Overview
During the course of this term you will select two of the cases in the book one for each case study and not all two at once. These are located in Part 5 of your text book. Do not select any not included in the text or use ones plagiarized from the Internet. For each case write a two to three page single spaced Times New Roman font of 11 or 12 critical analysis/summary followed by the answering of the questions included in the book (the questions should take at least 1 additional page to answer). Your submission in Canvas must be a minimum of three full pages. Failing to complete the minimal requirement in terms of length will result in a severe deduction. Please note, you are to do one case at a time and you will submit one each during two different junctures this term. If a student submits three partially completed cases at once they will not earn more than a 30% for their work.
Please be detailed in your explanations. Do not plagiarize. Students caught plagiarizing will receive an automatic F for the course. Cases must be submitted in the assignment section of the course website. You will create your case in MS Word and you will attach the document when submitting it in the assignment area. Case should be submitted in advance of the due date. The case must not be plagiarized (rewriting someone else’s ideas in by changing the words is still plagiarism), should demonstrate your analytical abilities to critically discuss the relevance of case to you personally as well as to this course and the concepts we are discussing, present an appropriate and in-depth summary, identify and analyze all relevant issues at stake, identify the ramifications of the events discussed in the case both locally and industry wide, identify the prevailing ethical culture of the organizations, reflect upon the solution presented, make suggestions for what could have been in place as a preventative measure, reference course concepts discussed in the course with appropriate citations to resources, and make suggestions for the future, etc.... Following the analysis is the answering of the questions posed in the book for the case. The question themselves should be appropriately numbered and retyped as well as include in-depth answers. The cases make up a fairly significant portion of your grade for the term. Failing to submit a case is a zero that you do not want to receive. Please refer to the due dates. The rubric below represents the grading instrument that I will be using to assess your cases. The rubric very clearly, and in a detailed manner, outlines in full all performance expectations for the cases. Please note, all submissions will be run through our originality checker.
AI Use- Please note, you may use AI to assist you; however, you must follow our course policy. Even when you use AI, you are still expected to critically analyze the relevance of the case to you as an individual and to this course and relate it to specific concepts discussed in our course text. Cases that are facilitated with the use of AI are expected to be twice the length of those which are a full original contribution.
Please note, it is your responsibility to check that your file is loaded correctly and opens properly. If I receive a blank file, it will earn a zero.
ETHICAL USE OF ARTIFICIAL INTELLIGENCE (AI) POLICY AND GUIDE
SUMMARY
Artificial Intelligence (AI) tools are increasingly integrated into academic, professional, and everyday environments. This course recognizes that AI technologies can support learning, research, creativity, and productivity when used responsibly and ethically. The purpose of this policy is to establish clear expectations regarding acceptable and unacceptable uses of AI in this course while promoting academic integrity, critical thinking, and original student work.
GUIDING PRINCIPLES
Students are expected to use AI technologies in ways that:
- Support—not replace—their learning and intellectual development.
- Maintain honesty, transparency, and academic integrity.
- Respect intellectual property, privacy, and ethical standards.
- Demonstrate independent critical thinking and personal engagement with course material.
- Comply with institutional academic integrity policies.
STRATEGIES FOR ETHICAL AI USE
- Brainstorming and Outlining: Use AI to break through writer's block by asking for essay topics, potential thesis statements, to organize rough notes into a logical outline from which you build, or to give you a sense of how information could be organized and what themes might be appropriate. Students are then expected to add relevant resources, in text citations, course theories, localized examples, personal reflections, current news and events (if applicable). If in text citations are not included then a grader has no idea where the information came from and will assume that the work is AI and not yours. How do you accomplish this – look stuff up and find information.
- Concept Clarification: If you are stuck on a difficult topic, ask the AI to explain it in simpler terms, acting as a tutor. You can also use AI to generate study guides or practice questions and/or to explore possible examples.
- Drafting and Revision Feedback: Rather than asking for a full essay, ask the AI to critique your draft, to provide additional elaboration or examples, suggest improvements for clarity, or check for grammatical errors.
- Summarization: Use tools like Copilot in Word, Gemini, Claude, or ChatGPT to summarize long, complex academic papers to help you understand them better.
- Drafting Assignments: Use AI to turn your rough notes into a polished structure, or ask for feedback on your writing style
- Resources: where you use AI to help you locate articles, papers, research studies, and websites that may be useful for information gathering.
- Translation: If you are an English Language Learner you are encouraged to use AI for translation support.
- Accessibility: AI tools may be used to support accessibility needs consistent with UMES Office of Accessibility accommodations and inclusive learning practices.
PROHIBITED USES OF AI
The following uses are not permitted unless explicitly authorized by the instructor:
- Submitting AI-generated work as entirely one’s own
- Using AI to complete quizzes, exams, or assessments intended to measure independent knowledge
- Generating discussion posts or reflections without substantial student contribution
- Fabricating sources, citations, research findings, or data
- Using AI to impersonate another individual or falsify participation
- Uploading confidential, proprietary, or personally identifiable information into AI systems
- Circumventing course learning objectives through overreliance on automation
TRANSPARENCY AND DISCLOSURE EXPECTATIONS
Students must disclose significant AI use in assignments when applicable. Disclosure should briefly describe:
- The AI tool used
- How precisely the tool was used
- How the student revised, evaluated, made significant substantial contributions to the final work. (Please note that simply rewording AI output is not a substantial contribution nor is reading something and mentioning you “checked it” constitute evaluating. Evaluating involves locating and checking information specifically via sources and adding in text citations and references).
OTHER IMPORTANT PRECAUTIONS
Verify Everything: AI can hallucinate, or create inaccurate information and false citations. Always double-check facts. Whatever you use from AI should be properly cited with in text citations. All references must be double checked and fully presented an accessible (AI often gives incomplete references or uses references where information cannot actually be found. It will also frequently claim that there is no date for publications which almost always is untrue),
Maintain Your Voice: Never copy-paste directly. Rewrite, refine, and ensure the final work sounds like you and the class in which you are enrolled
DR HOLLYWOOD’S AI WALKTHROUGH EXAMPLE
I keep explaining that college students should use AI as a thinking companion to enhance learning, improve efficiency, and develop future-ready skills, rather than as a replacement for critical thought. Effective usage involves using tools for brainstorming, summarizing, and explaining complex concepts, which helps deepen understanding and saves time on tedious tasks. Here is an example of how I might quickly use AI to prepare a a quick summary of a topic while adding the human touch an added value and originality.
This example considers the topic of Immigrant and Migrant workers and I used the prompt “tell me about the exploitation and working conditions of migrant workers in the United States" and it gave me the following which is a brainstorming starting point. I do recognize that students think that by putting my required length and the details of my assignment that they think they are not plagiarizing but it is absolutely plagiarizing as well as uninspired and unoriginal.
Here is some of the output that I received in italics
The exploitation and working conditions of migrant workers in the United States are shaped by a mix of labor demand, immigration policy, and limited worker protections. While migrant labor is essential to sectors like agriculture, construction, food processing, and domestic work, many workers face systemic vulnerabilities that increase their risk of exploitation.
Structural Vulnerabilities
Migrant workers—especially those who are undocumented or on temporary visas—often operate in a system where their legal status is tied to their employer or is insecure. This creates a power imbalance that discourages reporting abuse.
- Undocumented workers may avoid speaking out due to fear of detention or deportation.
- Workers on programs like the H-2A visa program(agriculture) or H-2B visa program (seasonal non-agricultural work) are often tied to a single employer, limiting mobility and making it risky to leave abusive conditions.
Common Forms of Exploitation
- Wage Theft and Economic Exploitation
- Employers may underpay workers, deny overtime, or fail to pay at all.
- Some migrant workers are charged illegal recruitment fees, leaving them in debt before they even begin working.
- Unsafe Working Conditions
- In industries like agriculture, workers face extreme heat exposure, pesticide risks, and long hours without adequate breaks.
- Construction and meatpacking jobs often involve dangerous equipment with insufficient safety training.
- Poor Living Conditions
- Many migrant workers, particularly in agriculture, live in overcrowded or substandard employer-provided housing.
- Lack of access to clean water, sanitation, and healthcare is common.
- Coercion and Retaliation
- Threats of deportation, blacklisting, or job loss are used to silence complaints.
- Some cases rise to the level of labor trafficking, where workers are effectively trapped through intimidation, debt, or document confiscation.
For my second round I asked Chat GPT for citations (and I used the free version simply because that’s what students usually use). The citations and references were poorly formatted and as per usual largely incomplete because AI is bad at giving proper citations. Nevertheless, some were worth visiting and then exploring further. For example, building off what it did give me I have (output is in quotes for clarity) "Immigrants face exploitation in agriculture and domestic work, with some employers using the threat of ICE involvement to silence workers, according to NILC." And while not a proper citation that link takes you to a lot of information which you could expound upon and cite. I also got this "The U.S. Department of Labor encourages using guidelines that adhere to International Labor Organization (ILO) standards to prevent forced labor." Which again not a correct citation does take you directly to the ILO standards and a page full of suggestions with links to further research and resources.
I then did a third round and asked for studies from 2026 on the economic impact of migrant and immigrant workers as well as the impact of ICE on the migrant and immigrant workers communities in 2025 and 2026. For my fourth round I asked about the impact of immigrant and migrant workers on the Eastern Shore of Maryland.
Based on what I gathered largely by visiting the resources suggested and then going deeper and visiting some primary sources, I put together this executive summary-
The exploitation of migrant workers is a widespread global issue where individuals seeking better opportunities face abuse, coercion, and substandard working conditions (USDL, 2022). Immigrant Worker are individuals who move to a new country with the intention of residing there permanently or for an extended period. They often go through a legal vetting process and may seek citizenship. Migrant workers are people moving either within their home country or across borders for work, often for temporary, seasonal jobs. They may not intend to settle permanently and may return home. There terms can overlap, but migrant is a broader term focusing on movement for work, while immigrant highlights the intent to settle (USDL, 2022).
A large body of research shows that exploitation is not incidental. Rather, it is structurally embedded in industries that rely on migrant labor. For example, a national study of nearly 47,000 U.S. farmworkers published in Frontiers of Public Health (Iglesias-Rios, Handal, & Want, 2025) found that precarious and exploitative work conditions as well as chronic diseases are historical and pervasive in fields like agriculture. Further, migrant workers are three times more likely to end up in forced labor exploitation in the private sector compared to local workers, according to Anti-Slavery International (2026). This vulnerability is driven by factors such as high recruitment debt, restrictive immigration policies, language barriers, and fear of deportation (Boufked et. al, 2024).
Research also finds that migrant and immigrant workers are often paid significantly less than minimum wage, suffer from wage theft, or have wages withheld to pay off exorbitant debts to recruiters or employers (HRRC, 2025). Additionally, they are frequently employed in what is referred to as 3D jobs (dirty, dangerous, and demeaning) with the most exploitive employers found to use threats, passport confiscation, and physical confinement to prevent workers from leaving (ASI, 2026).
How many migrant and immigrant workers do we have in the United States? As of 2024, the U.S. Bureau of Labor Statistics (USBLS, 2025) estimates that foreign-born individuals accounted for 19.2% of the U.S. civilian labor force, totaling approximately 30 million workers. Estimated at around 8.3 million, the subset of undocumented immigrants represents approximately 5.2% of the total U.S. workforce.
Economists largely agree that immigration, including undocumented immigration, has a positive effect on long-term U.S. economic growth by filling labor needs in crucial sectors. More specifically a 2026 report from the conservative Cato Institute (Bier, Howard & Salazar, 2026) found that for each year from 1994 to 2023 the United States immigrant population generated more in taxes than they received in benefits from all levels of government creating a cumulative fiscal surplus of $14.5 billion U.S. dollars. Further, the study estimates that without immigrants the US govt debt at all levels would be at least 205% of GDP. The takeaway being that immigrants are not a drain but rather are actually helping to subsidize our government.
Immigrant and migrant workers are the backbone of the Eastern Shore of Maryland's agricultural, seafood, and poultry industries, with thousands, primarily from Mexico, Haiti, and the Caribbean, arriving annually on H-2A and H-2B visas (Rathod & Lockie, 2010). These workers, crucial to picking blue crabs and harvesting crops, often face challenging conditions, low pay, and significant separation from their families. More specifically, from 2010 to 2019, the foreign-born population on the rural Eastern Shore increased by 90%. Immigrants make up 21.7% of Maryland's total labor force, including 36.2% of the construction workforce and a significant portion of agricultural labor (NABB Center, 2026).
With ICE in the news cycle daily throughout 2025 and 2026 regularly performing raids as well as holding individuals in captivity, one of the strongest findings across recent research is that ICE enforcement creates negative labor shocks. Research funded by the Russell Sage Foundation and conducted by sociologists Erin Hofmann, Guadalupe Márquez-Velarde, and economist Sherzod Akhundjanov examined the impact of workplace immigration raids on local communities. The study focuses on two main periods: 2005–2008 (George W. Bush administration) and 2017–2019 (Donald Trump administration) found that ICE raids result in disruptions to local labor market, changes in community demographics, reduced workplace morale, and net negative effects on business activity and local economies (Hofmann, Márquez-Velarde, & Akhundjanov, 2024). In sum, ICE enforcement can destabilize entire industries dependent on immigrant labor, not just individual workers and immigrant and migrant workers are not easily replaced (Anderson, 2026). Most startling, studies suggest that mass deportations could lead to significant reductions in Gross Domestic Product (GDP) and higher consumer prices by 2028 (Payan, & Rodríguez-Sánchez, 2026).
Since late 2024, ICE has been operating locally on the Eastern Shore, announcing a targeted enforcement operation in Maryland’s Eastern Shore region that resulted in multiple arrests, including individuals described by the agency as immigration fugitives or with criminal convictions (ICE, 2025). One widely reported case (WBOC, 2026) involved a woman in Salisbury who was detained by ICE in January 2026 while traveling to work and according to reports, her arrest occurred shortly before the death of her teenage son from cancer, leading to significant public attention and advocacy efforts from immigrant-rights support groups such as CASA on the Eastern Shore. In another example, a pastor (Daniel Fuentes Espinal) who leads a local Hispanic congregation in Easton and works in construction was detained by ICE in July 2025 after a traffic stop while driving to work. He had reportedly lived in the United States for approximately 24 years and was later transferred through multiple detention facilities. Fuentes Espinal publicly described difficult detention conditions in Baltimore, stating detainees slept on concrete floors with aluminum blankets. His account later became part of broader public scrutiny and legal complaints about conditions at Baltimore ICE holding facilities (WBOC, 2025).
The U.S. Department of Labor (2024) encourages the use of guidelines that adhere to International Labor Organization (ILO) standards to prevent forced labor. These guidelines include prohibiting all forms of forced or compulsory labor such as human trafficking, debt bondage, use of involuntary prison labor, coercive recruitment practices, withholding wages or identity documents, use of threats or intimidation; ensuring fair wages and safe working conditions; respecting freedom of association by supporting collective bargaining, introducing grievance policies, allowing for anonymous reporting of abuse or wrongdoing, and having anti-retaliation policies; providing worker and manager trainings on exploitive labor practices; and conducting supply chain due diligence audits by conducting risk assessments, monitoring suppliers and subcontractors, conducting independent audits, and taking corrective and immediate action when needed.
As you can see I now have a very decent working draft and could locate some specific examples and add some additional insights and then end with suggestions and a conclusion followed by my reference list.
The current guide for references is the APA Style 7th Edition, released in 2020 by the American Psychological Association. Key updates include simplified formatting for online sources, including up to 20 authors in references, and removing "Retrieved from" before URLs. References must include the author, date, title, and source. APA examples from the APA https://apastyle.apa.org/instructional-aids/reference-examples.pdf
Some quick examples
Buzzetto-Hollywood, N., Thomas-Banks, L., West, L., & Richerson, R. (2025). Validating Scales for Measuring Self-Efficacy, Growth Mindset, and Goal Setting. Social Sciences, 14(12), 726; https://doi.org/10.3390/socsci14120726
Cherry, K. (2024). What is a mindset and why it matters. Very Well Mind. Retrieved 8/7/2025 from: https://www.verywellmind.com/what-is-a-mindset-2795025
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668. https://doi.org/10.1073/pnas.1608207113
Clay, G. (2016). New tactics needed to fix low HBCU graduation rates. The Undefeated. Retrieved 8/20/19 from: https://theundefeated.com/features/new-tactics-needed-fix-low-hbcu-graduation-rates/
Grading requirements:
CRITERIA UNDER EVALUATION | EXCEEDS PERFORMANCE EXPECTATIONS | MEETS PERFORMANCE EXPECTATIONS | ALMOST MEETS PERFORMANCE EXPECTATIONS | UNACCEPTABLE | |
|---|---|---|---|---|---|
Introduction and Problem Definition | A well-developed context that includes the central issue(s) around which the analysis is structured. Clarifies to the reader what will follow. Significance to the study of business addressed. | Presents a thesis statement and references a central question/problem. Significance addressed. | Attempted with issues with clarity, purpose, context, or problem definition. | Either missing or lacking weak in structure so as not to provide a context, and/or problem definition. | |
Completeness/ Thoroughness and Originality | Thorough and complete. Well-developed original ideas and accurate information Citations support ideas.. Exceeds requirements. In depth responses to questions. If AI is utilized it is done in a thoughtful manner that includes critical reflection and reasoned judgement and which follows course guidelines. | Meets expectations. Not a repetition of the info contained in the book. Adequate responses to end of case questions. . If AI is utilized it is done in a thoughtful manner follows course guidelines. | Incomplete. Inaccuracies may exist. More original contribution required. An overdependence on AI may be indicated. Questions may only 2-3 sentences. | Not complete or minor plagiarism may exist or AI has been used to generate the submission. (Significant plagiarism results in F in case or course) | |
Application of Course Concepts Subject Knowledge | Demonstrates in-depth knowledge of course content with the meaningful integration of concepts. | Adequate application of course concepts | Attempted. More effort needed.. | Little or no application of course concepts. | |
Format and Organization | Perfectly follows all formatting. Organization is meaningful and transitions between ideas help to maintain flow. | Satisfactory with only minor improvement needed. | Attempted; however, flaws that require correction are evidence. | Does not follow the required format and/or is unorganized. | |
Narrative | Well-developed descriptions of the setting, persons, activities, issues, etc. An original summary and interpretation. Abundant background information clarifies understanding. Redundant/ irrelevant info omitted. External info/examples, added. | Adequate. Greater elaboration and/ or minor editing of irrelevant information would improve the narrative. | Attempted. More effort to expound beyond what is already conveyed in the text book is needed. | Weak with no effort to go beyond what is already in the textbook is indicated. | |
Writing Quality/ Mechanics | Superior writing. Descriptive language. Correct use of grammar, word use, punctuation, parallel structure, sentence structure, transitions, and spelling. | Demonstrates control of writing mechanics. Minor flaws discernible that are easily corrected. | Attempted with multiple issues. | Unacceptable. Serious flaws impede understanding. | |
Analysis | Insightful and thorough analysis of issues. Requirements, regulations, failures, motivating factors, constraints, ethical policies (or lack thereof), checks/balances, economic instigators, organizational culture, marketplace, and other relevant issues explored. Connections made & viewpoints presented. Critical thinking and reflective reasoning applied. Alternative activities/decisions explored. | Adequate analysis and identification of issues. Major considerations explored. adequate identification of alternative scenarios and decisions | Presents a superficial analysis of the issues. Minimal attempt to identify alternatives. Improvements needed. | Presents an incomplete analysis of the issues.. Shows insufficient close reading and/or lack of analysis. Alternative scenarios and decisions not identified. | |
Research | Relevant research & correct documentation of sources. In-text citations and bibliographic referencing with. APA formatting applied. | Adequate research with documentation of sources. APA formatting applied. | Limited research that may involve issues with documentation | A lack of research evident. | |
Synthesis and Recommendations | Exemplary. Assembles ideas to engender new understanding. Introduces relevant recommendations. Conclusions are logical and address the central question. | Meets expectations with some minor recommendations for improvement. | Attempt made. Flaws in reasoning, linkage of ideas, or in overall quality. | Little to no synthesis of ideas. | |
Conclusion/Summary/Closure | Cohesive and succinct synopsis. Not redundant. Well-worded, logical, summative, and signals the end. Significance and what has been learned is discussed and related to the course. Gives reader something to take away. Suggests broader implications. | Adequate conclusion that summarizes main ideas and conclusions drawn. Provides the readers with closure and take away points. | Attempt at a conclusion that provides a simple summary presented. | Conclusion is weak, missing, abrupt, disjointed, illogical, or inconsistent with the rest of the content. |
Please note, there is a distinct difference between in text citations and references and you are expected to use both. Also, you are required to use proper APA formatting. Providing a URL is not a reference. This is a reference for a website
Davies, B and Morton, R. (2012) New Research Shows Businesses may be Missing Out on the Business Benefits of Customer Loyalty. Retrieved 6.12.2012 from: Sat Metrix
Here is an example where the specific author is unknown
eMarketer, (2012). CEOs Who Tweet Held in High Regard. Retrieved 9/1/2012 from: e marketer