The past few modules have covered the common morality framework, which is a largely intuitive set of ideas that most people use without really knowing they are doing so. As we have explicated the framework, we have come to know that our society shares a great many of the same kinds of basic values, including that it is unacceptable to kill, cause pain, deprive people of freedom (self-determination) and pleasure, lie, and fail to do one’s duty. Those values are identified as the moral rules. These rules hold true for our society because we want other people to adhere to them and we figure that we had better do the same to keep other people in line.

As we have been discussing, applying the common morality’s rules, harms, and benefits is done using a two-step process: reviewing the facts of the case (Step 1 morally relevant features), and determining whether the potential moral rule violations are publicly allowed by rational, impartial people regardless of whether they would personally take the action or allow the moral rule violation (Step 2 questions). You have reviewed two cases in which the common morality has been applied.

As you have reviewed those cases, you have noted that the framework is applied when a moral rule violation is being considered. You have also noted that the person toward whom a social worker has a moral obligation is the person in the case toward whom the social worker is considering violating a moral rule. Determining who this person is, is key in solving ethical dilemmas. The person who is owed a moral obligation is the person who is most affected by the action that is being considered. For example, in the case of the Dubois family, the ethical dilemma is whether the social worker should support Mr. Dubois in taking Mrs. Dubois home or support the physicians’ stance that Mrs. Dubois should remain in a care facility. The person owed a moral obligation in this case is Mrs. Dubois because she is the one toward whom the social worker is considering violating moral rules.

One of the overarching themes of PSCI 2306 is the division of policy-making power among the various branches and levels of government. Another is the importance of representation and having a government that reflects the will of the people. This assignment requires you effectively demonstrate core competencies of critical thinking, communication, social responsibility, and personal responsibility within the context of civic engagement in the U.S. political process.

In this assignment, you will

1. Identify a current political issue that affects you and your community.
2. Educate yourself about the issue by reading at least three articles from reputable news sources about the issue.
3. Determine which policy-maker is in the best position to represent your interests with respect to that issue. That could be your representative in the U.S. House of Representatives, your representative in a state legislature, or some member of the executive branch. The key is that you identify a person who has some policy-making authority with respect to the issue you have chosen and a person who might listen to your position (for example, choosing your own representative to the U.S. House rather than some other representative).
4. Draft a letter to your legislative or executive-branch policymaker in which you
   1. identify yourself as one of the politician’s constituents;
   2. identify the political issue about which you are concerned;
   3. clearly state a position on that issue (what should the policymaker do or not do); and
   4. provide an explanation for your position that will persuade the policymaker to agree with you.

You will turn in

1. a .doc, .docx, or .pdf version of your letter; and
2. a .doc, .docx, or .pdf document listing the three articles you read

For tips on writing a letter to Congress, visit https://www.thoughtco.com/write-effective-letters-to-congress-3322301Links to an external site.

Your individual work should be typed, double-spaced, in 12-point font.  Your name and student ID number should be typed at the top of the page (in the right- or left-hand corner).  

 MS Word document, create:  1. a single trip itinerary (doubled spaced text) for a fictitious  athletic team and 2. Explain why an athletic program (i.e., team) should  make a comprehensive travel itinerary. 

 Reviewing  the “Supporting Materials” (i.e., attached pdf files to this  assignment’s instructions – see below) as well as the following articles  (select web links below) can be beneficial when completing this week’s  assignment: 

 Amaro, S. (2014). Planning for overnight contests. Retrieved from here. 

 Wertz  Jr., L. (2017). Parents are spending thousands on travel youth sports,  and a billion dollar business has emerged. Retrieved from here. 

 Part I: In detail identify all travel categories associated with your team’s Travel Itinerary (see below). 

 

Trip Date(s):Identify specific dates for travel

Trip Location(s):Present place of each athletic event

Competition Times and Locations: Include relevant date/time for athletic event as well as physical address for athletic event’s facility.

Practice Times and Locations: Include relevant date/time for athletic practice(s) as well as physical address for athletic practice’s facility.

Departure Times: Identify relevant departure times (e.g., leaving hotel to athletic facility) occurring during travel (i.e., trip).

Arrival Times: present pertinent arrival times (e.g., arrive at hotel) occurring throughout travel.

Flight Information (if applicable):  Identify exact flight information (e.g., airline’s name, flight number,  scheduled flight departure time, as well as projected arrival time at  destination.

Accommodations:  Include hotel’s name, address, phone number, and contact name for hotel  (e.g., manager). Include a hypothetical confirmation number for lodging  within travel itinerary.

Bus Line (if applicable): Provide bus company’s name, phone number, and contact name for bus company (e.g., supervisor).

Miscellaneous Information: (e.g., include a travel roster, contact information for coaching staff or team’s director of operations).

Be  sure to include all category requirements for a Travel Itinerary. A  student can be creative regarding the team, location of the trip,  mode(s) of transportation, and times associated with the team’s travel.  The trip will be scheduled for three days (i.e., Friday, Saturday, and  Sunday). Provide a daily itinerary. Present each day’s scheduled  activities separately (i.e., daily format). Each student will select the  type of team, destination, and number of people traveling on this trip.  Provide specific information concerning travel arrangements, lodging,  meals, and any additional pertinent information. (e.g., roster of  individuals traveling). The Travel Itinerary must be specific,  realistic, and accurate.

Part II:  Within the same MS Word document, provide a explanation indicating why an athletic program (i.e., team) should  make a comprehensive travel itinerary.

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In this assignment please read the articles in your background readings and respond to the following: 

1. Describe      corporate social responsibility.
2. Describe      corporate social irresponsibility. 
3. Where      do you stand on the issue of CSR vs. CSI? Do corporations have a right to      ignore their responsibility to some stakeholders in order to add to the      short term bottom line? Provide a well-reasoned response and do some of      your own research to provide some examples to support your arguments.

Your paper should be 2–3 pages, double-spaced and in 12-point type size.

Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources. 

Use APA style, and proofread your paper.

Upload your paper to by the end of the module..