Download Consequentialism Handout Download Deontology Handout I also introduce concepts related to universalism and relativism. 35 0 R Perfect for growth mindset theme and growth mindset bulletin boards, too! Knowledge about Gender in Organized Crime, Gender and Different Types of Organized Crime, Organized crime and Terrorism - International Legal Framework, International Terrorism-related Conventions, Organized Crime Convention and its Protocols, Theoretical Frameworks on Linkages between Organized Crime and Terrorism, Typologies of Criminal Behaviour Associated with Terrorism, Terrorism, Crime and Trafficking in Cultural Property, Intellectual Property Crime and Terrorism, Exploitation of Natural Resources and Terrorism, Module 1: Migrant Smuggling as a Specific Crime Type, UNTOC & the Protocol against Smuggling of Migrants, Migrant Smuggling vis-a-vis Other Crime Types, Module 2: Protection of Rights of Smuggled Migrants, Assistance and Protection in the Protocol, International Human Rights and Refugee Law, Positive and Negative Obligations of the State, Smuggled Migrants & Other Categories of Migrants, Module 3: Criminal Justice Response to Migrant Smuggling, Module 4: Prevention and Non-Criminal Justice Responses to Migrant Smuggling, Non-Criminal Law Relevant to Smuggling of Migrants, Complementary Activities & Role of Non-criminal Justice Actors, Macro-Perspective in Addressing Smuggling of Migrants, Module 5: Smuggling of Migrants in the Broader Context of Migration and its Drivers, Humanitarianism, Security and Migrant Smuggling, Module 6: Defining the Concept of Trafficking in Persons, Distinction between Trafficking in Persons and Other Crimes, Misconceptions Regarding Trafficking in Persons, Module 7: Prevention of Trafficking in Persons, Monitoring, Evaluating & Reporting on Effectiveness of Prevention, Module 8: Human Rights-Based Approach to Trafficking in Persons, Protection under the Protocol against Trafficking in Persons, State Responsibility for Trafficking in Persons, Principle of Non-Criminalization of Victims, Module 9: Criminal Justice Responses to Trafficking in Persons, Criminal Justice Duties Imposed on States, Current Low Levels of Prosecutions and Convictions, Challenges to an Effective Criminal Justice Response, Rights of Victims to Justice and Protection, Module 10: Role of Civil Society and the Private Sector in Countering Trafficking in Persons, Module 11: SOM & TIP - Differences and Commonalities, Vulnerability and Continuum between SOM & TIP, Module 12: Children as Smuggled Migrants & Victims of Trafficking, Protecting Smuggled and Trafficked Children, Children Alleged as Having Committed Smuggling or Trafficking Offences, Module 13: Gender Dimensions of Trafficking in Persons and Smuggling of Migrants, Basic Terms - Gender and Gender Stereotypes, International Legal Frameworks and Definitions of TIP and SOM, Key Debates in the Scholarship on TIP and SOM, Module 14: Links between Cybercrime, Trafficking in Persons and Smuggling of Migrants, Use of Technology to Facilitate TIP and SOM, Technology Facilitating Trafficking in Persons, Using Technology to Prevent and Combat TIP and SOM, Module 1: Illicit Markets for Wildlife, Forest & Fisheries Products, Locations and Activities relating to Wildlife Trafficking, Module 2: International Frameworks for Combating Wildlife Trafficking, CITES & the International Trade in Endangered Species, Module 3: Criminal Justice Responses to Wildlife Trafficking, Investigation Measures and Detection Methods, Module 4: Illegal Exploitation of Wild Flora, Wild Flora as the Target of Illegal Trafficking, Purposes for which Wild Flora is Illegally Targeted, Module 5: Sustainable Livelihoods and Community Engagement, Background: Communities and conservation: A history of disenfranchisement, Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation, Incentives to participate in illegal wildlife, logging and fishing economies, International and regional responses that fight wildlife trafficking while supporting IPLCs, Mechanisms for incentivizing community conservation and reducing wildlife trafficking, Other challenges posed by wildlife trafficking that affect local populations, Apr. This PPT includes article and video links within the PowerPoint. The aim of this exercise is to introduce codes of ethics or codes of conduct to the student. They are asked to agree as a group on a few rules of engagement (a social contract) before their departure and before they know their roles, such as how to determine the order in which completed houses will be allocated, the salaries of the different positions, etc. First, the lecturer divides students into small groups and asks them to brainstorm on how following a path for integrity and ethics can be positive for business, and to think of possible consequences for lack of integrity in business. Astroturf and manipulation of media messages. During this exercise the lecturer shows the students a video about online harassment of women. This is a great presentation that can lead into a ton of other areas of discussion and thought! maintaining punctual and consistent attendance (e.g., accounting for hours worked, arriving on time for work or appointments) taking direction willingly (e.g., using active listening techniques, approaching the assigned task with motivation) Summarize by explaining the dilemma and highlighting how the application of different ethical theories might lead to different actions. In. ) I feel this topic is pertinent to Band, Chorus and Orchestra classes. Students are encouraged to carefully examine the ten activities Daft associates with a moral leader, and then to review the five principles of ethical leadership suggested by Northouse (see. Honesty and Integrity are valuable and necessary skills to flourish in various environments, including higher education, the workplace and personal and civic life. The students are asked to watch a documentary that shows fake news 'factories' in FYR of Macedonia. human rights law, Module 7: Counter-Terrorism & Situations of Public Emergency, Limitations Permitted by Human Rights Law, Examples of States of Emergency & Derogations, Extra-territorial Application of Right to Life. Professional Work Attitudes This activity involves a discussion of workplace attitudes of employers and employees. The lecturer can get the class, individually or in small groups, to develop an understanding of the SDGs and of potential contributions and impact that businesses may have. The document is in word format for easy editing and PDF file. Looking for the Financial Algebra Course or Math Collection? The lecturer shows a video montage of three different moral role models - Gandhi, Mother Theresa, and Bayard Rustin, and subsequently leads a discussion of differences and commonalities of the three role models, particularly focusing on their approach to ethics and diversity. List your top ten personal ethical rules. It includes workplace scenarios for determining best practices.The Contents -Defining: - Ethics - Work Ethics - Bioethics - Code of EthicsEthical Guidelines for Health Care Employees: - Death and Dying - Patient Care Management - Confidentially - Abuse - Cultural Diversity - Professional Behaviors - Scenarios, This Work Ethic PowerPoint will teach kids the importance of a good work ethic and what it involves. If your high school student is unable to control themselves to get the work in, they are likely going to struggle for the remainder of their lives. page 1 - fillable venn graphic organizer where students and teacher discuss the similarities and differences among school and work expectations. After a short brain-storming on important values, the lecturer distributes cards to the students and asks them each to write on the card one value that is the most important value in their life. Introducing United Nations Standards & Norms on CPCJ vis--vis International Law, 2. stream university students can visit and teach high school students. Discuss the meaning of a bridge, how students start at the bridge and try to meet their goal of finishing their journey on the bridge. If your high school student pushes off tasks that need to get done, work ethics might be the problem. What might be a System 1 task to a high school student would be a System 2 task for a younger child, so tailoring the difficulty of tasks to your students is key. << /Type /Page Models for Delivering Legal Aid Services, 7. System 1 tasks are tasks that take minimal thinking and don't challenge students. The student designated as the legal advisor explains to the peer coaches his or her strategy and scripted arguments (ten min). Then the students are divided into five groups and each group has to work with one core value from the Temporary Steward scheme used by Lewis and Gilman (explained in the Key issues section). Each team must then write a short performance in which they act out their value. The guidelines for conducting this exercise are similar to the previous one: After giving the students a few minutes to read the short case and prepare individual answers, have them discuss their answers in small groups and elect a spokesperson to provide feedback to the plenary group. After short mutual introductions, they should walk to others, to make new contacts. At the highest point of their climb, the group encountered a man barely alive. This unit includes an overview of the basic concepts of assessing personal skills, careers related to FACS, creating a resume, letter of application, and filling out a job application. If you child is not into athletics here are a list of a few other things that they may be interested in. The bad news is by the time a teenager is in high school, they are not very receptive of what their parents suggest. eiusmod tempor incididunt ut labore et dolore magna aliqua. You can demonstrate self-righteousness by simply having people predict how likely they are to engage in a series of moral and immoral behaviours compared to others in the class. xWr[7Z_e;'Q4"GcEp Hpm= \9itr')R)h9\fNbI/>gonyqzt0=:w?}D+:'R,)zafdkvweWvagtK7LNt$. After watching the video, the lecturer asks them to try to count the number of times players in white make passes. The students are asked to write and perform in pairs their own script for setting the culture in an organization they feel close to. The lecturer could pretend to be Solomon Asch and a group of students could either be confederates or subjects of the experiment. Concept, Values and Origin of Restorative Justice, 2. Improving the Criminal Justice Response to VAC, 6. 8 . Case studies and structured ethical reflection. The "Gender-Career Implicit Associations Test". The comic slides each depict a different work scenario and a character(s) either exhibiting a good or a poor work ethic. Aims and Significance of Alternatives to Imprisonment, 2. How do they enact principles in day-to-day practices? Students are asked to discuss this situation first in groups. Convention on the Rights of the Child & International Legal Framework on Children's Rights, 4. So they need a good moral compass and the courage to do what is right. This exercise is similar to the previous one, except the presented case studies explain the role morality. /Outlines 2 0 R The purpose of this card exercise is to encourage students to make decisions in given situations and to evaluate the decisions' ethical dimensions from the point of view of others. The lecturer divides the class into four groups representing different parties: media consumer, journalist, media producer (owner), and government regulator. You can simply show to the class the average rating for each behaviour. What about his tutor? /Pages 3 0 R >> This teaching guide is a resource for lecturers, E4J High Level Conference Vienna October 2019, Breakout Sessions for Primary and Secondary Level, UNODC-UNESCO Partnership for Global Citizenship Education, Trafficking in Persons & Smuggling of Migrants, Crime Prevention & Criminal Justice Reform, Crime Prevention, Criminal Justice & SDGs, UN Congress on Crime Prevention & Criminal Justice, Commission on Crime Prevention & Criminal Justice, Conference of the States Parties to UNCAC, Rules for Simulating Crime Prevention & Criminal Justice Bodies, Developing a Rationale for Using the Video. Explain to students that in addition to the rules they discussed, there are more general rules for theworkplace that everyone should follow in order to be a good employee. /Count 8 The lecturer presents a scenario to the students in which they are a group of consultants that have to advise a custom authority in a country X that seeks to build a no-blame culture. After watching the video, the students are asked to analyse it and to discuss its implications by addressing the following three questions: Whether it is literally accurate or not, the spirit of the research suggests we are all related and unaware of the full spectrum of our origins. If you don't work, you don't eat," he said matter-of-factly. Contemporary issues relating to the right to life, Topic 3. The lecturer splits the class into three groups and assign each group the task of presenting the definitions of integrity, ethics and law to the whole class. To further help students understand the idea of privilege, and make them aware of their own privilege, in this exercise the lecturer can ask the students to do the "privilege walk", sample of which are widely available on the internet.
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