• Analysis of Procurement Ethics in the Workplace

      Naval Postgraduate School (U.S.); Rendon, Rene G. (Monterey, California. Naval Postgraduate School, 04/30/18)
      In 2017, the DoD obligated more than $330 billion in contracts for mission-critical supplies and services. This includes the planning, awarding and administering of more than three million contract actions (USA Spending, 2018). DoD contracting officers play a critical role in the contracting process. Contracting officers are the only individuals authorized to award and administer contracts and make related determinations and findings (FAR, 2018). Additionally, contracting officers serve as the primary focal point for contractual issues, managing horizontal interfaces with external organizations, as well as vertical interfaces with internal organization (Rendon & Wilkinson, 2016). This role places contracting officers, in comparison to other members of the DoD workforce, in a challenging position from the perspective of ensuring contracts comply with laws, codes, and regulations. The DoD has established ethical codes of conduct to be observed by every member of the defense workforce. Additionally, the National Contract Management Association (NCMA) has also established a code of ethics for the members of the contract management profession. However, not everyone in the DoD, including senior government officials, or members of the acquisition workforce, may be aware, knowledgeable, or even in compliance with established ethical standards of conduct (Rendon & Rendon, 2015, 2016; Whitely et al., 2017). Thus, contracting officers face additional ethical challenges in ensuring contract management processes are performed in an ethical manner, compared to other members of the DoD workforce. The purpose of this research was to explore ethics and compliance strengths and challenges in the contract management workforce (Rendon & Wilkinson, 2016, pp. 49ヨ50).
    • Inherent Moral Hazards in Acquisition: Improving Contractor Cooperation in Government As The Integrator (GATI) Programs

      Naval Postgraduate School (U.S.); Naval Postgraduate School (U.S.); Novak, William E.; Moore, Andrew P.; Casey, William A.; Cohen, Julie B.; Mishra, Bud (Monterey, California. Naval Postgraduate School, 04/30/18)
      In the Government as the Integrator (GATI) model of acquisition, prime contractors no longer hand-select the members of the acquisition team or consortium, as they often did in the Lead System Integrator (LSI) model. One drawback of GATI acquisitions, thus, is that independent contractors may have little incentive to cooperate by sharing data and supporting other contractors, potentially resulting in delays, overruns, and poor performance. These problems are considered in this work to be both breakdowns in cooperation and expressions of moral hazards. Since the need for cooperation among contractors is still critical to success, finding ways to motivate that cooperation to improve program performance and outcomes is key to effective GATI acquisition. In this research, potential incentive mechanisms were analyzed for their ability to promote cooperation by applying game theory framing and analysis to this GATI acquisition context, and using system dynamics and agent-based modeling to study the results for their ability to promote cooperation and improve program outcomes.
    • Le vice légalisé et la morale

      De Laveleye, Émile (1884)
    • Linear programming II: Open University unit for numerical computation course M351

      Williams, H. Paul (Open University, 1976)
      Open University unit for Numerical Computation course M351
    • Kurikulum sekolah dasar 1975 GBPP buku II.B pendidikan moral pancasila

      Departemen Pendidikan dan Kebudayaan, Departemen Pendidikan dan Kebudayaan (Departemen Pendidikan dan Kebudayaan, 1976)
      Dokumen ini merupakan Buku II.B dari Garis-garis Besar Program Pengajaran (GBPP) Kurikulum Sekolah Dasar 1975. Buku II.B yang berisi GBPP untuk Bidang Studi Pendidikan Moral Pancasila ini terdiri dari 3 bagian. Bagian pertama yaitu Tujuan Kurikuler, Tujuan Instruksionil, dan Pokok Bahasan. Bagian kedua yaitu Pokok Bahasan dan Sub Pokok Bahasan Menurut Tingkat/Kelas. Bagian ketiga yaitu Bahan Pengajaran.
    • Kurikulum taman kanak-kanak 1976: garis-garis besar program pengembangan buku II A bidang pengembangan pendidikan moral pancasila

      Departemen Pendidikan dan Kebudayaan, Departemen Pendidikan dan Kebudayaan (Departemen Pendidikan dan Kebudayaan, 1981)
      buku garis-garis besar program pengembangan bidang pengembangan pendidikan moral pancasila untuk taman kanak-kanak tahun 1976 memuat hal-hal sebagai berikut : rumusan tujuan instruksional dan struktur program kurikulum, garis-garis besar program pengembangan, pedoman untuk pelaksanaan, dan pedoman khusus tentang pelaksanaan sistim kurikulum
    • Nurses Moral/Ethical Responsibilities

      Staff (School of Nursing, Red River Community College, 1983-03-00)
    • Genetics and ethics

      Ben Carritt (1984-03-08)
    • Medical Ethics

      Ronald E. Cranford, M.D.; James B. Nelson, Ph.D. (United Theological Seminary, 1985-09-00)
    • Kurikulum sekolah menengah umum tingkat atas (SMA): GBPP mata pelajaran pendidikan moral pancasila (PMP)

      Departemen Pendidikan dan Kebudayaan, Departemen Pendidikan dan Kebudayaan (Departemen Pendidikan dan Kebudayaan, 1986)
      Dokumen ini merupakan Garis-garis Besar Program Pengajaran (GBPP) Kurikulum Sekolah Menengah Umum Tingkat Atas (SMA) untuk mata pelajaran Pendidikan Moral Pancasila (PMP). Dokumen ini terdiri dari 4 bagian yaitu Pendahuluan, Hal-hal yang Perlu Diperhatikan Dalam Pelaksanaan GBPP, Struktur Program, dan Garis-garis Besar Program Pengajaran.
    • Ethics in Nursing: A Case Analysis Approach

      Judith Erlen, Ph.D. (School of Nursing, University of Pittsburgh, 1986-01-00)
    • Medical Ethics Seminar

      Thomas R. McCormick, D.Min. (School of Medicine (SC-64), University of Washington, 1986-03-00)
    • Ethics and the Health Professions

      Ernest Wallwork (Department of Religion, Syracuse University, 1986-09-00)
    • Ethics for Professionals in Nursing

      John Lincourt (Department of Philosophy, University of North Carolina, 1986-09-00)
    • PLG 298 - PENGANTAR KAEDAH MENGAJAR PENDIDIKAN MORAL APRIL 1987.

      PPIP, Pusat Pengajian Ilmu Pendidikan (1987-04)