical dilemma and resulting ethical failure, according to the following instructions. Sources are provided to assist you getting started (click company name link). You will need to further research the company as well as applicable ethical frameworks and related law in your text and required readings. NOTE: In preparing this project, refer to your Week 1 Lesson Readings and Resources on ethical frameworks. CHOOSE ONE OF THESE COMPANIES/ISSUES: The Links are a factual starting point for your information and further research. 1. Boeing - 737 MAX-8 Jet death crashes.  2. Purdue Pharma - opioid crisis, deceptive marketing.  The following resources will also assist your PowerPoint. · What is Ethical Dilemma? · Checklist of guidelines when you face ethical dilemmas · Guidelines to Prepare an APA PowerPoint · How to Add Speaker Notes in PowerPoint Assignment Instructions: 1. Create a 12– 15 slide PowerPoint presentation that includes: · Title slide with your name, course, date, school, title of presentation; · Agenda slide - This lists the key points covered in the PPT; · Content slides containing bullet points information with illustrations, diagrams, pictures, graphics etc., as appropriate to the slide's content; · Speaker's notes on each slide - either text presented in the Speaker Notes section at the bottom of the slides or Audio through your Voice speaking (or both); (Note: Speaker's Notes are not duplication of the text on the slides. They are explanatory narrative.) 2. Identify the company you selected; · explain the company and its industry; · provide the factual background of the problem; and · clearly state the ethical dilemma presented by the situation. There should be only ONE ethical dilemma. The company had two choices: the act it chose and an alternative it did not do. 3. Identify and define at least oneethical framework that the company apparently employed in making its decision. Note -- Not "Should have used." It is not acceptable to say it did not act ethically or did not use a framework. Analyze it. Frameworks include utilitarianism, free market ethics, deontology, virtue ethics , etc., covered in your course readings. 4. Then, identify and define at least oneethical framework that the company should have used when the problem arose, and explain how to apply it for them to have reached a better result than what actually happened. Be clear. 5. Identify and explain measures the company should implement to avoid this type of problem in the future. 6. Within your discussion include whether the company had a code of ethics or policy that seemed to apply to the situation, and if so, what went wrong with that ...

1. Hide Assignment Information
Turnitin®
This assignment will be submitted to Turnitin®.
Instructions
Course objective:
CO2. Explain how ethical frameworks shape business decisions.
Prompt:
Select and research ONE of the following companies that has
been in the news for an ethical dilemma. Prepare a PowerPoint
about this company's ethical dilemma and resulting ethical
failure, according to the following instructions. Sources are
provided to assist you getting started (click company name
link). You will need to further research the company as well as
applicable ethical frameworks and related law in your text and
required readings.
NOTE: In preparing this project, refer to your Week 1 Lesson
Readings and Resources on ethical frameworks.
CHOOSE ONE OF THESE COMPANIES/ISSUES: The Links
are a factual starting point for your information and further
research.
1. Boeing - 737 MAX-8 Jet death crashes.
2. Purdue Pharma - opioid crisis, deceptive marketing.
The following resources will also assist your PowerPoint.
· What is Ethical Dilemma?
· Checklist of guidelines when you face ethical dilemmas
· Guidelines to Prepare an APA PowerPoint
· How to Add Speaker Notes in PowerPoint
Assignment Instructions:
1. Create a 12– 15 slide PowerPoint presentation that includes:
· Title slide with your name, course, date, school, title of
presentation;
· Agenda slide - This lists the key points covered in the PPT;

2. · Content slides containing bullet points information with
illustrations, diagrams, pictures, graphics etc., as appropr iate to
the slide's content;
· Speaker's notes on each slide - either text presented in the
Speaker Notes section at the bottom of the slides or Audio
through your Voice speaking (or both); (Note: Speaker's Notes
are not duplication of the text on the slides. They are
explanatory narrative.)
2. Identify the company you selected;
· explain the company and its industry;
· provide the factual background of the problem; and
· clearly state the ethical dilemma presented by the situation.
There should be only ONE ethical dilemma. The company had
two choices: the act it chose and an alternative it did not do.
3. Identify and define at least oneethical framework that the
company apparently employed in making its decision. Note --
Not "Should have used." It is not acceptable to say it did not act
ethically or did not use a framework. Analyze it. Frameworks
include utilitarianism, free market ethics, deontology, virtue
ethics , etc., covered in your course readings.
4. Then, identify and define at least oneethical framework that
the company should have used when the problem arose, and
explain how to apply it for them to have reached a better result
than what actually happened. Be clear.
5. Identify and explain measures the company should implement
to avoid this type of problem in the future.
6. Within your discussion include whether the company had a
code of ethics or policy that seemed to apply to the situation,
and if so, what went wrong with that?
7. Explain what business leadership in any company can learn
from this situation.
8. Have a conclusion that wraps up the key points.
9. Include a Reference slide with at least seven (7) credible
sources listed in APA format. (NOTE: Sources must be cited in
slides and speaker's notes for direct quotes, specific facts and
graphics, same as in a paper, per APA format. If you are doing

3. audio speaker notes, you would mention the source in your
speaking narrative.) (Reminder; we are using APA 7th Ed.
format.)
10. Your PPT should have a professional slide background and
graphics on each slide. (See rubric)
11. Submit your presentation here in the Assignments section,
as a PowerPoint attachment.
12. Please compress your PPT (zip file) if necessary for
uploading. There are several sources online to help you with
compressing a PowerPoint presentation.
A Guidelines sheet for preparing this PowerPoint is attached to
this Assignment.
Grading Rubric
Please refer to the grading rubric for this assignment prior to
submitting your work. The Rubric must be considered as part of
the Instructions for this Assignment.
More Notes
The following screenshot citation is: Godin, S. (2014, July 12).
Fix your really bad PowerPoint. [PPT Presentation.] Slide 40.
Slideshare. Retrieved from
https://www.slideshare.net/slidecomet/fix-your-really-bad-
powerpoint-slidecomet-based-on-an-ebook-bysethgodin
Put your details in your Speaker’s Notes below each slide which
conveys for your reference what you will cover in detail in
presenting that slide. The audience to a presentation does not
see the Speaker’s Notes but they are important for you to make
a complete presentation with explanatory material that is not
contained on the slides.
(And for Assignment 6 –your prof. will be reading these in
evaluating your presentation.) Your challenge is to put the
appropriate key words, using bullet point designations, on your
slides (with appropriate visuals) to communicate what you need
on the slide, and then expand your presentation with your

4. Speaker’s Notes for that slide. Speaker's notes are NOT a
duplication of what is printed on a slide. VISUALS – Note no. 2
on Godin’s list above: Use images that relate to the presentation
and the material on that particular slide. You want your
presentation to look professional and capture interest. Images
should contribute to the topic. Warning: Do not superimpose
your slide text on top of images that clutter the slide and make
the text difficult to read. Visuals should add to, not mask, the
message. Beware of colors. Bright oranges and reds "scream" at
the audience. Heavy black backgrounds or similar dark color
boxes are depressing and difficult to read.
OTHER HELP SOURCES: • How to create the best PowerPoint
presentations.
https://blog.hubspot.com/marketing/inspiring-
slidesharepresentations-for-marketers-list
• 11 design tips for beautiful presentations.
https://visage.co/11-design-tips-beautiful-presentations/
Please also review the Instructions and Rubric for this
assignment carefully and contact your professor with any
questions.
WEEK TWO PRESENTATION:
Type of Variables/ Measurement
of Public Data
CJUS 745
1

5. Data Collection
• Terminology related to data
• Constructs – abstractions that cannot be
observed directly but are helpful when
trying to explain behavior
• Intelligence
• Teacher effectiveness
• Self concept
2
Data Collection
• Data terminology (continued)
• Operational definition – the ways by which
constructs are observed and measured
• Weschler IQ test
• Virgilio Teacher Effectiveness Inventory
• Tennessee Self-Concept Scale
• Variable – a construct that has been
operationalized and has two or more

6. values
3
Data Collection
• Measurement scales
• Nominal/Categorical – categories
• Gender, ethnicity, etc.
• Ordinal – ordered categories
• Rank in class, order of finish, Likert scale…
• Interval – equal intervals
• Test scores, attitude scores, etc. Scale-
SPSS
• Ratio – absolute zero
• Time, height, weight, etc.
4
Data Collection
• Types of variables
• Categorical or quantitative
• Categorical variables reflect nominal scales

7. and measure the presence of different
qualities (e.g., gender, ethnicity, etc.)
• Quantitative variables reflect ordinal, interval,
or ratio scales and measure different quantities
of a variable (e.g., test scores, self-esteem
scores, etc.)
5
Data Collection
• Types of variables
• Independent or dependent
• Independent variables are purported causes
• Dependent variables are purported effects/outcomes
• Two instructional strategies, co-operative groups and
traditional lectures, were used during a three week
social studies unit. Students’ exam scores were
analyzed for differences between the groups.
• The independent variable is the instructional approach
(of which there are two levels)—group type

8. • The dependent variable is the students’ achievement
— exam scores
6
Instrumentation
• Validity – extent to which interpretations made
from a test score are appropriate
• Content – to what extent does the test measure what
it is supposed to measure. Determined by expert
judgment
• Item validity
• Sampling validity
• HOW ADEQUATELY THE TEST SAMPLES
THE CONTENT
• AREA OF THE CONSTRUCT (GROUP OF INTER-
RELATED VARIABLES). EX.: INTELLIGENCE IS A
CONSTRUCT.
• CONSTRUCTS ARE THEORETICALLY-BASED

9. • IS IT RELEVANT AND REPRESENTATIVE?
• MATCH TEST ITEMS TO CURRICULUM
OBJECTIVES AND CONTENT
7
Instrumentation
• Validity (continued)
• Criterion-related
• Predictive – to what extent does the test predict
a future performance
• Concurrent - to what extent does the test
predict a performance measured at the same
time
• Estimated by correlations between two tests
• Construct – the extent to which a test or
survey measures the construct it represents
• Underlying difficulty defining constructs
• Estimated in many ways
• Face Validity
• What it appears to measure
Not a substitute for empirical validity8

10. Instrumentation
• Factors affecting validity (continued)
• Overly difficult and complex sentence
structure
• Inconsistent and subjective scoring
• Untaught items
• Failure to follow standardized
administration procedures
• Cheating by the participants or
someone teaching to the test items
• Unclear test directions
• Confusing and ambiguous test items
• Vocabulary that is too difficult
for test takers
9
Instrumentation
• Internal validity – the degree to which the
results are attributable to the independent
variable and not some other rival explanation

11. • External validity – the extent to which the
results of a study can be generalized
• Population validity – generalizations related to
other groups of people
• Ecological validity – generalizations related to
other settings, times, contexts, etc.
10
Instrumentation
• Threats to Internal Validity
• History
• Maturation
• Testing
• Instrumentation
• Statistical regression
• Differential selection of participants
• Mortality
• Selection-maturation interaction, etc.

12. 11
Instrumentation
• Threats to External Validity
• Pre-test treatment interaction
• Multiple treatment interference
• Selection treatment interaction
• Specificity of variables
• Participants
• Operational definition of the treatment
• Operational definition of the dependent variable
• Specific times
• Specific circumstances
• Treatment diffusion
12
Instrumentation
• EXTERNAL THREATS TO VALIDITY:

13. ADMINISTRATION - TIME LIMITS,
INSTRUCTIONS…
SCORING SHEET
13
Instrumentation
• Reliability – the degree to which a test
consistently measures whatever it is
measuring
• Characteristics
• Expressed as a coefficient ranging
from 0 to 1

14. • A necessary but not sufficient
characteristic of a test
14
Instrumentation
• Reliability (continued)
• Reliability coefficients
• Stability – consistency over
time with the same instrument
• Test – retest
• Estimated by a correlation
between the two administrations
of the same test
• Equivalence – consistency with
two parallel tests administered
at the same time
• Parallel forms
• Estimated by a correlation
between the parallel tests
15
Instrumentation

15. • Reliability (continued)
• Reliability coefficients (continued)
• Equivalence and stability – consistency over
time with parallel forms of the test
• Combines attributes of stability and equivalence
• Estimated by a correlation between the parallel forms
• Internal consistency – artificially splitting
the test into halves
• Several coefficients – split halves, KR 20, KR 21,
Cronbach alpha
• All coefficients provide estimates ranging
from 0 to 1
16
Instrumentation
• Reliability (continued)
• Reliability coefficients
• Scorer/rater – consistency of observations
between raters
• Inter-judge – two observers

16. • Intra-judge – one judge over two occasions
• Estimated by percent agreement between
observations
17
Instrumentation
• Reliability (continued)
• Reliability coefficients (continued)
• Standard error of measurement (SEM) –
an estimate of how much difference there
is between a person’s obtained score and
his or her true score
• Function of the variation of the test and the
reliability coefficient
(e.g., KR 20, Cronbach alpha, etc.)
• Estimated by specifying an interval rather
than a point estimate of a person’s score
18
Instrumentation
• RELIABILITY IS BOTH CONSISTENCY

17. AND STABILITY
• FACTORS AFFECT RELIABILITY:
TEST TAKEN
-NOISE,
LIGHTING, TEMPERATURE
TEST ANXIETY,…
—JUDGMENT
NECESSARY TO SCORE TEST
19
Instrumentation
• THE TESTS ARE NOT VALID OR INVALID!
THE SCORES ARE!
• RELIABILITY IS NOT VALIDITY
• VALIDITY WANTS TO KNOW WHAT IS BEING
TESTED AND RELIABILITY HOW CONSISTENTLY

18. • A TEST CANNOT BE VALID BEFORE IT
IS RELIABLE
• A TEST CAN HAVE REASONABLE
RELIABILITY AND NOT BE VALID OR
HAVE VERY LIMITED VALIDITY
20
Instrumentation
• Extraneous variables must be controlled
to be able to attribute the effect to the
treatment
• Group equivalency must be assured
• Four major means to achieve control
• Randomization
• Selection – controls for representation
• Assignment – controls for group
equivalency
21

19. Defining Surveys
• Survey Design
• To provide a quantitative description of trends,
attitudes, or opinions of a population
• Components of a Survey Method Plan
• The Survey Design
• The Population and Sample
• Instrumentation
• Variables in the Study
• Data Analysis and Interpretation
22
A Survey Method Plan
• The Survey Design
• Provide a rationale for using a survey
• Indicate the type of survey design:
• Cross-sectional (data collected at one point in time)
• Longitudinal (data collected over time)
• The Population and Sample
• Specify the characteristics of the population (size, sampling

20. frame)
• Specify the sampling procedures
• Single stage or multi-stage
• Random or convenience
• Use a sample size formula to determine the needed sample size
23
A Survey Method Plan
• Instrumentation
• Provide detailed information about the survey instrument
• How developed, Pilot testing
• Sample items, Types of scores
• Describe the validity and reliability scores of past and/or
current
uses of the instrument
• Validity: whether one can draw meaning and useful
inferences
from scores on the instruments
• Reliability: whether scores resulting from past use are
internally
consistent, have high test-retest correlations, and result from
consistent scoring

21. • Describe steps for administering survey and ensuring a high
response rate
24
A Survey Method Plan
• Variables in the Study
• Relate the variables to research questions and items on the
instrument
• Data Analysis and Interpretation
• Present the steps for analyzing the data
• Step 1. Report response rate
• Step 2. Determine response bias: the effect of nonresponses on
survey estimates
• Step 3. Conduct descriptive analyses
• Step 4. Check instrument's scales
• Step 5. Conduct inferential statistical analyses
• Step 6. Present and interpret results
25
Survey Data Collection Methods

22. • Surveys represent the most common
type of self-report measures
• Questionnaires
• Interviews
• Advantages of conducting surveys
• Less time is required
• Less expenses are incurred
• Larger samples can be used
26
Survey Data Collection Methods
• Five (5) types of surveys
• Organization surveys
• Information collected by an organization
• Information collected about an organization
• Sample surveys
• Use of samples representing relevant
subgroups of interest

23. 27
Survey Data Collection Methods
• Cross-sectional surveys
• Collecting data from several samples at one
point in time
• Surveying samples of local, state, and federal
employee at the same time
28
Survey Data Collection Methods
• Longitudinal surveys
• Collecting data at two or more times to measure
change
• Four types
• Trend – samples from succeeding groups are
studied over time
• Cohort – separate samples from a single group
are studied over time
• Panel – a single sample from a group is studied

24. over time
• Follow-up – a sample is studied after the
formal study is complete
29
· Meier, Brudney, & Bohte: Ch. 2
· Cronk: Ch. 1 & 2
Video: Cronk: Practice Session 1.3
Video: How to Use IBM SPSS - Lesson 1 - The IBM SPSS
Environment and Variable Properties
Video: How to Use IBM SPSS - Lesson 2 - Importing External
Data
Video: How to Use IBM SPSS - Lesson 3 - Recoding Variables
in IBM SPSS
Presentation: Introduction to SPSS
CJUS 745
Discussion Instructions

25. You will take part in 3 Discussions in which you will post a
thread presenting your scholarly response on the assigned topic,
writing 750–850 words (supported with at least four cites) by
Thursday at 11:59pm. Then, you will post replies of 250–300
words (supported with at least two cites) each to 3 or more
classmates’ threads by Sunday at 11:59pm. For each thread,
students must support their assertions with at least four (4)
scholarly citations in APA format. Each reply must incorporate
at least two (2) scholarly citation(s) in APA format. Any
sources cited must have been published within the last five
years. The original thread must incorporate ideas and several
scholarly citations from all of the required readings and
presentations for that module/week. The reply posts can
integrate ideas and citations from the required readings and
presentations for other modules/weeks. Integrate Biblical
principles in your personal thread and in all replies to peers.
Topic: Survey Research
Survey research has become an important component of the
public agency data analyst’s toolbox. Explain how survey
research has been used to support and analyze policy decisions
by Criminal Justice administrators.
Textbook
· Meier, Brudney, & Bohte: Ch. 2
· Cronk: Ch. 1 & 2

26. CJUS 745
Discussion Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Thread: Content
14 to 15 points:
· Each question/prompt is answered thoroughly and logically.
· Major points are stated clearly and effectively.
· Clear, logical flow to post; stayed on topic.
12.75 to 13.75 points:
· Each question/prompt is answered.
· Major points are stated clearly and effectively for the most
part.
· Clear, logical and focused for the most part.
1 to 12.5 points:
· Not all facets of the prompt/questions are answered.
· Lack of clarity, coherence, logic and focus in key areas.
0 points
Not present
Thread: Research Engagement
11.5 to 12.5 points:
· Ideas from all the required reading and presentations from the
Module/Week and 2 scholarly sources are integrated.

27. · Relates topic to Scripture/biblical principles where
appropriate.
10.5 to 11.25 points:
· Ideas from most the required reading and presentations from
the Module/Week and 2 scholarly sources are integrated.
· Scripture/biblical principles are included but unfocused at
times.
1 to 10.25 points:
· Ideas from few of the required reading and presentations from
the Module/Week and 2 scholarly sources are integrated.
· Missing Biblical integration.
0 points
Not present
Reply: Content
14 to 15 points:
· At least 3 unique interaction posts with classmates
· One reply posted to each of 3 classmates’ threads.
· Moves the conversation forward with new ideas, research, and
analysis.
· Student’s response delivered in a thorough, thoughtful, and
analytical manner with the student’s position clearly evident.
12.75 to 13.75 points:
· At least 3 unique interaction posts with classmates
· One reply posted to each of 3 classmates’ threads.
· New ideas, research, and analysis are not always included.
· Some commentary is repetitive from one reply to the next.
· At times, reply posts do not seem to actually build upon
classmate’s post.
1 to 12.5 points:
· Missing one or more reply posts.
· Reply posts are redundant.
· Little in the way of new ideas, research, and analysis are not

28. always included.
0 points
Not present
Reply: Research Engagement
9.25 to 10 points:
· Relates topic to Scripture/biblical principles where
appropriate.
· Contains abundant citations from required reading,
presentations, and 2 scholarly sources.
8.5 to 9 points:
· Scripture/biblical principles are included but unfocused at
times.
· Contains some citations from reading, presentations, and
scholarly sources.
1 to 8.25 points:
· Missing Biblical integration.
· Limited citations from the required reading and presentations.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling & APA
14 to 15 points:
Minimal to no errors in grammar, spelling, or APA.
12.75 to 13.75 points:
Some errors in grammar, spelling, or APA.

29. 1 to 12.5 points:
Numerous errors in grammar, spelling, or APA.
0 points
Not present
Word Count
7 to 7.5 points:
Appropriate word count:
750-800 words for thread; 200–250 words per reply.
6.25 to 6.75 points:
100 words more or less than the required length.
1 to 6 points:
Over 100 words more or less than the required length.
0 points
Not present
Instructor’s Comments:
Total:
/75
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