SGXETHPAC-Reviewer.docx

module 1: ethics praxis Conflict of interest - **LAW OF AGENCY** -- relationship emerges because of hiring agents - **Principal-agent relationship** - ***Agent acts in behalf of the principal*** - For the interest of the principal - **FIDUCIARY DUTY**...

module 1: ethics praxis Conflict of interest - **LAW OF AGENCY** -- relationship emerges because of hiring agents - **Principal-agent relationship** - ***Agent acts in behalf of the principal*** - For the interest of the principal - **FIDUCIARY DUTY** - ***Principal is entitled to the agent's good faith, trust and loyalty*** - An element of the law of agency - Latin fides "good faith" - **CONFLICT OF INTEREST** if there is a violation of agency - Agent acts in a way that has a potential to harm or harms the principal - Creates a corruption of trust - An ethical and moral issue that goes beyond simple compliance - ***Violates*** "***fiduciary duty***" (good faith)  ### AREAS FOR COI 1. Dealings with and as Suppliers, Contractors, Business Partners, Consultants, and with your dealers, Distributors, Customers/Clients 2. Directorships, Execu1ve Positions and Employment in other companies or Organizations. 3. Use of property, Services and other Resources of the Company. Five kinds of conflict of interest 1. 2. 3. 4. 5. - "**STUCK IN A COMPLIANCE MENTALITY**" - Often, we think only of the policies and codes: do not take bribes, no gift policy. - **Who is harmed? (and to what extent?)** - The principal is more than just the immediate shareholder - **CONFLICT OF INTEREST** = **CORRUPTION** The human development index (HDI) - Released annually - ***The higher the index, the healthier and wealthier and the more educated*** What Is the Human Development Index (HDI)?  Corruption perception index (CPI) PHL up a spot in corruption index but score remains low - BusinessWorld Online\` rent-seeking behavior - "ECONOMIC RENT" -(Adam Smith) - is not lease payment - 3 classes of income - Income - Wage - Rent PROFIT-SEEKING - **PRIVATE sector** - **RECIPROCAL BENEFIT** paid = wealth - **ECONOMIC EXCHANGE** - **WEALTH CREATION** - Example: - Food - Telecom - Technology - Health care Rent-seeking - **PUBLIC sector** - Happens with political or administrative authority - **MANIPULATING** **institutions and transactions to** **benefit a NARROW SECTOR, which** **HARMS THE PUBLIC GOOD** - No wealth creation - Not all rent-seeking behavior is wrong ### Examples - No improvements - Helping nobody - Make money from something that used to be free - ***Regulatory capture*** and exploiting discretion (red-tape) - ***Influencing legislation for private benefit*** - ***Bribing*** a gov't official for exceptional treatment - ***Influence-peddling***, to dispense special favors - ***Manipulating*** specs and the bidding document submission deadline for a public transport project, to ensure that only one supplier can submit a bid - Procurement decision-makers conspired with a foreign supplier before the \"conditions of the contract\" were even written - There is no incentive for any of the stakeholders to provide optimal products/services, to benefit end-users - Public good is harmed - Staking all seemingly small COI = corruption = scandal ### PUBLIC GOOD IS HARMED - Example\ 1. Public services (nat'l security, education, waste management, healthcare, water supply and treatment, broadcas1ng, tax collec1on)\ 2. Public works (roads, canals, dams)\ 3. Protec1on of cultural heritage, regula1on of professional practice etc. ### ### What is the point? - Reflect on how institutionally and culturally embedded rent-seeking behavior is - When you stack up the pervasive rent-seeking behavior, it harms us all = \"weak\" or \"failed\" state - Advocate against rent---seeking behavior, not just in words, but more so in our actions Module 2: ethics theory A. VIRTUE ethics  - Central question - Cultivation = habituation - You are what you repeatedly do. preview of learning points - **[MESOTES]** (middle) is a kind of action or decision; it is the \"**right thing to do**\" - **[PHRONESIS]** (**good judgment**) is a kind of intelligence or a mental skill - \"**[INTERNAL] [GOODS]**\", or character competencies that are **habituated** (Duhigg) - VIRTUES - ***Between excess and deficiency*** - The actions at the extreme are wrong actions - **MESOTES** **VIRTUOUS ACTION** ### Example - Doing mesotes: - **Right PERSON** - **Right AMOUNT** - **Right TIME** - **Right END** - **Right WAY** - ***Measured actions*** - Needs high level of skills to coach his team well - **Competent** - **Leadership** - **Trust** - **Communication** - "Not everyone can do it" - It's not easy as said by Aristotle - **It *requires* to cultivate virtues** - Virtues are high-level skills and traits that make us more effective and more successful as human beings - "**COACHING**" - Broader perspec1ve - Deliberates formula of five - Offers beyond third alternative - relative to wilson B. deontology  - Core concept: "**RATIONALITY**" - The ***study of the*** nature of **DUTY** and **OBLIGATION**. - Principal Approach - "Quality of the action itself inherently" A local gov't official asks, why should I not accept a bribe?\ A wife asks, why should I remain faithful to my husband? A board examinee asks, why must I not study a test leakage?\ A child asks, why should I develop my talents? - *The heart of Deontology* - **Why must I do the right thing**? **Because it's the right thing to do**. - Dignity of a rational nature - Always and is universally correct -- don't require empirical evidence to prove it - Requires a rational faculty that apprehends the truth - Reason is bound to that truth claim - Key term: "**binding force of reason**" - How can I find out what my duty is? - By using the **UNIVERSALIZABILITY METHOD** to ***test rightness/wrongness of actions*** - What is the purpose of the universalizability method? To verify if on action is inherently right or wrong. \* - \*Why is it important to verify \"inherently\" right/wrong? - Because authority figures often impose on us rules and regulations, to just follow without asking. - Thus, the universalizability method gives us a tool. - *"There is something **heroic** in deontology"* when something is \"just right\" - It's just right - No alternative method, etc. - **MORAL IMPERATIVE** = **CATEGORICAL IMPERATIVE** - **DIGNITY** = to have "**PRINCIPLES**" - Opposite of dignity price - To hold on to the rightness and wrongness of the action - **PRIMITIVO MIJARES** - Either by oversight or some providential happening, the martial regime of Marcos miscalculated. The regime failed to reckon With that little possibility that I might also be influenced by the highfalutin principle that there are things in this life which are more precious than gold, like the duty and obligation I owe to myself, my family, my profession, my country, and most of all, its history. how shall I do the right thing? - In an autonomous manner - Paternalism vs Autonomy - **PATERNALISM** - The policy or practice on the part of people in positions of authority of restricting the freedom and responsibilities of those subordinate to them in the subordinates\' supposed best interest - "A **MORAL CHILDHOOD**" - "**PATRONAGE**" - Pater = father - ***Because the child is*** ***immature***, ***the father has to make decisions for the child\'s best interest*** - Or an immature child needs a father figure to do the right thing or not to do the right thing - **AUTONOMY** - "self-legislation" - "**MORAL MATURITY**" - "**ENLIGHTENMENT**" - *May sariling ilaw ang katwiran ko* - Dignity = to be self-legislating - To have a normal life that have internal duties steps for the universalizability method ### Step 0 - Identify the action to be tested - Example: **Borrow money without intending to pay \[false promises\]** ### Step 1 - Formulate the maxim - (personal rule: "***When I \..., I shall \..."***) - Example: "When I need money, I shall ***borrow*** it from someone ***without intending to pay it back***." -- ***Self-contradiction*** ### Step 2 - Test for universalizability: imagine the maxim as a universal law, ***is there a self-contradiction?*** - Example: Suppose everyone were obligated to follow this maxim, as if it were a universal law: Everyone ought to borrow money without intending to pay, when they need money. - ***No one will lend money***, "who are you fooling, you ought not pay it back", money-lending loses its meaning, ***self-contradictory*** (***Immoral, impermissible***) ### Step 3 - Conclude by articulating the duty - Example: *Therefore, do not borrow money without intending to pay.* C. utilitarianism - **UTILITARIANISM** = **CONSEQUENTIALISM** - Right and wrong are evaluated according to results: - **↑ BENEFIT/HAPPINESS** = **RIGHT** - ↓ benefit (i.e., harm) = wrong - Cost-analysis management - **COST-BENEFIT ANALYSIS** (CBA), sometimes also called benefit-cost analysis or benefit costs analysis, is a systematic approach to estimating the strengths and weaknesses of alternatives used to determine options which provide the best approach to achieving benefits while preserving savings. Is utilitarianism then a cost-benefit analysis applied to ethics? - **NO**, the scope of utilitarianism surpasses the first-person perspective of the typical cost-benefit analysis - Why? - Principle: the **GREATEST HAPPINESS** for the **GREATEST NUMBER** - ***That's why it's called*** "**THE COMMON GOOD APPROACH**"   module 4: INTERVENTION STRATEGIES - The point of Nielsen\'s article is to provide tools for intervention. being AS AN IDIVIDUAL - *According to Tillich, the courage to be as an individual is the courage **to follow one\'s conscience** and **defy unethical and/or unreasonable authority**. It can even mean **staging a revolutionary attack** on that authority. Such an act can entail great risk and require great courage. As Tillich explains, \"The anxiety conquered in the courage to be \... in the productive process is considerable, because the threat of being excluded from such a participation by unemployment or the loss of an economic basis is what, above all, fate means today \....\"*. kinds of whistle blowing  What is the point about the twelve kinds of whistleblowing? Limitations of Intervention ### ### 1. The individual can be wrong about the organization\'s actions. - Lower-level employees commonly do not have as much or as good information about ethical situations and issues as higher-level managers. Similarly, they may not be as experienced as higher-level managers in dealing with specific ethical issues. The quality of experience and information an individual has can influence the quality of his or her ethical judgments. To the extent that this is true in any given situation, the use of intervention may or may not be warranted. ### 2. Relationships can be damaged. - Suppose that instead of identifying with the individuals who want an organization to change its ethical behavior, we look at these situations from another perspective. How do we feel when we are forced to change our behavior? Further, how would we feel if we were forced by a subordinate to change, even though we thought that we had the position, quality of information, and/or quality of experience to make the correct decisions? Relationships would probably be, at the least, strained, particularly if we made an ethical decision and were nevertheless forced to change. If we are wrong, it may be that we do not recognize it at the time. If we know we are wrong, we still may not like being forced to change. How-ever, it is possible that the individual forcing us to change may justify his or her behavior to us, and our relationship may actually be strengthened. ### 3. The organization can be hurt unnecessarily. - If an individual is wrong in believing that the organization Is unethical, the organization can be hurt unnecessarily by his or her actions. Even if the individual is right, the organization can still be unnecessarily hurt by intervention strategies. ### 4. Intervention strategies can encourage \"might makes right\" climates. - If we want \"wrong\" people, who might be more powerful now or in the future than we are, to exercise self-restraint, then we may need to exercise self-restraint even when we are \"right.\" A problem with using force is that the other side may use more powerful or effective force now or later. Many people have been punished for trying to act ethically both when they were right and when they were wrong. By using force, one may also contribute to the belief that the only way to get things done in a particular organization is through force. People who are wrong can and do use force, and win. Do we want to build an organization culture in which force plays an important role? Gandhi\'s response to \"an eye for an eye\" was that if we all followed that principle, eventually everyone would be blind. being as a part What is Nielsen\'s point?  - For example, Yoshino and Lifson compare generalizations (actually overgeneralizations) about Japanese and American leadership styles: - \"***[In the United States]***, a leader is often thought of as one who **blazes new trails**, a virtuoso whose example inspires awe, respect, and emulation. If any individual characterizes this pattern, it is surely John Wayne, whose image reached epic proportions in his own lifetime as an embodiment of something uniquely American. *A **[Japanese leader]***, rather than being an authority, is more of a ***communications channel***, a ***mediator***, a ***facilitator***, and most of all, a ***symbol and embodiment of group unity***. Consensus building is necessary in decision making, and this requires patience and an ability to use carefully cultivated relationships to get all to agree for the good of the unit. A John Wayne in this situation might succeed temporarily by virtue of charisma, but eventually the inability to build strong emotion-laden relationships and use these as a tool of motivation and consensus building would prove fatal.\" - A charismatic, \"John Wayne type\" leader can inspire and/or frighten people into diverting from the routine. A consensus-building, Japanese-style leader can get people to agree to divert from the routine. In both cases, the leader creates **incremental behavior change beyond the routine**. How does leadership (being as a part) in its various cultural forms differ from the various intervention (being as an individual) strategies and cases discussed above? Some case data may be revealing. Social psychology - *Social psychology is the scientific study of how people\'s thoughts. feelings, and behaviors are influenced by the actual. imagined, or implied presence of others.* - We are in fact affecting each other subtly - The **study of attitudes** is a core topic in social psychology. - Attitudes are involved in virtually every other area of the discipline, including conformity, interpersonal attraction, social perception, and prejudice. What is the point about ethical leadership? - Why not being deliberate about that influence? - Because you can use that as ethical tool for change - *Character will still be caught, even if it is no systematically taught* (Kristiansson, 2013) - It's like a virus - Building relationship in the organization. Three pillars of leadership - People with higher levels of these tend to have greater influence. 1. Ethical leaders have **COMPETENCE** - They have ***skills, knowledge, and the ability to achieve***. 2. Ethical leaders have **CHARACTER** - They make ***moral choices and have the courage to make the right decisions even if it means they sacrifice or give up something***. 3. Ethical leaders have **PURPOSE** - They ***do things for a reason or cause larger than themselves***. - "**Spark**" - ***To blow the whistle happens in the individual*** - Thinking beyond and start thinking about transformation and organization through leadership - There is a way of leading the ethical way in the organization - You are already doing it (+ or -), without your deliberate effort because your **ETHOS** is always and already evident.  - ***Intervention is most effective*** if your life project is ethical. - You are in fact following a mission. - You are devoted in a mission. - The way we are behaving because it's connected to something deeper, not just in terms of profit. - **ETHOS** = **MISSION** 3 levels of intervention 1. **AGENTIAL** 2. **STRUCTURAL** -- organization, memos, policies, IRR, infrastructures 3. **SYSTEMIC** -- whole thing, are more than the sum of its parts (gestalt) starts to have a life of its own; self-preserving, self-organizing systems change +-----------------------------------+-----------------------------------+ | 12\. Numbers | - Can modify the quantity | | | | | | - "Laman" | | | | | | - Intervene with number as | | | needed | +===================================+===================================+ | 11\. Buffers | - Container | | | | | | - Stabilizing stock | +-----------------------------------+-----------------------------------+ | 10\. Stock-and-Flow structures | - Movement of the contained to | | | different containers | +-----------------------------------+-----------------------------------+ | 9\. Delays | - Start looking the length of | | | time it takes | | | | | | - The "temporal element" | +-----------------------------------+-----------------------------------+ | 8\. Balancing Feedback Loops | - Patterns or typical movement | | | in the system | | | | | | - "**Homeostasis**" | | | | | | - To keep everything in balance | +-----------------------------------+-----------------------------------+ | 7\. Reinforcing Feedback Loops | - "Exponential" | +-----------------------------------+-----------------------------------+ | 6\. Information Flows | - Affects systems behavior | | | | | | - Predator-prey example | +-----------------------------------+-----------------------------------+ | 5\. Rules | - Policies | | | | | | - IRR | +-----------------------------------+-----------------------------------+ | 4\. Self-Organization | | +-----------------------------------+-----------------------------------+ | 3\. Goals | By setting up a new goal by... I | | | simply need it could be a | | | **mission vision** or it can also | | | be organizational culture what's | | | and what's not because that's | | | something **implicit** and that's | | | the that's the unmentioned policy | | | in that organization in the | | | department for example where we | | | talked about more frequently | +-----------------------------------+-----------------------------------+ | 2\. Paradigms | - Mindset out of the system | +-----------------------------------+-----------------------------------+ | 1\. Transcending Paradigms | - Conceptualize new way of | | | thinking | | | | | | - **NEW WAYS OF THINKING** to | | | solve new problems | +-----------------------------------+-----------------------------------+ ACCOUNTABILITY - **ACCOUNTABILITY** is a **RELATIONSHIP OF POWER**. - **Specific variety of power**: **the capacity to demand** someone engage in reason-giving to **justify** her behavior, and/or the **capacity to impose a penalty** for poor performance. - \*It describes a relationship where person A\ is *accountable* to person B; this means two things: · A is obliged to **explain** and jus1fy his ac1ons to B;\ · A may **suffer sanctions**, if his conduct, or explana1on for it, is found wanting by B - 1st: difference between the **two key actor**s in the accountability drama: - **OBJECT**: one **obliged to account for his actions** and to **face sanction** - **AGENT:** one **entitled to demand answers** or **impose punishments.** - 2nd: two basic forms of accountability: - **ANSWERABILITY**: having to provide information about one's actions - **ENFORCEABILITY:** having to **suffer penalties** from those dissa1sfied either with the ac1ons themselves or with the ra1onale invoked to jus1fy them. - These aspects of accountability are some1mes called **answerability** and **enforceability.** equally important - A system that provides for sanctions alone, without a formal process of reason-giving, can make judgments about either the validity of conduct or the appropriateness of sanc1on both less good and less fair. - **Practical Operation of Accountability System**: - Further distinctions crucial to understanding why accountability is of direct relevance to human development. - 1st: force us to *confront the difference between de jure and de facto lines of accountability. T*he one is accountable to according to law or accepted procedure vs the one is accountable to because of their practical power to impose a sanction. - **De facto accountability** - In government activity is to **external donors** rather than to domestic institutions such as parliament, since the withdrawal of international grants and loans, or the threat of doing so if **certain policy actions are not taken,** constitutes a serious sanction. - **Need for accountability they usually referring to:** - Either way of **making de facto accountability relationships** correspond more closely with those stipulated in law, or else insisting that moral claims be encoded into law, or at least be followed in practice. - Either way, the emphasis is on placing a c**heck on the authority of the powerful,** both because their ac1ons affect those with relatively **less power** (who nevertheless possess certain rights) and because those **who hold state power do so**, implicitly or explicitly, in the name of people who cons1tute a political community. - **'Accountability'** is shorthand for **democratic accountability** - Accountability to **ordinary people** and to the legal framework through which **governance is affected** - Conventionally conceived as a way of providing citizens a means to **control the behavior of actors** such as poli1cians and government officials to whom power has been delegated, whether through elec1ons or some other means of leadership selection. - **That actors in the private sector** - have come to **assume many more powers** than they once did in large part explains why they have **come to be seen as legitimate objects of direct,** rather than mediated, accountability. Their manifest power over the public sphere has subjected them to a demand that they be **treated as holders of the public trust**, and therefore a **growing insistence** that they answer to ordinary people, not just state institutions, for their actions, and perhaps suffer direct sanctions. - "**Governmental accountability** -- that is, the duty of public officials to report their actions to the citizens, and the right of the citizens to take action against **those officials** whose conduct the citizens consider unsatisfactory -- is an essential element, perhaps the **essential element, of democracy".** - Basic Components:\ 1. obligation on governments to inform citizens of their ac1ons and to justify them United States Constitution:\ 2 examples, requires the president, 'from time to time',:\ 1. to provide congress with 'Informa1on of the State of the Union'\ 2. Vetoing any bill to publicly state his objec1ons to the bill, which are then to be published in the congressional journal. **2nd:\ Vertical forms of accountability\ **⁃ in which ci1zens and their associa1ons play **direct roles** in holding the powerful to account\ ⁃ ci1zens organize themselves into associa1ons capable of lobbying governments, demanding explana1ons and threatening less formal sanc1ons like nega1ve publicity.\ ⁃ state being held to account by **non-state agents.\ **ex: Elec1ons **Horizontal forms of accountability\ **⁃ in which the holding to account is **indirect, delegated to other powerful actors\ **⁃ formal rela1onships **within the state itself.** ⁃ exists when **one state actor has the formal authority to demand explanaQons** or impose penal1es on **another state actor\ **⁃ takes a large variety of forms.\ ex**:** Execu1ve agencies Accountability systems: **Empower independent agencies: -**to engage in detailed scru1ny of the ac1ons and decisions of bureaucrats and poli1cians. 1\. regulatory bodies 2\. auditors-general\ 3. an1-corrup1on commissions **3rd: difference between *ex-post* and *ex-ante* accountability** **Ex-post accountability**: -**the only true form of accountability**. Holders of power are expected to take ac1ons, the impacts of which can be **assessed only aoer the fact** by the agents of accountability, who may choose to impose sanc1ons if explana1ons for the decision, or its outcome, are deemed insufficient. **Ex-ante accountability**-- for instance,\ ⁃ when the decision-making process is **subjected to questioning before an action is finally approved**, as when government spending plans must be defended under cross-examina1on by opposi1on legislators, in which case the exercise of sanc1on can take the form of parliamentary rejec1on or substan1al amendment. \*dis1nc1on between ex ante and ex post accountability checks **helps to underscore the degree to which the frequency of scrutiny and public justificatio**n is an important variable affec1ng the capacity of accountability systems **to alter the incentives facing power-holders.** **4th: accountability is not synonymous with either the widely used term 'responsiveness' or with a subjective sense of responsibility.** **Responsiveness** - desired **aptitude of power-holders** towards ordinary ci1zens\ **Public sector actors** have a **duty to be responsive** to the members of the public with whom they interact, but to **account for their actions to their seniors**, who account to the legislature and the execu1ve, to financial auditors, and to higher court judges. **Responsiveness of public-sector actors** is **not governed** by the same set or intensity of rules, checks, and constraints as the accountability of these actors. **Responsiveness** is a **product** of a somewhat i**ntangible relationship** between **citizens** and the **state**, a rela1onship based upon a c**ulture of democratic tolerance**, shared understandings of norms and morals in public conduct, and an ethos of public service based upon the trust which publics must, of necessity, place in bureaucrats, the police, poli1cians, and the judiciary **when these bodies are accorded the right to act as custodians of the public interest.** **Idea of Responsibility = closely related to Accountability\ **⁃ dis1nguished by the **lack of formal compulsion.\ **⁃ actor may **feel responsible** for taking ac1on to improve the lot of poor people, **but may not be required**, technically and legally, to account for her ac1ons or non-ac1ons.\ ⁃ voluntary ac1on, commitments w/c are not to be enforced Boundaries of accountability -constant state of flux. ⁃ **Political engagement** of late has been geared towards **pushing voluntary self-regulation into enforceable commitments** -- though not necessarily through state regula1on.\ **Objective: transform the grudging admission among powerful actor**s that their **influence over the lives of ordinary people** amounts to moral responsibility into a more concrete set of mechanisms for achieving de facto accountability. **PART III (Pages 11-12)\ HUMAN DEVELOPMENT DENIED: HOW AND WHY A LACK OF ACCOUNTABILITY HARMS THE POOR** World Development Report 2000- 01 : a. lack of assets\ b. security\ c. power Being u**nable effectively** to demand accountability is both a part of **being poor** and one of the reasons **why poor people remain poor.** This chapter examines **deprivations facing poor people** with respect to **four key areas necessary for human development**, including access to: 1\. Sustainable Livelihoods, par1cularly l**and and fair** wages. 
\ 2. **Capability**-Enhancing Services, par1cularly **education and health-care**. 
 3\. Decent **Environmental** Quality, particularly c**lean air and unpolluted water**. 
\ 4. Physical **Security**, par1cularly **freedom from abuse (and neglect) by police.** 
 The **reasons for institutional failure are not reducible to corruption**, defined generically as the **abuse of public office for private gain**. The **failure of accountability institutions** -- especially those that allow human deprivation to thrive unchecked -- is caused by inter related, but analytically distinct phenomena: **capture and bias.** **Capture** : consists mainly of **corruption**, but also other forms of undue influence that do not, technically speaking, cons1tute corrup1on in that they **stem from the intimidation faced by officials** (from, for instance, poli1cians and the criminal underworld) rather than from an **interest in direct pecuniary gain.** **Bias-**related accountability failures: occur when the **poor remain disadvantaged** because of built-in impediments to the reduc1on of the depriva1ons they face. This takes at least two forms: quizzes Conflict of Interest 1. **The Law of Agency arises because of the Principal-Agent relationship. The owner of the Sari-sari storeowner has hire other people to do finance, procurement, operation, etc for the business. This brings about the duty of the agent to act for and in behalf of the principal. Is this true or false?** A. **True** B. False 2. **When does conflict of interest arise? When the principal acts in a way that harms or could potentially harm the agent. In this context, the principal acts in a way that neglects the agent. Is this true or false?** C. True D. **False** 3. **What was our point about being \"stuck in a compliance mentality\"?** E. People think that the principal is the immediate shareholder, who is harmed in COI F. **People think often about the ethical implications of COI** Accountability Reading Questionnaire 1. This is from the Introduction: These days, no fiery demand for social justice -- or, for that matter, sober discussion of public policy -- is complete without a demand that the powerful heed the voices of ordinary people, or that ordinary people be enabled to hold the powerful to account. Is this citation correct? A. **True** B. False 2. **What is accountability? It describes a relationship where person A is accountable to person B; this means two things:** **A is obliged to explain and justify his actions to B; or** **A may suffer sanctions, if his conduct, or explanation for it, is found wanting by B.** **Is this description correct?** C. **True** D. False 3. **In the second paragraph of page 5: Accountability is thus a \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. But it denotes a specific variety of power: the capacity to demand someone engage in reason-giving to justify her behavior, and/or the capacity to impose a penalty for poor performance.** - **Relationship of Power** 4. **On page 7, we distinguished between vertical and horizontal accountability. Is the following statement true or false? Electing a public official is an example of horizontal accountability.** E. True F. **False** 5. **On page 5, we described two forms of accountability; the first is \"answerability\" which means:** G. **Having to provide information about one's actions and justifications for their correctness** H. Having to suffer penalties from those dissatisfied either with the actions themselves or with the rationale invoked to justify them 6. **On page 5, we described two forms of accountability; the second is \"enforceability\" which means:** I. Having to provide information about one's actions and justifications for their correctness J. **Having to suffer penalties from those dissatisfied either with the actions themselves or with the rationale invoked to justify them** 7. **From page 6, is this citation correct? First, actually existing accountability systems force us to confront the difference between de jure and de facto lines of accountability. In the real world there is very often a difference between whom one is accountable to according to law or accepted procedure, and whom one is accountable to because of their practical power to impose a sanction. Which is why the stripped- down definition of accountability is shorn of moral content: it does not specify who plays the roles of A and B, the objects and agents of accountability. In principle, of course, politicians are answerable to citizens. But in practice they are often more immediately concerned with the sanctions wielded by corporate interests, such as the withdrawal of campaign finance.** K. **True** L. False 8. **In Part III: HUMAN DEVELOPMENT DENIED: HOW AND WHY A LACK OF ACCOUNTABILITY HARMS THE POOR, the four key areas necessary for human development are:** **1. Sustainable Livelihoods, particularly land and fair wages.** **2. Economy-Enhancing Services, particularly education and health-care.** **3. Decent Socio-economic Quality, particularly effective goods and services.** **4. Physical Security, particularly freedom from abuse (and neglect) by police.** **Is this true of false?** M. True N. **False** 9. In Part III, we said that the two reasons why institutions fail in holding people accountable are: O. Inefficiency and capture P. Bias and inefficiency Q. **Bias and capture** R. Bureaucracy and capture 10. **In Part IV, we said:** **In the last two decades of the twentieth century, two huge currents of social, economic and political change have altered the understanding of accountability and profoundly influenced efforts to improve the functioning of accountability systems.** **What are those two?** A. **Democratization and industrialization** B. **Democratization and globalization** C. **Republicanism and globalization** Virtue Ethics 1. The right action, in the context of virtue ethics, is called the mesotes. It means, \"middle\", specifically it is between excess and deficiency. A. **True** B. False 2. What is the mesotes of indecisiveness and impulsiveness? C. Recklessness D. **Self-control** E. Conscientiousness 3. Why is this decision-making framework called "virtue ethics"? Because it requires us to cultivate virtues, which are high level skills and traits that make us more effective and more successful human beings. F. **True** G. False 4. What are alternative names that we can call the mesotes? \[Choose the best answer.\] H. "Mahusay na diskarte" I. The wise decision J. Tantum quantum K. **All of the above** deontology 1. As we said in the video lecture, in the context of deontology, why must I do the right thing? Because it is the \_\_\_\_\_\_\_\_\_\_\_\_\_ thing to do. Answer: **RIGHT** 2. How can I find out what my duty is? By using the \_\_\_\_\_\_\_\_\_ to test the rightness/wrongness of actions. A. **Universalizability method** B. Mesotes C. Utilitarian calculus 3. **When something is \"just right\" the same way that 1 + 1 = 2 is just right, we can associate deontology with moral imperatives, such as do not borrow money without intending to pay, or do not murder, or do not lie. These moral imperatives are \"just right\", insofar as they undergo the universalizability method.** D. **True** E. False 4. According to Primitivo Mijares in the excerpt from Conjugal Dictatorship, how much in total was offered to him for his non-testimony and departure from the US? F. \$50,000 G. \$100,000 H. \$75,000 5. In the context of paternalism, the child is mature, thus the child can make decisions for its own best interest. I. True J. **False** 6. Autonomy is a moral maturity, to act according to the rightness or wrongness of actions. This means, I can think for myself and thus legislate and impose the law upon myself. K. **True** L. False - *Remember autonomy = autos + nomos, or SELF-LAW.* - *Autonomy is the ability to legislate and impose the law upon myself. I am the author of the law that I apply to myself. This is moral maturity.* - *The opposite is paternalism, which means thinking like a child. I need an authority figure to make me comply with the law, using rewards or punishments.* 7. Suppose someone decided to comply with the duty, \"do not borrow money without intending to pay\", but acted in a paternalistic way, this means: M. **He would need rewards or punishments to follow the imperative.** N. He would act in a self-legislating manner. O. He would be misguided in his behavior 8. In the magisterial lecture, according to Dr. Bulaong, the duty to tell the truth has a value today because of the deeper crisis of truth telling (fake news, cyber propaganda, abuse of social media). P. **True** Q. False 9. In the magisterial lecture, the story of \_\_\_\_\_\_\_\_\_\_ showed the difference of dignity and price. **Answer: Primitivo Mijares** Utilitarianism 1. **In Utilitarianism, actions are evaluated according to what?** A. consequences B. virtue C. duty D. **some of the answers above** E. all of the answers above F. No answer text provided. G. No answer text provided. *Both results and consequences (synonyms!) are used to evaluate actions, in the context of Utilitarianism.* 2. **Is utilitarianism a cost-benefit analysis that is applied to ethics?** H. **Yes, when you compute for the net benefits and costs, that is exactly the cost-benefit analysis** I. **No, the scope of utilitarianism surpasses the scope of the first-person perspective** 3. **In Utilitarianism, we have to choose the action/decision that promotes the greatest \_\_\_\_\_\_\_\_\_\_\_\_\_ for the greatest \_\_\_\_\_\_\_\_\_\_\_\_\_\_.** **Answer: Happiness, Number** 4. **What is the second step of the Utilitarian Calculus?** J. **Identify alternative actions or policies that are available** K. **Choose the alternative that produces the maximum benefits** L. **For each alternative, estimate the foreseeable benefits and costs that it will produce in the future** 5. **In the thought experiment about the utilitarian medical doctor, which alternative (after all the computations) was estimated to bring the greatest benefit?** M. **Alternative 1: give Pedro meds, nothing can be done for Anna, Jose, and Maria** N. **Alternative 2: give Pedro sleeping pills, then harvest organs for donation to Anna, Jose, and Maria** 6. **In that thought experiment, what will Pedro say?** O. **That is fair, I understand that the estimates are correct.** P. **That is not fair, I just visited you to get some neozep, then my organs get harvested?** 7. **Utilitarianism is not only intuitive; it is also practical and measurable.** Q. **True** R. False Nielsen\'s Changing Unethical Organization 1. **Please verify:** **There are two parts of the Nielsen article; namely,** **1. Being as Individual** **2. Being as Part** **The second part, \"Being as part\" is about ethical leadership. Are all these claims true?** R. **True** S. False 2. **Who is Primitivo Mijares?** Choose the best answer below. A. **All of the answers here** B. He was a journalist in the 1970s C. He was close to Marcos D. He blew the whistle and until today his body has not been found 3. **According to Nielsen, there is only one kind of whistle-blowing. This is the kind exemplified by Heidi Mendoza, Primitivo Mijare, et cetera.** E. True F. **False** 4. **Which one is true?** G. The first kind of whistleblowing is to secretly blow the whistle within the organization; while the tenth kind is to quietly refrain from implementing an unethical order/policy H. **The ninth kind of whistleblowing is to conscientiously object to an unethical policy or refuse to implement it; while the twelfth kind is to publicly blow the whistle outside the organization** 5. **In what facts about our human nature is ethical leadership embedded?** **Choose the best answer below.** I. We are social creatures J. We are constantly watching each other K. We constantly influence each other, whether or not we are aware of it L. **All of the answers here** 6. **Character will still be \_\_\_\_\_\_\_\_\_\_\_\_ , even if it is not systematically \_\_\_\_\_\_\_\_\_\_\_\_\_\_.** Answer: **Caught, Taught** 7. **The main point of \"ethical leadership\" is, after all, that we should lead by example.** M. Yes, correct, this is what social psychology implies. N. **No, we said it is trite, it almost means nothing in society today. Instead, we said, \"deisgn your life project to be transformative\".** 8. **What is the central point about \"being as part\" or ethical leadership?** O. You should lead by example P. **Lead ethical change by deliberately fashioning your ethos.** Q. You have to know what the kinds of whistleblowing are - *We did not say that \"leading by example\" is wrong, but we said that it is trite. The much deeper meaning:* - *It is better to design your life project to be transformative.\"* - *This point is connected to the first lecture concerning ethos, mission, and the third stone mason.* 9. **I need to be in a high position (or have authority) to lead ethical change.** R. True S. **False** 10. **On page 125 of the article, the second limitation of the whistleblowing kind of intervention is when\...** T. The individual can be wrong about the organization\'s actions U. **Relationships can be damaged** V. The organization can be hurt unnecessarily 11. **On page 128, the third limitation to leading ethical change is\....** W. Sometimes ethical win-win situations may not be possible X. Some people may not be good leaders, they may not know how leadership can be applied to organizational issues Y. **Some organizational environments may discourage leadership that is non-conforming**