loyalty integrity justice

respect commitment
Notes and activities
prepared for the
Workshop

vocation of service mcusiÓv

subject
Ethics

NOTEBOOK
[Document subtitle]
 COURSE SKILLS

• Reflect on the meaning of Ethics

• Relates ethics to the development of science and technology

• one solutions to problems through the application of professional ethics.

• Make decisions for the solution more in institutions and organizations

GENERAL OBJECTIVE OF THE

COURSE
Practice critical and reflective analysis of ethical behavior in one's social and edit and
professional environment and context, to identify, pose, and solve problems decide
in an ethical sense. with
 Unit 1: “The meaning of learning about ethics” Unit 3: “Ethics in the practice of the profession”

1.1 Generalities on ethics. 3.1 General considerations of professional ethics.

1.1.1 Ethics, its object of study and its sociocultural meaning. 3.1.1 Dimensions, duties and implications of professional ethics.
1.1.2 Moral judgment and ethical judgment. 3.1.2 The professional and his ethics in the exercise of leadership.
1.1.3 Fundamental ethical values (truth, responsibility, justice and 3.1.3 Professional ethical dilemmas.
freedom). 3.2 Professional codes of ethics
1.1.4 Human Rights. 3.2.1 Content, meaning and implications of professional codes of
ethics.
1.2 Meaning and sense of ethical behavior.
1.2.1 In the personal and social sphere.
Unit 4: “Ethics in institutions and organizations”
1.2.2 In the academic field.
1.2.3 In the exercise of citizenship.
4.1 Ethical conduct in institutions and organizations.
Unit 2: “Ethics in science and technology” 4.1.1 Code of ethics for institutions and organizations.
4.1.2 Specific cases of ethical conduct in institutions and
2.1 Ethical implications of scientific research. organizations
2.1.1 Ethical limits of research. 4.2 Social Responsibility of Institutions and Organizations
2.1.2 Ethical decisions in scientific research. 4.2.1 Development of the concept of social responsibility.
2.1.3 Ethical behavior of the researcher. 4.2.2 Current context of social responsibility.
2.1.4 Researcher's motivations 4.3 Labor human rights.
2.2 Ethical implications in the development and application of technology 4.3.1 General concepts.
2.2.1 Concepts and problems of technoethics and bioethics 4.3.2 Observance of human rights at work
2.2.2 Ethical behavior of the technologist
 INTRODUCTION

Etymologically, ethics and morals have the same meaning; ethics comes from the Greek
word “ethos”, which means custom or habit, and morals comes from the Latin word “mos”,
which also means custom.

However, although both (ethics and morals) deal with the same concepts, at least in
principle, over time they have come to mean different things: Morality deals with what is
good or bad, from a practical perspective, which is translated into daily life. Ethics deals with
good and bad, right and wrong, from a philosophical point of view, without having a great
implication in the daily “practice” of values.

For example:
ETHICS MORAL

In a hospital institution, a doctor refuses to perform an abortion because he supports

abortion, because this violates the ethical principles of the institution, the fact that a person
can decide about his own body. to preserve the lives of patients From his point of
view, it is morally right to do so.

Promoting prostitution and profiting from it is Supporting sex workers with condoms and
ethically reprehensible. health tests (HIV, etc.) is morally correct.
 Read the following examples and complete where appropriate.
ETHICS MORAL
From your point of view, what would be morally correct?

A priest who receives a confession from a

murderer cannot, for ethical reasons, report
him.

In real life, the following cases arise where one has to act differently:

Ethically, students must act in the following way

with their teachers:
 DEFINITION OF ETHICS

Knowledge for the government or direction of

one's own actions, which helps a person
decide how to act in order to develop fully.

A behavior is considered ethical when it makes the individual a better person.

GOO EVIL
D :
• That which
contributes to
the perfection
of the person as
such
 Some paradoxes of ethics
• Ethics can be exposed but not imposed
• Ethics is never finished learning
• Learning ethics is “risky”
• Learning ethics will not necessarily mean ending corruption.
• Learning ethics expands the limits of freedom of human behavior.

EXERCISE IN ANALYSIS OF THE PARADOXES OF ETHICS

Read the following paradoxes of ethics and explain them in your own words:
- Ethics can be exposed but not imposed

- Ethics is never finished learning

- Learning ethics is “risky”

- Learning ethics will not involve

necessarily end corruption.

- Learning ethics expands the boundaries

of the freedom of human behavior.
THE MEANING OF LEARNING
ABOUT ETHICS
UNIT 1
There are four main areas from which ethics can be studied:

STAFF SOCIAL

Areas of
Ethics

EXERCISE OF
ACADEMIC CITIZENSHIP

1. ETHICS IN THE PERSONAL SPHERE

It refers to the person's self-esteem. It is the decision that one as an individual or as a
person makes to choose the good option or the bad option, according to the values and
training of each person. It is an integral part of people's actions regarding the actions
they carry out. It is a way of life, a permanent commitment. Individual responsibility or
ethics is considered more important than obedience to authority or tradition.
 CASE STUDY.
INSTRUCTIONS: Analyze the following case and explain what you would do if you were faced with this dilemma:

A woman is dying of a rare cancer. There is one drug that doctors believe can save her: a form of radium that a pharmacist in town has recently discovered.
But the pharmacist charges four hundred thousand pesos for a small dose, a price many times higher than the cost of the drug. The patient's husband, Luis,
asks friends and family for money, but only gets half the price of the medicine. Luis begs the pharmacist to sell it to him at a lower price or to let him pay
later, but the pharmacist refuses, reminding him that he had worked hard to discover the drug and now wants to make a profit. Finally Luis, in a fit of
desperation, breaks into the pharmacy and steals the medicine his wife needed. Luis has stolen the medicine. But should he steal it or not? (Justify your
answer)

YOUR ANSWER WILL DEPEND ON YOUR SCALE OF VALUES

THE SCALE OF VALUES It refers to the priority or importance and
significance that each person places on one value more than another.

Each person's scale of values and beliefs determine their way of thinking
and behavior.
 Think of THAT person in this world (other than you) with whom you have the MOST satisfying relationship. Write three adjectives that describe this person.

Now, think about THAT person in this world with whom you have the LEAST satisfying relationship. This must be a different person. Now write down three
adjectives that describe THAT person.

EXERCISE OF HIERARCHIZATION OF INDIVIDUAL VALUES

CHARACTERISTICS OF A PERSON WITH WHOM I HAVE AN EXCELLENT CHARACTERISTICS OF THE PERSON WITH WHOM I HAVE A BAD RELATIONSHIP
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

This activity provides an indication of one's own values; that is, the adjectives say more about the writer than about the person described.
Using the list of adjectives you wrote, write a sentence that begins with the phrase: "I am the type of person who values..."

I am a person who values:

And I am against:
 2. ETHICS IN THE SOCIAL SPHERE
It corresponds to the values that we form, applied in
the way we relate to the social environment.

3. ETHICS IN THE ACADEMIC FIELD

Academic ethics is following a series of rules and
regulations that involve both teachers and teaching staff of
educational institutions, as well as students and parents
directly or indirectly.
The best way to
preserve it is to make it a principle of our daily life.

Analyze the Academic Ethics of your Educational Institution by filling out the form below:
 RIGHTS OF ARE THEY OBLIGATIONS OF DO I MEET THEM ALTERNATIVES TO PROMOTE THE
RESPECTED?
PROPOSALS TO PROMOTE RESPECT MOST OF THE
ITN STUDENT FOR RIGHTS THAT ARE NOT ITN STUDENT TIMES? COMPLIANCE WITH MY OBLIGATIONS
YEA NO FULFILLED YEAH NO
1

8
 Continuing with Academic Ethics, read the summary “RIGHTS AND OBLIGATIONS OF THE STUDENTS OF THE NOGALES TECHNOLOGICAL INSTITUTE”. When
finished, fill out the following table:
ARTICLE THAT I CONSIDER IS NOT Description (when is it not respected? what's going on? Who is not respected?, etc.)
RESPECTED
1.

2.

3.

4.

5.
 KRIK IIO loo ■ Any violation of the provisions of the regulations will be subject to a sanction
RIGHTS AND OBLIGATIONS OF ITN STUDENTS corresponding to the principle of the law, whether "protection of an individual or collective
nature"

KRIK IIO 170 ■ Im -ntions "were made by comuding the avelal Je the taXa and eraero- of the Dure toe of the tablecloth or fun. ionation
ARTIC I LO IH • They are right only the students of the Technological imeruos of the General Decesion dr tratituton I«cnologie o

• * Receive, on equal terms for all the benefits that technological resources offer, the right of education to those who benefit.
KRIK IIO HI • If a student falls under the» fadtas slgulemes
b) Receive the documentation that identifies it as the agreed document » A statement of the ecology that has been approved in each
period
«I II fhamaluento procedure of denouncing any enamours of any to
c Received acomnacnlaplancacionde tothajoccolar
41 Received, wandloslichaoicmacidecnsnpeclemasacademiooy petsonsles b) Perneta's planting

c I Recebut a tao tepctooo dd penonal Ocl Inotitma

(I receive the necessary induction with reference to the different departments of the Institution with which it will have They are creditors to Km wgucntes "tie up"
correspondence
(I When d de-cmpcho ai ■» drum sca ejceplzz, secdbur os climulos and premu coerespondicnaes I will take the exam and it will be considered howled reporting with failures or passing

M Reprcwcmeee to Insacuno in the academic, sports and cultural centers that are organized here outside of Imecnudo, prior to II Private and pubkca amoneitación
xekoocwn III Annotation Jr the Mu of the student how an iso to the father or luir»
IV Suspension of the rights of the student for up to one week with a note in the statement that the student and his/her parent or guardian
■I Penenecer and purticipus in the" student organizations of an academic, defamo, cultural and reprocracn nature
may present
V Suopenaion dnfimna m la anpnewa comcrv ando d student wodameree rl right to ask for special ream or to repeat the assignment in
your period to send following the maneid
ARTICLE 162 - Students have freedom of local currency, they can eat their own food, as long as the moral rights of others, the principles KRIK IIO 172 • The sanctions were applied by the Directorate of Criminal Investigation
and rules of the world are respected and the next step is not taken.
If the students incur in the following mistakes
ARTICLE 143 • At the end of the day, the student may express his or her opinion or points of view, which are based on the principles,
principles and criteria expressed in a well-founded manner, in the order of consecration and respect that the "development to the Laportacknowode any weapon inside Je la Insaituion
of the child" and his or her fellow students deserve. b) Acts contrary to the mural
<1 I as (Am permerhes Je JbmqJma o mihencia
KRIK ILO 164 - All students have the right to disseminate their ideas in newspapers, periodic stage performances, etc. as long as it di ILacer any type of novatidna lonalumeos de mno ingrew
the Im vejacinesomallosuaosthat me alueos caunonootro
complies with the provisions of Article 162 of the regulations and the names of the students responsible for these are
Be carriers or malrwnenlin the political currents behind the good academic progress of Emenao Tecmolopco
made known in the publication or performance itself.
g* Im that let me»
h) Auuw or encoren aw dentne Jel IllíU» Technodopic under U» effects of alcohol or drugs
AKTICUL0165.- Students will be able to organize seminars, conferences and other activities related to their training under the coordination
il Ladesobobenciae (mude revpewoad pensionalde Institunt Tecnologico
of the respective Department Heads for the course. The organizers of such events will be responsible for ensuring that II the meral cowcion or fiakca, which some students will exercise "udre oteen, ana come to the perxonal and
they are conducted in accordance with the provisions of this regulation. funeamaran of the Inwituno Tecrologco and the Naciomal arena of Inmtitunon Tecrolockoa
Creditors fight for IM following mentions
KRIK I LO 166 ■ (when a student through legal means has enough financial resources to meet some acalemic problem or improve the
system, the administration hates such technologies. A student will have the right to receive information on the status of I Sunpcmie of derochm cdudunddes up to fifteen Jim with ■tocara» in d repódame of the student and
the aforementioned resources.

ARIK 1 LO 167 - All students have the right to freely associate or meet whenever they do not comply with the principles or regulations of
the National System of Technological Imaginations or when they disrupt order by impeding or obstructing academic or
AKTICI IO 173 - If the students meet in Im faults you still believe
administrative activities.
to the ahicrackde or «arraiva m aumoeuada Je documcmaos oficiles

KRIK IIO 168 or The Obligations of a Student in Technological Immunities b) the calculation of acts that serve as a dinner Immunities of teaching and administration

a* Aim at regularity and purtuality in activities that require compliance with the educational goals to which they are subject <1 The suseracode of Im assets peneneciemes al imendo Teonokopo • the debala «metra «rw per pane de la»
b) I give consideration and respect to the ininin «Xulct guarantees of the employees, employees and fellow students of the aeondado dd peed

Inmitut Tocnológico > of the Siema Naciocal do Imatitunos Tecnodógko

Or make good use of the buildings, furniture, educational materials, equipment, books and other goods from the 41 II dcaaamrdc Im locar» petenecicrte 4 Imaauno Tecnodbpo
technological institute, helping to PROVIDE FOOD and cleaning services
the Camm am* a perjecos a Im benes muetles • «nanee If de laeaa wo apoderrxe dr Im
Identify yourself by presenting your student ID, when any minor of the Inatitino or National System of Technological Institutes
is concerned
the Collection of the pertinent authority before the corresponding authority in the case that for any reason they required to fl Put BI beg the physical etepidas emoeond • moead dr Im eumnon penend • bm unman del Imeem Tconlogoo o SMOM
use any property of the Technological Institute Sacaatoi Jr Lmseeima iocmedopoo
> Replenishment of the spoiled goods «■ damaged that through negligence or fraud has damaged the assets of the
Institution. official, penwonal or studentx (I la romior* • teincidencu dr Im t*m meteckonadas an Im articudos IM « IM ad roncear seglameme
To preserve and strengthen the prestige and good name of the institution through its participation in the activities promoted
It hmm arcedoee to Im wpueme -cimex
by the plan, and through it, the National Council of Technological Institutes

li Rap define» ddlmannoTecnddopice

III Rap define "from" Menta Naciond dr Inennos Tocnodopoos

Im sanctioned man «tri serin apkcadas poe la Deccoon Gonerd dr inenudos Tocnodopoos a tnés dr wa amane im ya -
cbncead de La Deecode del Imenmo T ecnddopoa
 4. ETHICS IN THE EXERCISE OF CITIZENSHIP
Citizenship refers to all those who are full members of a community,
being equal with respect to their rights and duties.
Civic ethics is a model of conduct that makes life in society viable
and guides it in the direction of responsibility, solidarity, respect
and integrity.
This concept is closely related to Human Rights, since it depends on
their compliance to be effective.

UMAN
They are rights inherent to all human beings, without distinction of nationality, place of residence,
sex, national or ethnic origin, color, religion, language, or any other
What are condition.
human Human rights are:

rights? • UNIVERSAL AND INALIENABLE. For all the people of the world. They should not be deleted, except in
certain situations and according to due process guarantees. For example, the right to liberty may be restricted if a court of law finds a person
guilty of committing a crime.
• INTERDEPENDENT AND INDIVISIBLE. The advancement of one right facilitates the advancement of others. Similarly, the deprivation of a
right negatively affects others.
• EQUAL AND NON-DISCRIMINATORY. Discrimination is prohibited on the basis of a non-exhaustive list of categories such as sex, race, color, and
so on. “All human beings are born free and equal in dignity and rights.”

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS OF THE UNITED NATIONS

Simplified Version
The simplified version of the 30 Articles of the United Nations Universal Declaration of Human Rights has been created especially for
young people.
1. We Are All Born Free and Equal. We are all born free. We all have our own ideas and thoughts. We should all be treated equally.

2. Don't Discriminate. These rights belong to all of us, regardless of our differences.

3. The Right to Life. We all have the right to life and to live in freedom and security.

4. No Slavery. No one has the right to turn us into slaves. We cannot make anyone our slave.

5. No Torture. No one has any right to harm or torture us.

6. You Have Rights No Matter Where You Go. I'm a person just like you!

7. We Are All Equal Before the Law. The law is the same for everyone. He must treat us all fairly.

8. The Law Protects Your Human Rights. We all have the right to ask the law to help us when we have been treated unfairly.

9. No Unjust Detention. No one has the right to put us in jail without good reason and keep us there or kick us out of our country.

10. The Right to a Trial. If we are brought to trial, it must be in public. People who judge us should not let someone else tell them what to do.

11. We Are Always Innocent Until Proven Guilty. No one should be blamed for doing something until it has been proven. When someone accuses us of
having done something wrong, we have the right to prove that this is not true.

12. The Right to Privacy. No one should try to damage our reputation. No one has the right to enter our home, open our letters or bother us or our
family without a good reason.

13. Freedom of Movement. We all have the right to go where we want in our own country, and to travel wherever we please.

14. Right to Seek a Safe Place to Live. If we fear being treated badly in our own country, we have the right to go to another country to be safe.

15. The Right to a Nationality. We all have the right to belong to a country

16. Marriage and Family. Every adult has the right to marry and start a family if they so wish. Men and women have the same rights, both when they
are married and when they are separated.

17. The Right to Your Own Possessions. Everyone has the right to have their own things or to share them. No one should take our stuff without good
reason.

18. Freedom of Thought. We all have the right to believe what we want to believe, to have a religion or to change it if we want.

19. Freedom of Expression. We all have the right to think for ourselves, to think what we like, to say what we think and to share our ideas with
other people.

20. The Right to Assemble in Public. We all have the right to meet with our friends and work together in peace to defend our rights. No one can
force us to join a group we don't want to join.

21. The Right to Democracy. We all have the right to take part in the government of our country. Every adult should be allowed to choose their
own leaders.

22. Social security. We all have the right to decent housing, health care, education, child care, enough money to live on, and medical care if we
are sick or elderly.

23. Workers' Rights. Every adult has the right to work, to be paid a fair wage for their work and to join a union.

24. The Right to Play. We all have the right to take a break from work and relax.

25. Food and Lodging for All. We all have the right to a good life. Mothers and children, elderly people, unemployed people or people with
physical limitations, everyone has the right to receive care.

26. The Right to Education. Education is a right. Primary school should be free. We should learn about the United Nations and how to get along
with others. Our parents can choose what we learn.

27. Copyright. Copyright is a special law to protect a person's creation, whether artistic or literary. No one may copy our work without
permission. We all have the right to lead our own way of life and enjoy the good things that art, science and education bring to us.

28. A Just and Free World. There must be an appropriate order so that we can all enjoy rights and freedoms in our country and throughout the
world.

29. Responsibility. We have a duty to others, and we should protect their rights and freedoms.

30. No One Can Take Away Your Human Rights.

Below you will find three real cases of human rights violations in the country of El Salvador, in Central America.
These cases were recorded, analyzed and followed up by the “Rufina Amaya Human Rights Observatory” created within the framework of the
“More Rights, Less Violence” project, which has been running since March 2013, together with the Foundation for Aid against Drug Addiction of
El Salvador (FAD) and with the support of the Spanish Agency for International Development Cooperation (AECID). This project has been applied
in the municipalities of Mejicanos, Ayutuxtepeque and Cuscatancingo.

Form teams with your classmates and read the cases presented. Then, choose one to do the following activity:

Create a diagram (mind map, conceptual map, synoptic table, etc.) describing the case, including:
- Case description (what happened? who did it happen to? when did it happen? (where did it happen?,
how did it happen?)
- Violated human rights
- Conclusion (How does the case end? What is the current status of it?)

Once you have finished the outline, move on to writing it on the board.
 Case of Josefina and Matilde
Josefina and Matilde are first cousins, aged 34 and 36 respectively, and both were arrested on charges of illegal association by agents of the National Civil
Police in November 2011, and their whereabouts have been unknown since then. The Observatory registered the case in April 2013 through his relatives.
At that time, it was not known what condition or state these women might be in. The relatives of Josefina and Matilde who assisted the Observatory in
their account of the events, argued that several male officers of the National Civil Police showed up at the home of both women without a search warrant,
arresting them in a violent manner. It is reported that the PNC agents mistreated them by using excessive force since both showed resistance when they
were captured. Immediately, Josefina and Matilde were transferred to the prison facilities and charged with the crime of Illicit Associations. According to
the report, since then, the case has been treated with secrecy, since the family has not been allowed to enter the detention center, nor to bring food.
Likewise, any request for information about Josefina and Matilde is denied by the authorities. In February 2012, the relatives were informed that the
Specialized Court of San Salvador would hold an initial hearing for both women. At this hearing, the Judge was unable to make a positive decision
regarding the formal detention of both women, ordering that the investigation period for the crime of illicit associations be extended for six more months.
Josefina and Matilde returned to the prison facilities. Josefina and Matilde were locked up for 18 months without their families being allowed to see them,
learn details about their legal proceedings or their physical and health condition. In this way, the relatives begin to doubt whether they are still in that
place, if they were transferred to other facilities, or in the worst case, if both women are dead. In April 2013, after the complaint was filed by Josefina and
Matilde's families, the Rufina Amaya Human Rights Observatory scheduled a visit to the prison facilities in order to verify the whereabouts of the two
women. At this time, it is noted that Josefina and Matilde are in the cells, awaiting a resolution by the corresponding Court, since according to what was
stated in the minutes of the hearing held in February 2012, they were returned to the cell facilities because the case at that time was under investigation.
Later, in June 2013, the Observatory made a follow-up call to the families to find out about the situation of the detainees. The family stated that Matilde
and Josefina had been transferred from the prison facilities. In January 2014, a visit by the Human Rights Observatory lawyer Rufina Amaya confirmed that
Josefina and Matilde were no longer in the cells. For this reason, the Department of Investigation of Detained Persons of the Supreme Court of Justice is
contacted to find out the place where they can provide the whereabouts of both women. The Supreme Court of Justice verified the record indicating that
they were captured on November 25, 2011, corroborating the date reported by their relatives, and this instance suggested to the Observatory that they
could be in the Women's Prison. However, Observatory staff are advised to visit the Central Investigations Division of the National Civil Police to find out
the exact whereabouts of Josefina and Matilde.
The Observatory's legal representative visits the facilities of the Central Investigations Division and finds several inconsistencies regarding the arrest of
Josefina and Matilde. The files show that Matilde was arrested in 2006 for the crime of “threats,” but there is no record of Josefina’s arrest, nor is there
any information on the arrest described in this case, corresponding to November 25, 2011. When asking about their whereabouts and where they might
be held, no response was found.
On February 5 of this year, the Observatory's Legal Officer visited the home of Josefina and Matilde's relatives in order to find out about their current
situation, but they no longer resided there. As the situation regarding the whereabouts of both women worsened, on Monday, February 9, 2014, the
Lawyer from the Human Rights Observatory visited the Women's Prison facilities to verify whether Matilde and Josefina were inmates there, but there
were no records of the entry of both women.

The Galdámez Family Case

The complainant, María Galdámez, presents to the Observatory the case of her sons Ricardo and Juan, and her daughter Ana, regarding harassment and
mistreatment by agents of the National Civil Police, of whom she has also been a victim. According to her account, since 2012 a series of persecutions and
mistreatment began towards her son Ricardo Galdámez, a 23-year-old young man. According to Mrs. Galdámez, in August 2012, several agents of the
National Civil Police and the Armed Forces who were carrying out an operation in search of weapons and drugs, pounced on Ricardo Galdámez and
without saying a word hit and kicked him, throwing him to the ground and causing serious injuries to his body. María Galdámez says that she, her sons and
her daughter also received a series of verbal threats from the same security agents, in order to prevent them from reporting these events to the relevant
authorities. Three months later, according to Mrs. Galdámez, on November 3, 2012, during an operation carried out at night, several shots were heard in
her community, and the next morning, National Civil Police officers notified her that her son Ricardo Galdámez had died. According to Mrs. Galdámez's
account at the Observatory, the officers told her that Ricardo had died in an exchange of gunfire between a security guard from a neighborhood in the
same area and gang members. According to the investigation carried out on Monday, January 20, 2014, by the Observatory, the case had not been
reported and no Prosecutor's Request had been filed. Following Ricardo's death, Mrs. Galdámez stated that the harassment, persecution and intimidation
by the same PNC agents towards her and her two other children, Ana Galdámez, 17 years old, and Juan Galdámez, 19 years old, had increased. According
to María Galdámez, these same PNC agents have entered her residence in a violent manner, using their weapons when entering the house and causing
material damage; the date on which this incident occurred is in the first days of August 2013. The following event occurred, according to Mrs. Galdámez,
two months later, on October 10, 2013: the same National Civil Police officers violently entered her home, with only her daughter Ana Galdámez, who is a
minor, present. According to Mrs. Galdámez's account, they forced the young woman to open the door, threatening her that if she did not, they would
arrest her or kill her. The young woman proceeded to let them in and the officers, without showing a search warrant, searched the house, causing further
material damage. According to Mrs. Galdámez, when she left the house, the officers told her that they entered because they were “looking for weapons.”
In December of the same year, the young Juan Galdámez was violently captured and physically assaulted by the same National Civil Police officers, who
charged him with the crime of Resisting Authority. The young man was released from the cells of the municipality of Mejicanos three days later, as there
was no evidence of the crime he was charged with. The last incident reported by Mrs. Galdámez to the Observatory took place in January 2014, when she
stated that the same PNC agents proceeded to violently detain her son, Juan Galdámez, using their weapons in an intimidating manner, this time accusing
him of drug possession and possession. Mrs. María Galdámez describes the degree of violence with which the agents acted when arresting her son,
causing injuries to the young man and making physical threats (with blows using weapons) and verbal threats. According to his account, these events
continued at the Bartolinas facilities, where the young Juan Galdámez was transferred, revealing the degree of aggressiveness and mistreatment by the
police officers. It should be noted that, due to the acts of violence by the National Civil Police officers, two other complaints have been received by the
Observatory that link the same National Civil Police officers who have been reported in this case. The victims and complainants are the sister and neighbor
of Mrs. María Galdámez.

Emilio Ramirez case

Mrs. Isabel Ramírez, 45 years old, comes to the Human Rights Observatory to report the case of her son Emilio Ramírez, a minor. Isabel states that since
2010, PNC agents carried out body searches on her son in a violent and aggressive manner, thereby demonstrating the mistreatment and persecution that
the agents exercised over him.

According to Mrs. Ramirez, the reasons for the abuse of her son Emilio were due to the fact that the young man talked and associated with young gang
members. This mistreatment increased to the point that the young man was arrested twice: the first time in March 2012, and the second time in
December of the same year, for the crimes of resistance and illegal associations respectively. However, the facts of which he was accused were never
proven, so the young man did not spend more than 72 hours in administrative detention in these delegations.

Mrs. Isabel points out in her story that in March 2013, in the afternoon, the young man received a call on his cell phone and he immediately left his home
for an unknown destination. His absence lasted 12 hours, counting from the moment the young man left in the afternoon until the early morning of the
following day. This absence was strange for Mrs. Isabel, since the young man usually did not take long to return home.
The next day, the mother receives an anonymous call warning her that her son could be dead or detained in some police station. At that time, the woman,
accompanied by a neighbor, went to the facilities of the National Civil Police Delegation of the Center of San Salvador, where they told her that her son
was not there. The woman finds a friend who helps her look for her son, heading to the prison facilities, where he was not registered as a detainee either.
The search continued, and finally, they found young Emilio in the facilities of the Institute of Legal Medicine, already deceased. According to the woman's
account, the medical examiner's office refused to give her information about the cause of death, handing her the body with signs of torture and indications
that it had been treated with excessive physical violence. They also refused to give her the young man's personal belongings that he was carrying at the
time of his death.

According to Mrs. Isabel, during the wake for her son Emilio, two male officers from the National Civil Police showed up and, in an intimidating and
threatening manner, demanded that the woman provide them with information about her deceased son. According to the woman's account, these agents
asked her if she knew who was responsible for her son's death and the causes of his death. They also told her that she should go to the nearest police
station so that they could interview her about the facts and circumstances of Emilio's death. Due to the state of loss the woman was in after the death of
her son, she stated that she did not wish to make any statement, so she did not appear at the delegation. Ten months have passed since the death of his
son, and it is unknown whether the FGR has pursued a line of investigation into Emilio's murder, or whether the case has been archived.

In her account to the Observatory, the woman stated that she preferred not to report the incident for fear of reprisals. This Observatory has followed this
case by visiting the headquarters of the FGR on several occasions, and has been able to verify that from April 2013 to date, there is still no line of
investigation into the causes of the death of Emilio Ramírez, by the FGR, since no fiscal request has yet been presented, and therefore no investigation
process has been opened either.
 Prepare a summary of Unit 1, defining the following areas of ethics reviewed in class:
AREAS OF ETHICS
SCOPE EXPLANATION
Staff

review

Social

Academic

Exercise of Citizenship

Answer the following questions:

What problems do we have in our current society due to the lack of respect for certain human rights?

Give an example of an ancient society that had problems because some human rights were not respected (NAME
OF SOCIETY/CULTURE/COUNTRY; violated rights, problems presented)

Unit 1 assessment
WRITTEN REPORT: ANALYSIS OF HUMAN RIGHTS VIOLATION CASE IN THE CITY OF NOGALES, SONORA.
Choose a REAL case where the human rights of a person or group of people have been violated in the city of Nogales, Sonora.

Analyze it by means of a diagram that details:

 or what happened?
either who did it happen to?
either when did it happen?
or where did it happen?
or how did it happen?
o Violated human rights
o Conclusion (how does the case end? What is the current status of it?)

Include a brief introduction using the following format (FILL IN THE PROPOSED SPACES):

INTRODUCTION:

INTRODUCTION (For the case analyzed)

Ethics is defined as ________________________________ (source, year)

This term is closely related to Human Rights since (OPINION)

Unfortunately, these are not always respected, due to (OPINION)

Therefore, it is important to know the current situation of our community, since the analysis of local cases will help us (OPINION: Why is it important to
know the current situation of HUMAN RIGHTS?)

DELIVERY DATE: _______________________________________________________________________________________________

FINAL UNIT PROJECT (TEAM) READING REPORT (ETHICS FOR AMADOR) DAILY ACTIVITIES + ASSISTANCE
50% 25% 25%
TCA IN THE
TECHNOI
POSITIVE
INTRODUCTION
Greater
productivity

DEFINITIONS SCIENCE AND TECHNOLOGY HAVE BOTH NEGATIVE AND

POSITIVE CONSEQUENCES
:

NE
GA
More
TI
diseases
VE
More free Polluti
time on
Set of objective knowledge
on certain categories of facts,
Education S
objects or phenomena, which is t
based on r
Health Less
e
improvements time
s
s

Environ Economic
ment Plan

Animal Human
species gender
Think of a scientific or technological advance and write three benefits and three problems that it has brought with it:

NAME OF THE SCIENTIFIC AND/OR TECHNOLOGICAL ADVANCE: _______________________________________________

BENEFITS ISSUES
1.

2.

3.
 It is not always easy
to determine what is
“good” or
“bad”

Read the following excerpt from the book “Ethics for Amador” by the author Fernando Savater, which exemplifies the difficulty of establishing what is
“good” and what is “bad.” Once you finish, answer the questions at the end of the reading text.

“So some things suit us, and what suits us we usually call “good” because it suits us well; others, on the other hand, suit us badly (…) and all of that
we call “bad.” Knowing what is good for us, that is, distinguishing between good and bad, is knowledge that we all try to acquire （…）.

As I have pointed out before, there are good and bad things for health: it is necessary to know what we should eat, or that fire sometimes heats and
other times burns, just as water can quench thirst but also drown us. However, sometimes things are not so simple: certain drugs, for example, （…）
produce pleasant sensations, but their abuse （…） can be harmful. In some ways they are good, but in others they are bad: they suit us and at the
same time they do not suit us.

In the field of human relations, these ambiguities occur even more frequently. Lying is generally a bad thing, because it destroys trust (…) and makes
people enemies; but sometimes (…) it can be useful or beneficial to lie in order to gain some advantage. Or even to do someone a favor. For
example: is it better to tell a patient with incurable cancer the truth about his condition or should he be deceived so that he can spend his final hours
without anguish? Lying is not good for us, it is bad, but sometimes it seems to be good. （…）.

Knowing how to live is not so easy because there are various opposing criteria regarding what we should do. （…） The only thing we all agree on at
first glance is that we don't agree with everyone.

NOW ANSWER:
The author makes a new distinction, besides the good and the bad. Write the name you would give to that third category.

Well Bad
 • The main idea of the reading is:
o Lies cause harm and we should avoid telling them.
o It is difficult to establish with certainty what is good or bad because each person can have different opinions
o It is important to remember not to take advantage of people's good disposition.

CASE ANALYSIS: Did

he do right or wrong?
As you can see from the previous reading, there are many situations in people's lives that are difficult to classify as "good" or "bad." In this sense,
EUTHANASIA is one of them.

Euthanasia is defined as the act of intentionally causing the death of a person suffering from an incurable disease in order to prevent him from suffering.
And it is controversial because for some people it is equivalent to homicide, while for others it simply means providing the best consolation: a dignified
death.

To form your own opinion, read the following case study detailing the life and work of a controversial doctor: Jacob Kevorkian. When you finish, do the
activities on the next page.

DR. DEATH

Jacob "Jack" Kevorkian (May 26, 1928 – June 3, 2011) was an American physician. He caused controversy by applying euthanasia to 130 patients. His
motto was "Dying is not a crime."

Born in Michigan in 1928, he graduated in medicine and soon became interested in what he defined as the right to die with dignity. His first appearances in
newspapers took place in 1989. He then presented a device for committing suicide. It allowed patients to inject themselves with a lethal dose of potassium
chloride, in a painless manner that guaranteed a quick death. He then said: "I designed this because there is a need. "I'm exposing this taboo." He later
advocated executing prisoners sentenced to death with a painless technique known as "irreversible anesthesia" that would allow their organs to be
transplanted.

Through his interviews he met Janet Adkins, an elderly woman who had been diagnosed with Alzheimer's disease. She wanted to die. Part of his family was
opposed. Two days after their interview, she died in the back of a pickup truck, with his help. In an interview with the New York Times, he said: "With his
body we could have divided the liver in two and saved two children; we could have used his bone marrow, his heart, two kidneys, two lungs and a
pancreas." That case, widely covered by the press, earned him his first trial, from which he emerged unscathed. The State of Michigan revoked his license,
but Kevorkian was already retired by then.

Kevorkian remained a suicide advisor to many terminally ill patients. He said during his lifetime that he advised about 130 people on how to die. If there is
one thing that this doctor objectively achieved, it was to put an end to a taboo that was not talked about until the 1980s: the conditions in which terminally
ill patients spend their final days and how doctors treat their pain. The rest was a lasting source of controversy. The point of no return was the trial for the
suicide - or murder, as a jury decided - of Thomas Youk.

Youk, 52, suffered from the degenerative disease amyotrophic lateral sclerosis. He wanted to die and he recorded it on video. In it, broadcast on CBS's 60
Minutes program, Kevorkian was seen injecting the patient with potassium chloride because he was immobile. That allowed the prosecution to file more
serious charges, for homicide. The jury found him guilty. The judge sentenced him to between 10 and 25 years, of which he served only eight for good
behavior. He was released from prison in 2007 on condition that he never again advise anyone on ways to die. He continued to defend, however, the right
to euthanasia.

He died in 2011 of kidney failure and pneumonia in a Michigan hospital, with Bach's music playing in the background.
 1. Read Dr. Kevorkian's case.
2. Analyze the position you take regarding EUTHANASIA. In favor? Against? Depends? About what?
3. Use the images that help you to make a diagram that shows the story of Dr. Kevorkian (in chronological order) and your position. Add words, lines,
arrows, colors, etc. to make sense.

Victor Manuel Perez Valer*

DOCTOR
DEATH

No to
euthanasia
NOiSD3G 21
dlns.] - - •2

VO I don't want
25 your
8 compassion
that kills!
chooselife

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AINVWOHEI-! Living with

godliness is
5AIIN9IG a right,
9 -95X 1..
dying with
godliness is also

a right.
USE THIS SPACE TO MAKE YOUR DIAGRAM
EXAMPLES

Anyone who acts as a mere

supervisor or advisor of a work
should not, ethically speaking,
usurp it by calling it his own or
mentioning himself as a co-author,
such an attitude would be at odds
with ethics.
 It refers to the "frontiers"
of science; that is,
to what limits scientific
activity.

• Need for ongoing training as

part of the ethics of
Do not engage in "intellectual theft" - that is,
responsibility
copy ideas and formulas resulting
from research and present them as your
own., । • ,
 GROUP DYNAMICS:
“The kidney machine”
AIM

• Explore decisions that involve value. Study the different ways of solving problems in subgroups.
• Examine the impact of individual values and attitudes on a decision-making group.

TIME: Duration: 60 Minutes MATERIAL:

GROUP SIZE: • A copy of the Kidney Machine Fact Sheet for each participant.

Unlimited. Divided into subgroups of 5 to 7 participants • A copy of the Kidney Machine Biographical Sheet for each participant.

PLACE: Normal Classroom • A copy of the Kidney Machine Psychological Report Sheet for each participant.
 DEVELOPMENT

I. The Facilitator briefly describes the objectives of the exercise. If desired, one can begin with a discussion of the role of "values" in subgroups that have to solve a
problem, emphasizing that decision-making is relatively easy when subgroups face objective problems. However, many subgroups are called upon to solve problems that
are subjective in nature, for which there is no "correct" answer or "good" solution. So the subgroups must make a reasoned judgment among the possible solutions,
which may not be ideally desirable. It is then the task of the subgroup to weigh intangibles and make decisions based on their values.

II.The Facilitator forms small subgroups and distributes copies of the Descriptive Sheet, the Biographical Sheet and the Psychological Report Sheet to each of the
participants and gives them time to read them. To make the work more realistic, you can mention that there really is a Swedish Hospital in Seattle with a kidney machine,
and there are also subgroups at that hospital that meet to select candidates for the machine. III. They are given thirty minutes for the subgroups to reach a solution. The
Facilitator then asks them to mention the criteria they followed to achieve these solutions.

IV. When time is up, the Facilitator asks the subgroups to evaluate their work in the following terms: 1. Who made the selection and why? 2. Would the task have been
easier if there had been more information about each candidate? 3. What effect(s) did the psychological information have on your decision? 4. To what extent were
participants motivated to AVOID making a decision, such as choosing the candidate by flipping a coin, or using any other method of choosing randomly? 5. The extent to
which subgroups favored unusual or bizarre "stories" or solutions, such as proposing that all candidates be put on the machine one-fifth of the time, or allowing all
candidates to die. 6. To what extent did they try to "be objective" with an essentially subjective judgment, working on the basis of "formulas" or "systematic points of
view", etc. to rate the candidates and how effective it was.

V. The Facilitator can point out that the candidates are not really stereotypes of certain subgroups of people (e.g., the hard-working scientist, the career woman,
the radical student). Then you can ask them to reconsider their decision, since they made the first one based on stereotypes. (For example, if Guillermo is a member of a
left-wing party). The Facilitator in plenary session leads an analysis to comment on the process and how decisions were made.

VII. The Facilitator guides a process for the group to analyze how they can apply what they have learned in their lives.

WORKSHEET
KIDNEY MACHINE DESCRIPTION SHEET

Located in a rural hospital in the state of Chiapas, Mexico, is the kidney machine, the only hope of life for people suffering from a rare kidney disease.

This machine actually works like a kidney for people who have lost kidney function. The person who needs it is connected to the machine for 24 hours a
week, people with kidney deficiencies can relieve them indefinitely or at least until they achieve a kidney transplant or die from another disease,
unrelated to the kidneys.

There are several problems regarding the use of this machine, there are many people who need it and little time available. In fact, only five people can be
there at the same time. Doctors examine all potential candidates and determine which ones go into the machine. They eliminate patients suffering from
other diseases, for whom the machine would only be a temporary help. At this time, the doctors have submitted the names of five people to choose one
who will have the right to occupy ONE PLACE in the machine.

The committee meets to make the decision and has been given a short biography of each of the people on the list. It is assumed that everyone has an
equal chance of staying alive if they are allowed to use the machine. The committee is therefore asked to decide which of them will have access to it.

You have been asked to act as if you were a member of the committee. Remember, there is only one vacancy and you must fill it with one of these five
candidates. The committee must unanimously agree on the person who will be allowed to live and you must make your own decision according to your
own judgment.

The only medical information he has is that people over 40 perform worse on the machine than those under 40, but that doesn't mean it's useful. It all
depends on you.
 BIOGRAPHICAL SHEET OF THE KIDNEY MACHINE

ALFRED

42 year old man, married for 21 years. Two children (an 18-year-old boy and a 15-year-old girl), both in high school. Physicist dedicated to the field of research at the
School of Medicine of the University of Chiapas, currently working on a cancer immunization project. What has been published so far shows that this will be a very
important medical discovery. Member of: University Health Service; Medical Society; Parents' Association and leader of the football team for 10 years.

WILLIAM

Male, farmer, age 25 years. Married for 5 years, one child (3 year old girl), his wife is in her sixth month of pregnancy. He is currently employed on a coffee ranch. He
attends night school to study primary school. He does not belong to any community assistance association. He plans to buy some animals to have a farm.

DORA

Woman, age 30 years. Married for 11 years. Five children (boys aged 10 and 8, girls aged 7 and 5 and 4 months). Her husband has his own business (he owns and works
in a tavern and a small restaurant). He studied until high school. He has never worked. The couple has just purchased a house and Dora is designing the interiors, to
determine if she has the talent to return to school and take the Interior Decorating course. Member of several religious organizations.

DAVID

Male, age 19 years. Single, but recently announced his engagement and plans to get married this summer. She is currently in her second year of college at the State
University, studying Philosophy and Literature. He hopes to earn a degree and then become a school teacher. A member of several student political organizations and an
outspoken critic of the university's "administration," he was once suspended for being an "agitator." He has published poetry in several magazines. The father has his
own business (a shirt shop), his mother died. She has two younger sisters (15 and 11 years old)

EDNA

Female, American, age 34 years. Single, currently employed as an executive secretary for a manufacturing company, where she has been working since leaving school. A
member of the local choir, he is also a soloist in the Christmas production of Handel's Messiah. She has been very active in different religious and charity groups.
 KIDNEY MACHINE PSYCHOLOGICAL REPORT SHEET

Reference: Patient for kidney machine.

From: Group of Hospital Psychologists.

The following patients were examined and evaluated during routine pre-admission interviews.

Re: ALFREDO.- He is currently disturbed by his illness and reports that this interferes with his work. He seems to be very interested in his work and really seems to be on
the verge of making a major discovery about cancer. It is difficult for Alfredo to talk about his work, with the group of Psychologists, in terms that they can understand.
Family relationships seem strained and seem to have been that way for some time due to his dedication to work. The staff consider him a top scientist who has
contributed greatly and will continue to do so in the field of medical research. They believe that he is an individual with psychological problems, who over time will
possibly need the help of a psychiatrist.

Re: GUILLERMO.- He is a well-placed peasant but he does not seem to let himself be dominated by the flattery of an extremist indigenous group. He is very attached to
his family and seems to be an excellent husband and father. Your ability to develop in your current job seems limited. His school grades were poor, although there are no
reports of delinquency and he is appreciated by the ranch owner for his performance. Therefore, you will probably not succeed in your plans to become independent and
will continue to earn a fixed salary permanently. His wife is a midwife. Although she has a good chance of finding a job, Guillermo has discouraged her from working
because of a mutual agreement to dedicate herself to being a full-time mother. He does not seem to be aware of the serious complications of his illness.

Re: DORA.- One of the members of the team that evaluated Dora described her as a religious fanatic. He is a leader of the local Christian Organization and seems to talk
only about religion and his children. However, she has recently found an interest in interior design and this may mean a change, it is not clear to the interviewers
whether her interest is genuine or artificial, when she heard about the requirements for the interview.

She seems resigned to her illness and death. Her husband works long hours, is in good health and loves his children. Dora's mother, who lives with the family, is in charge
of caring for the children.

Re: DAVID.- Typical young student activist. David is brilliant - he usually gets straight A's in everything - and enjoys the respect of his teachers and friends. He appears
seemingly confused about his future and shows a tendency to jeopardize it by getting involved in various student "causes." Of course, the director of the faculty
remembers him as an individual who "went out of his way for everything."

He is bitter, almost paranoid about his illness. His father has invested a lot of money, time and heartache in him and has always hoped that David would become a
lawyer. His relationship with his father is currently strained, and he cares little for his sisters even though they hold him in high regard. His future father-in-law is a very
successful businessman and hopes that David will join the family business once he graduates.

Re: EDNA.- She is a self-confident woman and always gets straight to the point, a model of the "career girl." It was clear to the staff that she naturally rejected and
avoided any kind of marital arrangement, and it is not difficult for her to have lesbian tendencies.

Her boss considers her indispensable. His work is of a superior quality and his work with religious and charitable groups has been very effective. She is well remembered
by those who know her. Although he seems to have few or no close friends. She seems to be resigned to his death. In fact, he says he would prefer that others be chosen
for the machine. His offer does not seem to be hypocritical.
Therefore, it is absolutely necessary
to have certain principles that govern what
should and should not be done
with scientific discoveries.
ETHICAL DECISIONS IN THE

INVESTIGATIO SCIENTIFIC
N
An ethical decision in a
Research, experiment or scientific
work occurs when it is evaluated
whether what is being done
transgresses or goes against
human dignity, nature,
blackberry! or
[I I always oner A
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for N
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 INSTRUCTIONS: Below you will find the description of seven “experiments” that helped advance science and technology. However, these studies crossed ethical
boundaries in very obvious ways. Analyze each of them and answer the questions raised.
THE MOST CRUEL EXPERIMENTS IN HISTORY
Throughout history, the cruelest scientific experiments that humanity has ever perpetrated have come to light. These experiments carried out in the name of medicine
and science have given rise to a display of man's contempt, violence and racism towards his own species. Below are 7 of the cruelest scientific experiments in history:

1) The angel of death and the concentration camps

The German doctor Josef Mengele was in charge of all medical matters at the concentration camps in Auschwitz.
Known as “the angel of death” or “the white angel,” Mengele was characterized by his cold and cruel behavior
when selecting which prisoners would have to work and who would die in the gas chambers. Another of his
experiments was carried out with twins in order to find the genetic origins of some diseases. He also carried out
a series of lethal experiments on Jewish twins, most of them boys. Another of his interests in medical research
was heterochromia (the different shades of the iris). His fanaticism led him to collect the eyes of his murdered
victims to use as research material, which also led him to reveal the secret to artificially changing eye color.
Mengele conducted experiments to demonstrate the lack of resistance of Jews and Roma to various diseases, as
well as to substantiate the degeneracy of Jewish or Gypsy blood by documenting physical oddities and collecting
tissue samples and body parts. West German authorities issued an arrest warrant for Mengele in 1959; alarmed
that he might be captured, the scientist moved to Paraguay that same year and then to Brazil, where he drowned while swimming at a holiday resort on 7 February 1979.

2) Squadron 731

Squadron 731, a division of the Japanese Army during World War II, established a concentration camp in the Chinese
city of Nanking where atrocious acts took place against Chinese, Koreans, Russians and Mongolians used as objects of
experimentation for the research and development of bacteriological weapons.

Among the many crimes they committed were experiments on foreigners and Chinese, as well as the confinement of
civilians in mass graves infected with cholera, parasites, bubonic plague, tuberculosis, typhoid, and other diseases in
order to observe human behavior in the face of these diseases. Among the cruelties are vivisections (dissections of a
living body), dismemberment by freezing body parts and then passing them through hot water, placing people on
wooden crosses to perform explosive tests on them, and exposing victims to various types of poisonous gases in pressure chambers.
 3) Wendell Johnson's “Monster Study” Wendell Johnson was a psychologist and professor at the University of
Iowa, United States, who went down in history for conducting experiments with orphaned children. Many of the
children eventually developed language problems. This case consisted of the selection of 256 children through an
interview, of which ten were selected who had stuttering and another twelve who had no speech problems. Mary
Tudor, a student of the psychologist, was in charge of the experiment. First, he divided the group into two; with the
first group, Tudor communicated positively, making these children speak and develop their speech fluently; while
with the second group he communicated negatively: he humiliated them, ridiculed them and accused them of
incorrect pronunciation. Many of the children in the second group who received the so-called “negative reinforced
treatment” suffered lifelong psychological damage to their language.

4) Burke and Hare, the corpse traffickers In the

19th century it was very difficult to obtain corpses for
medical research purposes; one of the only ways in which they could be obtained was through the corpses
of executed people, but as these were not enough it was very normal to resort to the black market,
founded mainly by the theft of corpses in cemeteries. William Burke and William Hare, owners of a guest
house in Scotland, dedicated themselves to executing their own clients and then selling the bodies to the
anatomist Robert Knox, a private investigator at the Edinburgh School of Medicine. It is said that between
1827 and 1828 the two friends murdered more than a dozen tenants.

5) Syphilis experiment in Guatemala This experiment was carried out in Guatemalan lands between 1946 and
1948, headed by the American scientist John Charles Cutler. The experiment, supported by the United States
government, consisted of infecting more than 1,500 Guatemalans with syphilis, including psychiatric patients, prisoners,
prostitutes, soldiers, the elderly and orphaned children. The victims had no idea they had been infected with syphilis.
Once infected, doctors gave them a series of drugs and chemicals to test whether it was possible to prevent the spread
and development of this disease. There is even evidence that some doctors paid victims to have sex with infected
prostitutes, or sometimes caused a wound in the person's penis and then sprayed them with cultures of syphilis bacteria
in order to infect them. It was not until 2010 that the Secretary of State for
United States, Hillary Clinton, together with the Secretary of Health and Human Services, Kathleen Sabelius, offered a
public apology to the people
Guatemalan for the experiments carried out

6) James Marion Sims and his slaves James Marion Sims, considered the father and founder of modern gynecology, was
the most important surgeon of the 19th century. However, it was discovered during the 20th century that the forms and
methods the surgeon had used were acts of unethical conduct. Specifically, referring to the experimental surgeries he carried
out between 1845 and 1849 on African-American slave women, causing them enormous suffering and illness by operating on
them without anesthesia. During the four years that Sims experimented on these women, many of them are known to have
received repeated surgeries in one operation; it is also said that none of the surgeries were performed with the women's full
consent.
 • Each of the experiments carried out, although of dubious ethics, led to scientific and technological advances. Write in the corresponding space what progress
was made.
• On the other hand, each experiment also violated research ethics. Write in the corresponding space how ethical and moral limits were transgressed.

EXPERIMENT SCIENTIFIC AND TECHNOLOGICAL ADVANCES IN WHAT WAY DID THESE

THAT PROMOTED INVESTIGATIONS BREACH ETHICS?
Specifies
1) The angel of death and the
concentration camps

Squadron 731

3) Wendell Johnson's “Monster Study”

Burke and Hare, the corpse traffickers

Syphilis experiment in Guatemala

James Marion Sims and his slaves

Reply:

Do you think it is necessary to stop these types of experiments, despite the benefits they bring to humanity? Because?
 ETHICAL DECISIONS IN SCIENTIFIC RESEARCH
Let us remember that scientific research can be dangerous or beneficial, depending on the “hands into which it falls.”

EXAMPLE
The great advances of contemporary science and technology have given human beings an unprecedented capacity to manipulate life, prolong it or
destroy it. This new scenario offers ethical challenges never before suspected.

Describe one benefit and one harm that could be obtained from the following research:

INVESTIGATION DAMAGE BENEFIT

Cloning

Artificial creation of human organs

In Vitro Fertilization

ETHICAL IMPLICATIONS IN THE DEVELOPMENT AND APPLICATION OF

TECHNOLOGY
Technology does not necessarily mean progress; it offers opportunities but also brings new problems. For example:
• INEQUALITIES. Great inequalities, as many do not have access to ICT (50% of the world's population has never used a telephone).

• TECHNOLOGICAL DEPENDENCE: belief that technology will solve all our problems.

• FEELING OF CONTROL. It is a source of frustration when it does not work properly.

• DIGITAL LITERACY. To integrate into the new society

• LACK OF PRIVACY. Problems arising from free access to information in cyberspace

• EXCESS OF INFORMATION ON THE NET. Often it is simply "garbage" that contaminates the medium, making it difficult to use.

• UNAUTHORIZED ACCESS TO INFORMATION. Problems of access to privacy.

INSTRUCTIONS: Choose four of the above problems. Describe a real-life application example, and a possible solution.

PROBLEM REAL LIFE EXAMPLE POSSIBLE SOLUTION

1.

2.

3.

4.
 Unit 2 assessment
WRITTEN REPORT: ETHICS IN SCIENCE AND TECHNOLOGY TODAY

Investigate a case of some scientific or technological advancement that has occurred in the last 10 years, and which presents some ethical
“inconsistencies.”

Analyze it and prepare a report with the following sections:

- INTRODUCTION. Brief description of the advancement, its history, its emergence (when, where, how it emerged; who led it)
the investigations; what inconsistencies or ethical dilemmas arose, etc.)

- ANALYSIS. Table describing at least two benefits and two problems that this advance presented.

- CONCLUSION. Personal reflection explaining why ethics is important in science and technology.

The work must include 4 images related to the research (not “any” images, but images of the research carried out)

DELIVERY DATE: _______________________________________________________________________________________________

FINAL UNIT PROJECT DAILY ACTIVITIES + ASSISTANCE

60% 40%
 INTRODUCTION
But...
What is ethics?

• Deals with the standards of human

conduct

• Try to determine:
- That which is good and therefore contributes to the
development of man
- That which is bad, and therefore hinders the
development of man.

• Who DEFINES
ETHICAL STANDARDS?

- There are things that are obviously bad:

- There are things that are obviously

good:

- And the third category?

A company, institution or organization has
RESPONSIBILITIES towards: '
- The
community
- The client

«P
- Colleagues

Among many
others...

F
 ethics applied to the organizational field.
Ethics in organizations
constitutes
It refers to human quality
within the framework of their work in
organizations.
INSTRUCTIONS: Complete the following sentences with your own opinion:

For me, the most important thing in any organization is: ______________________________________________________________
A good boss must have at least these two characteristics: _____________________________________________________________
I know that a job is good when it is characterized by _________________________________________________________________
What I definitely would not tolerate in any job is that ________________________________________________________________
I feel “comfortable” when my coworkers or schoolmates ______________________________________________________________
People who demonstrate respect in their workplace must, without exception, _____________________________________________

The above defines what is “good”, “right”, “bad” or

“wrong” for you within an organization.

Like many other aspects related to ethics, it depends on

OUR VALUES.
REMEMBER:
 Code of ethics of institutions and

An ethical code, according to ETNOR, is a formal document that expresses the

company's values and the commitments made that should guide the activity of the
organization's people. It is a document that expresses the set of values that guide
the conduct of the organization and guides its members in decision-making.
 MY OWN CODE OF BUSINESS ETHICS
Imagine that you are the manager of a company.

Answer:

• What is your company about? (What services or products do you offer?

Describes:
• 2 responsibilities you have towards employees

• 2 responsibilities you have towards clients

• 2 responsibilities you have towards the community

• 4 rules that people who work for you must follow.

• 3 values you want to promote in your company.

 But when institutions and
organizations fail to comply with
ethics, the consequences
are reflected throughout society.

FOR EXAMPLE:

ACTIVITY
Below you will find three examples of
organizations that lacked
business ethics. Read them and answer the
analysis questions at the end. (
Remember to answer the questions for each
of
the examples).
 NEWS 1
The founder and director of the organization El Poder del Consumidor, Alejandro Calvillo, said that the injunction that a Coca-Cola bottler filed against the
restriction on the sale, distribution and sale of junk food in schools (pre-school, primary, secondary and high school) is an example of how the soft drink
company “operates in a completely unethical manner” and he assured that this is not the first time that it has tried to block an initiative of this type.

With this legal recourse, the company seeks to “put commercial and private interests above children’s right to health.”

Since May 16, 2014, the Official Gazette of the Federation published the Agreement issued by the heads of the Secretariats of Public Education and Health,
which, among other things, prohibited the sale in schools of foods with a high content of simple sugars, refined flours, fats or sodium that do not meet the
nutritional criteria of said provision.

In response, the Fuerte Corporation, a company dedicated to the sale and distribution of beverages, filed an amparo suit.

Out of schools but not out of universities

On Wednesday, a federal judge ruled that it is constitutional to restrict the sale, distribution and dispensing of junk food in preschools, elementary schools,
middle schools and high schools; but ruled that it is unconstitutional to prohibit these foods in higher education facilities. Calvillo considered that the
protection promoted by the company, through the Fuerte, is not something new. He recalled that the company "was opposed to the regulation of food and
drink in schools" from the beginning.

The activist explained that through the Mexican Consumer Products Industry Council (ConMéxico), an association in which the soft drink company Coca
Cola Femsa has a significant stake, he has been “the main actor against all types of regulation of junk food.”

He added that since 2010, when there was still no regulation of junk food in schools, but only simple recommendations, ConMéxico opposed these
suggestions. Calvillo recalled that Coca-Cola's Mexican representation has also been one of the main promoters of the current labeling of junk food in
Mexico, which he said "nobody understands" and which leads to the consumption of large quantities of sugar. He pointed out that with the injunction, the
soft drink company showed that it "uses all resources" to defend its sales, with the sole purpose of reporting higher profits to its shareholders every
quarter. “That is the only logic that works at Coca-Cola,” Calvillo added.

The activist considered that, as with this regulation, the soft drink company could go against other similar initiatives. He said that “Coca Cola has even
managed to stop, along with other companies, labelling that is really indicative, and to impose a labelling that no one understands.” Calvillo explained that
the soft drink company, through Femsa - Coca-Cola's bottler in the country - has lobbying power in Mexico "to block initiatives" against obesity.
 NEWS 2
The expected investments in the national private energy sector in 2015 were 5 billion dollars, however they reached 1 billion dollars, that is, 20 percent of
the expected amount because Mexican companies did not comply with the business ethics or compliance requirements of their foreign counterparts, Juan
Acra, President of the Mexican Energy Council (Comener), admitted this Thursday.

“We conducted an analysis with our advisory committee, with Dr. (Ernesto) Marcos (director of the energy consulting firm Marcos y Asociados), on
investments that last year sought to reach the country for 5 billion dollars (one billion dollars in Spanish) and where only one billion (one billion) dollars
arrived and the reason was business ethics,” Acra stated.

Specifically, he noted that American and international partners who sought to invest in Mexico last year often found no relationship between the
expenditures and income of oil industry companies.

"They want to know where the resources of these companies come from in order to be able to invest, and when there is any doubt between income and
expenses, they do not invest," said the business leader.

The problem is such that private companies are taking action on the matter, since the previous standards were those of Petróleos Mexicanos, but now
those of Exxon, Shell, Chevron or BP must be complied with.

"We have a task in the business sector to see this type of culture in terms of professional ethics. We all have to continue working so that when we are hired
by one of the big oil companies, it is clear that the income is legal," he said.

The big oil companies and international investment funds are not only looking at financial returns, but also at the issue of the legal origin of the resources.
This is because in the United States there is the Foreign Corrupt Practices Act (FPCA), which acts on any individual who has any degree of connection with
that nation and is involved in foreign corrupt practices and can be applied to American companies in foreign countries. “Now there is the opportunity for a
partner and an investment fund to come and for this they do an analysis not only financial, but also to make sure that the income is legal and what they call
compliance and it is part of their ethics and quality policies to certify their suppliers,” Acra accepted.
 NEWS 3
Grupo México, owned by Germán Feliciano Larrea Mota Velasco, has been rated as one of the most unethical firms in the world by the Covalence Group, an
independent consulting firm in Geneva, Switzerland, which analyzes corporate ethics indices.

Grupo México has been known for its insulting profit margins in recent years, due, among other reasons, to the fierce repression of the fair labor demands
of its employees, as well as its criminal insensitivity toward the lives and safety of its own workers, as demonstrated by the industrial homicide in Pasta de
Conchos, Coahuila, on February 19, 2006, where 63 of the 65 bodies of dead miners still lie abandoned. A true national shame for which those responsible
have not received the criminal punishment they deserve, that is, the owner, the partners and the directors of that corporation. Widows and family
members have received nothing but contempt and persecution from Larrea.

This corporation has also distinguished itself by its lack of ethics and inhuman refusal to resolve, through legal means, the three lawful strikes in Cananea,
Sonora; Sombrerete, Zacatecas, and Taxco, Guerrero, which have lasted nearly five years, to which was added that with the complicity of the government
of Felipe Calderón and with more than 4 thousand elements of the federal and state public forces, they invaded Cananea on June 6, 2010.

In this case, Grupo México has hired several thousand third parties or strikebreakers since that invasion by the public forces, without having provided them
with any training, and has subjected them to conditions of inhuman slavery, working in virtual concentration camps, threatened and humiliated every day
by the armed elements that monitor their entrances, exits and movements. There have been more than 20 deaths and more than 100 injuries in that mine
due to the company's negligence, which it always hides. The third live as slaves, with the complicity of the local CTM, under the command of a charro
leader, Javier Villarreal.

Another serious case of murder by Grupo México paramilitaries occurred in Nacozari, Sonora, on August 11, 2007, where worker Reynaldo Hernández
González was shot dead by these guards, and where 20 of his colleagues were tortured; they were going to be reinstated in their jobs. Their masterminds
and perpetrators remain unpunished.
 ANALYSIS QUESTIONS
------------------------------------------------------------------------------------------ NEWS 1--------------------------------------------------------------------------------------------
1. What company(ies) is the news about?

2. What does this company(ies) do to violate business ethics?

3. What problems do you think may arise if these ethical dilemmas are not resolved?

------------------------------------------------------------------------------------------ NEWS 2--------------------------------------------------------------------------------------------

4. What company(ies) is the news about?

5. What does this company(ies) do to violate business ethics?

6. What problems do you think may arise if these ethical dilemmas are not resolved?

------------------------------------------------------------------------------------------ NEWS 3--------------------------------------------------------------------------------------------

7. What company(ies) is the news about?

8. What does this company(ies) do to violate business ethics?

9. What problems do you think may arise if these ethical dilemmas are not resolved?
 Unit 3 assessment
Read the text “Ethics in Business.” Analyze each of its sections, highlighting the main ideas. When finished, do the following activities:

1. Read the 3rd paragraph on page 236, in part 1. Business ethics. This paragraph mentions the reasons why companies increasingly recognize the
importance of incorporating ethical practices into business management. Mention an example (real or fictional) in which ethics are taken into
account when making a business decision. (Describe an example of a real or fictitious company (name of the company and what services/products it
offers)
offers), what BUSINESS decision they had to make and how ethics were taken into account in deciding this).

2. Which department has the greatest impact on a company's ethical policies?

3. Taking into account all the definitions of Ethics and Business Ethics, write your own definition of Business Ethics.

4. Give a real example of a company that has Corporate Social Responsibility policies. Describe what those policies are like.
5. The text describes the “Watergate Scandal” as one of the events that helped “birth” business ethics. Find out what it was
what happened and how it affected business ethics.
6. Copy Figure 13.2 “Evolution of corporate ethics,” summarizing the explanations in your own words.
7. On page 238 you will find the subtopic “Reasons for business ethics.” Explain each one in your own words.
8. On page 238 you will find the subtopic “Advantages of business ethics.” Explain each one with an EXAMPLE of a company (real or fictitious).

9. What are stakeholders? Explain in your own words.

10. Write five examples of behavior that you consider unethical for companies, referring to figure 13.3 on page 240. It also describes the consequences of these
behaviors. Make sure the examples are of BEHAVIORS, that is, something that people DO. Look at the example:

EXAMPLE CONSEQUENCES
UNETHICAL CONDUCT
Misleading advertising A fast food company puts pictures of very “fancy” and “tasty” Customers will no longer trust advertising, which will lead them
food on its menus. But when you order a dish, they bring you to purchase elsewhere. That is, it will lose credibility.
something much smaller and ugly.

1.

2.

3.

4.

5.
11. What is a code of ethics

12. What should an ethical code contain?

13. Below you will find excerpts from a company's Code of Ethics. Read each section and write where appropriate if it is about: a) THE COMPANY'S OWN
VALUES; B) RULES AND DUTIES or C) RESPONSIBILITIES AND OBLIGATIONS TOWARDS STAKEHOLDERS

DESCRIPTION OF THE CODE OF ETHICS SECTION

SECTION___ (COMPLETE)
• Integrity. We care about the well-being of people, as well as the environment in which we work. Being whole means
maintain impeccable behavior; act with integrity and honesty in all areas.
• Responsibility. We meet our challenges by taking into account the impact and consequences of our actions.
decisions and actions on people, the work environment and the planet.
• Flexibility. We are committed to flexibility to foster the ability to adapt to circumstances and
openness to other people's opinions. Active listening allows us to achieve our challenges in a balanced and sustained
way.

• Shareholder relations. The company is committed to providing appropriate information to all

shareholders, in a transparent, homogeneous and symmetrical manner and to establish dynamic communication
tools with shareholders.
• Partner relations. The company will establish with its partners in common business, a relationship of
collaboration based on trust, transparency in information and the sharing of knowledge, experiences and capabilities,
in order to achieve common objectives and mutual benefit, and its employees must commit to this, applying the
same ethical principles, respect, favorable environment and teamwork, as if they were internal employees.
• Customer relations. The company is committed to offering a quality of services equal to or greater than those
legally established requirements and quality standards.

Employees, by reason of their position, may not accept gifts, hospitality, services or any other type of favor from any person or
entity that may affect their objectivity or influence a commercial, professional or administrative relationship. Employees may
not offer, directly or indirectly, gifts, services or any other type of favor to clients, suppliers, partners or any other person or
entity that maintains or may maintain relations with the company with the aim of illicitly influencing said relations.
14. Mention two functions of the ethical code
 15. Mention three topics that can be addressed in ethical codes.

16. Mention two departments that can be in charge of ethical compliance within a company

17. Below you will find a table describing:

a. The scope of the company where unethical conduct may occur
b. A brief explanation
c. A space for you to describe (in detail) an example where it is specified.

FIELD OF BUSINESS EXPLANATION EXAMPLE

ETHICS
Human Resources Ethics Discrimination based on ethnicity, gender, A woman is going to apply for a job at a company. The people in charge of interviewing
age or other factors her realize that she is the best candidate. However, they prefer to hire a man instead, as
they believe that the woman may become pregnant and this will bring negative
consequences to the company.
Accounting Ethics Certain unethical accounting practices are
illegal, such as falsifying income or
expenses on financial statements.
Impacts on the
Anything that generates pollution of any
community
kind; discomfort; traffic, etc.
Theft and fraud Executives and employees can embezzle
money from their companies
 UNIT 4

“ETHICS IN THE
PRACTICE OF THE
PROFESSION”
Remembering…
• What does ethics regulate?

• What is a code of ethics?

• What is the purpose of ethics in organizations and institutions?

Giving my opinion…
• When practicing a profession, is ethics necessary? Because? What would it regulate?
 PROFESSION

A large volume of Recognition of responsibilities towards

specialized knowledge that is
Practical training society and the environment, towards
generally acquired at a university in applying such knowledge users of professional services and
towards other members of the
corresponding profession.
 Professional ethics is a branch of moral
philosophy, aimed at establishing the
standards that should govern the behavior of
people who practice a profession.

Actions that a professional should seek to Actions that a professional should try to avoid within his
promote within his profession because they are profession because they are negative
positive
1.

2.

3.

Describe three actions that are positive for your profession, and three that are negative. Justify your examples.
But… what are the consequences of not respecting the fundamental ethical principles in a certain profession? Who is affected? How?

Do the following activity to check it…

The above determines the code of ethics of a particular profession.

That is, what is beneficial and harmful to the individual, society, the world in general
in relation to a certain profession.
 EXAMPLES OF CONSEQUENCES OF LACK OF PROFESSIONAL ETHICS
INSTRUCTIONS: Below you will find four examples of “catastrophic” situations that occurred primarily due to professional errors.
Read them, underline the main ideas and briefly describe how the professionals committed ethical violations.
Please specify: Which professionals are involved? And what did they do to violate the ethical foundations of their profession?

Chernobyl nuclear accident________________________________________________

On April 26, 1986, the fourth reactor at the Chernobyl Nuclear Power Plant exploded. Basically, the reactor was being experimented with. But a succession of errors
led to a huge power surge that exposed the reactor core, emitting a gigantic radioactive cloud towards the whole of Europe. Some pregnant women who were hit by
radiation during the accident had children who were born with birth defects or serious chronic health problems.
To prevent the leakage of radioactive elements, it was covered with a concrete and metal structure. The work was completed in just
206 days under extreme conditions.

Ford Pinto
The Ford Pinto was a compact car by American standards. It was launched in 1971 in the United States to compete in that
country's market against small imported cars, and was a resounding commercial success. In 1980 it was replaced by the Ford
Escort. Between 1972 and 1979 it was also sold in Panama.
The Ford Pinto, designed in a very short time and with very strict economic criteria, had two passive safety defects:

• The fuel tank was located behind the rear axle, which made it very easy for the car to explode in the event of a collision.
• The body was very weak, so in the event of a rear-end collision the car would deform and the doors would become blocked, trapping its occupants in a burning
car.
The company knew about the safety problems in advance and assessed that fixing the faults was more expensive than paying compensation for deaths that would
occur in the event of accidents. For this reason it was decided to keep the car with the faults.
Space building collapse
The Space building, located in the city of Medellín, Colombia, was built from 2006 to 2013. This building consisted of a single building that was built in stages, with a
total of 6 stages. The 6 stages (or towers) had different numbers of levels and basements between them. Stage 6, the last one built, was the tallest, with a total of 23
floors and 4 basements. The construction of the Space residential complex presented foundation problems. On Friday, October 11, 2013, in the morning, residents of
the Space Building reported that a column in Stage 6 had failed, so it was decided to evacuate it. The CDO company decided to send workers to repair the fault. While
they were working, the entire stage 6 collapsed, leaving a total of 12 people dead. Following the collapse, the entire building was evacuated and an investigation was
conducted to determine the causes. According to the study, the collapse was related to the lack of structural capacity of the Space Building's columns. According to
the study, these were not capable of withstanding the normal loads to which they were subjected. According to the findings, if the building had been designed with
all the legal requirements, stage six would not have collapsed. On September 23, 2014, the remains of the apartment building were completely demolished. This
event prompted the housing minister at the time to create the Antispace law to stop the construction of buildings that did not strictly comply with the requirements
of the law.
Space shuttle Challenger disaster
The accident occurred on Tuesday, January 28, 1986, when the space shuttle Challenger disintegrated 73 seconds after
launch, killing all seven crew members. The ship disintegrated over the Atlantic Ocean off the coast of central
Florida.https://es.wikipedia.org/wiki/Estados_Unidoshttps://es.wikipedia.org/wiki/Estados_Unidos
The disintegration of the entire vehicle began after a rocket failure. The accident led to a 32-month flight halt and the
formation of the Rogers
Commission, a special
commission appointed by US
President Ronald Reagan. The commission found that NASA's organizational
culture and decision-making system had substantially contributed to the
accident. NASA officials had been aware since 1977 that contractor Morton
Thiokol's solid rocket booster design had a potentially catastrophic flaw, but
had not adequately addressed it.
They also ignored warnings from engineers about the dangers to the launch
caused by the cold temperatures that morning and had not adequately
informed their superiors of these concerns. The Rogers Commission made nine recommendations to NASA that it should implement before continuing shuttle flights.
Below you will find two readings related to two specific professions: a) BUSINESS MANAGEMENT and b) PUBLIC ACCOUNTANT.

Read the information provided and answer the corresponding questions.

 PROFESSIONAL ETHICS IN BUSINESS MANAGEMENT
ACTIVITY
1. Read the text and underline the
main ideas
Ethical behavior within companies is of great importance for all its members: managers, supervisors, 2. Next to each arrow, write an
operational levels, etc., since each and every one of them influences organizational productivity. example of a real situation that explains
Ethics, as a science that studies moral acts, can be very complex, with its numerous approaches and theories, the paragraph.
especially for those who are completely unfamiliar with the subject, but that does not mean it should be
neglected or underestimated in business practice.
Generally, a worker will be productive as long as he is motivated, this is obvious, however, this motivation is
influenced by numerous factors, which are addressed by the company's management, but not in their entirety.
For there to be full motivation, the worker must feel satisfied in all aspects, including the moral aspect.
Anyone working in a company, regardless of their hierarchical position, can experience dissatisfaction when
some activities, policies or decision-making are perceived as “unethical.”
We have often heard people express themselves in the following way: “It is not fair, so-and-so is allowed to
arrive late and the rest of us get deducted from our salaries or punished”, “if the cashier is short of money, he
has to pay the missing amount, but if there is any extra, they don't say anything and keep it”, “what can you
expect from the manager, if he bribed the union members to sign the contract”. We could continue listing
endless examples that daily demotivate workers and thus decrease productivity.
It is also very likely that individual dissatisfaction influences the work environment, and thus demotivation
becomes widespread with negative results for the company.
Another important aspect that ethics influences is decision-making. A manager can make countless decisions
on a routine basis, however, he or she rarely questions the beneficial or harmful effect that the decision may
have on other people, since he or she generally only considers the company's objectives. This does not mean
that the company's interests should not be taken into account, but rather that decisions should be made with a
different approach.
For this reason, managers must consider prudence, responsibility, vision, self-control, etc. when making
decisions, and not only the quantitative aspect of the decision, whether it will produce profits or growth
opportunities for the company, but also the repercussions it may have on employees.
Thus, in a negotiation, the benefit of both parties will be sought, under conditions of equity; or in a company
reorganization plan, the fewest possible number of employees will be laid off or they will be directed towards
other jobs.
Another aspect that is influenced by ethical behavior is reputation or image, whether individual or company.
How many times have we heard, or even said: “don't do business with him, he's very corrupt”, “better not work
for that company, they treat the staff very badly and if you're not friends with the manager, they pay you less”,
“with
He has no problem, he is very upright in his dealings”, “do not buy from that company, they constantly give you a pig in a poke in what they sell or it comes with less
weight”.
 SOME CONDITIONS THAT THE BUSINESS MANAGER PROFILE MUST MEET

1. It must fulfill a socially responsible function that respects human dignity.

2. The Administrator must have as an imperative, the strict compliance with the norms enshrined in the Constitution and the laws

3. He/she will practice the profession and the activities derived from it, with decorum, dignity and integrity, maintaining ethical principles above his/her
personal interests and those of his/her company.

4. He/she will apply in a loyal, upright and dignified manner the philosophies, theories, techniques and administrative principles that are the object of his/her
profession, carrying out his/her professional activity with the greatest diligence, truthfulness, good faith and sense of responsibility, strictly and uprightly
respecting his/her graduation oath.

5. Professional secrecy will be maintained as a rule of conduct for all actions carried out in the course of their professional practice, unless there is authorization
from the parties involved to disclose information.

6. You will refrain from providing professional services to persons or entities whose practices or honorability are contrary to ethical principles or outside the
law.

7. It will seek to ensure that the company is not only an economic and technical institution but a social institution in whose life and operation all members
actively participate, generating social benefits.

8. He will maintain strict loyalty to whoever hires him or to whom he provides his services and will maintain confidentiality of everything that, belonging to the
material or moral assets of others, could affect them negatively as long as said information is not relevant to his performance.

ACTIVITY: Choose three points and explain them with an example by completing the following sentence. (Look at the example)
Point ( 6 ) An administrator fails to comply with the ethical principles of this point when:
He agrees to work managing a currency exchange house where drug money is “laundered.”
Spot ( ) An administrator fails to comply with the ethical principles of this point when:

Spot ( ) An administrator fails to comply with the ethical principles of this point when:

Spot ( ) An administrator fails to comply with the ethical principles of this point when:

THE PROFESSIONAL ETHICS OF THE PUBLIC ACCOUNTANT

The Public Accountant must consider and study the user of his services as a separate economic entity, relating him to the particular circumstances of his activity,
whether internal or external, in order to apply, in each case, the most appropriate techniques and methods for the type of economic entity and the kind of work that
has been entrusted to him.

Observing in all cases the following basic principles of professional ethics:

1. Integrity. The Public Accountant must maintain his moral integrity intact, regardless of the field of his professional practice. Accordingly, rectitude, probity,
honesty, dignity and sincerity are expected of him, in any circumstance.

2. Objectivity. Objectivity represents, above all, impartiality and acting without prejudice in all matters that fall within the professional field of action of the public
accountant. The above is especially important when it comes to certifying, issuing an opinion or giving an opinion on the Financial Statements of any entity.

3. Independence. In professional practice, the Public Accountant must have and demonstrate absolute independence of mind and judgment with respect to any
interest that

4. Responsibility. From this flows the need for the sanction, whose recognition in ethical standards, promotes the confidence of the users of the services of the
Public Accountant, indisputably compromises the qualified capacity, required by the common good of the profession.

5. Confidentiality. The relationship between the public accountant and the user of his services is the primary element in professional practice. For this relationship
to be fully successful, it must be based on a responsible, loyal and authentic commitment to which the strictest professional confidentiality is imposed.

6. Compliance with regulatory provisions. The Public Accountant must carry out his/her work by effectively complying with the professional provisions promulgated
by the State and by the Technical Council of Public Accounting, applying the appropriate and duly established procedures. In addition, he/she must observe the
recommendations received from his/her clients or from the competent officials of the entity that requires his/her services, provided that these are compatible with
the principles of integrity, objectivity and independence, as well as with the other principles and standards of ethics and formal rules of conduct and action applicable
in the circumstances.

7. Professional competence and updating. The Public Accountant shall only contract work for which he or his associates or collaborators have the necessary
capabilities and suitability so that the promised services are performed in an efficient and satisfactory manner. Likewise, the Public Accountant, while he remains in
active practice, must consider himself permanently obliged to update the knowledge necessary for his professional performance and especially those required by the
common people and the imperatives of social progress and the common good.

8. Dissemination and collaboration. The Public Accountant has the obligation to contribute, according to his personal possibilities, to the development,
improvement and dignification of the profession, both at an institutional level and in any other field, such as dissemination or teaching, that is accessible to him.
9. Respect between colleagues. The Public Accountant must always keep in mind that sincerity, good faith and loyalty towards his colleagues are basic conditions
for the free and honest exercise of the profession and for the peaceful, friendly and cordial coexistence of its members.

10. Ethical conduct. The Public Accountant must refrain from carrying out any act that may negatively affect the good reputation or in any way discredit the
profession, taking into account that, due to the social function that the exercise of his profession implies, the importance of the task that society entrusts him as an
expert and the search for the truth in a totally objective manner.
ACTIVITIES:

1. Read the text and underline the main ideas

2. Complete the following table, with examples that clarify the points analyzed:

BASIC PRINCIPLES OF PROFESSIONAL ETHICS EXAMPLE WHERE THIS POINT IS NOT FULFILLED
FOR ACCOUNTANTS
1. Integrity An accountant violates this principle when, for example, he or she lies in a client's annual statement, describing
"false" expenses so that he or she can pay less.
2. Objectivity

3. Independence

4. Responsibility

5. Confidentiality

6. Observations on the provisions

regulations
7. Competition and updating An accountant fails to comply with this principle when, for example, he decides never to update himself again once
professional he finishes his university education. He declines opportunities to take courses, attend conferences, etc. Therefore,
his knowledge becomes obsolete and he remains “outdated.”
8. Dissemination and collaboration

9. Respect between colleagues

10. Ethical conduct

 REVIEW
INSTRUCTIONS: Below you will find a CROSSWORD PUZZLE. Read the questions carefully and complete the words using the information reviewed in
UNIT 4 “Ethics in professional practice.”

Horizontal
3. of ethics. Formal document that presents a series
of standards and rules that must be complied with.
5. A characteristic of a professional is that he must have a large
volume of
6. An ethical professional respects current regulations and standards.
7. An ethical professional understands that his actions
have an impact on society; that is, he has responsibility.
9. An ethical work environment promotes this in
workers, which in turn leads them to be more productive.
11. An ethical professional is able to work as a team with
other people, that is, he shows

14. A good manager chooses the best decision taking

into account the impact it will also have on the
15. Professional ethics contribute to forming a good
17. Ethical principle that refers to showing moral integrity

Vertical
1. Ethics. It aims to regulate the activities carried out within the
framework of a profession.
2. An ethical professional shows respect towards other people
who share his profession, that is, towards his colleagues.
4. Ethical principle that establishes that it is necessary to
maintain professional secrecy.
8. Another characteristic of a professional is that he presents an
instruction
10. Ethical principle regarding respect and fidelity to established
commitments
12. Ethical principle that is equivalent to sincerity; it occurs when a
professional tells the truth.
13. Occupation that is developed in order to collaborate with the
well-being of a society
16. It is the study of morality and human action to promote
desirable behaviors.
 Unit 4 assessment
FOR STUDENTS OF BUSINESS MANAGEMENT ENGINEERING
1. Search the Internet for the PROFESSIONAL CODE OF ETHICS FOR BUSINESS MANAGEMENT ENGINEERS, drafted by the Instituto Tecnológico
Superior de Teziutlán, available on the page http://www.itsteziutlan.edu.mx/index.php/2013-03-12-21-20-41/category/83-codigo-de-etica?
download=314:ingenieria-en-gestion-empresarial

2. Read the Code of Professional Ethics and summarize each of its sections. Remember that the explanation must be in your own words.

3. At the end of the summary, answer the following questions:

a. What are the functions of a professional Code of Ethics?
b. Do you think that a professional Code of Ethics can help professionals behave appropriately? Because?

4. Deliver your printed work on the day _____________________________________________________________________________

FOR PUBLIC ACCOUNTING STUDENTS

1. Search the Internet for the CODE OF PROFESSIONAL ETHICS OF PUBLIC ACCOUNTANTS, available on the website
http://www.oas.org/juridico/spanish/mesicic3_blv_codigo2.pdf

2. Read the Code of Professional Ethics and summarize each of its sections starting with PART A - APPLICABLE TO ALL PUBLIC ACCOUNTANTS
(Do not summarize the first two pages). Remember that the explanation must be in your own words.

3. At the end of the summary, answer the following questions:

a. What are the functions of a professional Code of Ethics?
b. Do you think that a professional Code of Ethics can help professionals behave appropriately? Because?

4. Deliver your printed work on the day

 ETHICS
Knowledge for the government or direction of one's own actions, which helps the person decide how to act in order to develop fully.

AREAS OF STUDY OF ETHICS

ETHICS IN THE PERSONAL SPHERE

It refers to the person's self-esteem. It is the decision that one as an individual or as a person makes to choose the good option or the bad option, according
to the values and training of each person. It is an integral part of people's actions regarding the actions they carry out. It is a way of life, a permanent
commitment. Individual responsibility or ethics is considered more important than obedience to authority or tradition.

ETHICS IN THE SOCIAL SPHERE

It corresponds to the values that we form, applied in the way we relate to the social environment.

ETHICS IN THE ACADEMIC FIELD

Academic ethics is following a series of rules and regulations that involve both teachers and teaching staff of educational institutions, as well as students
and parents directly or indirectly.

ETHICS IN THE EXERCISE OF CITIZENSHIP

Civic ethics is a model of conduct that makes life in society viable and guides it in the direction of responsibility, solidarity, respect and integrity. This
concept is closely related to Human Rights, since it depends on their compliance to be effective.
 HUMAN RIGHTS
Rights inherent to all human beings, without distinction of: Nationality, Place of residence, Sex, National or ethnic origin, Skin color, Religion,
Language or any other condition.

ETHICS IN SCIENCE AND TECHNOLOGY

It ensures that appropriate measures are taken to ensure that scientific and technological advances will be used for the benefit of the entire human species.

ETHICAL LIMITS IN SCIENTIFIC RESEARCH

It refers to the “frontiers” of science; that is, to what limits scientific activity.

ETHICAL DECISIONS IN SCIENTIFIC RESEARCH

An ethical decision in research, experiment or scientific work occurs when it is evaluated whether what is being done transgresses or goes against human
dignity, nature, morality or the law. The scientist must always weigh things up and for ethical reasons must discontinue the work and direct it in other
directions if there are ethical conflicts.

ETHICAL IMPLICATIONS IN THE DEVELOPMENT AND APPLICATION OF TECHNOLOGY

Technology does not necessarily mean progress; it offers opportunities but also brings new problems. For example: INEQUALITIES; TECHNOLOGICAL
DEPENDENCE; SENSE OF CONTROL; DIGITAL LITERACY; LACK OF PRIVACY; EXCESS OF INFORMATION ON THE INTERNET; UNAUTHORIZED ACCESS TO
INFORMATION.

ETHICS IN INSTITUTIONS AND ORGANIZATIONS

Ethics in organizations constitutes ethics applied to the organizational field. It refers to human quality within the framework of work in organizations.
BUSINESS ETHICAL CODE
It is a formal document that expresses the company's values and the commitments made that should guide the activity of the people in the organization. It
is a document that expresses the set of values that guide the conduct of the organization and guides its members in decision-making. It contains the
company's own values, rules and duties, as well as responsibilities and obligations towards stakeholders. On the other hand, its functions include: defining
responsibilities, rights and obligations of all stakeholders; serving as a criterion for decision-making; expressing the commitment of management to adopt
an ethical approach in business management; explaining the values with which the company wants to be identified and giving prestige to the company.
 PROFESSION
Activity carried out by human beings, characterized by three things: a) A large volume of specialized knowledge that is generally acquired at a university; b)
Practical training in applying said knowledge and c) The recognition of responsibilities towards society and the environment, towards users of professional
services and towards other members of the corresponding profession.
ETHICS IN THE PRACTICE OF THE PROFESSION
Professional ethics is a branch of moral philosophy, aimed at establishing the standards that should govern the behavior of people who practice a
profession.

PROFESSIONAL CODE OF ETHICS

Formal document that specifies the set of criteria and concepts that should guide the conduct of a subject based on the highest goals that can be attributed
to the profession that he or she practices.

ETHICAL RESPONSIBILITIES OF A PROFESSIONAL

• Act with social responsibility
• Comply with applicable laws
• Maintain ethical principles above your personal interests and those of your company
• Be responsible
• Maintain professional secrecy
• Refrain from providing professional services to persons or entities that act outside the law
• Seek to ensure that the company generates social benefits
• Be loyal to those who provide their services
After so many years studying
ethics,
I have come to the conclusion
that it can all
be summed up in

(Fernando
Savater)
three virtues: courage to live,
generosity to coexist, and
prudence
to survive.