Syllabus Ethics

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UNIVERSITY OF 17-06-2019-01
PERPETUAL HELP
SYSTEM DALTA
COLLEGE OF ARTS AND SCIENCES
Philosophy The University of Perpetual Help System DALTA believes and invokes Divine Guidance in the betterment of the quality of life through national development and
transformation, which are predicated upon the quality of education of its people. Towards this end, the Institution is committed to the ideals of teaching, community
service, and research as it nurtures the value of “Helpers of God”, with “Character Building is Nation Building’ as its guiding principle.
Vision The University of Perpetual Help System DALTA shall emerge as a premier university in the Philippines. It shall provide a venue for the pursuit of excellence in
academics, technology, and research through local and international linkages.
The University shall take the role of a catalyst for human development. It shall inculcate Christian values and Catholic doctrine, as a way of strengthening the moral fiber
of the Filipino, a people who are “Helpers of God”, proud of their race, and prepared for the exemplary global participation in the sciences, arts, humanities, sports, and
business.
It foresees the Filipino people enjoying a quality of life in abundance, living in peace and building a nation that the next generation will nourish, cherish, and value.
Mission The University of Perpetual Help System DALTA is dedicated to the development of the Filipino as a LEADER. It aims to graduate DYNAMIC STUDENTS who are
physically, intellectually, socially, and spiritually committed to the achievement of the highest quality of life.
As a system of service in health and education, it is dedicated to the formation of CHRIST-CENTERED, SERVICE CENTERED, and RESEARCH-DRIVEN INDIVIDUAL
with GREAT SOCIAL CONCERN AND COMMITMENT TO THE DELIVERY OF QUALITY EDUCATION AND HEALTH CARE.
It shall produce Perpetualites as “HELPER OF GOD” – a vital ingredient to nation-building.
Course Code and Date Date Prepared by Recommending Approval Approved

Title Effective Revised
GEC 6000 SY 2020-2021 August 2020 Dr. Caroline O. Buena, Fr. Roy H. Alipio, Dr. Amando F. Grata, Dr. Ma. Luz P. Villarante Dr. Arnaldo S. De Guzman
Ethics Dr. Linda Quicosa, Dr. Roland Montano Dean School Director
Alabang-Zapote Road, Pamplona, Las Piñas City, 1704 Philippines • Tel. No.: (02) 871-0639
www.perpetualdalta.edu.ph
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Core Values
Love of God;
Love of self, neighbor, and family;
Love of country and good governance;
Academic and professional excellence;
Health and ecological consciousness;
Peace and global solidarity;
Filipino Christian leadership;
Celebration of life according to Catholic Doctrine.
COURSE SYLLABUS
Course Code : GEC 2000

Course Title : Ethics
Prerequisite(s) : None
Credit Units : Lecture-3 units (3 hours)
Course Description: Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in interactions with the environment and other shared
resources (CMO 20 s 2013). Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course
discusses the context and principles of ethical behavior in modern society at the level of individual, society, and in interaction with the environment and other
shared resources. The course also teaches students to make moral decisions by using dominant moral frameworks and by applying a seven-step moral
reasoning model to analyze and solve moral dilemmas. The course is organized according to the three (3) main elements of the moral experience: (a) agent,
including context- cultural, communal, and environmental; (b) the act; and (c) reason or framework (for the act). This course includes the mandatory topic on
taxation as a moral and social responsibility.

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Program Outcomes and their Relation to Mission Keywords
PROGRAM OUTCOMES Mission Key Words

Upon completion of the AB PoS, graduates should have acquired the
knowledge, skills, competencies, and attitude necessary to perform the A B C D E F
following:
a. Compare, contrast, and classify the major concepts in the discipline / / / / / /
b. Recognize and define the distinctiveness of the discipline, its / / / / / /
subfields, theories, and methods
c. Design and execute research inquiries using appropriate / / / / / /
quantitative and qualitative methods guided by theories or
conceptual frameworks
d. Demonstrate written, visual, and oral presentation skills to produce / / / / / /
and present analytical reports
e. Critique, judge, and respond to current issues and problems based / / / / / /
on a substantive understanding of the historical and contemporary
developments in the national and global contexts
f. Develop a predisposition towards ethical-political involvement and / / / / / /
practice in various forms and on different levels of engagement

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Course Objectives and Their Relation to Program Outcomes
COURSE OBJECTIVES PROGRAM OUTCOMES

At the end of the course, the students should be able to: a b c d e f
A. COMPETENCIES
1. Differentiate between moral and non-moral problems / / /
2. Describe what a moral experience is as it happens in different levels of human existence / / / /
3. Explain the influence of the Filipino culture on the way students look at moral experiences and solve moral dilemmas / / / / /
4. Describe the elements of moral development and moral experience / / / /
B. SKILLS
1. Use ethical framework or principles to analyze moral experiences / / / /
2. Make sound ethical judgments based on principles, facts, and stakeholders affected / / /
C. VALUES
1. Develop sensitivity to the common good / / /
2. Understand and internalize the principles of ethical behavior in modern society at the level of the person, society, and in interaction with
/ / / / /
the environment and other shared resources.

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Course Coverage
Student Learning Assessment

Time
Learning Topics Activities/Performance Strategies and Results and Evidence Resources
Frame
Outcomes Task Tools
 Recall rules Orientation to the 2 Hours  Student activity/Class Seatwork  Homework requires students to pay close Student handbook
they have to course and discussion: What rules do attention to school and community rules, MS Teams
follow Online policies you find constricting? and experiences in daily life. Moodle (LMS)
(House rules)  Lecture: Why rules are  Evaluate these rules.
 Explain why important to social beings  Class recitation after a lecture on the
they have to  Think-Group-Share importance of rules for the teacher to find
follow rules out if students recall and understand the
nature of rules and why they are important
Explain the General 2 Hours Student Activity: True or Online Class sharing of one’s experiences Personal knowledge about the
different key Introduction to False (students shall identify Recitation (MS self
concepts Ethics true or false statements Teams )
related to relative to their MS Teams
Ethics personality/identity/life
experiences)
Differentiate Difference 3 Hours  Study Activity/ Class Quiz (LMS) Quiz #1 - To test first and second topics List of rules in school
between moral between moral discussion: When do you question/s: Cite two or three differences

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Course Coverage

Time
Frame
Outcomes Task Tools
and non-moral and non-moral say it is a moral experience? Assignment between moral and non-moral standards, Online sources
standards standards  Lecture: Difference between one of which should be the most important.
moral and non-moral Seatwork
standards Assignment: Find any online material (news
 Comparative analysis Recitation (MS clip, articles) on moral dilemma/s
 Misconception check Teams)
Recognize and What are moral 3 Hours Student Activity: For Recitation (MS Google Meet Group discussion: Rachels, James.
recall a moral dilemmas individual dilemmas- Teams) Students identify dilemmas in cases “What is Morality?”
experience News clip reading presented by them. Chap. 1 in The Elements of
Case discussion on students’ Seatwork 3 Moral Philosophy. 1-15
moral dilemmas
Assignment MS Teams
Peer discussion
Quiz (LMS) Google Meet
Detect a moral The three levels 5 Hours  Online Lecture: Assignment  Alternatively, the teacher could give two of 4th ed. New York McGraw-Hill
dilemma of moral What are moral dilemmas? (LMS) these dilemmas (all personal and age- College 2004
dilemmas: The three levels of moral appropriate) in a written exercise where

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Course Coverage

Time
Frame
Outcomes Task Tools
Identify the  Individual dilemmas Seatwork students identify and write the dilemmas.  Palma-Angeles, Antonette,
three levels of  Organizational  For organizational dilemma: And then discuss results with the writers of and Rowena Azada-Palacios,
moral (i.e. business, Medical and business ethics Quiz (LMS) the dilemma. (Online Discussion) Medicine Prices, Price
dilemmas medical, and case, e.g. Pharmaceutical Controls, and the Philippine
public sector); industry case. Recitation  Reflection paper (Soft copy) Pharmaceutical Industry
 Structural (i.e.  For structural dilemmas: Makati: Ateneo Graduate
network of Expensive medicines in the School of Business 2011.
institutions and Philippines  new clips (Teacher will have to
operative  Journal article choose from current news
theoretical  Peer discussion events)
paradigms e.g.  Exit slip  Cases are written by students
universal health
care)
Explain why Freedom as the 3 Hours  Viewing of video clip Assignment  Class discussion to bring out reactions and A Clockwork Orange. Directed
only human foundation for demonstrating unlimited insights on the video clip, zeroing in on why by Stanley Kubrick Burbank,
beings can be moral acts freedom or the absence of Quiz (LMS) freedom is crucial to the ethical experience. CA. Warner Bros. 1971
ethical freedom (Youtube)  Alternatively, the teacher can assign a

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Time
Frame
Outcomes Task Tools
Human Acts and reflection paper on reactions and insights

Acts of Man  Synchronous Lecture: on the movie.
Freedom as the foundation
of ethics
Preliminary Examination
Articulate what What is 2 Hours Student Activity: Class discussion: Class discussion to elicit Photos of cultural artifacts brought by
culture means culture? How how do you think your community students’ understanding of the students to class
does it define influences your behavior? cultural embeddedness of their
Attribute facets our moral behavior MS Teams
of personal behavior? Online Lecture: What is culture?
behavior to How does it define our moral
culture behavior?

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Time
Frame
Outcomes Task Tools
Photograph search/Critique
Recognize Cultural 2 Hours  Two Cases: Differences in  Assignment Quiz #2: Question/s: Explain the Two cases/stories about cultural
differences in relativism: practices e.g. Asian vs Western (LMS) position in ethics called cultural differences (Will provide)
the moral definition, countries relativism. Discuss its strength
behavior of advantages of  Film and weaknesses Rachels, James
different recognizing  Online Lecture: Why can’t all critique “The Challenge of Cultural Relativism.”
cultures. cultural cultural practices be always Reflection paper (soft copy) Chapter 2 in The Elements of Moral
differences. correct Philosophy, 16-31. 4th ed.New York:
Appreciate McGraw-Hill College, 2004
cultural  Film showing (Youtube)
differences. Youtube
Evaluate the
strengths and
weaknesses of

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cultural
relativism.
Analyze The Filipino 3 Hours Viewing of video clip on the Seatwork At the end of this section: Andres, T.D. (1994). Dictionary of Filipino
crucial way Filipino culture. Students will submit an essay on Culture and Values. Quezon City: Giraffe
qualities of the Online a personal experience related to Books
Filipino moral Filipino value- Recitation Filipino values and way of life.
identity from orientation Student activity: Class discussion Rogelia Pe-Pua and Elizabeth Protacio-
their own such as “Utang focusing on the Filipino culture Quiz Marcelino (2000) Sikolohiyang Pilipino
moral na loob”, (Kahoot!) (Filipino psychology): A legacy of Virgilio
experiences. “Hiya”, and Lecture: Strengths of the Filipino G. Enriquez , Asian Journal of Social
“Pakikisama” moral character Psychology
Understand “Palabra de (https://onlinelibrary.wiley.com/)
Filipino Honor”, Song critique
Psychology “Delicadeza”
A-Z Summary Topic
Identify Universal 2 Hours Lecture: Why there are universal Seatwork Written exercise and discussion Rachels, James.

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Outcomes Task Tools
universal Values values and vices on two scenarios highlighting: “The Challenge of Cultural Relativism.”
values Assignment (a) respect for human life, and Chap. 2 in The Elements of Moral
Essay composition (LMS) (b) truth-telling. Philosophy, 16-31
Explain why 4th ed. New York: McGraw-Hill College,
universal 2004.
values are
necessary for
human
survival.
Recall defining How is a moral 2 Hours  Study Activity: At the start of the Recitation At the end of the class, hold Animation or presentation on the
moments in character class discussion, bring out (MS Teams) group discussion and circularity of acts and character
their moral developed? students’ understanding of presentations, analyzing the
formation. contributory elements to their Quiz (LMS) lives of Marcos and Aquino Character studies of Ferdinand Marcos
moral character and Corazon Aquino
Explain the  Use of Graphics: Circularity of
relationship relationship of individual acts and
between moral character

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Course Coverage

Time
Frame
Outcomes Task Tools
individual acts  Lecture: The Development of

and character. Moral character as disposition
 Exit slip
 Reflection paper
 Identify and Stages of 3 Hours  Lecture: The six stages of moral Assignment Quiz #3: Question/s: What are Three cases/stories on moral
articulate moral development the six stages of moral development
each stage of development.  Student Activity: Sharing of their Seatwork development? Briefly explain
moral life’s journey to show incipient each stage. Kolhberg, Lawrence Essays on Moral
development moments in their lives and where Quiz (LMS) Development Vol. 1 of the Philosophy of
 Check their they are now in their moral Group presentation: Three Moral Development Moral Stages and the
personal development cases/stories Idea of Justice. San Francisco, CA
growth, and  Group discussion: Identifying Featuring moral agents at Harper & Row, 1981.
three other stages in chosen stories different stages. Groups identify
cases, against  Concept map the stages of the agents in each
the stages of  Misconception check of the three cases and justify
development their answer.
Recall Reason and 2 Hours Illustrate feelings as an instinctive Recitation Class comments and critiques News clips to illustrate feeling as an

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Frame
Outcomes Task Tools
immediate impartiality as response via a case from the on the responses in the activity instinctive response
responses to requirements current news. Assignment
moral for ethics Student Activity: Students are given Rachels, James
dilemmas situations to discuss the actions of Quiz (LMS) “What is Morality?”
moral agents in these situations. Chap. 1 in the Elements of Moral
Differentiate Online Lecture: What is reason? Philosophy, 1-15.
responses What is impartiality? 4th ed. New York: McGraw-Hill College,
based on Essay 2004
reason and Think-Group-Share
those based
on feelings
Capture and Feelings and 2 Hours Online Class Discussion: Feelings Role-play these cases, Related cases
analyze their reason: attached to personal experiences. highlighting in one case, an
feelings in Upsurge of Online Lecture: emotional response, and in the MS Teams
personal moral feeling is (a) Feelings-importance, origin, other a rational response.
experiences natural and and disadvantages
what we do (b) Reason and impartiality The class critiques the behavior

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Time
Frame
Outcomes Task Tools
Compare with them is and responses of agents in the

reasonable what makes us Student Activity: Group discussion: three cases
and emotional ethical or Stories from new clips highlighting
responses unethical emotional and rational responses
Photograph Search
The ethical Critique
requirement of Reflection paper
reason and
impartiality
MIDTERM EXAMINATION
Check real-life The 7-step 2 Hours Online Lecture: The 7-step Seatwork Group case analysis #1: Related cases
cases against moral model using the 7-step model on the
the 7-step reasoning business ethics case called the Rae, Scott B., and Kenman L. Wong
model, a model model Student Activity: Class Star Employee “Model for Moral Decision Making.” Chap.

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that uses discussion: Using the model 16 in Beyond Integrity: A Judeo-Christian

reason and to solve a case Approach to Business Ethics Grand
impartiality Rapids, MI: Zondervan, 1986
Concept map
Que, Nemesio S. S.J. “Notes on Moral
Deliberation.”
Introduction to course notes for PH104:
Foundations of Moral Value Ateneo de
Manila University

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Time
Frame
Outcomes Task Tools
Differentiate The difference 2 Hours Online Lecture: Reason and Recitation Individual reflection sessions in Werhane, Patricia H.
knowing between will class on a most recent personal Moral Imagination and Management
executing a reason and will Student activity: Case dilemma: How did I decide and Decision Making.
good moral discussion highlighting that a what did I do during my most New York: Oxford University Press 1999.
decision good rational moral decision important moral experience in the
is not always executed, and past year
Judge their then analyze why
moral behavior
in terms of Misconception check
planning and
execution in
important moral
experiences

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Midterm Exam
Explain the role Moral theories 1 Hour Lecture: Moral theories as Seatwork Reflection paper: What is the MS Teams
of mental and mental frames of moral experiences (MS Teams) bigger context in which I make my
frames in moral frames and individual decisions?
experience why they are
important
Classify the
dominant
mental frames
Articulate what Aristotle and 3 Hours Online Lecture: Assignment Group discussion using the Case on virtue ethics.
virtue ethics is St. Thomas (a) Aristotle (LMS) Aristotelian (mean between two
Aquinas (b) St. Thomas Aquinas extremes) and Thomistic Aristotle, Books I-II in the Nicomachean
Critique virtue Seatwork perspectives on gay marriage Ethics: Translated by Martin Oswald
ethics  Class discussion on St. Indianapolis: Bobbs-Merrill Educational

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Thomas Aquinas and the Quiz Publishing, 1983.

Make use of natural law Aquinas, Thomas On Law, eternal law,
virtue ethics  Student Activity: Students Recitation and natural law. Summa Theologiae vol.
will interview parents and 28, edited by Thomas Gilby, 5-97.
church leaders about Cambridge: Blackfriars, in conjunction with
positions on contentious McGraw-Hill Book Company, New York,
social issues e.g. gay 1966
marriages, divorce, death
penalty, etc.
 Comparative Analysis
 Exit slip
Understand and Kant and rights 2 Hours Online Lecture: Assignment Quiz #4: Question/s: What is the Case on rights:
articulate the (a) Kant and rights theorists difference between the rights and Informed consent: Right of the Dying and
rights theory (b) What is legal is not virtues theories? rights of the family
always moral
Differentiate a Analysis in the class of a case Kant, Immanuel
legal from a Student activity: Analysis of a highlighting why the option taken “Categorical Imperative.” In Groundwork

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moral right case using rights theory by the agent may be legal but not of the Metaphysical of Morals, translated
moral by H.J. Paton, 162-76, New York
Critique virtue Optimist-Pessimist
ethics
Make use of the

rights theory
Articulate what Utilitarianism 2 Hours  Lecture: Utilitarianism by Quiz (LMS) Individual Case Analysis #1: The Case on utilitarianism
utilitarianism is Jeremy Bentham and John significant effects of the various
Stuart Mill cases presented (Refer to
Critique  Student activity: Case methodology cases)
utilitarianism analysis: Extra-judicial
killings and other current
Make use of social issues
utilitarianism  Misconception check
 Reflection paper
Articulate what Justice and 2 Hours Online Lecture: Justice and Quiz (LMS) Group case analysis (Soft copy, Case on justice and fairness

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justice and fairness Fairness MS Teams )

fairness are Recitation Rawls, John.
Mandated Student activity: Discussions “A Theory of Justice.” In Reason at Work:
Critique justice topic: Taxation and debate Introductory Readings in Philosophy,
and fairness and Train Law edited by Steven M. Cahn and George
Social housing – Who should Sher, 262-76, Fort Worth, TX: Harcourt
Make use of pay the cost? Brace College Publishers 1996
justice and
fairness Who should carry the burden
of taxation?
Infographics
Identify the Globalization 2 Hours Viewing of video clip on Assignment Identify the important moral Knicker, Nicol
important moral and its ethical facets of globalization: (LMS) challenges of globalization “McDonald’s: Winning at Global
challenges of challenges Ethical challenges for Marketing Strategies.” Global E Brands,
globalization business that works in a Seatwork September 15, 2013
globalized world: and what https://globalebrands.com/mcdonalds-

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standards do workers follow? Quiz (LMS) winning-at-global-marketing-strategies
Class discussion: the Moral Friedman, Thomas. The Lexus and the
Challenges of Globalization Olive Tree Understanding Globalization.
1st ed. New York: Anchor Books. 2000
Forced debate
Reflection paper
Journal article
Compare Millennials: 2 Hours Viewing of video clip on Assignment Individual Case Analysis #2: How Parents as guests, discussion an issue
responses to Ethical Millennials. (Youtube ) (LMS) do I respond to the challenges of (e.g. pre-marital sex)
shared moral challenges and globalization and the differences of
dilemmas of responses Student activity: Class Recitation mindsets caused by differing Reyes, Ramon Castillo. “Relation
baby boomers discussion: (MS Teams ) generational relations to between Ethics and Religious belief.” In
and millennials (a) What are issues that technology and social media? the Moral Dimension: Essays in Honor of
State qualities of cause moral friction Seatwork Ramon Castillo Reyes edited by Nemesio

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Outcomes Task Tools
the Filinnials between Millennials and S. Que, S.J., Oscar G. Bulaong Jr., and
their parents Michael Ner E. Mariano, 107-12. Quezon
Construct a plan (b) How should we resolve City, PH: Office of Research and
for coping with the friction? Who is Publications, Ateneo de Manila
the challenges right? University, 2003.
of globalization
Campbell, W. Keith. “The Narcissism
Differentiate Epidemic.” Interview by Steve Paikien
ethics from The Agenda With Steve Paikein, July 31,
religion 2013
https://youtu.be/tv2LkAWx7Tk
Appreciate the
role of religion in Filipino American Millennials
a globalized Makilala TV, October 4, 2014
world https://youtu.be/H2rvFs164k8

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FINAL EXAMINATION
Course Evaluation: Base 40
CLASS STANDING 70%

Preliminary Period Midterm Period Final Period
Quizzes 30% Quizzes 30% Quizzes 30%
Recitation 20% Recitation 20% Recitation 20%
Seatwork 20% Seatwork 20% Seatwork 20%
Assignment/Project 30% Assignment/Project 30% Assignment/Project 30%
MAJOR EXAMS/PROJECT 30%

FINAL AVERAGE: PRELIM GRADE (20%) + MIDTERM GRADE (30%) + FINAL GRADE (50%)
Other Sources: EBSCO
Attested by:
DR. ANILINE A. VIDAL

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Course Code and Date Date Prepared by Recommending Approval Approved

Course Code : GEC 2000

Course Code and Date Date Prepared by Recommending Approval Approved

PROGRAM OUTCOMES Mission Key Words

Course Code and Date Date Prepared by Recommending Approval Approved

Course Objectives and Their Relation to Program Outcomes

COURSE OBJECTIVES PROGRAM OUTCOMES

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Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

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Student Learning Assessment

Human Acts and reflection paper on reactions and insights

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

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Student Learning Assessment

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Student Learning Assessment

individual acts  Lecture: The Development of

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Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Compare with them is and responses of agents in the

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

that uses discussion: Using the model 16 in Beyond Integrity: A Judeo-Christian

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Thomas Aquinas and the Quiz Publishing, 1983.

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Make use of the

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Student Learning Assessment

justice and fairness Fairness MS Teams )

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Student Learning Assessment

standards do workers follow? Quiz (LMS) winning-at-global-marketing-strategies

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

Course Code and Date Date Prepared by Recommending Approval Approved

Student Learning Assessment

CLASS STANDING 70%

MAJOR EXAMS/PROJECT 30%

DR. ANILINE A. VIDAL

Course Code and Date Date Prepared by Recommending Approval Approved

Course Code and Date Date Prepared by Recommending Approval Approved

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