This review of leadership literature and materials was completed by the Spring 2017 Honors Leadership Development course at Central Lakes College in Brainerd, MN. The text contains a review of materials relevant to those studying the topic of leadership. It contains materials on traits and skills of leaders, ethical characteristics of leaders, leadership and emotional intelligence, effective communication, motivating groups, building cohesive groups, creating and utilizing effective goals, effective decision making, initiating change, empowering others, and historical approaches to leadership.

This textbook provides an innovative, internationally oriented approach to the teaching of corporate social responsibility (CSR) and business ethics. Drawing on case studies involving companies and countries around the world, the textbook explores the social, ethical, and business dynamics underlying CSR in such areas as global warming, genetically modified organisms (GMO) in food production, free trade and fair trade, anti-sweatshop and living-wage movements, organic foods and textiles, ethical marketing practices and codes, corporate speech and lobbying, and social enterprise. The book is designed to encourage students and instructors to challenge their own assumptions and prejudices by stimulating a class debate based on each case study.

This textbook provides an innovative, internationally oriented approach to the teaching of corporate social responsibility (CSR) and business ethics. Drawing on case studies involving companies and countries around the world, the textbook explores the social, ethical, and business dynamics underlying CSR in such areas as global warming, genetically modified organisms (GMO) in food production, free trade and fair trade, anti-sweatshop and living-wage movements, organic foods and textiles, ethical marketing practices and codes, corporate speech and lobbying, and social enterprise. The book is designed to encourage students and instructors to challenge their own assumptions and prejudices by stimulating a class debate based on each case study.

This course explores the values (aesthetic, moral, cultural, religious, prudential, political) expressed in the choices of food people eat. Analyzes the decisions individuals make about what to eat, how society should manage food production and consumption collectively, and how reflection on food choices might help resolve conflicts between different values.

ISTE and GM have partnered to create Hands-On AI Projects for the Classroom guides to provide educators with a variety of activities to teach students about AI across various grade levels and subject areas. Each guide includes background information for teachers and student-driven project ideas that relate to subject-area standards. The hands-on activities in the guides range from “unplugged” projects to explore the basic concepts of how AI works to creating chatbots and simple video games with AI, allowing students to work directly with innovative AI technologies and demonstrate their learning. 

A chart of open resources for the course Human 2279: Ethics & Legal Issues in Human Services at the College of DuPage. The following materials are freely available online and are licensed as indicated in the source material. This resource will be updated as needed. For the most recent version, visit: https://docs.google.com/document/d/1WZ1R0E3ln2FfiU331RYMr3MxDpvDJTYk/edit?usp=sharing&ouid=106338283910941994938&rtpof=true&sd=true

Bryan Ryder, Beth LaPensee, and Chirag Parekh (ITHAKA) present 'ITHAKA & JSTOR's Ethical Exploration of Generative AI' during the AI & Implementation session at the Fantastic Futures ai4LAM 2023 annual conference. This item belongs to: movies/fantastic-futures-annual-international-conference-2023-ai-for-libraries-archives-and-museums-02.

This item has files of the following types: Archive BitTorrent, Item Tile, MP3, MPEG4, Metadata, PNG, Thumbnail, h.264 720P, h.264 IA

What should you do if you're lucky enough to find an artifact? In this resource, JPPM Educator Kenny walks you through a simple 4-step process for making sure your find gets taken care of. Use to support Maryland Social Studies Frameworks for Grades 2 and 3. For Grade 2 Content Topic "Civic Engagement" search OER Commons for the related resource "JPPM - Marv's Story". Read the story together then as a class discuss and explore students' ideas of citizenship by asking whether Marv was a good citizen and if she could have made a different decision while still being a good citizen then have students reflect further by creating short profiles of people they respect, writing what makes them good citizens. For Grade 3 Content Topic "Civic Virtue" do the same except before discussing Marv's story have some students list their responsibilities if they find an artifact while others list what they are technically free to do even if they find an artifact. Then as a class decide if Marv had even more responsibility to do something when artifacts were found on her farm. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Gb4ZX5

Peer-reviewed articles in this special issue:

- “Responsible AI Practice in Libraries and Archives: A Review of the Literature” by Sara Mannheimer, Natalie Bond, Scott W. H. Young, Hannah Scates Kettler, Addison Marcus, Sally K. Slipher, Jason A. Clark, Yasmeen Shorish, Doralyn Rossmann, and Bonnie Sheehey. The authors explore the existing literature to identify and summarize trends in how libraries have (or have not) considered AI’s ethical implications.
- “It Takes a Village: A Distributed Training Model for AI-based Chatbots” by Beth Twomey, Annie Johnson, and Colleen Estes, discusses the steps taken at their institution to develop and implement a library chatbot powered by a large language model, as well as lessons learned.
- “‘Gimme Some Truth’ AI Music and Implications for Copyright and Cataloging” by Adam Eric Berkowitz, details modern developments in AI-assisted music creation, and the resultant challenges that these surface regarding copyright and cataloging work.
- “Adapting Machine Translation Engines to the Needs of Cultural Heritage Metadata” by Konstantinos Chatzitheodorou, Eirini Kaldeli, Antoine Isaac, Paolo Scalia, Carmen Grau Lacal, and Mª Ángeles García Escrivá provides an overview of the process used to hone general-use machine translation engines to improve their outputs when translating cultural heritage metadata in the Europeana repository from one language to another.
- “Exploring the Impact of Generative Artificial Intelligence on Higher Education Students' Utilization of Library Resources: A Critical Examination” by Lynsey Meakin applies the Technological Acceptance Model to higher education students’ perceptions and adoption of tools using generative AI models.

Recurring content:
- Public Libraries Leading the Way: “Activating Our Intelligence: A Common-Sense Approach to Artificial Intelligence” by Dorothy Stoltz

- ITAL &: “The Jack in the Black Box: Teaching College Students to Use ChatGPT Critically” by Shu Wan

The Foundations of Applied AI course is an introductory exploration into the world of artificial intelligence (AI), designed for undergraduates with no prior experience in AI. This online, 3-credit course offers a deep dive into AI's core concepts, applications, and the ethical implications of deploying AI technologies across various industries. Through multimedia lectures, case studies, and hands-on projects, students will gain a comprehensive understanding of how AI can transform business, healthcare, and more, while also navigating the ethical considerations vital for responsible AI use.By the end of the course, students will be equipped to identify AI opportunities, understand AI's potential impacts, and discuss the importance of ethical frameworks in AI development. This course lays the groundwork for a future in AI, preparing students for further specialization or to apply AI insights in their fields.

This class is a project-based introduction to the engineering of synthetic biological systems. Throughout the term, students develop projects that are responsive to real-world problems of their choosing, and whose solutions depend on biological technologies. Lectures, discussions, and studio exercises will introduce (1) components and control of prokaryotic and eukaryotic behavior, (2) DNA synthesis, standards, and abstraction in biological engineering, and (3) issues of human practice, including biological safety; security; ownership, sharing, and innovation; and ethics. Enrollment preference is given to freshmen.
This subject was originally developed and first taught in Spring 2008 by Drew Endy and Natalie Kuldell. Many of Drew’s materials are used in this Spring 2009 version, and are included with his permission.
This OCW Web site is based on the OpenWetWare class Wiki, found at OpenWetWare: 20.020 (S09)

This course introduces students to issues in the field of biomedical ethics, the theoretical tools bioethicists use to analyze them, and methodology for resolving clinical ethical dilemmas.

Surveys the wide and complex range of operations that constitute the contemporary United States business scene. The latest business theories as well as brief historical backgrounds complete this overview of the way today’s business community provides goods and services within the legal, ethical, and economic framework of the United States.

Introduction to Business covers the scope and sequence of most introductory business courses. The book provides detailed explanations in the context of core themes such as customer satisfaction, ethics, entrepreneurship, global business, and managing change. Introduction to Business includes hundreds of current business examples from a range of industries and geographic locations, which feature a variety of individuals. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for student success in this course and beyond.

This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation.

This course focuses on national environmental and energy policy-making; environmental ethics; the techniques of environmental analysis; and strategies for collaborative environmental decision-making. The primary objective of the course is to help students formulate a personal theory of environmental planning practice. The course is taught comparatively, with constant references to examples from around the world. It is required of all graduate students pursuing an environmental policy and planning specialization in the Department of Urban Studies and Planning at MIT.
This course is the first subject in the Environmental Policy and Planning sequence. It reviews philosophical debates including growth vs. deep ecology, “command-and-control” vs. market-oriented approaches to regulation, and the importance of expertise vs. indigenous knowledge. Emphasis is placed on environmental planning techniques and strategies. Related topics include the management of sustainability, the politics of ecosystem management, environmental governance and the changing role of civil society, ecological economics, integrated assessment (combining environmental impact assessment (EIA) and risk assessment), joint fact finding in science-intensive policy disputes, environmental justice in poor communities of color, and environmental dispute resolution. Environmental Problem-Solving (Susskind et al., 2017, Anthem Press), a video-enhanced eBook, provides students with full access to all the assigned readings, faculty commentary on the readings, and examples of the best student performance on course assignments in previous years.

This course focuses on national environmental and energy policy-making; environmental ethics; the techniques of environmental analysis; and strategies for collaborative environmental decision-making. The primary objective of the course is to help students formulate a personal theory of environmental planning practice. The course is taught comparatively, with constant references to examples from around the world. It is required of all graduate students pursuing an environmental policy and planning specialization in the Department of Urban Studies and Planning at MIT.
This course is the first subject in the Environmental Policy and Planning sequence. It reviews philosophical debates including growth vs. deep ecology, “command-and-control” vs. market-oriented approaches to regulation, and the importance of expertise vs. indigenous knowledge. Emphasis is placed on environmental planning techniques and strategies. Related topics include the management of sustainability, the politics of ecosystem management, environmental governance and the changing role of civil society, ecological economics, integrated assessment (combining environmental impact assessment (EIA) and risk assessment), joint fact finding in science-intensive policy disputes, environmental justice in poor communities of color, and environmental dispute resolution. Environmental Problem-Solving (Susskind et al., 2017, Anthem Press), a video-enhanced eBook, provides students with full access to all the assigned readings, faculty commentary on the readings, and examples of the best student performance on course assignments in previous years.

Library and Information Science (LIS) is the academic and professional study of how information and information carriers are produced, disseminated, discovered, evaluated, selected, acquired, used, organized, maintained, and managed. This book intends to introduce the reader to fundamental concerns and emerging conversations in the field of library and information science.

A secondary goal of this book is to introduce readers to prominent writers, articles, and books within the field of library science. The book originated as a collection of annotations of important LIS articles. Though these citations are being developed into a fuller text, we hope that this book remains firmly rooted in the literature of LIS and related fields, and helps direct readers toward important resources when a particular topic strikes their fancy.

The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, the goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. Traditional theories of right action is covered in a third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. The end of the ethics sequence addresses social justice, what it is for one's community to be good. Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates the course of development into moral maturity. Over the course of the text, the author has tried to outline the continuity of thought that leads from the historical roots of philosophy to a few of the diverse areas of inquiry that continue to make significant contributions to our understanding of ourselves and the world we live in.

The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. The end of the ethics sequence addresses social justice, what it is for one’s community to be good. Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates the course of development into moral maturity