Tyler Shultz and Theranos

Topic:  Tyler Shultz and Theranos

Ethical Decision Making

Case Study Assignment:  5%

 

Topic:  Tyler Shultz and Theranos

Watch the interview video about the Theranos Story.

https://www.scu.edu/ethics/focus-areas/business-ethics/resources/teaching-note-interview-of-theranos-whistleblower-tyler-shultz/

 

Learning Outcomes

After watching the video, students should be able to:

  1. Identify the organizational and personal challenges faced by whistleblowers.
  2. Reflect upon Tyler’s decision to blow the whistle, in light of the specific organizational and personal challenges he faced.

 Written Reflection

 Provide a 2 – 3 sentence written reflection for the following questions:

  1. Define “Whistleblowing”
  2. What personal values would you use to decide your course of action if you were in Tyler’s shoes?
  3. Describe why some employees decide to blow the whistle, while other employees choose to stay silent.
  1. Did Tyler follow a Duty ethic or a Consequentialist ethic? Describe why you decided on your answer based on the class teachings on Duty and Consequentialism.
  2. Thinking about Tyler’s boss, Elizabeth, did she follow a Duty ethic or a consequentialist ethic, and why did you decide that?

 

Major Required Courses

Major Required Courses

REQUIREMENTS

Discuss the connections that your previous coursework, at school has on the project and the selection of your internship location(community health center).  Be sure to connect what you are working on in your internship to what you learned in the “Major Required Courses” you completed as part of the Health Science or Health Management Program, for example: Biology, Chemistry, Foundations of Healthcare Management, Financial Accounting, Introduction to Corporate Finance, Ethical Issues in Healthcare, Human Resources Management, Health Law and Regulation, Intercultural Communication, Healthcare Operations, Health Informatics, Risk Management and Quality Assurance, Public Health and Healthcare Policy. Please consult your college transcript for the complete list of courses you completed at NU, as these might be slightly different from those listed above

Amazon’s supply chain

 

Amazon’s supply chain

Respond to the following:

1. How does Amazon’s supply chain work?

2. How has Amazon’s supply chain given it a competitive advantage?

3. In the exercise (see attachment), what additional research should the consulting team gather and analyze?

4. In the exercise (see attachment), what process should the consulting team recommend for solving the internal risks to the supply chain and mitigating the conflict between labor and senior management?

NOTE

APA format

175 – 265 words

Cite at least one (1) peer-reviewed reference

Managing an Outbreak

Managing an Outbreak

Week 7 Assignment – Managing an Outbreak
Overview
In this assignment, you will be tasked with developing a data-driven plan to improve patient outcomes from a transmissible disease outbreak scenario in a typical health care facility.

Instructions

To complete this assignment, remember to reference the resources you found in your Week 6 activity.

In addition, you may also use the Internet and Strayer databases as well as refer to your readings in the textbooks.Write a 5–6 page paper in which you do the following:

Evaluate three possible epidemiological approaches you might utilize to manage the chosen outbreak.
Be sure to compare and contrast your chosen approaches.
Recommend at least six steps in a plan that may be presented to an audience of interest to prevent the proliferation of this particular disease.
Be sure to include support for recommendations.
Use at least six peer-reviewed academic resources (this may include the three sources from your Week 6 activity) in this assignment.
Use at least six sources to support your writing. Choose sources that are credible, relevant, and appropriate. These sources must be less than 5 years old. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the Strayer Library or review Strayer Library Guides.
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your faculty for any additional instructions.

Resources
From Managerial Epidemiology:

Chapters 1.9, 3.11, 7.7–7.8, 10, 11.14, 14, 15.
The specific course learning outcome associated with this assignment is:

Develop a data-driven plan that uses epidemiologic principles to improve patient outcomes in a transmissible disease outbreak in a health care setting.
Cover and Reference page does not count towards the page length.

English 209 Research Essay Assignment Sheet Crawford 1

English 209 Research Essay Assignment Sheet Crawford 1

Research Essay Assignment Sheet:
Length: 2000 words (i.e., about 6 full double-spaced pages minimum. A paper less than 5
complete, double spaced pages may be penalized for not meeting the assignment-length
requirements. Papers longer than 10 pages are not recommended). This word count excludes the
Research Proposal and Annotated Bibliography.
Total Final Grade weight: Research Proposal and Annotated Bibliography 15%, Final
Research essay 35%.
Due Dates:
Thursday, September 1: Topics assigned in class.
Friday, September 30: Parts 1 and 2: Research Proposal and Annotated Bibliography:
Part 1: Craft an argumentative thesis statement and then construct an outline for your research
essay. See below for details on what constitutes an argumentative thesis. 100 word minimum.
Part 2: The annotated bibliography should include a minimum of 4 academic sources located
through the library and/or the library’s website. Please note that at least 2 of these sources must
be physical books that you check out of the library (i.e., Gorgas). Do not use resources designed
for children and/or young adults (this includes all items located at McLure library). Do not use
sources found through non-academic search engines (e.g., Google). If you are unsure of the
suitability of the source, please consult me. 400 word minimum for all of the annotations (with
an 80-word minimum for each entry).
For both parts the minimum word count is 500 words for Part 1 and Part 2 together.
Friday, November 11: Part 3: Final Research Essay:
You will write one literary research essay in which you combine your own reading of a text or
texts which we have covered in class with research from at least 4 academic resources, at
minimum 2 of which must be physical books that you check out from the library. An
argumentative thesis is required for this essay, based on the topic assigned to you in class. Word
count: 2,000 words.
The Rubric used to grade both parts of this project is provided at the end of this document.
What this assignment is: Based on your assigned topic you will write one research essay
exploring one or more of the texts we covered this semester. You may read ahead to research a
text or assigned topic that we have not yet covered. You must only write your research essay on
that specific topic.
In this essay you are required to write a literary analysis Research Essay with an argumentative
thesis statement. You will then support the claim of your argumentative thesis statement with a
combination of close reading and scholarly academic research that supports your argumentative
English 209 Research Essay Assignment Sheet Crawford 2
thesis statement. You will make claims that support your argumentative thesis and then provide
support for those claims based on your own unique close readings and scholarly research.
Additionally, you should not have more than one entire page, double spaced, of historical
information and/or textual summary regardless of your assigned topic. Do not include any more
than two sentences of biographical information on the author in the entire essay unless you have
approval from your instructor.
Any essay that focuses either exclusively, or primarily, on the biographical information of an
author or authors, or on a historical topic, does not fulfill the requirements of the assignment
(unless the merits of the assigned topic necessitate it) and consequently will receive a grade of 0.
You must properly integrate all quotes within your own sentences. Do not insert quotes without
integrating them into your own sentences. You must properly cite and document all sources
quoted. No block quotes are allowed including from both primary and secondary sources,
including poetry. Make sure that you avoid the first person (the only exception to this is in the
Thesis Statement, per the instructions on formulating that part elsewhere in this Assignment
Sheet). Please keep in mind that this is not a personal response (i.e., reflection) to a work or
works.
Please see the accompanying handout from the Purdue OWL for further details on what is
expected in this paper.
Source Requirement: You are required to use at least 4 academic resources, 2 of which must be
physical books which you checked out from the library. You MUST include a Works Cited
section at the end of your essay, with proper MLA formatting.
Thesis Statement: Your thesis statement should be in the form of an argument and should
imitate the following pattern: “In this essay I will argue that [your argument] in [text or texts that
you are arguing from] because [Reason 1], [Reason 2], and [Reason 3].”
Example Thesis Statement: In this essay I will argue that [Argument:] Henry David Thoreau’s
use of world religions in Walden was because [Reason 1:] he wanted to communicate to readers
the relevance of religion in living life, [Reason 2:] to show that religion can help one relate to
nature, and [Reason 3:] that he wanted to prove to readers that he was well read.”
Match limit: No more than 25% of the entire text of your essay’s body paragraphs may be
quoted material; this quote percentage limit includes use of both primary texts and scholarly
sources. The “Works Cited” list, i.e., Bibliography, is not included in this percentage.
Assigned Topics: Your instructor will assign you a specific essay topic on which you should
write. Note that regardless of your topic, you should focus primarily on the assigned primary
text(s) (i.e., the poem, novel, play, or other literary item) rather than secondary research, such as
scholarly and historical information that you have gathered from academic books and journals.
Note that the 25% limit on quoted material is inclusive of both of these types of sources; that is,
no more than 25% of your entire essay may be quoted from a combination of primary and
secondary material. If you have been assigned a topic, you must only write your research essay
English 209 Research Essay Assignment Sheet Crawford 3
on that specific topic. If you are assigned a specific topic and you do not write on it, you will not
fulfill the assignment and therefore not receive any credit for this assignment.
Disallowed Topics: Essays should avoid discussing Edgar Allan Poe, Anne Bradstreet,
Benjamin Franklin, and Thomas Paine unless you have something original to say, or you are
writing on a topic assigned to you by the instructor. You should generate your own topic for your
essay, UNLESS a topic has been assigned to you. Topics assigned by your instructor may
include the authors listed above only if the research topic is assigned to you specifically and
directly by the instructor. If you are not assigned a topic that includes these authors, you should
not include them in your essay.
Please note that there will be no revisions of this essay allowed once it is submitted. In other
words, if you submit this research essay and it does not fulfill the requirements of this
assignment, and/or if your paper violates any of the instructions on this assignment sheet, you
will not receive any credit for this assignment. No revisions or re-submissions will be allowed
before or after the due date.
Writing Center Requirement:
You are required to attend a session at the UA Writing Center. See their website
https://writingcenter.ua.edu/ or visit their office in Lloyd Hall 322 to make an appointment. At
your meeting you will be given the option to have the Writing Center email me at
bcrawford@ua.edu . They must submit this email to me by the end of day on November 11 for it
to count. Failure to submit proof of your appointment (the email sent directly from the Writing
Center) will result in a loss of 10 points on your Final Research Essay after it has been graded
according to the Rubric. Emails confirming appointments do not count toward this requirement.
Paper formatting:
Please note that all papers must follow standard MLA formatting, this includes being in Times
New Roman, 12 point font with standard one-inch margins on all sides of the page.
This includes having your name and the page number at the top of every page.
In addition, your essay MUST have
-a title
-any use of illustrations and/or images must be properly cited both adjoining the illustration
and/or image, as well as in the Works Cited page. Illustrations and/or images do not count
toward the minimum page count.
-include an outline of your essay after the Works Cited list.
-include the word count of your essay after the Works Cited list.
-physical copies must be stapled.
-failure to comply with these rules may negatively affect your grade.
English 209 Research Essay Assignment Sheet Crawford 4
Academic Honesty: All the work you turn in must be original and your own. You may not turn in
work from a paper file, a friend or family member, the Internet, or a tutor. Papers that do not
comply with this policy will be turned over to the Dean’s Office for review. In addition, you should
also consult with your instructor before you turn in a paper written for another class.
Before You Begin That Paper
Adapted by The UA First-year Writing Program with permission from UCLA Dean of Students
Office
1. Be sure you understand your assignment. If you have ANY questions, do not
hesitate to ASK your instructor.
2. Be sure you understand the definition of PLAGIARISM.
According to The Concise Oxford Dictionary of Literary Terms (Oxford University Press, 2001,
2004. Answers.com 09 Jul. 2007. http://www.answers.com/topic/plagiarism) plagiarism is “the
theft of ideas (such as the plots of narrative or dramatic works) or of written passages or works,
where these are passed off as one’s own work without acknowledgement of their true origin.”
Many college writing assignments—from small homework assignments all the way up to
long research projects—will require you to incorporate the words and ideas of others. If your
assignment directs you to consult outside sources, be sure to use and cite them correctly. If
you are not sure how to do this, ask BEFORE submitting the work for credit.
If your assignment says NOT to use outside sources, be sure that you DON’T. College-level
work involves personal growth, and often that involves wrangling with issues and ideas on
your own before you turn to outside sources. Don’t shortchange yourself. Do the
assignment as assigned. If your teacher says “no outside sources,” then be assured that he or
she wants YOUR ideas and not the ideas
you gathered from a Google search or Wikipedia.
Plagiarism also includes “patchwriting,” wherein a passage is copied from another source
and then select words are changed to synonyms of the words in the original passage. This
retains the original source’s ideas, and consequently is plagiarism.
3. Be sure you understand the CONSEQUENCES of plagiarism.
When you plagiarize, you hand in work that is not your own (or not entirely your own). That
means that you sabotage the quality of your own education and your own learning experience.
When you plagiarize, you steal—from yourself and from others. The University assumes that
the grades you earn in your courses represent you own work. When you plagiarize—even if
you “get away with it”—you undermine the value of your own college degree.
When you plagiarize, chances are good that you will get caught. If that happens, you should
be aware that there will be very real consequences, including suspension or expulsion from
the University. Consider the impact on your financial aid, on your plans to attend graduate
school, on your career, on your housing situation, on your family and friends!
English 209 Research Essay Assignment Sheet Crawford 5
4. Be sure you understand that there are ALTERNATIVES to plagiarism.
• Your instructor will explain in class how you can avoid plagiarism. For additional help,
visit your instructor’s office: make an appointment or drop in during office hours.
• Consult your writing textbook for advice on taking notes, summarizing, paraphrasing,
quoting, citation, and documentation.
• Visit The University of Alabama Writing Center (322 Lloyd Hall).
5. Be sure you understand that UA instructors are REQUIRED to refer possible cases
to their divisional academic misconduct monitor. This does not mean you are guilty of
plagiarism; it means the situation needs further review. For English courses, the monitor is
Tom Wolfe, Associate Dean of the College of Arts and Sciences.
The following pages were originally sourced from the OWL at Purdue, and have been edited to
mostly, but not necessarily perfectly, reflect the specific requirements of this class and the
assignments listed above. Note: the following remarks are for informational and example
purposes only, and do not constitute either an implicit or explicit extension, addendum, coda,
qualification, or other form of the above assignment sheet. If there is a contradiction found
between the information hereafter and the information heretofore, then the information
heretofore is correct.
This page is brought to you by the OWL at Purdue https://owl.english.purdue.edu/).
Contributors: Mark Dollar, Purdue OWL.
Summary: This handout provides examples and description about writing papers in literature. It
discusses research topics, how to begin to research, how to use information, and formatting.
What Makes a Good Literature Paper?
An argument
When you write an extended literary essay, often one requiring research, you are essentially
making an argument. You are arguing that your perspective-an interpretation, an evaluative
judgment, or a critical evaluation-is a valid one.
A debatable thesis statement
Like any argument paper you have ever written for a first-year composition course, you must
have a specific, detailed thesis statement that reveals your perspective, and, like any good
argument, your perspective must be one which is debatable.
English 209 Research Essay Assignment Sheet Crawford 6
Examples
You would not want to make an argument of this sort:
Shakespeare’s Hamlet is a play about a young man who seeks revenge.
That doesn’t say anything-it’s basically just a summary and is hardly debatable.
A better thesis would be this:
Hamlet experiences internal conflict because he is in love with his mother.
That is debatable, controversial even. The rest of a paper with this argument as its thesis will be
an attempt to show, using specific examples from the text and evidence from scholars, (1)
how Hamlet is in love with his mother, (2) why he’s in love with her, and (3) what implications
there are for reading the play in this manner.
You also want to avoid a thesis statement like this:
Spirituality means different things to different people. King Lear, The Book of Romans,
and Zen and the Art of Motorcycle Maintenance each view the spirit differently.
Again, that says nothing that’s not already self-evident. Why bother writing a paper about that?
You’re not writing an essay to list works that have nothing in common other than a general topic
like “spirituality.” You want to find certain works or authors that, while they may have several
differences, do have some specific, unifying point. That point is your thesis.
A better thesis would be this:
Lear, Romans, and Zen each view the soul as the center of human personality.
Then you prove it, using examples from the texts that show that the soul is the center of
personality.
Literature Topics and Research
Contributors: Mark Dollar, Purdue OWL.
Summary:
This handout provides examples and description about writing papers in literature. It discusses
research topics, how to begin to research, how to use information, and formatting.
What kinds of topics are good ones?
The best topics are ones that originate out of your own reading of a work of literature, but here
are some common approaches to consider:
English 209 Research Essay Assignment Sheet Crawford 7
• A discussion of a work’s characters: are they realistic, symbolic, historically-based?
• A comparison/contrast of the choices different authors or characters make in a work
• A reading of a work based on an outside philosophical perspective (Ex. how would a
Freudian read Hamlet?)
• A study of the sources or historical events that occasioned a particular work (Ex.
comparing G.B. Shaw’s Pygmalion with the original Greek myth of Pygmalion)
• An analysis of a specific image occurring in several works (Ex. the use of moon imagery
in certain plays, poems, novels)
• A “deconstruction” of a particular work (Ex. unfolding an underlying racist worldview in
Joseph Conrad’s Heart of Darkness)
• A reading from a political perspective (Ex. how would a Marxist read William Blake’s
“London”?)
• A study of the social, political, or economic context in which a work was written — how
does the context influence the work?
How do I start research?
• The library:
The Internet rarely offers serious direct scholarship; you will have to use sources found in
the library, sources like journal articles and scholarly books, to get information that you
can use to build your own scholarship-your literary paper. Consult the library’s on-line
catalog and the MLA Periodical Index. Avoid citing dictionary or encyclopedic sources
in your final paper.
How do I use the information I find?
The secondary sources you find are only to be used as an aid. Your thoughts should make up
most of the essay. As you develop your thesis, you will bring in the ideas of the scholars to back
up what you have already said.
For example, say you are arguing that Huck Finn is a Christ figure; that’s your basic thesis.
You give evidence from the novel that allows this reading, and then, at the right place, you might
say the following, a paraphrase:
According to Susan Thomas, Huck sacrifices himself because he wants to set Jim free (129).
If the scholar states an important idea in a memorable way, use a direct quote.
“Huck’s altruism and feelings of compassion for Jim force him to surrender to the danger”
(Thomas 129).
Either way, you will then link that idea to your thesis.
Contributors: Mark Dollar, Purdue OWL.
Summary: This handout provides examples and description about writing papers in literature. It
discusses research topics, how to begin to research, how to use information, and formatting.
English 209 Research Essay Assignment Sheet Crawford 8
Formatting
What about MLA format?
All research papers on literature use MLA format, as it is the universal citation method for the
field of literary studies. Whenever you use a primary or secondary source, whether you are
quoting or paraphrasing, you will make parenthetical citations in the MLA format [Ex. (Smith
67).] Your Works Cited list will be the last page of your essay. Consult the OWL handout on
MLA for further instructions.
Note, however, the following minor things about MLA format:
• Titles of books, plays, or works published singularly (not anthologized) should be
italicised unless it is a handwritten document, in which case underlining is acceptable.
(Ex. Hamlet, Great Expectations)
• Titles of poems, short stories, or works published in an anthology will have quotation
marks around them. (Ex. “Ode on a Nightingale,” “The Cask of Amontillado”)
• All pages in your essay should have your last name the page number in the top right hand
corner. (Ex. Jones 12)
Tip
If you’re using Microsoft Word, you can easily include your name and page
number on each page by following these steps:
1. Open “View” (on the top menu).
2. Open “Header and Footer.” (A box will appear at the top of the page you’re on.
And a “Header and Footer” menu box will also appear).
3. Click on the “allign right” button at the top of the screen. (If you’re not sure which
button it is, hold the mouse over the buttons and a small window should pop up
telling you which button you’re on.)
4. Type in your last name and a space.
5. Click on the “#” button which is located on the “Header and Footer” menu box. It
will insert the appropriate page number.
6. Click “Close” on the “Header and Footer” window.
What else should I remember?
• Don’t leave a quote or paraphrase by itself-you must introduce it, explain it, and
show how it relates to your thesis.
• When you quote brief passages of poetry, line and stanza divisions are shown as a slash
(Ex. “Roses are red, / Violets are blue / You love me / And I like you”).
• For more help, see the OWL handout on using quotes.
This page is brought to you by the OWL at Purdue (https://owl.english.purdue.edu/).
English 209 Research Essay Assignment Sheet Crawford 9
Rubric for both parts: Research Proposal and Annotated Bibliography and the Final
Research Essay:
Criterion 1: Assignment, Audience, Purpose (20% Weight):
Exemplary (18-
20%)
Advanced (16-
17%)
Proficient (14-
15%)
Developing (12-
13%)
Unsatisfactory (0-
11%)
Essay not only
follows
assignment
guidelines, appeals
to appropriate
audience, and
maintains a clear
purpose, but does
so in a creative
way that
transcends simply
following the
assignment.
All assignment
guidelines are
followed. Moves
are made
throughout the
essay to appeal to
the appropriate
audience. The
purpose is clear
throughout the
entire essay.
Basic assignment
guidelines
basically are
followed
correctly. The
essay basically
works for the
appropriate
audience. The
purpose is
sustained
throughout the
entire essay.
Essay exhibits a
few of the
following issues:
minor variations
from assignment
guidelines, minor
lapses in writing
to the appropriate
audience, and/or
unclear purpose in
one or more
places.
Essay exhibits a few
of the following
problems:
assignment not
followed, essay not
written to
appropriate
audience, and/or no
discernible purpose.
Criterion 2: Content and Development (30% Weight):
Exemplary (27-30%) Advanced
(24-27%)
Proficient
(21-23%)
Developing (18-20%) Unsatisfactory
(0-17%)
Critical thinking, which
may include exploring
multiple sides of an issue,
recognizing the big picture,
and connecting ideas in
interesting ways, shows
advanced engagement with
the essay topic. All claims
are supported with evidence
and explanations, and the
evidence and explanations
are seamlessly integrated
with the student’s ideas.
Critical
thinking
adds
significant
value to the
essay. All
claims are
supported
with
evidence and
explanations.
Critical
thinking is
attempted
throughout
the essay.
Many claims
supported
with evidence
and
explanations.
Critical thinking is
noticeably missing in
parts of the essay.
There is little attempt
to consider multiple
sides of the issue or
recognize larger issues
within the essay topic.
Body paragraphs lack
enough support and/or
explanation to support
thesis or topic sentence
claims.
Critical thinking
is missing or
adds no value to
the paper.
Evidence and/or
explanations are
largely missing
from the paper.
Criterion 3: Organization (20% Weight):
Exemplary (18-20%) Advanced (16-
17%)
Proficient (14-15%) Developing
(12-13%)
Unsatisfactory (0-11%)
Thesis guides the paper
and provides an
insightful entrance into
the topic. Paragraphs
focus on one topic each
and are introduced in a
sensible order. The
ordering of and
transitions between
paragraphs and
sentences enhance
Thesis guides the
paper and is
clear. Paragraphs
focus on one
topic each. The
ordering of and
transitions
between
paragraphs and
sentences
enhance
Thesis guides the
paper. Paragraphs for
the most part focus on
one topic each. The
order of and transition
between paragraphs
and sentences makes
sense for the paper
overall, even if there
are a few minor lapses
in effectiveness.
A few of the
following
areas are
ineffective:
thesis,
paragraphing,
transitions
between
paragraphs
and/or
sentences,
A number of the
following issues are
ineffective: thesis,
paragraphing, transitions
between paragraphs
and/or sentences,
introduction, or
conclusion.
English 209 Research Essay Assignment Sheet Crawford 10
development of ideas.
Transitions are
especially insightful.
Introduction and
conclusion are thoughtprovoking.
development of
ideas within the
paper.
Introduction and
conclusion add
value to the
paper.
Introduction and
conclusion are
appropriate for the
paper.
introduction,
or
conclusion.
Criterion 4: Style (15% Weight):
Exemplary (14-
15%)
Advanced (12-
13%)
Proficient (11%) Developing (9-
10%)
Unsatisfactory (0-
8%)
Voice, tone, and
level of formality
are used to appeal
to the audience and
effectively
accomplish the
essay’s purpose.
The sentence style
is consistently
sophisticated and
creates an
appealing reading
experience.
Voice, tone, and
level of formality
are consistently
appropriate for
audience and
purpose. The
sentence style
usually creates an
appealing reading
experience with
few or no
instances of
wordiness or
unclear phrasing.
Voice, tone, and
level of formality
are generally
appropriate for
audience and
purpose. The
sentence style
does not distract
from the ideas
being presented
but the paper may
exhibit some
wordiness or
unclear phrasing.
Occasional lapses
in using the
appropriate voice,
tone, or level of
formality.
Sentence style
needs work in one
or two of the
following areas:
clarity, concision,
vocabulary,
sentence length
variety, sentence
structure variety,
and wordiness.
Voice, tone, and
level of formality
are often
inappropriate for
audience and
purpose. Sentence
style and/or
significant
wordiness
consistently
distracts from the
ideas being
presented.
Criterion 5: Knowledge of Conventions (15% Weight):
Exemplary (14-
15%)
Advanced (12-
13%)
Proficient (11%) Developing (9-10%) Unsatisfactory
(0-8%)
Grammar,
punctuation, and
spelling are correct
throughout the
paper. Quotations,
paraphrases,
summaries are
integrated
smoothly, and
documentation is
handled correctly.
Formatting is
correct throughout
the paper.
No more than a
few isolated issues
with grammar,
punctuation, or
spelling.
Quotations,
paraphrases,
summaries are
integrated into the
paper, and
documentation is
largely correct with
only a few minor
errors. Formatting
is largely correct.
Issues with
grammar,
punctuation,
and/or spelling are
infrequent and do
not impede the
ideas being
presented. There
may be a few
errors in quoting,
paraphrasing,
summarizing,
documenting
sources, or
formatting.
Issues with
grammar,
punctuation, and/or
spelling make
portions of the essay
hard to follow.
There may be
notable problems
with quoting,
paraphrasing,
summarizing,
documenting
sources, and/or
formatting. Paper
may include
frequent “dropped”
quotations.
Issues with
grammar,
punctuation,
spelling
consistently
impede meaning
throughout the
essay. Quoting,
paraphrasing,
summarizing,
documenting
sources, and/or
formatting are
largely incorrect.
Most quotations
are “dropped.”

Dialogic Civility in a Digital Era Jeremy Langett

Blogger Engagement Ethics:Dialogic Civility in a Digital Era
Jeremy Langett

Case Study: Salesforce cut hundreds of employees

Briefly

Summarize the issue,

Analyze it,

How is Salesforce being social responsibility and ethics about the situation

and Propose a solution/additional ideas.

500 Words or more

Try to tie in the pdf file as references if possible

if you could divide into sub titles for each require section , that would be appreciate

Blogger Engagement Ethics: Dialogic Civility in a
Digital Era
Jeremy Langett
To cite this article: Jeremy Langett (2013) Blogger Engagement Ethics: Dialogic Civility in a Digital
Era, Journal of Mass Media Ethics, 28:2, 79-90, DOI: 10.1080/08900523.2013.751817
To link to this article: https://doi.org/10.1080/08900523.2013.751817

Blogger Engagement Ethics:
Dialogic Civility in a Digital Era
Jeremy Langett
Communication Studies
Lynchburg College
The role of social media as a vital component in an effective public relations plan has expanded
strategic communication into digital space. Despite the rapid advancements of public relations
opportunities within social media such as the blogosphere, guidelines for a prudent entry into this
often personalized online territory are difficult to locate. This article extends beyond individual relationships characteristic of public relations practitioner-blogger discourse and promotes a dialogic
approach to blogger outreach ethics. It ends with several recommendations for public relations
practitioners seeking to facilitate dialogic civility within their own blogger engagement efforts.
The role of social media as a vital component in an effective public relations plan has expanded
strategic communication into digital space. Contemporary research indicates a growing confidence in consumer-generated media (CGM) as a viable means to complement traditional media
channels in public relations efforts (Smith, 2011; Wright & Hinson, 2008). Additionally, agency
and corporate professionals have espoused the benefits of online public relations strategies
(Barone, 2010; Balwani, 2011; Cotton, 2011). What was once constrained as a practice of
conforming news to media-gatekeeper agendas has transformed into a liberation of online
content capable of immediate publication, endorsement, and reposting.
By harnessing the power of social networking, public relations practitioners seek to join
communities of friends sharing information (Scott, 2010). Of these networks, the “blogosphere,”
an environment of “easily publishable, personal web sites that serve as sources of commentary,
opinion and uncensored, unfiltered sources of information on a variety of topics” (Edelman &
Intellissek, 2005, p. 4; Rubel, 2008), is of greatest interest to the public relations practitioner
due to its semblance of journalistic qualities offering detailed reporting and an inherent thirdparty credibility (Ries & Ries, 2002). Estimated to be growing at more than 100,000 blogs
per day, the blogosphere provides innumerable opportunities for public relations practitioners
seeking independent communication channels.
Correspondence should be sent to Jeremy Langett, PhD, Communication Studies, Lynchburg College, 1501 Lakeside
Drive, Lynchburg, VA 24501. E-mail: Langett.j@lynchburg.edu
79
80 LANGETT
Despite the rapid advancements of public relations opportunities within social networks,
guidelines for a prudent entry into this often personalized online territory are difficult to locate.
While an abundance of anecdotal experiences of public relations social networking are offered
within popular literature, a source of ethics to guide this procedure is missing. Rather than
establishing and universalizing a standard code of ethics implemented for public relations
practitioners, the call for blogger engagement guidelines may be answered through a reflection
of the practice and its implications for a dialogic encounter. Paralleling the relationship-building
engagement program between public relations practitioner and blogger, this encounter is “fluctuating, unpredictable, multi-vocal process in which uncertainty infuses encounters between
people and what they mean and become” (Wood, 2004, p. xvi). Extending beyond a simple
relational exchange of information characteristic of a modern understanding of practitionerblogger discourse, a dialogic approach to blogger outreach ethics may provide a rich template
for anticipating the challenges in cultivating engagement programs seeking to protect and
enhance the blogosphere.
TRADITIONAL COMMUNICATION ETHICS FOUNDATIONS
Communication ethics has informed a variety of contemporary communication professions
with theoretical applications ranging from Aristotle to John Rawls. Sandra Dickson (1988)
contends the “fast-paced technologically driven bottom-line industry” of journalism requires
“moral philosophy” guidelines discovered in neither excess nor defect (p. 35); a proposition later
refined by Cunningham (1999). According to Cunningham, the virtuous act is not something
“middling” but rather developed from “reason-based behavior that is right in itself” (p. 5).
Journalists are revered as “epistemically respon

Dialogic Civility in a Digital Era
Jeremy Langett

sible” by envisioning what ought to be done
from a position of sound character (p. 10).
Kantian influences over communication practices facilitate the development of professional
codes such as the Society of Professional Journalists (SPJ) and the Public Relations Society of
America (PRSA), institutions attending to universal laws that are valid for every rational practitioner of the discipline. Practices such as the journalist’s declaration to “minimize harm” reflect
a categorical imperative—an intrinsic end that is good in itself; a good apart from its relation
to a further end (Yang, 2006, p. 112). A public relations practitioner abiding by the PRSA
code of ethics accepts the duties of advocacy, honesty, expertise, independence, loyalty, and
fairness, all of which introduce a moral requirement to the practitioner (http://www.prsa.org).
Utilitarian approaches to communication ethics are understood through J. S. Mills’ evaluation
of moral systems in light of their ability to increase net pleasure in the human race (Bartley,
2006). Framed as a form of consequentialism, Mill’s system of evaluation consists of identifying
and pursuing the higher quality of pleasure for the greatest number of people (Saunders, 2010).
In this regard, the greater pleasure is that which appeals to the higher faculties, a postulate
identifiable in mass media activities such as agenda-setting and framing theories.
The expansive nature of communication channels moves beyond traditional media and into
social media as a viable avenue of information dissemination. Along with this expansion is
an ethical call for appropriate communicative action responsive to the rhetorical situation—
communicator, receiver, and message—in a digital environment. While classic ethical paradigms
may also be applied to new media, these unique tools maintain a capacity for additional ethical
questions investigating philosophical, generational, and computer-mediated considerations.
BLOGGER ENGAGEMENT ETHICS 81
SOCIAL MEDIA ETHICS FOUNDATIONS
Research into social and digital media ethics is rapidly growing to accommodate for the
popularity of online public relations practices. Recent scholarship addressing social media
ethics has grounded blogging within Habermas’s concept of the public sphere (Smith, 2011).
Habermas contends that the public sphere involves “every conversation in which private persons
come together to form a public” (Habermas, 1990, p. 92). According to Burkhart (2007),
public relations practitioners may leverage Habermas’s theory of the communicative act by
cultivating relationships with bloggers and serving organizational interests through four foundational principles: intelligibility, truth, trustworthiness, and legitimacy (Burkhart, 2007, p. 249).
Smith (2011) elucidates the four principles by suggesting if communication between public
relations practitioner and blogger filters through each principle and achieves understanding, the
practitioner may then become part of the social community through dialogue.
The four principles may represent an additional code or guideline followed by public
relations practitioners as they embark on blogger outreach campaigns. Such a code would
be consistent with the Institute of Public Relations 2007 study indicating a preference of
public relations practitioners to rely on codes developed either in-house or from professional
organizations for decision making (Bowen, 2005, p. 2). However, Peck and Matchett (2010)
observe that not all public relations practitioners belong to institutions adhering to codes of
ethics and questioned the source of ethics training for non-members. In fact, ethics training
is identified as a major shortcoming for nearly 70% of those practitioners questioned in the
2007 study (Peck & Matchett). The deficit in public relations ethics training portends major
challenges for practitioners facing multiple strategic decisions for their organization or client.
According to Martinson (2004), the challenges are compounded when the public relations
profession is perceived as inherently unethical due to its advocacy of client interests, regardless
of truth. The Commission on Public Relations Education (2006) recommends that a “consideration of ethics should pervade all content of public relations education” to combat this perception
(as cited in Peck & Matchett, 2010, p. 2). The 2006 report suggests the development of short
courses or mini-seminars to complement public relations curricula that may fail to provide
adequate ethics training. Peck and Matchett further the conversation to address public relations
practitioners’ ethical training deficits by developing and testing an online training module
drawing upon resources offered by the Center for Ethical Deliberation (p. 2). Results of initial
surveys of module users indicated difficulty in navigation, but overall improved ethical decision
making in the areas of disclosure of information, conflicts of interest, lying, and spinning
information for a client or organization (Peck & Matchett).
Additional ethics research of the digital era centers around the millennial generation or
Generation Y—individuals born after 1982 who have grown up with the Internet and first to
pioneer social media technology (Curtin, Gallicano, & Matthews, 2011). Curtin et al. investigate
the relationship between ethics and the organization-employee relationship to explore the
perpetuation of stereotypes existing among millennials. Findings include that millennials “value
transparency and clear ethical rules and expectations” and fare best with “those agencies that
both walk the walk and talk the talk in terms of social responsibility” (p. 2).
The ongoing research into social media ethics continues to build a sturdy reference point
for the codification of practices aligned to protect the value of a liberated public sphere and
its digitally accessible nature. Insights gathered from professional, education, and academic
studies are invaluable to raise awareness of the level and quality of ethics training and the
82 LANGETT
development of programs testing the decision making of contemporary and future public relations practitioners. Stemming from traditional communication ethics foundations, new media
public relations initiatives are supported from ethics perspectives ranging from deontological,
utilitarian, and virtue perspectives.
Each perspective maintains salient considerations for the multistream public relations practitioner and equips the practice with guidelines and codes sought after by the new generation
of professionals who greatly value clarity of ethical expectations. However, clarity of ethical
expectations is a troubling demand for individuals working within the business of cultivating relationships. As the primary feature of public relations, specifically blogger relations,
relationship-building warrants a richer investigation from a dialogic perspective of communication ethics. Starting from a position of embedded agency within a particular organizational
narrative, the public relations practitioner becomes aware of the blogosphere as a landscape
of multiple voices sharing unique and biased stories, an environment unaccommodating to
clear-cut ethical codes and guidelines.
RELATIONSHIP-BUILDING AND ENGAGEMENT
Relationship-building within the field of public relations is a central theme pervasive throughout
the field’s scholarly and professional literature (Wright & Hinson, 2008; Waters, Tindall, &
Morton, 2010). From introductory public relations textbooks to international communication
discourse, relationship-building may be argued as the primary activity of all public relations
practitioners serving the interests of a client, organization, or other entity. Specifically in the
subset discipline of blogger relations, relationship-building is framed as the core function of a
public relations practitioner.
Public relations professionals highlight blogger engagement strategies from e-mail outreach
to active participation on the blog itself (Barone, 2010). Additional recommendations include
personalizing relationships with bloggers and cultivating trust (Balwani, 2011). In fact, Yoon
(2005) cites interpersonal relationships as responsible for the direction of organizational media
relations efforts. Despite the prevalence of a relationship focus within media and blogger relations literature, few public relations sources centralize interpersonal communication dynamics
as a necessary consideration when developing blogger engagement and outreach.
Prescriptive blogger engagement guidelines follow similar methods for a public relations
practitioner to develop a relationship with the blogger and the social network community.
First, practitioners are recommended to research and target blogs relevant to the news or
content seeking to be shared (Barone, 2010; Payton, 2010). Second, practitioners are directed
to familiarize themselves with the blog and its author, discovering themes, learning the style
and language of the blog, and understanding the mind of the blogger (Barone, 2010; Balwani,
2011; Cotton, 2011). Finally, practitioners are instructed to contact the blogger and present the
news or content seeking to be discussed on the blog (Balwani; Payton; Cotton).
In addition to the general guidelines, some sources of blogger outreach guidelines offer
supplemental instructions to ensure a “win/win” experience (Barone, 2010, p. 1). Barone
(2011) suggests utilizing social media applications such as Facebook and Twitter to strike
up a conversation with a blogger about his or her content. Balwani (2011) recommends guest
posting on a blog as well as gifting products, offering exclusive information, or incentivizing in
BLOGGER ENGAGEMENT ETHICS 83
some way to convince bloggers that your information is relevant for coverage. Cotton (2011)
echoes the idea of providing product samples to bloggers but reminds practitioners of the
importance of honesty and full disclosure at all times. Should samples be offered to bloggers,
Cotton requests that they acknowledge the gift on their blog for transparency. Weingart (2011)
reminds practitioners to adhere to any outreach guidelines established by the author on the
blog itself.
Recommendations to supplement the consensus-shaped blogger outreach strategy of target,
research, and contact, provide multiple points of ethics investigation ancillary to a proposed
dialogic theme. Given the increasingly social component of online public relations, a further
merging of professional and personal (public and private) space concerns philosophers such
as Hannah Arendt, who cautions against an unreflective consensus resulting from an undifferentiated public and private life (1959). A prominent voice against undue confidence in
notions of progress, Arendt asks “is a given action the best decision in a particular historical
moment?” (Arendt, as cited in Arnett, 1980, p. 67). Yet as the social media space is necessary
for blogger engagement and outreach, Arendt’s question is contemplated within the context of
contemporarily established public relations practices. Interpretations of this question may shift
the orientation of blogger outreach ethics:
From: How might a public relations professional best enter into the private sphere of an
independent blogger and his or her network for coverage of organizational interests?
To: What reflections are necessary to achieve a dialogic civility between professional
practitioner and independent blogger to better the digital media environment?
This shift recasts public relations professionals as self/organizational-interested practitioners
into media environment practitioners focused on the protection of the independent blogosphere.
In doing so, the premise of the self as primary among public relations practitioners is supplanted
with a narrative structure that may enhance blog content and ultimately formulate a richer
media landscape. A closer inspection of the self as primary assumption may facilitate a greater
understanding of this move.
THE PRIMACY OF SELF AND RELATIONSHIPS
Contemporary literature surrounding blogger outreach ethics and public relations practices at
large prioritizes relationship-building and trust development as a central theme in the profession
(Balwani, 2011; Barone, 2011; Cotton, 2010; Weingart, 2011). The public relations name itself
signifies its key activity, relating to the public(s) and is founded on Carl Rogers’s principle of
the self as informed by narrative remnants selected to develop a structure for one’s life (Arnett &
Arneson, 1999). Founded in a time of institutional decline such as the Vietnam War, Watergate,
and a general loss of trust in public discourse among authority figures, Rogers’s privileging of
the self over traditions and narratives served a therapeutic culture of prioritizing self-esteem and
affirmation (Arnett & Arneson). Acknowledgement of self-trust eclipsed institutional stories as
salient factors of human identity, leading practices respondent to the self to contemporary
methods of counseling, human resources, public relations, and marketing.
84 LANGETT
The move from institutional stories to a selection of narrative remnants in the cultivation
of the self is not criticized but rather viewed as a necessary occurrence given the historical
moment of “institutional corruption” (Arnett & Arneson, 1999, p. 89). Indeed, distrust of the
status quo left human actors with nowhere else to turn but toward the self, catalyzing the
founding of the Association of Humanistic Psychology in 1961 that encompassed a “third
force” approach, that is, “choice and development of human possibilities guides interaction
with the other” (Arnett & Arneson, p. 87). Associations such as these further facilitated an
inward movement toward the self, leading to continued scholarship regarding concepts such
as the significance of acknowledgement, individualism, and dialogue (Anderson, 1984; Arnett,
1980; Hyde, 2005; Stewart, 1995).
Given this orientation, Arnett and Arneson (1999) conclude that Rogers’s approach to
dialogue places the quality of relationship over the content of a message. The degree of
relational quality is the metric of interpersonal effectiveness, which the authors suggest requires
empathy, congruence, and unconditional positive regard (p. 98). These characteristics reflect
an understanding of a “good self,” which “seeks connection, relationship—not domination of
another” (p. 99). Finally, Carl Rogers and Barry Stevens (1967) promote the “client perception”
as a final ingredient in acts of caring. Arnett and Arneson (1999) expound upon client perception
by stating that “if a person is grateful that caring action is directed toward him or her, the
relationship is likely to be enriched” (p. 99).
While relationship-centric communication is central to public relations practices, the potential of individualism emerging from an inattentive self acting within a relational context presents
challenges to the contemporary practitioner. Edward Sampson (1985) contends that American
culture is notorious for individualism that “identifies sharp boundaries between what is self and
what is not self, locates control of a person, and excludes other people from the region we call
self” (Sampson, cited in Anderson, Cissna, & Arnett, 1994, p. 18). This sense of individualism
is a product of culture and naturally occurs within communicative practices. To combat such
a level of “self-contained individualism,” Sampson champions an “ensembled individualism”
that he suggest may be more conducive to an effective dialogue (Sampson, 1985; cited in
Anderson, Cissna & Arnett, 1994, p. 18). According to Sampson, ensembled individualism is
“characterized by (a) more fluid boundaries between self and other; (b) thinking of control
as residing in a field of forces that includes but extends beyond the self; and (c) including
other persons within the self.” (Sampson et al. 18). The authors assert that “such a self, whose
interests include others, might be more capable of engaging in dialogue than would solely
self-interested representatives of American individualism” (19).
BLOGGER OUTREACH: FROM DISASSEMBLED SELF TO
ENSEMBLED INDIVIDUALISM
Prescriptive approaches to blogger outreach and engagement are representative of an individual
self forging relationship with independent bloggers comprising the digital blogosphere. The
foundation of these relationships is grounded in the self—public relations practitioners’ selfservice to landing coverage of organizational information under the guise of sharing blogworthy
content and the blogger’s self-service to independent publishing. A sense of disassembled self
pervades the public relations practitioner focused on serving the interests of the organizational
blogger outreach agenda, while the independent blogger also maintains a disassembled self as he
BLOGGER ENGAGEMENT ETHICS 85
or she is focused on instantaneous publication to inform or entertain the blog’s audiences. Rather
than serving the health of the online digital environment, relationship-directed blogger outreach
reinforces the disassembled self as a modus operandi of contemporary blogger engagement
programs. Equally troubling, the disassembled self of relationship-driven blogger engagement
programs may shift attention away from service to the public good and toward narrow objectives
of cultivating media contacts, securing exclusive coverage deals, and bargaining advertising
equivalencies for valuable keywords and themes.
Support for the self-centric approach to blogger engagement is apparent within scholarly
investigations of communication ethics. Habermas (1990) suggests that our choices to act are
based in our interests, which naturally supports public relations practitioners’ decisions to
prioritize their clients’ objectives. Additionally, Gadamer (1975) contends that interlocutors
engage from a perspective of biased ground, that is, a prejudice that exists as part of the
communicative agent. In accordance to these philosophies, the self is embedded within narrative
and bias before engagement with the other occurs. Framed within the context of public
relations practitioner and blogger, a dialogue is enmeshed within interests of both parties
and cannot be considered tabula rasa given the roles each agent serves within the encounter.
Practically speaking, public relations practitioners pitching bloggers stories without disclosure
of their role as client representatives not only engage in unethical practices but also assume
an effacing naiveté. While independent bloggers may not uncover the specifics of a public
relations practitioner’s client interest, the perception of being pitched a story relates directly to
a practice within the blogger-outreach narrative and therefore of service to a bias—the interest
in the blog as a medium to transmit organizational information for third-party endorsement.
Avoiding the pitfall of a disassembled self as a public relations practitioner requires an
expanded view of the blogosphere as a space of mutual participation. Rather than cordoning
off interest agendas, initiatives should be developed to protect the digital media environment
as a valuable community-driven source of information. Toward this end, public relations
practitioners and independent bloggers establish fluidity and flexibility of their roles that
are influenced by the features of the blogosphere, including independence, liberated content,
feedback, and instantaneous communication. These concerted efforts reflect an ensembled
individualism espoused by Sampson (1985) and dilute a self-centric notion of contemporary
blogger outreach.
COMMUNICATIVE ACTION: BLOGGER OUTREACH
Returning to the work of Habermas (1990), which grounds Burkhart’s (2007) approach to a
communicative blogger dialogue, interactions are known as “communicative when the participants coordinate their plans of action consensually, with the agreement reached at any
point being evaluated in terms of the intersubjective recognition of validity claims” (p. 58).
Following Burkhart’s guidelines, public relations practitioners performing blogger outreach with
a sense of intelligibility, truthfulness, trustworthiness, and legitimacy are perceptually engaging
in communicative action, implying an ethical approach to blogger outreach. However, Habermas
is careful to distinguish between communicative action and strategic action, which he claims
occurs when “one actor seeks to influence the behavior of another by means of the threat of
sanctions or the prospect of gratification in order to cause the interaction to continue as the
first actor desires” (p. 58).
86 LANGETT
The ubiquity of strategy and strategic planning within public relations practices may easily
enable one to conclude that blogger relations is just another tactic with an end goal of securing
positive publicity from an independent blog. However, Habermas ensures that the means to
this end are examined; do public relations practitioners serve the good of the blogosphere,
or do they serve only their clients’ interests? Burkhart’s astute observation of the need for
public relations practitioners to engage in communicative action has produced a viable set of
interpersonal attributes characteristic of the communicative, that is, ethical, public relations
practitioner—intelligibility, truth, trustworthiness, and legitimacy (Burkhart, cited in Smith,
2008, p. 2). Despite the capacity for a public relations practitioner to demonstrate each of these
interpersonal attributes within a blogger outreach scenario, the attributes are a function of the
self, and not of the protection of the blogosphere, which is presented above as an ensembled
individualism. Indeed, a public relations practitioner, despite exhibiting the four interpersonal
characteristics espoused by Burkhart, may embrace a relationship with a blogger for the
“prospect of gratification,” which Habermas indicates falls within the realm of strategic action
(Habmeras, 1990, p. 58). Rather, communicative action is achieved through Bindungseffekt,
an illocutionary binding/bonding effect between both parties that is rationally motivating from
offers made in the speech acts (Habermas, 1990, p. 58). It is the coordination and consensual
planning between the public relations practitioner and the blogger that enables communicative
action, which serves neither self individually but the good of the blogosphere.
THE BETWEEN AS DIALOGIC SPACE
Coordination and consensual planning does not occur within the individual self but rather
between selves, which according to Martin Buber (1970) provides a space for dialogue.
Arnett (2004) suggests that “the between is Buber’s alternative to ideological camps, guiding
Buber’s existential message about dialogue” (p. 79). Rather than imposing messages onto an
interlocutor, dialogue maintains an invitational quality between communicators enabling an
“emergent reciprocity” (Arnett, p. 79). Within these exchanges, a sphere of co-construction of
meaning occurs, facilitating a platform for dialogic communication.
Applied to a public relations blogger outreach program, the between exists as the blogosphere, which offers a source of content co-informed by both public relations practitioner
and blogger. This coordinated and consensually planned web space provides opportunities for
information relevant to the blogger, blog audience, and public relations practitioner. Maintaining
this perspective retains the communicative, and not strictly strategic, act of blogger outreach that
moves beyond influence of one actor over the other and toward a mutual benefit. Facilitated by
linguistic processes guided by “claims to truth, claims to rightness, and claims to truthfulness,”
the blogosphere as the between space for dialogue is positioned favorably for an ethic of
dialogic blogger outreach (Habermas, 1990, p. 58).
BLOGGER OUTREACH ETHIC OF OTHERNESS
Emmanuel Levinas (1969) offers a derivative notion of the Self through his understanding of
a primordial responsibility to the Other. Through this obligation, Levinas eclipses a sense of
BLOGGER ENGAGEMENT ETHICS 87
individualism and conceptualizes an ethic based in responsiveness to the Other’s call. Deetz
and Simpson (2004) expound upon the influence of the Other within dialogic encounters that
may result in the production of new meanings. Clarifying their position, the authors suggest
“otherness may be present either in the concrete person standing there or in the way his or her
understanding reopens the things of our world to redetermination” (Deetz & Simpson, p. 145).
As the basis for philosophical hermeneutics popularized by Gadamer, the transformative power
of a dialogic encounter in this perspective leads to an exploration of difference and negotiation
of meaning that may otherwise be static from individualist perspectives.
Perceived within a dyad between public relations practitioner and blogger, a dialogic ethic
reveals that the public relations practitioner’s identity is tied to the encounter with the blogger.
The public relations practitioner cannot satisfy the roles and functions of a public relations
practitioner without dialogue with bloggers. Likewise, a blogger seeking to author content
relevant to the theme of her blog and serve the interests of her audience cannot effectively
do so without dialogue with public relations practitioners. These practitioners provide the
relevant content that can enhance the blogger’s web blog and better serve the blog’s audience
interests. The mutual reliance on the Other for the development of an identity–public relations
practitioner and the attentive blogger—facilitates a dialogic ethic present within the blogger
outreach strategy.
However, a dialogic ethic of Otherness is not concerned with the formation and solidification
of self identities but rather with inviting communication. Arnett (2004) notes that “Levinas
tells us to forego focus on the color of the Other’s eyes, or we risk missing the face of the
Other” (p. 88). This powerful observation reminds communicators to avoid perception and
instead focus on the “primordial call to ethics or responsibility for the Other” (Arnett, p. 88).
With the formation of the Self only possible as an attentive response to the Other, a dialogic
ethic begins not with the individual, but with the biased metaphorical ground upon which the
communicator stands. Whether this ground is composed of client publicity interests or thematic
content relevance, a call for responsibility between public relations practitioner and blogger
exists in the blogosphere that ultimately shapes the identity of both actors. It is within this
dialogic space of the between that guides blogosphere participants toward an ethic of civility.
TOWARD DIALOGIC CIVILITY IN THE BLOGOSPHERE
Arnett and Arneson (1999) suggest “dialogic civility works to keep conversation going that
seeks to enrich a life lived meaningful through others—persons, institutions, places of work,
and long-term friendships” (p. 288). Seeking to protect the communicative environment, dialogic civility calls for “public respect as we work to co-constitutively discover the minimal
communication background assumptions necessary : : : to shape together the communicative
terrain of the twenty-first century” (Arnett & Arneson, p. 277). The communicative terrain of
21st century public relations practitioners continues to develop online. Recognizing the value
of the blogosphere, public relations practitioners enter the domain of independent bloggers,
professional and amateur alike, for an opportunity to share content that is relevant to the blog’s
audience while simultaneously serving a client interest.
Several conclusions can be drawn from understanding dialogic civility as applied to the
blogosphere, ultimately shaping dialogic ethics between a public relations practitioner and
88 LANGETT
blogger. First, what is primary is not the public relations practitioner, her client or the blogger,
but the blogosphere itself. This invitational “between” space differentiates itself from traditional
media outlets supported by subscriptions or institutional advertising and champions a true
independence pervasive in the content shared with blogosphere audiences. By shifting the focus
away from individual media roles and to the protection of the communicative terrain, that is,
blogosphere, an ethic of dialogic civility between public relations practitioner and blogger may
begin to emerge.
Second, the individual media roles of public relations practitioner and blogger may be
framed as components in an ensembled individualism, characterized by Sampson as embracing
fluid roles, thinking of control existing in a field of forces, and including others within the
self. Although difficult to conceptualize in a traditional media relations program, ensembled
individualism within the blogosphere may naturally emerge when the communicative terrain,
and not personalized agendas, is the priority. The invitational quality of the blogosphere among
participants may suspend particular media functions and result in mutual reciprocity for the
goal of creating better content.
Third, a dialogic civility may exist between public relations practitioner and blogger through
communicative, not strategic, action as noted by Habermas. Encompassing the core of ensembled individualism while facilitating productivity, communicative action stresses coordination
and consensual planning, leading to content shared between public relations practitioner and
blogger that enhances the quality of the blogosphere for its audience. While contemporary
public relations blogger outreach strategy may seek to place content on an independent blog,
it is the collaborative and coordinated nature between public relations practitioner and blogger
that can result in communicative action based on an initial strategy, and not strategic action
based on an advantageous relationship.
DIALOGIC ETHICS: BLOGGER ENGAGEMENT
RECOMMENDATIONS
Achieving and sustaining dialogic civility between public relations practitioner and blogger
can be an ongoing challenge in a time of self-serving organizational agendas and bottom-line
objectives. However, given the importance of understanding the between as a crucial element
for effective blogger outreach, public relations practitioners may subscribe to an ethics built
on the protection of the blogosphere. In turn, bloggers may respond favorably to the ideas
offered by public relations practitioners as means to enhance blogosphere content for the good
of all who participate within it—bloggers, audiences, public relations practitioners, and the
public at large. Three recommendations that facilitate dialogic blogger engagement ethics may
include:
1. Recognizing the Other [blogger] as necessary to the public relations practitioner identity.
Without the blogger, there would be no outlet to disseminate organizational content or a
third-party endorsement critical to media relations success.
2. Learning the narrative upon which the Other [blogger] stands; the narrative bias is central
in formulating the scope of the blog and may be accessed through biographical pages,
previous blog entries, audience analyses or conversations with the blogger herself. During
BLOGGER ENGAGEMENT ETHICS 89
the learning phase, public relations practitioners should not be concerned with pitching
organizational information, but understanding the theme and purpose of the blog.
3. Ensuring the organizational content pitched to the blogger is relevant to the audience and
represents characteristics espoused by the blogosphere, that is, transparency, feedback
potential, and thematic salience to discussion threads. Unlike traditional media outlets,
the blogosphere comprises a web of thoughts and ideas that may either embrace or
reject public relations practitioner information depending on its fitness to current online
conversation trends.
Public relations practitioners who keep in mind these reflections while developing a blogger
engagement program can formulate a dialogic civility ethic based in the protection of the independent blogosphere. While interpersonal attributes such as intelligibility, trust, and legitimacy
poise individuals for successful relationships, an ensembled individualism shaped by the Other
and communicating in the between attends to the unique qualities of the blogosphere. It is
this dialogic civility that will enhance blogosphere content and better serve public relations
practitioners and bloggers alike.
REFERENCES
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Assessment of the current situation at a health services organization

Assessment of the current situation at a health services organization

Task – You will be picking and analyzing a current health services organization in terms of its current situation and focus on its customers.

Approach your written assignment as follows:

Pick a health services organization that you may work for or with which you are familiar.  It can be a local or national organization. University of Maryland Medical Systems

Research the organization by visiting its website and, if possible, its location. (UMMS (University of Maryland Capital Region Health)

  1. Research the industry in which your organization operates, e.g. nursing homes, private physician practice. (hospital as well as primary care and residency program/teaching facility)
  2. Using your findings, conduct a SWOT analysis of your organization. Use the SWOT Analysis Worksheet provided under Course Content
  3. Conduct a competitive analysis of your organization.  Use the Competitive Analysis Worksheet provided under Course Content.
  4. Prepare your written assignment by addressing each of the following questions in order:
  5. What is the mission of the health care organization?

What are their corporate level goals?

Who are their customers?

  1. From your SWOT analysis, what do you conclude are the organization’s main strengths and weaknesses?
  2. From your SWOT analysis, what do you conclude are the organization’s main opportunities and threats?
  3. Who are the primary competitors to the organization?
  4. Do you think the organization has a customer-focused orientation to its practices and procedures?  Why or why not?

Marketing Program Competitive Analysis Worksheet Industry category: (ex. sports utility vehicles) ______________________________ Subcategory: (ex. midsized) ____________________________________________ Subcategory: (ex. hybrids) _____________________________________________ Directions: List your product in the first cell of the Product Name column, then list each major direct competitor in the cells beneath. Think of a product subcategory and determine the main criteria by which the products in that subcategory compete. Replace the four column titles to the right with those criteria (for example, Criterion 1 becomes Speed). Conduct research to fill in each cell with the relevant information. Product Name Criterion 1 Criterion 2 Criterion 3 Criterion 4 Use your table to identify the competitive position of each product. Competitive Position Product Name(s) Basis for Position (e.g., product leadership, cost leadership) Market leader Market challenger Market nicher Possible sources of information: Hoovers.com, industry publications, product brochures, comparison websites Marketing Program SWOT Analysis Worksheet Directions: Carefully read the case study and note every strength, weakness, opportunity, and threat. Don’t forget to look at the exhibits and charts; these can point out important information for your SWOT analysis. You don’t need to fill in every cell in the tables, although some cells may have several entries. You may need to conduct additional research on the industry, the economic climate, and other topics to fully understand the environment in which the company operates. Internal Micro Environmental Factor These are strengths; they will help the marketing effort These are weaknesses; they will hinder the marketing effort These are opportunities for the company in its marketing efforts These are threats to the company’s marketing efforts a. Company b. Suppliers c. Intermediaries d. Competitors e. Publics f. Customers External Macro Environmental Factor a. Demographic trends in the population b. Cultural influences affecting consumer decision-making c. Natural resources needed as inputs by marketer d. Political or economic conditions affecting consumers’ purchasing power e. New technologies impacting the industry f. Laws, agencies, or pressure groups that could limit or enhance marketing Develop a conclusion based on your SWOT analysis that takes into account the most important strengths, weaknesses, opportunities, and threats and their overall impact on the marketing effort. Take this conclusion into consideration when making your final recommendation

Desktop and Network IT Operations health care organization

Desktop and Network IT Operations health care organization

Question Description

phrase participant observer

phrase participant observer

Instructions

respond to the following questions with your thoughts, ideas, and comments.

The Participant Observer Role

Using your textbooks and other credible sources:

Explain what is meant by the phrase participant observer.

How is this role used for conducting organizational research?

Draft a central research question that could guide an observational data-gathering process for dissertation research.

letter to your state or federal representative about a health-care issue currently being discussed/debated

Research Exercise: Letter to a Legislator

write a two-page letter to your state or federal representative about a health-care issue currently being discussed/debated. Research where your representative stands on a current health-care issue as well as where the medical profession, such as professional organizations, practicing medical professionals, patients, and other advocates, stands on the issue. In your letter, you will state why you either agree or disagree with your representative’s position on the issue and provide references to support your position. Provide a title page and a reference page. This does not count toward the total page count.

Identify a health-care issue that is currently being debated nationally or at the state level.

Write a two-page letter explaining why you agree with your representative’s position or not.

Include data and evidence as appropriate to align your position with the current People goals.          a. https://www.cdc.gov/nchs/healthy_people/hp2020/hp2020_topic_areas.htm