Reflection On Depression - 1025 Words

Depression Who am I to judge? Occasionally, everyone will feel sad or upset when struggling with obstacles in their life. However, within a couple of days these feelings may pass. According to the Mayo clinic, â€Å"depression is a mood disorder that causes a persistent feeling of sadness and loss of interest.† When I lost my ill husband, I experienced a depressive disorder that interfered with my daily life. My normal functions to move on didn’t make sense. While he was alive he took care of all the bills and insured that I was taking care of. It was a scary feeling to pick up the pieces where he left off and to continue living in this foreign country. The pain of this depressive order caused me to push anyone away from me, because I didn’t†¦show more content†¦Soldiers coming home from a long deployment may experience a change in behavior such as an angry outburst. This behavior could be caused over a simple matter as paying bills. Before the soldier went to war, they had one way and when they got back their love ones is doing another way. In turn, this may cause feelings of hopelessness and/or worthlessness because they feel that they are not needed. With as many as 170,000 men and women now returning from Iraq and Afghanistan, most will be going through psychological problems such as PTSD, anxiety, mood disorders and depression (Tyre 2004). A person may have trouble thinking or concentrating that could affect the way they make decisions. An individual may have trouble remembering things because of the lack of sleep or loses interest in most normal activities such as hobbies or sports. A person may typically have anxiety, agitation or restlessness caused by extreme stress. Sudden changes in appetite or weight loss or gain may be symptoms to look for in an individual with a major depressive disorder. With any illness such as depression a person may have suicidal thoughts or suicidal attempts that are not noticeable to even their friends or loved ones. However, understanding some of the causes or riskShow MoreRelatedReflection On Depression834 Words   |  4 Pagesbetter our lives. Although it was not ideal for me to develop depression I was empowered by it; I was also empowered by my family’s attitudes towards therapy. Because of my experience, I wanted to help other young people like myself as well as change attitudes surrounding therapy. My experience is what pushed me to become as social worker and my experience with depression can help me related to my clients who are experiencing depression. In addition to my immediate family, my extended family contributedRead MoreReflection Paper On Depression1207 Words   |  5 PagesReflection #3: Depression Depression is a category of mental illness that most often appears during the late teens. 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There have been times when people have noticed something on your face and your first reaction would be is to say where/what? or look at a reflection. What if there was something you couldn t see, because it was mental instead of physical. Something that is irritating, and at sometimes you couldnRead MoreSocial Self As Part Of Depression1051 Words   |  5 PagesAdding on to that, another study showed a culturally salient factor ,negative social self as constituting part of depression. (Koh, Chang ,Fung and Kee 2007, p.225) This negative social self was found to cause hopelessness, poor self esteem, and control related beliefs. (Koh, Chang ,Fung and Kee 2007, p.225) The study goes on to further state that culturally embedded stressors (Yamamoto et al. 1997, cited in Koh, Chang ,Fung and Kee 2007, p.226) strongly influences the phenomenological experiencesRead MoreReflection Paper : Reflections And My Mental State Of A Man Who Has Not Gone Through My Life1468 Words   |  6 PagesReflections 8/6 From what I read, I am supposedly going to become a better person by following the guide of a man who has not gone through my life and has not borne witness to my suffering. I know that considering my background and my mental state that reading this book will only make me angry for it seems to be a mockery of myself, a teen. I am nothing like a ‘teen’ I have matured much faster than I should have and have never been in trouble or done anything that requires me to ‘straighten up.’Read MoreCritical Analysis : I Stand Here Ironing 1175 Words   |  5 PagesMalky Fried Professor Reichman GLL-121-G-QK March 15, 2015 Critical Analysis The 1930’s was a difficult time for everyone, however the Great Depression was particularly hard on single, divorced, or widowed women. Faced with adversity, they had to shoulder both burdens of breadwinner and nurturer amid extreme destitution. It was a time of desperation for many families to survive. Work was scarce. Life was hard. FamiliesRead MoreAnalysis of Sylvia Plaths Mirror1281 Words   |  6 Pagesto a small town and their marriage began going worse. The poem is not simply about a mirror. This is a poem about self-realization, despair but also truth. We can see the poem as a reflection of Plath’s difficult life, but it’s also the women’s reflections in general. 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An Overview Of Learning Three Theoretical Perspectives Education Essay Free Essays

There are countless positions on the acquisition procedure, understanding the mechanisms of and our apprehension of larning as theory and the practical application of methodological analysis has evolved well over clip. Each theory contributes to our apprehension of how scholars integrate information and experiences from their environment. This has deductions for single growing and besides for institutional policy and pattern. We will write a custom essay sample on An Overview Of Learning Three Theoretical Perspectives Education Essay or any similar topic only for you Order Now In this paper I will reexamine three theoretical positions on acquisition, viz. the Constructivist/Cognitivist position, the Phenomenographic position, and the Socio-cultural position, I will depict the salient characteristics and features of each theory, and compare the similarities and differences across positions. This will include a treatment of how learners entree information, make sense of that information, and act on it in deliberate and purposeful ways as a agency of prosecuting with the universe. From there I will look into what these larning theories emphasize or give relevancy to the constructs of context, significance, and experience. The assorted positions each have something to state about the relationship between context, significance, and experience as they relate to acquisition, nevertheless the importance of these nucleus constructs differs in how each theory conceptualizes acquisition, and the importance of the function of context, significance, and experience. Finally, I will reason with illustrations that bring these positions to life in my mundane experience, and I will adhere these theories together within a cohesive apprehension of acquisition and instruction as it relates to the interrelatedness of the constructs of intrinsic motive, fluctuation, and transportation. Three theoretical positions on larning There are legion theories of acquisition, each stressing a peculiar characteristic of the learning experience. Assorted theories of larning besides depict larning in different ways depending on the point of view of the perceiver. Each theory emphasizes thoughts related to context, significance, and experience in different ways as they relate to acquisition, both from the position of the scholar and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective â€Å" Objectivity is the psychotic belief that observations could be made without an perceiver † ( von Foerster, 1995, pg. 5 ) The Constructivist theoretical orientation holds that cognition is acquired experientially, is mediated by our anterior apprehension, and is based on the belief that we learn by making instead than detecting, and that cognition is built upon old acquisition. â€Å" The indispensable nucleus of constructivism is that scholars actively construct their ain cognition and intending from their experiences ( Doolittle, pg 1 ) Piaget was chiefly concerned with cognitive buildings that occurred as a consequence of interactions with†¦ Constructivism emerged from early surveies of acquisition, behavior, and depth psychology, and the behavioral point of views of Watson, along with Kohler and Koffka ‘s Gestalt psychological science. ( Tools pg. 7 ) Constructivism as theoretical apprehension exists along a continuum from â€Å" weak † to â€Å" strong † signifiers constructivism This is an adaptative procedure whereby behaviors evolve to run into the altering demands of the environment, and knowledge serves to makes sense of subjective experience. ( Doolittle, 1999, 1 ) Constructivism emerged from schools of behaviorism and objectivism, which held that there was a cognizable nonsubjective world that existed independent of the person. Constructivism takes the position that meaningful personal experience is the footing of cognition and acquisition. Persons construct intending within a context of personal experience that is rooted in linguistic communication, civilization, and the societal experiences of each person. There can be no objectively verifiable truth or cognition within constructivism, as each single brings a alone position grounded in their ain old cognizing. Much of this cognition is silent and resides in the inexplicit memory of the scholar, but it exerts its influence and acts as a filter through which the person â€Å" sees † new information and relates it to their apprehension of the universe. Knowledge and therefore acquisition is constructed within the head of the person. Constructivism rejects the impression of an nonsubjective and cognizable world independent of the perceiver, and holds that cognition of the universe is constructed through the active cognitizing on the portion of persons. Constructivism rejects the impression of an oberver-independent universe in favor of cognition reflecting the subjective worlds of the perceiver. ( Glaserfeld, 1989, p. 3 ) Knowledge is non a representation of world, but alternatively a â€Å" aggregation of conceptual constructions that turn out to be adapted or, as I would manner, feasible within the cognizing topic ‘s scope of experience. ( Glaserfeld, 1989, p. 4 ) Within Cognitive constructivism ( account of strategy theory, accomodation, assimilation ) . Cognitive constructivism adheres to theoretical accounts of cognition building that consider the function of memory, cognitive concepts, and scheme without sing to the full the subjective nature of cognition as occupant within the head of the topic. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external world. ( Doolittle, 1999, 2 ) Extremist constructivism differs from cognitive constructivism by progressing the thought that larning is an adaptative procedure, and that it is observer-dependent and resides in a fluid and dynamic knowledge that considers the subjective experience of cognition building. Extremist constructivism, like societal constructivism, besides accepts societal interactions as informing cognition building. Social constructivism takes the position that societal interactions contribute to cognize, and views the societal and cultural context as grounding cognition â€Å" to a specific clip and topographic point. ( doolittle pg 4 ) These assorted positions exist on a continuum, nevertheless the most cardinal apprehensions are shared. We all hold memories of old experiences ; those collected memories and experiences, both tacit and explicit, go the lens through which we view our current unfolding world. Emerging grounds within the kingdom of neuroscience and interpersonal neurobiology may foretell farther homogenisation of constructivist doctrine and apprehension. Interpersonal neurobiology views the encephalon as a societal organ built through experience. This insight displacements Cognitive Constructivism farther along the continuum in the way of extremist and societal constructivism by imparting back uping grounds to the two staying epistemic dogmas, viz. that â€Å" knowledge organizes and makes sense of one ‘s experience, and that â€Å" knowing has roots in both biological/neurological building, and societal, cultural, and language-based interactions. † ( Doolittle, 1999 ) Learning is transactional, with experience act uponing cognitive building and the fictile cognitive buildings act uponing o ur experience in a dichotomy of experience and subjective world. As Carr provinces, â€Å" †¦ the turning organic structure of grounds makes clear that the memory inside our caputs is the merchandise of an inordinately complex natural procedure that is, at every blink of an eye, finely tuned to the alone environment in which each of us lives and the alone forms of experiences that each of us goes through. † ( Carr, 2010, P. ? ? ) Carr recounts some of the current research on memory and experience, and expands on the thought that our encephalon construction continuously changes with experience ; encephalon malleability, the turning and pruning of synaptic connexions over clip, changes our very memories and our remembrances of experience based on new experiences. ( Carr, 2010, p. 190 ) Researcher Kobi Rosenblum farther describes how memory, which in a sense is our recalled experience, can be a fictile and traveling mark. As he explains, â€Å" ..the human encephalon continues to treat information long after it is received, and the quality of memories depends on how the information is processed. † ( Carr, 2010, p. 191 ) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each position, but it is built-in to an apprehension of constructivism. Meaning is cardinal to the intentionality of scholars ; relevancy and significance enhance a scholar ‘s ability to associate with their universe. It besides relates to constructs of motive as it relates to a scholars sense of bureau and battle with their experience, ad it highlights the importance of civilization and linguistic communication as societal go-betweens of larning? ? ? ? â€Å" The importance of these memory mechanisms to the development of cognitive psychological science is that, one time understood, they make it really clear that a individual ‘s ability to retrieve points is improved if the points are meaningfully related to each other or to the individual ‘s bing cognition. The cardinal word here is meaningful. â€Å" Wynn pg.4 â€Å" What is meaningful to people is determined by what they can retrieve of what they have already learned † . Wynn pg 4 Opportunities for larning within a constructivist model occur most readily when what is being learned has relevancy or high emotional valency for the scholar ; in other words when information or experiences are meaningful. In order for larning to be meaningful it should be relatable to old cognition and experience. This building-block theoretical account of cognition and experience is wholly consistent with a scholar as meaning-maker. The deductions for learning and educational teaching method are that undertakings that have significance and relevancy tend to be of greater intrinsic involvement to scholars. Research on the experience of larning speaks to the importance of significance as it relates to knowledge building, and speaks of the importance of liberty, bureau, pick, and coaction in driving our instrinsic motivational desires to prosecute in meaningful undertakings, retrieve and remember information, self-organize, and be funny. A larning context rich in significance is important. Context within Cognitivist/Constructivist Positions Learning occurs most successfully at the intersection of a scholar ‘s old cognition of the universe and the experience of socially mediated interactions with others, and is influenced by all accumulated societal and cultural experiences. ( Bodrova A ; Leong, 2007, p. 9 ) The context for larning resides within the experience and imaginativeness of the scholar, and is rooted in anterior experience and is mediated by teachers/facilitators and the ecological scene or context. Within this larning context, Feuerstein describes the function of mediation. â€Å" The go-between creates in a individual an attack, a signifier of mention, a desire to understand phenomena, a demand to happen order in them, to understand the order that is revealed, and to make it for oneself. † ( Feuerstein, Feuerstein, A ; Falik, 2010, p. 37 ) Mediators can take many signifiers, but they portion in common an ability to potentiate a scholar ‘s ability to profit from larning experiences. In the absence of a go-between, even in instances where persons get cognition, they may non â€Å" understand its significance. † ( Feuerstein et al. , 2010, p. 37 ) Experience within Cognitivist/Constructivist Positions As scholars construct their ain experiential world within a societal and cultural context, the dyadic interactions that unfold connote a grade of coaction and battle with acquisition that is per se motivated by a meaningful context within which larning occurs/unfolds. Collaborative acquisition is by its nature socially constructed acquisition, where the involvement of scholars is cardinal, meaningful, and contextual. Decontextualized acquisition by contrast deficiencies a sense of connexion to the experience of acquisition. Prior experiences of larning are diminished when there is no meaningful context, and reliable experiential acquisition suffers. When pick around construction and content is collaboratively negotiated, scholars are granted a degree of liberty around how and what they learn, and experiences that are meaningful topographic point larning within a context more suited to the acquisition manner, ends, and precedences of the scholar. Kohn emphasizes these conditions of coaction, content, and pick, as making the conditions necessary for reliable and per se motivated larning to emerge. ( Kohn, ? ? ? ) Phenomenograpy/Variation Theory â€Å" There is no larning without understanding. And there is no understanding without fluctuation. † ( Marton, Trigwell, 2000 ) The theory of phenomenography is connected with the survey of human experience, peculiarly as it relates to educational research. Phenomenography examines believing and larning within the context of educational research, and seeks apprehension of â€Å" the different ways in which people experience, interpret, understand, perceive, or gestate a phenomenon, or certain facet of world. † ( Orgill, ? ? ? ? ) Marton defines phenomenography as â€Å" a qualitative research methodological analysis, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or believe about something † ( Marton, 1986 ) . One of the cardinal epistemic dogmas? ? ? related to Phenomenographic theory relates to constructs of fluctuation, understanding, and transportation. Marton postulates that in order for larning to happen, â€Å" †¦ at that place must needfully be a form of fluctuation nowadays to see, and this form must be experienced † . ( Marton, fluctuation, pg.1 ) . In order for larning to happen, scholars must see a broad scope of fluctuation in experience, with sameness or similarity lending small to our apprehension of experience. Variation and difference create a broader context for understanding experience, and besides spread out our repertory when meeting fresh state of affairss or fortunes. This transportation of acquisition is built-in to variation theory and a cardinal underpinning of phenomenography. Experiencing difference or fluctuation may be likened to experiences of cognitive disagreement within constructivist theoretical accounts of acquisition, where an single experiences disagreement and a disturbance and must set their construct of this new information within their existing paradigm. How we categorize, makes sens e of, or place with that difference relates to our understanding accomplishments. Discernment allows a topic to see or feel an experience â€Å" against the background of his or her old experiences of something more or less different. † ( Marton, pg.386 ) . In kernel, as topics experience greater fluctuation they become more attuned to progressively subtle differences between the â€Å" physical, cultural, symbolic, or animal universe † that they inhabit. ( Marton, pg 386 ) Every phenomenon that is experienced merely in contrast to jump experiences of the same phenomenon ( marton, pg 387 ) The deductions for teaching method centre on the use of the objects of fluctuation in order for scholars to see fluctuation, go expert at discerning, and reassign larning across state of affairss. â€Å" Excellence in instruction has really much to make with what facets of the object of larning are subjected to fluctuation, and what facets of the object are capable to fluctuation at the same time. † ( Marton, pg. 391 ) Subjects learn to pull off freshness as a consequence of holding experienced freshness through fluctuation. ( Marton, pg. 394 ) . Transportation is concerned with how â€Å" what is learned in one state of affairs affects or influences what the scholar is capable of making in another situation. â€Å" ( Marton, pg. 499 ) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A construct that illuminates thoughts of context within the phenomenographic position relates to constructs of located acquisition. Situated in this case â€Å" refers to what surrounds the learning event ; that is, to the socially constructed life-world in which a peculiar case of larning occurs. † ( Sameness in transportation, pg. 511 ) Sameness and difference in larning and experience are acknowledged, nevertheless â€Å" †¦ the extent to which we can do usage of something we have learned in one state of affairs to manage another state of affairs is a mom Decision Learning is non merely geting new information and hive awaying it on top of the information we already have. It involves run intoing something unexpected ( what? ? ? might depict as a disturbance ) , something that can non be easy explained by those theories or apprehensions we have already developed. To decide that struggle we have to alter what we antecedently believed ( kohn, pg 187? ? ) This account is the tie that binds constructivism, fluctuation, theory and strategy theory to societal acquisition, along with thoughts of motive and personal bureau. How to cite An Overview Of Learning Three Theoretical Perspectives Education Essay, Essay examples

Business Ethical Dilemma Era of Globalization

Question: Describe about the Business Ethical Dilemma for the Era of Globalization. Answer: Part 1: Description In this era of globalization, ethics have emerged as an important dimension of business (Whitaker Godwin, 2013). Today, the stakeholders expect that the organizations and employees should have ethical standards. In an organizational setting, people often come across various ethical dilemmas (Frederickson, 2013). The ethical dilemmas or the moral dilemmas could also occur in peoples personal life. Here, I would like to discuss an ethical dilemma of my professional life. I have not used the real names of the people and the organizations involved. I was working as a procurement officer in a small spare parts manufacturing firm in Australia. The company (ABD Inc.) was a mid-size spare parts manufacturing unit of 250 employees. We were a team of 7 people who used to handle the procurement for the firm. Our task was to meet the suppliers, negotiate about the prices and do the quality check. Mark was the procurement manager and I used to report directly to Mark. We used to work in very tig ht schedules and Mark demonstrated good confidence in his team members. We were rarely questioned about the procurement deal that we made. As a part of our daily work, we had to meet several new suppliers in the region and compare their offerings with the offerings of the existing supplier. As a part of my daily work, I meet with a supplier Frank. He was able to give the supplies at a lower price. When I enquired I found out that he usually import the products from China and as a result Frank had the price advantage. However, his products were not high quality products. A random sampling of few products demonstrated that the products lacked reliability. Therefore, I did not have any deal with Frank and I updated the same in the internal system of the company and I communicated the same to Mark. The very next week, I received a call from Mark to discuss the deal with Frank. He told me that there is a cost pressure from the senior management and ABD Inc. should close the deal with Frank. I told him about the quality of the products and I told him that this deal should not be signed. He insisted to have the deal with Frank, as it would be beneficial for ABD INC., Mark and procurement team of the company. I was not able to understand this at the beginning. Later, Mark told me that Frank approached him and guaranteed monthly gifts for a minimum business for $5000. In fact, Mark forced me to have the deal with Mark. Personally, I did not want to compromise on the quality and this was the reason that I rejected Frank as a supplier. But, after the meeting with Mark, I was in a big ethical dilemma. I was not sure about the way out, I tried but I was not able to convince Mark. I finally decided to escalate the things to the manager of Mark. Sara was the manager of Mark and I told the entire incident to her. Mark was not happy with my decision and Sara decided to cancel any deal with Frank. It was a bad mark on the professional career of Mark. However, I believe that this decision was good for the company in long term. Therefore, I would rate my decision as 8 out of 10. Part 2: Analysis The decision of escalating the things to Sara could be discussed from the perspective of various ethical theories. The three normative ethical theories and dilemma can be discussed as: The egoism theory of ethics as explained by Gobble (2015) suggest organizational ethics more often than not begins and ends at the organizational chart illustrating the who reports. Designing an organization to survive and support change will take moving around the formal lines on the organizational chart for an organization to become flatter and collaborative (Gobble, 2015). Lorinkova, Pearsall and Sims Jr. (2013) suggest that although empirical researchers advocate empowerment leadership over directive leadership to enhance team performances, the empirical data is not clear that it supports enhancing team performances. Gobble (2015) suggest empowered leadership will use behavior that emphasizes collaborative decision making the focus more on the development of knowledge and experiencing positive in terpersonal relationships. The egoism theory is a traditional theory of ethics and virtue. After the egoism theory, various new theories have emerged that holds well in the contemporary field of management. However, the egoism theory is still used widely across different areas of ethics. This theory suggests that the action is morally right if the action promotes the self-interest of actor (Plunkett Sundell, 2013). The interest could be a short-term interest or a long-term interest. Generally, the ethical egoism is associated with the long-term interest of the actor (Chakraborty Kumar, 2013). This ethical theory deals only with the actor and not with the surroundings or the environment of the actor. In this theory, the analysis of any decision is based on the personal or the self-interest (Jefferson Sacks, 2015). The application of this theory on the above ethical dilemma would suggest that I should have taken the step that was best suited for me (Blackstone Rustroom, 2006). When I was in the situation, I considered the wellbeing of organization. The application of this theory suggests that I should have analyzed the situation from my perspective (Elina Erika, 2012). For me, probably, the best alternative was to agree to the Marks decision. This way, I would hav e gathered his trust and confidence. It would have helped me to get early promotion. The egoism theory of normative ethics has the drawback that it could not be used from the perspective of multiple stakeholders. This theory provides only a singular view of the problem or issue at hand (Forcehimes, 2015). Based on my admittedly limited understanding of organizational design and ethics, I would argue that the egoism theory of normative ethics has had enduring impact on organizational design and ethics. I do believe, however, that it is difficult to separate completely the personal perspective and the organizational perspective when dealing with the ethical dilemmas in the professional scenarios (Ferrell, 2014). Utilitarianism is a theory in normative ethics holding that the best moral action is the one that maximizes utility. Utility is defined in various ways, but is usually related to the well being of sentient entities (Sternberg, 2012). The advocates of this theory believe that a successful organizational ethical values requires a deep understanding of the context for which the organization is being designed. This requires an understanding of the environment in which the firm operates, the business strategies and models it will use to compete, and the capabilities it needs to compete. The utilitarianism theory of ethics suggests that the decision should have increased my utility (Kaufmann Carter, 2011). Now, there are different ways to define the utility. Personally, I think that my utility is enhanced when my organization does well (Michael Greg, 2014). Therefore, in the context of above ethical dilemma, this theory would suggest that I had taken a correct decision (Mulvey, 2012). In an organizational setting, this theory can work bests when there is a synchronization in the definition of the utility of various stakeholders. According to Frooman (1999) to be really useful to a firm trying to manage its stakeholders, stakeholder theory must provide an account of how stakeholders try to manage a firm (p. 192). The first step to managing conflicting needs of stakeholders is to conduct a stakeholder analysis and determine which stakeholder group will have the greatest impact and conversely which organizational action will have the greatest impact onto the stakeholder group (Wood, 2012). According to Frooman (1999) urgency, legitimacy, and power are key stakeholders attributes, which an organization needs to pay attention (p. 193). To ignore or alienate stakeholders means the likelihood of failure (Boatright, 2006). The dilemma in utilitarianism theory of ethics is prioritizing which stakeholders have the most influence (Taran Bett, 2015). There are so many opinio ns and not all bear the same weight. A considerable action plan for these voices is in stakeholder mapping in order to prioritize interests and influence. Two main areas where stakeholders have the most influence that companies consider is in urgency and power (Ingenbleek Immink, 2010). Companies can identify the levels of stakeholder influence and strategize how to avoid the more contentious directions, focus on areas of common interests, or persuade, educate, or possibly reject stakeholder input (Taran Brett, 2015, p. 60). The most effective route of managing conflict appears to be in anticipating the conflict, identifying urgency, and either recognizing stakeholder power or who to give power to. This approach maximizes a best-case scenario (Mari Anna, 2013). In the end, there will most likely still be stakeholders whose wants were not met and are unsatisfied with company decisions. As the saying goes, you cant please everyone. The bottom line of utilitarianism ethical theory i s that the overall utility of the actor should be increased and I can say that this happen in my case (Knights, 2006). For me, the utility was all about the organizational values and wellbeing and my decision was able to safeguard and upheld the organizational values. It can be said that the utilitarianism theory of ethics is used widely in various personal and professional areas. The organizations have been using the utilitarianism theory of ethics to develop an ethical culture in the organization. It also enables the organization to uphold the moral values within the organization. Immanuel Kant gave the ethics theory of duty. He viewed knowledge of and acting on ones duty as the key element. Indeed, he saw context as being of minor importance (Cassirer, 2016). This ethical theory suggests that the action should be based on the duty (Huhtala Feldt, 2013). In the above case of ethical dilemma, there are two ways to apply this theory. Case 1: I can apply this theory as I have a duty towards my manager This case would suggest that I should fulfill all the request of my manager as that is the part of my duty (Ess, 2002). It means that I should not have escalated the things to Sara. It was my duty to obey Mark and the ethical practice was to agree to whatever Mark had to say. This theory suggests that duty is the priority of the employees of the organization and it is important that all the stakeholders of the organization must fulfill all their duties. Case 2: I can apply this theory as I have a duty towards my organization This case would suggest that the employees should look for long-term duties and not short-term duties. With the bigger picture in mind, I can realize that I was serving my organization and I was not serving my manager (Boening, 2006). Therefore, any commitment of duty, that I had, was towards the organization and not the manager. This case would suggest that my action to escalate the things to Sara was a good step as it helped the organization to avoid any trouble in the later point of time. It is expected that the employees would continue to show high ethical standards towards their organization. It is also important that the organizations should create a platform where employee can fulfill their ethical duties. This theory suggests that the people should act rationally in the moral and ethical dilemmas (Jung, 2010). The advocates of this theory suggest that man is the moral actor and the actions should be based on the duty that binds the man with the organization (Elspeth Susan, 2012). The Kant theory is also used widely in the organizations. This theory of ethics has gained far wider acceptance in the large organizations and it is expected that the use of this theory would further increase in the professional setting. All the above theories have practical implications in the contemporary field of management. It is important that the people should have a holistic understanding of these theories before selecting any particular theory. Part 3: Self Reflection When I look back at the ethical dilemma, I have a feeling of satisfaction as I feel that I took the right course of action. In my opinion, understanding and acting to address the ethical and strategic interests of all stakeholders is essential if organizations are to avoid public battles with stakeholders that damage trust and create ill will (Minka, 2014). Still, I am not sure what I should have done differently. Perhaps there are simply some circumstances when doing all the right things still produces unfavorable results. When I analyze the application of the three theories to the decision that I took, I feel happy with the utilitarianism ethical theory. I feel happy with this theory as this theory suggests that my action was correct. I am personally, not very happy with the application of egoism theory of ethics as this theory considers only my views and perspective and not the perspective of organization. This is the reason that the decision that I took is not in line with the application of egoism theory of ethics in this ethical dilemma. I even like the Kants theory of duties. I think, the application of this theory is in line with my decision if consider my duty and my loyalty towards the organization. I have personally liked the utilitarianism ethical theory as this theory considers the viewpoint of various stakeholders in the organization. If I were in the same situation again, I would take the same decision. I do not want to go against my manager. However, I would do this if my decision is for the long-term benefit of the organization as in the end, me and my manager serves the organization. I agree with Mark that for-profit organizations need to balance the interests of all of their stakeholders, but that they must also generate profits for shareholders and ethical values for the organization. If I am in the same situation I would again escalate the things as it would be morally correct path. I can say that I have learned a lot from this ethical dilemma. All the three theories of normative ethics are effective. The application of these theories can vary based on the individual cases (Chao Chen, 2016). It is important that the people should realize that the application of these theories could produce different results. In the end, right or wrong are very subjective terms and the definition of the words like ethics and moral values can change from people to people and from organization to organization. I believe that it is important that the right and wrong at the personal level should match with the right and wrong at the organizational level. 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