GEN499 WEEK TWO GUIDANCE Ethics and Moral Reasoning In Week One we explored the purpose and value of taking general education courses. We also discussed how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic and professional goals. This week we will pursue similar topics in relating educational opportunities and experiences to personal development in ethics and moral reasoning. For us to meet problems rationally, we need to acquire the tools that will let us analyze dilemmas, approach them critically, and come to a reasoned, mature decision based on facts and conditions. Ethics is Easily Understood You have been practicing ethics all your life - you just didn't know you were. You should be aware that there are two extreme views. There are those called "absolutist". These people believe that there are absolute ethical standards that apply everywhere, every time, regardless of who is involved, what their condition, or where this problem occurs. On the other hand, there are the so-called "relativists". These people believe that there is no single moral/ethical code. These people think that solutions to ethical problems depend on the people involved, and the time, place, and other circumstances of the situation. Ethical Issues We deal with issues that may well affect the order and conditions of the lives of us each and others whom we may not even know. We are a social species. We cannot escape other people. Society means rules - it means Duties, Obligations, and Responsibilities; Rights, Freedoms, and Privileges. Each of these, and each of us, will come into some sort of conflict at some point. Over time and place and circumstance, we will each arrive at different conclusions - if we do not agree, we need some way to resolve differences peaceably. Basic Requirements for Living Our three most basic requirements are food, shelter, and procreation. To secure those three basics, we have to gain a certain amount of control over our environment-- not merely being able to grow food, but also to control others around us and secure some shelter. To provide security and peace, we institute customs, mores, morals, and laws. These, in turn, arise from basic commonalities of social behavior: Compassion, non-malevolence, and beneficence. In compassion, we seek to identify with (or "feel for") the needs and suffering of others - either to protect them, help them, or to avoid harming. This requires that we be able to identify with others - "that could be me! - And I know how I would feel if 'x' happened to me."   In non-malevolence, we see some of the same properties - "would I want someone to do this to me? How would I feel if someone did 'x' to me? Would this hurt me?" And so a "normal" individual actively seeks not to hurt others, because he knows that that kind of action would be hurtful or harmful to him or herself. In beneficence, we identify with the suffering of others and ...

1. GEN499 WEEK TWO GUIDANCE
Ethics and Moral Reasoning
In Week One we explored the purpose and value of taking
general education courses. We also discussed how being a
global citizen in the world of advanced technology can be
beneficial to your success in meeting your personal, academic
and professional goals. This week we will pursue similar topics
in relating educational opportunities and experiences to
personal development in ethics and moral reasoning.
For us to meet problems rationally, we need to acquire the tools
that will let us analyze dilemmas, approach them critically, and
come to a reasoned, mature decision based on facts and
conditions.
Ethics is Easily Understood
You have been practicing ethics all your life - you just didn't
know you were. You should be aware that there are two extreme
views. There are those called "absolutist". These people believe
that there are absolute ethical standards that apply everywhere,
every time, regardless of who is involved, what their condition,
or where this problem occurs. On the other hand, there are the
so-called "relativists". These people believe that there is no
single moral/ethical code. These people think that solutions to
ethical problems depend on the people involved, and the time,
place, and other circumstances of the situation.
Ethical Issues
We deal with issues that may well affect the order and
conditions of the lives of us each and others whom we may not
even know. We are a social species. We cannot escape other
people. Society means rules - it means Duties, Obligations, and
Responsibilities; Rights, Freedoms, and Privileges. Each of
these, and each of us, will come into some sort of conflict at

2. some point. Over time and place and circumstance, we will each
arrive at different conclusions - if we do not agree, we need
some way to resolve differences peaceably.
Basic Requirements for Living
Our three most basic requirements are food, shelter, and
procreation. To secure those three basics, we have to gain a
certain amount of control over our environment-- not merely
being able to grow food, but also to control others around us
and secure some shelter. To provide security and peace, we
institute customs, mores, morals, and laws. These, in turn, arise
from basic commonalities of social behavior: Compassion, non-
malevolence, and beneficence.
In compassion, we seek to identify with (or "feel for") the needs
and suffering of others - either to protect them, help them, or to
avoid harming. This requires that we be able to identify with
others - "that could be me! - And I know how I would feel if 'x'
happened to me."
In non-malevolence, we see some of the same properties -
"would I want someone to do this to me? How would I feel if
someone did 'x' to me? Would this hurt me?" And so a "normal"
individual actively seeks not to hurt others, because he knows
that that kind of action would be hurtful or harmful to him or
herself.
In beneficence, we identify with the suffering of others and
attempt to alleviate it, for the same reason. "If I were suffering
like that, or if I were in that condition, what would I want
someone to do for me? Thus, I should do something similar for
this person."
People Are Social
Even before we are born, we are involved in societal
interaction. Living in groups or societies gives us certain

3. advantages. In a society, our most basic needs will somehow be
met, for the most part. For large groups of people to stay
together without open and continuous conflict, we must have
certain rules to govern our interactions.
We need to have rules to govern our cooperative efforts. And so
we need and are born into a societal structure. This structure
provides us a basic identity (class and status), a set of
prohibitions (what we cannot do), a set of prescriptions (what
we should do), and a set of obligations or duties (what we are
expected to do). In order for there to be a common
understanding of this setup, the society must have a ready
means of communicating it to the largest number of its
members. While the most easily identified method of
communication is a language, in societal terms we must speak
of an over- reaching institution-- such as a religion or
government-- that easily and readily involves all or almost all
the members of that society.
Since there are so many of us living together all the time, we
must take each other into account in our thoughts and actions.
We have inescapable duties that we owe others in the entire
group. We have certain obligations that we should carry out
because of our allegiances and bonds to certain members of the
society. And we all bear responsibilities for the actions we
choose.
People Are Rational (more or less)
The ability to reason provides us the ability to choose freely
between the many possibilities that face us. As we live each
day, the next minutes and hours are an infinite stretch of un-
limited possibilities. Each thing you do limits those possibilities
and presents a different set of possibilities. Merely being in this
class means that you have made several conscious decisions
about yourself and your future. You do not have to come to
class; you do not have to read the materials; you do not have to
study; you do not have to come to college at all. You choose to
do these things (or not). In choosing you have made decisions.

4. Each of those decisions will have an effect your future. This is
the primary reason why you are ultimately responsible to
yourself and for yourself only.
POINTS TO PONDER
· How do we evaluate the consequences of our decisions?
· How do we account for the weighing of self against others?
· What criteria should I use to make a decision that is relevant
and meaningful?
Week Two Activities and Assignments
Here is a checklist of the weekly activities. Keep this handy as
you move through the weekly tasks.
√
Week 2 Learning Activities
Due Date
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Required and Recommended Materials (articles, videos,
tutorials, etc.)
Suggested no later than Day 3
Post initial response to Discussion 1 – Final Argumentative
Essay Topic
Thursday – Day 3
Post initial response to Discussion 2 – Ethics and Moral
Development
Thursday – Day 3
Complete Information Literacy Assignment

5. Monday – Day 7
Post two responses to peers in the Discussion 1
Monday – Day 7
Post two responses to peers in Discussion 2
Monday – Day 7
Reference
Turiel Ph. D, E. (Writer), Davidson, J. M. (Director), &
Davidson, F. W. (Producer). (2002).Morality: Judgments and
action. [Video file]. Retrieved from
https://fod.infobase.com/OnDemandEmbed.aspx?Token=%2044
921%20&aid=18596&Plt=FOD& loid=0&w=640&h=480&ref
Required Resources
E-Book
Bhargava, V. K. (2006). Introduction to global issues. In V. K.
Bhargava (Ed.), Global issues for global citizens: An
introduction to key development challenges(pp. 1-22). Retrieved
from http://proquest.libguides.co/ebrary
· The full-text version of this article can be accessed through
the ebrary database in the Ashford University Library. These
few pages provide a brief summary of globalism, the globalist
movement, and some of the major issues that result from an
increasingly globalized society. Some of the more troublesome
issues are especially highlighted. This e-book will help assist
students in completing the Week Two DQ1.
Articles
Beed, T. (n.d.). Societal responsibilities of an educated
person [PDF file]. New Accountant USA. Retrieved from
http://www.newaccountantusa.com/newsFeat/wealthManagemen

6. t/societalresponsibilities.pdf
· This article makes the case that those with advanced education
bear the duty of helping the society advance to a more just, fair,
and or equitable state. All of society depends upon its educated
people, from doctors, teachers, lawyers, etc., and so those
people ought to do their best to help build a better society. This
article will help assist students will completing Week Two DQ2.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Cunningham, N. (n.d.). Choosing and narrowing a topic to
write about (for research papers). Sophia. Retrieved from
http://www.sophia.org/tutorials/choosing-and-narrowing-a-
topic-to-write-about-for
· “The process described here simplifies choosing a topic for a
research paper and narrowing it down. Those who go through
the steps outlined by this process will be able to identify their
topics more precisely while making their research efforts more
efficient” (Cunningham, n.d.). This article will help assist
students in completing the Week Two DQ1.
Indiana University. (2011, August 11). Incorporating evidence
into your essay [PDF file]. Wells Library Writing Tutorial
Services. Retrieved from
http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf
· This article addresses how to incorporate evidence into a
student’s essay. It provides examples of weak and strong uses of
evidence. It also provides an illustration on when to effectively
use quoted material from a source. This article will help assist
students in completing the Week Two DQ1.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)Links to an external
site.
McDevitt, T. M., & Ormrod, J. E. (2007). Kohlberg’s three
levels and six stages of moral reasoning. Child Development
and Education, 518. Retrieved from
http://www.education.com/reference/article/kohlbergs-moral-

7. reasoning/
· The authors of this website article provides a comparative
chart of Kohlberg’s three level of morality along with the six
stages of moral reasoning that exist within those three levels.
The chart provides the different age ranges in which moral
reasoning becomes more apparent as a person gets older. The
article points out that it’s rare that anyone reaches the 6th and
final stage or moral reasoning. This article will help assist
students will completing Week Two DQ2.
Newton, L. (1998). Doing good and avoiding evil. Hale Chair in
Applied Ethics. Retrieved from http://www.rit.edu/~w-
ethics/resources/manuals/dgae1p7.html
· The author discusses the differences between good and evil
principles and their relations to critical reasoning. The author
then discusses the ways in which critical thinking may be used
in resolving ethical dilemmas. This article will help assist
students will completing Week Two DQ2.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Blog Posts
Jwood00. (2012, December 10). Responsibilities of an educated
person. [Blog post]. Hub Pages. Retrieved from
http://jwood00.hubpages.com/hub/Responsibilities-of-an-
educated-person
· The author makes the case that an educated person’s
responsibilities and duties extend beyond the family and work
place and must be extended into a wider context that includes
others in the world and into the future. These responsibilities
grow from the wider and deeper breadth of knowledge that
comes from a college education. This article will help assist
students will completing Week Two DQ2.
The Blogxer. (2012, March 17). Responsibilities of an educated
person [Blog post]. Retrieved from http://enlighten-me-
not.blogspot.com/2012/03/responsibilities-of-educated-

8. person.html
· The blog provides the three main responsibilities that educated
persons must take on. These responsibilities are an outgrowth of
their education and can be the basis for helping make the world
a better place for everyone. This article will help assist students
will completing Week Two DQ2.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Multimedia
Downs-Jones Library. (2012, August 15). [Video file].
Incorporate sources into your research paper.Retrieved from
https://www.youtube.com/watch?v=yoQzXVmFXfk&feature=yo
utu.be
· This video illustrates how you can effectively incorporate the
sources you’ve gathered into your research paper. It also
demonstrates how you can structure and analyze your sources,
as well as use the sources to develop a good argument on the
topic. This video will help assist students will completing Week
Two DQ2.
Web Pages
Charles W. Chestnutt Library – Reference Department.
(n.d.). Develop a research topic. Retrieved from
http://library.uncfsu.edu/reference/intro-to-library-
research/develop-a-research-topic
· This web page provides information on how to choose a topic
of interest, how to narrow down or broaden your topic, how to
select keywords and search terms, and how to organize and
track your sources. This article will help assist students will
completing Week Two DQ1.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Yirinec, J. A. (2011, November 17). Incorporating evidence into
a research paper. Retrieved from
http://writingcommons.org/research/integrate-
evidence/incorporate-evidence/392-incorporating-evidence-into-

9. a-research-paper
· This web page explains why evidence is necessary in support
claims. The article further explains the research process and
how it helps discover appropriate evidence that can be used in
supporting claims, conclusions, and theses. The author explains
ways in which to incorporate evidence into research papers
either through direct quotation, paraphrase, or summary. This
article will help assist students will completing Week Two DQ1.
· Recommended Resources
E-Book
Widdows, H. (2014). Global ethics: An introduction (pp. 1-18).
Retrieved from http://proquest.libguides.co/ebrary
· The full-text version of this article can be accessed through
the ebrary database in the Ashford University Library. This
article puts ethical theories into the context of an increasingly
globalized society, global citizenship. In an increasingly global
society, the narrow definitions of traditional ethics need to be
examined in their relation to the greater, broader, and more
complex modern context. This e-book will help assist students
will completing Week Two DQ2.
Articles
AnthroNice. (n.d.). How to critically analyze information
sources. PDF file]. AnthroNiche. Retrieved from
http://anthroniche.com/media/pdfs/how_to_critically_analyze_i
nformation_sources.pdf
· This article explains how to analyze information sources for
research purposes. There are several elements to look at when
first evaluating a source: the author’s credentials, date of
publication, whether the source is in its first edition, the
publisher name and the title of the journal, which help one
determine if it’s a scholarly or popular journal. This article will
help assist students will completing Week Two DQ1.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Gampel, E. H. (n.d.). A framework for reasoning about ethical

10. issues. [PDF file]. Academia. Retrieved from
http://www.academia.edu/4323854/A_Framework_for_Reasonin
g_about_Ethical_Issues
· This article provides a lengthy explanation of a multi-step
procedure that assists the reader in analyzing and exploring
ethical issues as well as provide logical ways to solve ethical
dilemmas. It also touches on theories on moral development and
philosophy can help individuals improve their decision-making
skills. This article will help assist students will completing
Week Two DQ2.
Accessibility Statement does not exist.
Privacy Policy.
Kinlaw Library - Ashbury College. (2008). Critical evaluation
of sources. [PDF file]. Ashbury College Study Guide. Retrieved
from
https://www.asbury.edu/cms.files/media/document/library/Study
Guide11.pdf
· This article is provided in a study guide format which provides
clear instruction on how to properly evaluate sources to
determine if they are credible and scholarly. It explains the five
ways to critically evaluate a source, which is based on
“authority, currency, coverage, objectivity and accuracy” (p.
1). This article will help assist students will completing Week
Two DQ1.
Accessibility Statement does not exist.
Privacy Policy.
UNBC. (n.d.). Integrating evidence into your writing. [PDF
file]. Academic Success Center.Retrieved from
http://www.unbc.ca/assets/academic_success_centre/writing_su
pport/incorporating_evidence_into_your_essay_141211_copy1.p
df
· This article explains the meaning of evidence and when to
appropriately integrate it into a student’s writing. It informs the
reader where to look for evidence that is scholarly and credible
and the types of evidence that one can find, such as statistical
evidence. This article will help assist students will completing

11. Week Two DQ1.
Accessibility Statement does not exist.
Privacy Policy.
Multimedia
Ashford University Library. (2014). Attaching documents to
discussions. [Video file]. Retrieved from
https://ashford.mediaspace.kaltura.com/media/Attaching+Docu
ments+to+Discussions/0_npa88ygh/19511472
· This video tutorial provides instructions on how to attach a
document to the student’s discussion post.
Ashford University Library. (2015). Citing and saving articles
in [email protected]. [Video file]. Retreieved from
https://ashford.mediaspace.kaltura.com/media/Citing+and+Savi
ng+Articles+in+FindIt%40AU/0_f94n5oor
· This video tutorial provides information on the different types
of sources that can be used while researching a topic. It then
shows how students can download and save a PDF article from
the Ashford University Library, so that they may attach it in any
discussion post that is applicable.
Ashford University Library. (n.d.). Evaluating sources [Video
file]. Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/4c07db
30-5faa-4471-ab12-
78e158e28ac0/1/Evaluating%20Sources%20Generic%20%282%
29.zip/Evaluating%20Sources%20Generic/story.html
· This video tutorial is an interactive audio tool, which
discusses and defines the types of resources used in the research
process. It also defines the C.R.A.A.P. test and employs an
interactive exercise to test students’ ability to evaluate
resources as determined by C.R.A.A.P.
Ashford University Library. (n.d.). Searching in databases
Viideo file]. Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/e9d72b
19-b0ab-41b9-b69c-
f28f2f4e55bc/1/Searching%20in%20Databases%282%29.zip/sto
ry.html

12. · This video tutorial is an interactive audio tool which provides
tips on how to search through the multiple databases that
Ashford University has to offer. It provides suggestions on how
to use key words to retrieve the sources that are geared towards
specific research topics.
Ashford University Writing Center. (n.d.). In-text citation
helper: A guide to making APA in-text citations. [Video file].
Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d
11-3298-48ef-ac77-12fe7d5c0577/1/In-
Text%20Citation%20Helper%20A%20Guide%20to%20Making%
20APA%20In-Text%20Citations.zip/story.html
· This tutorial provides examples of how to format in-text
citations in APA format based on the number of authors and on
whether or not the source is quoted or paraphrased. This tutorial
first explains the purpose of an in-text citation and when they
should be used in a research paper.
North Carolina State University Library. (n.d.). Picking your
topic is research! [Video file]. Retrieved from
http://www.lib.ncsu.edu/tutorials/picking_topic/
· This video tutorial illustrates the importance of picking a topic
that can be easily tested through finding and reading sources on
that topic. The point made is that the topic isn’t written in stone
unless the topic is specifically assigned by the instructor. The
research that is found can guide how the topic can be revised,
such as make it more specific if the topic is too broad.
Web Pages
Ashford University Writing Center. (n.d.).
APA essay checklist for students. Retrieved from
https://awc.ashford.edu/cd-apa-checklist.html
· This website source through Ashford University provides
embedded links to various Ashford Writing Center’s resources
that instruct students how to format a paper in APA style. It
includes an APA Template and an In-Text Citation Guide.
Ashford University Writing Center. (n.d.). APA references

13. listRetrieved from https://awc.ashford.edu/cd-apa-references-
list.html
· This website source through Ashford University provides
guidelines on how to write references in APA format. It also
provides a PDF document of a list of references with an
example of how each type of reference should be written.
Ashford University Writing Center. (n.d.). How to create APA
headers and a title page in Microsoft Word 2010. Retrieved
from https://awc.ashford.edu/writing-tools-microsoft-office-
2010.html
· This website source through Ashford University provides step-
by-step directions on how to create a title page header and page
numbers, as well as how to provide the content of the title page
in APA format.
Writing Assignment Week 2 - Information Literacy – Ashford
University Library Experience
PLEASE DO NOT SUBMIT A BID FOR THIS ASSIGNMENT
IF YOU DO NOT UNDERSTAND EDUCATION TERMS AND
CONCEPTS. ALL DIRECTIONS MUST BE FOLLOWED AND
NO PLAGARIASM. MY SCHOOL USES SOFTWARE TO
DETECT COPIED MATERIAL.
You can write the assignment using your perspective from
having performed research. The Ashford Library is an online
library like any other.
Knowing how to thoroughly research a topic is extremely
important while achieving your education. You may be asked to
support your information with peer-reviewed scholarly
resources, but how can you find this type of resource? The
Ashford University Library allows you to search through
different avenues to find the requested types of resources. You
can narrow your search by the author, year published, title,
subject, and by indicating what type of resource you are looking

14. for. You even have access to a librarian if you need some
guidance in finding more resources on your topic.
In a two- to three-paragraph response
· Describe your experiences using resources, including concerns
encountered when conducting academic research through the
Ashford University Library. Areas of concern may include
developing a research strategy, using the search function within
a database, or evaluating sources.
· Explain how using the Ashford University Library has
improved your experience in conducting research. For example,
you could identify and explain how specific tutorials that you
have used have helped improve your ability to conduct research.
The response must be formatted according to APA style. Each
paragraph should be at least five sentences.