BUS299- Managing Social Responsibilities and Ethical Issues in a Diverse Workforce The purpose of this paper is to explore current ethical and social responsibility issues in the workplace that are relevant to your organization or career. Your task is to describe an ethical issue that is relevant to your work situation (past or current). The paper should focus on individual issues that you may face as an employee or manager. In addition to completing this paper, now is a great time to go back over anything you need to fix, adjust, or add to the previous assignments that will become your final SWOT analysis. Now is also a great time to “look ahead” a bit to what is coming and still needed for your final SWOT submission in Module 8. Your task is to describe an ethical issue and how it is impacting the organization. In addition, your essay needs to provide details of the dilemma along with a detailed recommendation on how the organization should proceed. The nature of ethical decision-making is recognition, analysis and resolution. Most of the time we don’t make a decision because it’s ethical, but rather based on business; ethical decisions happen “after the fact.” After completing this activity, you will be better prepared to make those tough ethical decisions at work. Section One- Thesis: Your thesis, or topic sentence, tells the reader what your essay will discuss. In just one or two sentences, discuss what information your paper will cover; this will help you to narrow your focus and keep you from writing on too broad a topic. Section Two: Provide a detailed description of the issue, with an emphasis on explaining the ethical dilemmas and social responsibilities inherent in the situation. Remember this issue needs to come from the organization that you are performing the SWOT analysis on, and should include information about who is impacted by this issue and why. Section Three: Give a detailed analysis of the issue and provide YOUR recommendations on what course of action is needed and why. Given the current condition of your work environment, analyze the underlying causes of the issue and provide recommendations for both the employees dealing with the issue as well as what the organization or managers need to do in order to manage and resolve the issue. Section Four: Provide a conclusion that summarizes your essay and emphasizes your main ideas. In academic writing, a conclusion serves to remind the reader about what your paper is about and allows you to make a final and lasting point without introducing new information. Please include a title page and reference page with your essay and list the four sections as shown. This essay paper should be 5 to 7 pages long; this does not include your title or reference pages.  All citations should be in APA format and need to be included on your reference page. Running head: AGE CORRELATION TO COLLEGE EDUCATION 1 AGE CORRELATION TO COLLEGE EDUCA ...

1. BUS299- Managing Social Responsibilities and Ethical Issues
in a Diverse Workforce
The purpose of this paper is to explore current ethical and social
responsibility issues in the workplace that are relevant to your
organization or career. Your task is to describe an ethical issue
that is relevant to your work situation (past or current). The
paper
should focus on individual issues that you may face as an
employee or manager.
In addition to completing this paper, now is a great time to go
back over anything you need to fix, adjust, or add to the
previous
assignments that will become your final SWOT analysis. Now is
also a great time to “look ahead” a bit to what is coming and
still
needed for your final SWOT submission in Module 8.
Your task is to describe an ethical issue and how it is impacting
the organization. In addition, your essay needs to provide
details
of the dilemma along with a detailed recommendation on how
the
organization should proceed.
The nature of ethical decision-making is recognition, analysis
and
resolution. Most of the time we don’t make a decision because
it’s
ethical, but rather based on business; ethical decisions happen
“after the fact.” After completing this activity, you will be

2. better
prepared to make those tough ethical decisions at work.
Section One- Thesis: Your thesis, or topic sentence, tells the
reader what your essay will discuss. In just one or two
sentences,
discuss what information your paper will cover; this wil l help
you
to narrow your focus and keep you from writing on too broad a
topic.
Section Two: Provide a detailed description of the issue, with
an
emphasis on explaining the ethical dilemmas and social
responsibilities inherent in the situation. Remember this issue
needs to come from the organization that you are performing the
SWOT analysis on, and should include information about who is
impacted by this issue and why.
Section Three: Give a detailed analysis of the issue and provide
YOUR recommendations on what course of action is needed and
why. Given the current condition of your work environment,
analyze the underlying causes of the issue and provide
recommendations for both the employees dealing with the issue
as well as what the organization or managers need to do in order
to manage and resolve the issue.
Section Four: Provide a conclusion that summarizes your essay
and emphasizes your main ideas. In academic writing, a
conclusion serves to remind the reader about what your paper is
about and allows you to make a final and lasting point without
introducing new information.
Please include a title page and reference page with your essay
and list the four sections as shown. This essay paper should be 5

3. to 7 pages long; this does not include your title or reference
pages. All citations should be in APA format and need to be
included on your reference page.
Running head: AGE CORRELATION TO COLLEGE
EDUCATION 1
AGE CORRELATION TO COLLEGE EDUCATION
2
Age Correlation To College Education Analysis
BJ
MAT308
Wilmington University
Research Question and Relevance
Every year in the United States, the cost for a higher
education continues to increase while wages remain stagnant.
Along with this, more employers are now requiring a Bachelor’s
degree for employment. (Hess, 2019) As a current student going
for my own Bachelor’s degree and an individual that would like
to help high school students pursue higher education, I was
curious as to whether or not people in the United States have
been more or less likely to pursue a Bachelor’s degree. Are
employers pushing people to get degrees? Or is the higher cost

4. of a degree making it less obtainable to individuals? To find
answers to these questions I asked, Are Baby Boomers
(individuals born between 1944-1964) more likely to have a
Bachelor’s degree compared to Generation X (individuals born
between 1965-1979)? This will determine if there is a steady
increase or decrease in obtaining a higher education, or no
changes at all.
Data Description and Data Collection
The two populations studied were both Baby Boomers
(born between 1944-1964) and Generation X (born between
1965-1979). I chose 30 individuals from each group to study for
a total of 60 participants. (n=60) I conducted the survey myself,
by sending a Google Survey to individuals I knew of these age
groups asking the year they were born, and if they have a
Bachelor’s degree or not. I used cluster sampling by surveying
these two groups and randomly selecting answers among them. I
may have experienced sampling bias throughout my collection
as I have only sent out the survey to individuals I know and
their friends. Because I am not able to accurately collect data on
everyone in the country, it may not be the most accurate data to
represent everyone in these age groups. Doing a test in another
part of the country or even another city, may yield different
results.
Data Organization
The data I collected can be seen in Table 1 showing how many
of the Generation X and Baby Boomer Generation individuals
have a Bachelor’s Degree. Figure 1 represents that data in a
Histogram.
Table 1
Comparing Education Level with Age
Cluster Sampled
Total # of Individuals
Generation X Individuals with a Bachelor’s Degree
16
Generation X Individuals without a Bachelor’s Degree

5. 14
Baby Boomer Generation Individuals with a Bachelor’s Degree
11
Baby Boomer Generation Individuals without a Bachelor’s
Degree
19
Figure 1
Comparing Education Level with Age
Data Analysis
In order to compare the level of Bachelors degrees
obtained between both Generations, I performed a Test of
Independence to determine a correlation between the two. (α =
0.05, DF = 1) My hypotheses for this test were as follows:
Ho: Education Level is independent to Age.
Ha: Education level is dependent to Age.
Table 2 shows my contingency table used for the Test of
Independence. The test yielded a test statistic of 1.6835 and a p -
value of 0.1945. The p-value is higher than the level of
significance, 0.05. Therefore I do not reject Ho, and stick w ith
the hypothesis that education level is independent of age.
Table 2
Contingency Table
With Bachelors Degree
Without Bachelors Degree
Row Total
Generation X
16
14
30
Boomer Generation
11
19
30

6. Column Total
27
33
60
My descriptive statistics for all of the ages are shown in Table
3. The mean age for all participants in this study is 58.96 or
rounded up, 59. The Median age was 60, this along with the
mean could show that a majority of participants leaned towards
being in the older side of their respective groups. The Standard
deviation is 12.06, showing how the data is spread out.
Table 3
Descriptive Statistics
Mean
58.95
Median
60
Mode
66, 45, 50, 55, 65, 70
Standard Deviation
12.06
Range
38
Conclusions
This data has shown that there is in fact no clear
correlation shown by my data that age and the likelihood of
obtaining a Bachelors degree are dependent on each other.
Overall, this means that the rising increase of college education
may not be deterring individuals from going to school to obtain
their degree. Whether or not this changes with future
Generations, would be an interesting test to do in the future to
see if this conclusion still holds. Going forward it would also be
beneficial to see if my results still stand using census data, and
examining the population as a whole, compared to my small
sample of individuals I know.

7. References
Hess, A. J. (2019, December 13). The cost of college increased
by more than 25% in the last 10 years-here's why. Retrieved
December 03, 2020, from
https://www.cnbc.com/2019/12/13/cost-of-college-increased-by-
more-than-25percent-in-the-last-10-years.html
1
Sea Proposal
Shy Phillips
Wilmington University
Inferential Statistics
March 13, 2022

8. The effectiveness of Ascorbic acid in preventing or curing the
common
Common cold happens to be the most frequent irresistible
infection in people. The average individual gets one a few times
each year. Interestingly enough, ascorbic acid has frequently
been professed to be a viable treatment through the years.
However, this belief has not been shared by official bodies,
authorities on nutrition, and physicians. This means that a
hypothesis can be used to analyze the hypothesis.
I am interested in this question because of the controversies that
have been around the subject since around when the then Nobel
prize champ Linus Pauling promoted the hypothesis that
ascorbic acid could aid treat colds. For this reason, I chose a
hypothesis that focuses on analyzing whether or not ascorbic
acid is effective in preventing or curing a common cold. The
population to be looked into will be children worldwide aged
between one and 12. According to Gunnars, for instance, "a
supplemental dose of 1–2 grams was enough to shorten the
duration of a cold by 18% in children, on average(Gunnars,
2018)." The latter hypothesis raises curiosity on the
effectiveness of Ascorbic acid in preventing or curing a
common cold, especially around children.
I will use simple random sampling. It is one of the most
incredible probability examining methods that aid in saving
resources and time. The former is a solid strategy for acquiring
data where each individual from a populace is picked
arbitrarily, just by some coincidence. Every individual has a
similar likelihood of being decided to be part and parcel of a
sample. Two hypotheses also determine the method; a) Null
hypothesis: children given ascorbic acid are not likely to suffer
from the common cold during the flu season. Alternative

9. hypothesis: Children given ascorbic acid are less likely to suffer
from the common cold during the flu season. The sample
children will be divided into two, those taking ascorbic acid and
those taking a placebo during the cold season. Besides, the data
will also be collected through assessment of previous research
and trials conducted on the research question.
A confounding variable that may limit the study is that there is
no scientific evidence that justifies that ascorbic acid may
prevent or cure a cold; it is instead a bunch of hypotheses that
may deter the full participation of the research population and
sample. There is also a belief that the common cold is incurable
and it may come and go as it pleases, and the only that can
assist is by dressing warmly and drinking home water.
I will choose the visual representation of information because
information seen can never be forgotten. A bar chart is a graph
that will suit perfectly with the research because it is perfect for
plotting information assembled over a certain period. Plus, it is
also the easiest when it comes to interpretation.
The type of analysis that I will perform will be the Inferential
examination. It can decide and foresee the best outcomes by
testing hypotheses of various subjects taken from gathering
subjects. In this case, it will result from the previous research
trials and investigations conducted together with that of
children who will be offered ascorbic acid during the flu season
compared to those given a placebo. A p-value, described as a
probability that a notable difference could have happened, will
also be used. It is (Emmert-Streib & Dehmer, 2019).
References
Emmert-Streib, F., & Dehmer, M. (2019). Understanding
statistical hypothesis testing: The logic of statistical
inference. Machine Learning and Knowledge Extraction, 1(3),
945-961.

10. Gunnars, K. (2018, April 24). Can vitamin C prevent or cure
colds? Healthline. https://www.healthline.com/nutrition/does-
vitamin-c-help-with- colds#TOC_TITLE_HDR_2