Comparing and contrasting ethics and moral and review the cases studied

Explanation:

8I understand now why it was important that I turn from my ten-plus years’ study of adult learning and focus instead on the moral and ethical values we teach in our schools.  This work stands as a tribute to those who tried to show me the important things in life:  integrity, honesty, giving of oneself—the basis of those inspirational words written above.   Most of all, I understand the love of God and honoring Him for my ability to complete this work with the help of those He sent in my path.  Those of you He sent, you know who you are, I salute you with all my undying gratitude for answering His call.

9Table of

16CHAPTER ONE: INTRODUCTIONEthics comes from the Greek word, ethos,meaning character; a definition handed down through the centuries (McCoy, 2011).  Teaching ethics and its moral implications can be traced as far back as Plato and Aristotle (McCoy, 2011).  Today, the study of ethics finds its niche under the heading of philosophy describing the moral character, conduct, and values associated with an individual, a group of individuals, an association, region, community, or country (Menzel, 2009).  Ethics and morality in most genres is synonymous with and stands for the moral fiber and character of an individual, becoming evident in actions and part of the individual’s overall behavior,becoming second nature and not an act put on for the benefit of others (Nash, 2010).  In actuality, the ethical behavior learned in childhood through imitation and reward is what determines an individual’s identity and perception by others (Krone, 2009).  The study of ethics as it pertains to an individual concerns itself in large part with virtue, morality, and the choices individuals face between good and bad (McCoy, 2011).  Traditionally, during the development of an individual’s personality, the moral and ethical valuesbegin with the family,followed by teaching that reinforcesgood behavior in the classroom (McCoy, 2011).  Today, however, because of economic concerns, the family structure is not always intact, affecting the imitation of moral and ethical values in the home (Menzel, 2009). Through actions of movie icons, sports figures, and other individuals followed by the media, our culture seemingly adopts the violent actions these figures display (Lau, 2010).  Unfortunately, the famous are not the only ones the youthful culture follows.  Actions by parents and teachers have the most impact on students today, just as they did in the days of past generations (Liebler, 2010). Times have changed,and  

17with the increased use of the Internet and social media, pressure to succeed in a fast-paced, ever-changing world is increasing daily, forcing students to make choices they may not have made previously (Liebler, 2010).For students who pursue higher education goals, the pressure to successfully complete programs is astronomical (Johnson, 2012).  Not only do jobs and positions rest on the outcome of successful education, but the economic factor does as well (Bruhn, 2008).  With the weakened job market, many companies are no longer offering tuition reimbursement, forcing studentsto absorb the costs for school themselves, which increases the pressure to succeed (Hennessey, 2011). According to recent postings on job boards, some students work two and three jobs just to pay for their education (Lee, 2012). As a result, many fail to complete their studies(Lee, 2012Harkin, 2012).  For those who do successfully move on, many face increased challenges (Nash, 2010).  The ability to write academically, compounded by tests and exams,is often difficult for the adult, nontraditional student (Nash, 2010).  In addition, many students assume their current skills will suffice getting them through academic rigors. Students, especially those pursuing doctoral degrees in accredited, for-profit universities,face a paradox complicated by their well-meaning instructors who may not follow a more traditional form of thinking (Plinio, 2010). Professors and instructors may believe that accepting papers that do not quite meet academic criteria for writing is well intended, but this only adds to the confusion these students face.  In addition, other faculty who demand strict adherence to academic writing may not lead by example by offering instructional material that fails to meet the same writing standards students are expected to achieve. Thus, the question arises: What do these students do?  What options are open to them?

18BackgroundResearching problems doctoral students face required a using a grid of keywords to locate viable content on which to base research. First, to understand the meaning and intentof ethics meant to begin at its origin with Plato and Aristotle,then fast-forward to the meaning of ethics in today’s society.

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