Global Organization Code Of Ethics - 1154 Words

Global Organization Code of Ethics This Code of Ethics applies to our entire global organization. It sets forth the values and expectations for all employees and shareholders within our company. Honesty, Integrity, Respect and Fair Business Practices This organization will engage in practices that encompass integrity, honesty, respect and fair practices. - Honesty: All employees are expected to be honest with fellow employees, stakeholders, investors, and vendors. - Integrity: All employees will exemplify integrity in all practices related to our business. - Respect: All employees will treat all other employees, stakeholders, investors and vendors with respect and dignity. Employees will exhibit respect for the globally diverse population we serve and employ. - Fair business practices: All interaction when conducting business will be done in a way which allows opportunity for the inclusion of all interested parties. No exclusions from conducting business will be imposed with the following exception; Any organization that belongs to a government that does not support this code of ethics will be excluded from conducting business with this organization and its affiliates. Leadership and Transparency The management of our company will provide and support transparency with its employees and stakeholders. Quarterly reports will be shared electronically for all interested parties to review. There will be an annual report that will display profits and losses, growth, and marketShow MoreRelatedGlobal Code Of Ethics And Ethics938 Words   |  4 PagesMBA 605: Unit 4 Exercise Global Code of Ethics Introduction All employees and senior level executives are expected to uphold to the Global Code of Ethics in the highest ethical standards of this corporate international organization. Each employee is to abide by the laws of their country and the regulations of the organization in which they work. The Global Code of Ethics helps ensure compliance with the standards of business, ethics, and governing regulation requirements put in place. All employeesRead MoreImportance Of Business Ethics On Previous And Current Literature Essay1459 Words   |  6 PagesImportance of business ethics in previous and current literature Previous Methodologies used for Studying Business Ethics Majority of the literature reviewed relied heavily on questionnaires and surveys as the chosen methodology. According to Rowley (2014), questionnaires are the â€Å"most widely used means of collecting data† (p. 308). However, when designing a questionnaire or survey researchers should consider the type of questions being used, sensitivity of questions asked, content and lengthRead MoreEthical Management Processes in an International Company1039 Words   |  4 Pagespromotion is accomplished within a framework of personal ethics; (2) the organizational culture is constructed with value placed on behavior that is ethical; (3) the organization ensure that leaders not only speak of ethical behavior but follow through in their actions as well; (4) decision-making processes in the organization make the requirement that the ethical aspect of business decisions are considered; and (5) moral courage is developed. (Ethics in International Business, nd) I. Ethical Behavior Read MoreThe Importance Of Management And The Success Of A Company1192 Words   |  5 Pagesof a company Introduction When it comes to the coordination of activities of an or organization or a company in order to achieve its desired objectives, the importance of management should never be underestimated, management itself is a large and complex topic with all organizations having its goals and objective in which its management process will need to attain desired success for the company, using Global logistics management as an anchor point in understanding the importance of managementRead MoreEssay on Uop Ethics/316 Week 5 Cross Cultural Perspectives1340 Words   |  6 Pages2012 Cross Cultural Perspectives Ethics are the product of a society’s culture so it is natural there will be different responses to similar ethical scenarios. Beekum, Stedam, and Yamamura (2003) suggest these differing conclusions will lead to conflict where one side perceives the outcome is ethical whereas the other does not. Another possible outcome is that one side may not even see a decision even being morally significant. Global organizations have the additional challenge when operatingRead MoreThe Global Code Of Ethics1655 Words   |  7 PagesI. OVERVIEW The Global Code of Ethics outlined herein describes how this international organization intends to do business. Because this business is global, working in conjunction with different cultures is of utmost importance. Drafting, implementing, and monitoring the Global Code of Ethics has involved and will continue to include a team from all aspects of the business, including; the Board of Directors, the General Counsel, Human Resources Directors, Managers, and Employee Representatives. FurtherRead MoreCode Of Ethics And Ethics1457 Words   |  6 PagesCode of Ethics A business code of ethics is a series of established principles an organization uses when operating in business or society. Organizations often develop these codes to ensure that all individuals working in the company operate according to the same standards. Most individuals have an internal code of ethics or moral principles they follow in life. A situation one individual finds ethically reprehensible may not seem so to another individual. Using a code of ethics in business attemptsRead MoreInformation Technology Systems Primary Responsibility1198 Words   |  5 PagesThe Information Technology systems primary responsibility is to maintain and sustain the organization network and communications operations. Although, they specialize in a particular field, they combine experiences and resources to support the IT department. The functional areas support the IT department which in turns support the organization’s mission, vision, and goals. Mission: Planning, managing, synchronizing, and directing the Information Technology system communication operations with theRead MoreSocial responsibility and Ethics in International Business Essay1392 Words   |  6 PagesGlobal awareness Global awareness has become an essential proficiency in international business. In order to become globally aware, the managers of firms must be accepting of cultural differences, understand the culture, have an understanding of global economics and recognize the political trends (Cateora, Gilly, Graham, 2013). A majority of problems chanced upon are the outcome of the oddness of the surroundings the organization will be operating in the host country. Additionally, as describedRead MoreGlobal Code Of Ethics : Ethics1407 Words   |  6 Pages Global Code of Ethics Sherry D. Martin Patten University Global Code of Ethics A global Code of Ethics has been established at [Company Name] to encourage conformity with behaviors that reflect high ethical standards. The following code must be adhered to within all levels of [Company Name] and should be used as a guide for helping you act appropriately. †¢ Act with integrity ïÆ'Ëœ Doing the right thing must be at the forefront of all business decisions. Integrity refers to ethical

The Argument Put Forward By Descartes Essay - 982 Words

In this essay I will be exploring the argument put forward by Descartes whereby he can conclude that there is an external world. I will be looking into his ideas to do with the difference between imagination and intellect and breaking the main points he puts forward in explanation of the existence of the external world that surrounds us. I will then look into multiple objections to Descartes ideas and show why I believe Descartes argument stands up against criticism. At the start of Meditation VI, Descartes begins by proposing that imagination is distinct from pure understanding. The mind, when it understands, in a sense turns toward itself and looks at one of the ideas that are in it, whereas when it imagines, it turns towards the body, and intuits in the body something that conforms to the idea (Descartes, Weissman, and Bluhm, 1996, p. 93) As a substance dualist, this idea was important to Descartes since the imagination is evidently linked to physical objects through the senses while understanding does not require the presence of physical objects or their images: they are two quite separate things. With Descartes concepts on imagination and understanding in mind, we can look back to the argument he offered for dualism presented in Meditation II, which many see as inadequate. Many philosophers believe that Descartes was not committed to this as an argument since it was badly constructed and weak. Descartes himself seems to admit this fact in replying Arnauld, one ofShow MoreRelatedThe Mind Argument And The Evil Demon Argument1218 Words   |  5 PagesRenÃ'  Descartes is known to be the â€Å"founder of modern philosophy† aswell as a man who was superior in the scientific revolution. As a catholic and a man of science he wanted to show how the scientific world had space for God and freedom which hence led to the Mediditions published in 1641. In the first meditation Descartes introduces the idea that in order for him to establish anything in the sciences which is â€Å"stable and likely to last† he must build truths of which he can be certain. In order toRead MoreThe Dream Argument by Rene Descartes Essay1008 Words   |  5 Pagesfamous arguments, from his not only from his first meditation but all of the meditations, is his Dream Argument. Descartes believes that there is no way to be able to distinguish being in awake from being in a state of dreaming. In fact you could actually be in a dream right now. Rene Descartes’s theory that one is unable distinguish being awake from dreaming, as interesting as it is, can be at times a little farfetched, along with a few contradictions to himself, Descartes’s dream argument does notRead MoreDescartes Argument For The Discovery Of Scientific Truth Essay1192 Words   |  5 PagesI will attempt to clearly explain an argument offered by Renà © Descartes in R ules for the Discovery of Scientific Truth. In order to accomplish this task, I will discern and explain Descartes’ argument, offer what I consider to be the most significant objection to the argument, and contemplate how Descartes would reply to my objection. For the purposes of explanation, I will temporarily put aside the first sentence of the paragraph in which Descartes’ argument can be found. The second sentence ofRead MoreDescartes: Proofs of God/Deception and Error Essay1093 Words   |  5 PagesDescartes: Proofs of God/Deception and Error Instructions: First: Analyze and evaluate the two proofs of Gods existence. How are they different? Is one more convincing than the other? Why did Descartes think he needed two proofs? Do they do different work for him? And secondly: Does Descartes give a satisfactory account of human error, given a perfect and divine creator? Are Descartes arguments convincing, or does it still seem unnecessary and less than perfect that God created us withRead MoreThe Nature Of The Human Mind878 Words   |  4 PagesRene Descartes second meditation is titled, Concerning the Nature of the Human Mind: That it is Better Known than the Body. In his second meditation, Descartes argues that the human mind exists merely by itself without any physical representation in the world. This argument lead to many of his later meditations and allowed him to really build the framework for Western Philosophy. The cogent argument is arguably the most crucial argument, which lead us to our philosophy of the mind. In some respectRe ad MoreDescartes Meditations On First Philosophy1712 Words   |  7 PagesDescartes’ Meditations on First Philosophy (1641) contains six Meditations. In the first two of these Descartes addresses doubt and certainty. By the end of the second Meditation Descartes establishes the possibility of certainty by concluding that he is a â€Å"thinking thing† and that this is beyond doubt. Having established the possibility of certainty, Descartes attempts to prove the existence of God. The argument he presents in the Third Meditation for the existence of God has been nicknamed theRead MoreAn Analysis Of Descartes And The Dreaming Argument1390 Words   |  6 PagesThis essay will take a look at Descartes Dreaming argument and Evil Demon argument. As well as discussing their weaknesses and strengths to later decide which argument is the best. Despite my belief of subjective truths, the reason for doing this is to establish both arguments on an equal basis and to determine whi ch would be best in an argument. The Dreaming argument first showed up in Descartes First Meditation, where he focusses on the task to educate himself on his own doubt. When meditatingRead MoreThe Existence Of Saint Thomas Aquinas And Ren?ï ¿ ½ Descartes1460 Words   |  6 Pagesphilosophers have attempted to prove God’s existence: Saint Thomas Aquinas and Renà © Descartes. Despite having been influenced by the former, Descartes’ arguments––while similar to Aquinas’––are reached through noticeably different methods. To analyze Aquinas’ proof for God’s existence, it is important to first analyze his definition of God––or â€Å"How We Know God†Ã¢â‚¬â€œÃ¢â‚¬â€œ as outlined in the Summa of Theology (Qu. 12). Simply put by Aquinas, â€Å"[God] is (1) the cause of all, and that creatures differ from him inRead MoreOnly a belief in embodied existence after death is philosophically justifiable. Discuss.1455 Words   |  6 PagesDiscuss. Disagree- There is disembodied existence: Plato, Descartes, Christianity Key points: Embodied existence Life after death Philosophically justifiable Criticisms of embodied existence after death: 2- Long tradition of belief in disembodied existence- Plato believed we have immortal souls that leave body at death. 4- Theory of the Atman- Hinduism 6- ‘My essence consists solely in the fact that I am a thinking thing†¦Ã¢â‚¬â„¢- Descartes Support for embodied existence: 1- Christian belief in resurrection-Read MoreEssay about Ontological Argument Critique 857 Words   |  4 Pagesis a much debated philosophical argument that has mystified philosophers since the age of the ‘Enlightenment.’ Many of the different arguments put forth and analysed though, have not adequately proven God’s existence. Although in order to move forward, failed arguments must be studied to ensure that mistakes are not repeated. One such argument is the Ontological Argument. This argument was first recorded by St. Anslem (1033-1109). Descartes adapts this argument in the fifth meditation in ‘Meditations

Syllabus Designing - Review of Literature free essay sample

English for Specific Purposes (ESP) is often underestimated because of teachers attitudes which are often characterized either by condescension or reluctance. This is manifested in the belief that often prevails among teachers that ESP is for those who cannot teach the real language. A good example of this situation is English in other departments or The Language Unit at university where teaching this component of the students program of studies is generally the responsibility of junior members of staff and where it is a slot-filling subject in the teachers time-tables. This underestimation may be due to the fact many language teachers are not aware of what it means to be an ESP teacher, and what it takes to be successful in this practice. The situation in the Tamil Nadu is even more complicated as there is not even a separation between ESP and English for General Purposes (EGP) when it comes to syllabuses and methodology, and who is better trained to teach what. We will write a custom essay sample on Syllabus Designing Review of Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Needs assessment, which is a major component of ESP, never exists, and, if does, it is never systematic, but rather based on teachers intuitions. Moreover, the methodology adopted in teaching never differs. That is, a teacher would enter a class with the same kind of methodology in mind regardless of the aims of each program. Unfortunately, programs are always put in the same basket and are always simply labelled as programs for Teaching English. As a matter of fact, English is not always just English for there are particularities that ought to be taken into consideration when designing syllabuses and practicing teaching depending on the objectives set for each situation. Definition of ESP (English for Specific Purposes) The term of ESP is generally represented as ‘English for Specific Purposes’, which emphasizes on the students’ purposes and refers to the whole range of language resources (Robinson, 1980). A definition of ESP given by Strevens (1988, p. 1 2) is that ESP needs to distinguish between four absolute and two variable characteristics namely: a. Absolute characteristics: ESP consists of English language teaching which is: designed to meet specified needs of the learners related in content (i. e. in its themes and topics) to particular disciplines, occupations and activities entered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc. in contrast with ‘General English’. b. Variables characteristics: ESP may be, but is not necessarily: restricted as to the language skills to be learned (e. g. reading only, etc. ) taught according to any pre-ordained methodology (i. e. ESP is not restricted to any particular methodolog y – although communication methodology is very often felt to be most appropriate). Munby (1978, 1996) defined ESP in relation to ESP courses based on the analysis of the students’ language needs. His definition of ESP is still current as follows: â€Å"ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learner† (p. 2). The interpretation of the expression ‘learner need’ deals with two different aspects of needs (Widdowson, 1984, p. 178), referring to (1) what the learner needs to do with the language once he or she has learned it. This is a goal-oriented definition of needs and relates to ‘terminal behavior’, the ends of learning. (2) [W]hat the learner needs o do to actually acquire the language. This is a process-oriented definition of needs, and relates to ‘transitional behavior’, the means of learning. In ESP, the ends of learning are as important as the means in spite of being normally goal-oriented (Hutchinson Waters, 1987; McDonough, 1984; Robinson, 1991), that is, ESP is meant â€Å"the teaching of English, not as an end in itsel f, but as an essential means to a clearly identifiable goal. † (Mackay, 1978, p. 92) The term of ‘ESP’ has thus been used by different people to mean different things (Blackie, 1979). Nonetheless, the claims for ESP normally have in common in a sense that ESP is not a new approach, but an emphasis on English teaching that should be matched to the students’ specific needs and purposes for their study of English (De Jesus, 1999; Hutchinson Waters, 1984, 1987; La Perla, 1984; Mackay, 1978; McDonough, 1984; Munby, 1978, 1996; Robinson, 1980, 1991; Strevens, 1977; Swales, 1985). Chambers and McDonough (1981) argue that the ‘specific’ in English for specific purposes should refer to both the purpose the language is being used for and the language itself. Three kinds of purposes suggested by Mackay and Mountford (1978) are: 1. â€Å"occupational requirements†, e. g. for international telephone operators, civil airline pilots, etc. ; 2. â€Å"vocational training program†, e. g. for hotel and catering staff, technical trades, etc. ; and 3. â€Å"academic or professional study†, e. g. engineering, medicine, law, etc. Accordingly, an ESP course is pertinently purposeful and is aimed at the successful performance of either occupational/vocational or educational roles (Robinson, 1980) or both. Moreover, Robinson (1991) argues that the language produced as a feature of ESP should be good enough for the job and not be necessarily native-speaker like, but be the communicative strategies and effectiveness of the non-native professional users of English. History of ESP According to Johns’ (1991) discussion, the ESP history in brief with respect to its development and expansion throughout the world has been influenced by the major theoretical and applied schools of linguistics and developed into four phases. The first phase (the 1960s and the early 1970s) was the structure-based phase of linguistic (i. . lexical and grammatical) features of academic and professional registers, for example, the language of electrical engineering and the language of law (e. g. Herbert, 1965). The second phase (the late 1970s and the early 1980s) was the discourse-based phase of register analysis where the function and purpose in discourse became more rhetorical (e. g. Trimble, 1985). The th ird phase (the integration of the discoveries in phase 1 and phase 2) was communication-based phase of systematic analyses of the target learning ituations which concentrate on Munbyian concepts of ‘notional-functional curriculum’ (Munby, 1996), namely: (a) the communicative purposes of speaker/writer; (b) the setting for language use; and (c) the mode of communication and language use. This leads to the language teaching in a communicative approach. The fourth phase (the late 1980s and the 1990s) has been focused on the strategies which learners employ to acquire the target language where the needs analysis (or needs assessment) centers on activities or procedures leading to effective teaching and learning (e. . Hutchinson Waters, 1987). Throughout the past four decades of the history of ESP, the areas of theoretical development and interest in teaching and learning of ESP, relating to the two main branches of ESP: EST and NON-EST, seem to include an interest in regis ter, discourse analysis, the specification of students’ needs (and wants), study skills, or in various methodological approaches to the development of communicative competence (Flowerder, 1990).

Meaningful experiences in life an Example of the Topic Psychology Essays by

Meaningful experiences in life The daily life experiences that every individual in this world comes across with contribute to the development of the self. These experiences do not only come in a single strand nor pattern. Quite on the contrary, what makes these experiences contributive to the welfare of humanity is because these encounters come in various forms and in differing content. A well-rounded personality, then, can be achieved, though strictly limited, to the variety in the experiences that individuals get to have in their lives. Need essay sample on "Meaningful experiences in life" topic? We will write a custom essay sample specifically for you Proceed As much as I strongly believe in the idea that experiences shape the personality of a person in many different ways, these experiences can serve as a meaningful chapter in our lives as much as they have been significant to on my part. As far as my memory would not fail me, I do attest to the idea that experiences teach the individual person about being a steward of the gifts and talents that the self possesses. By having the full knowledge that these experiences contribute in a large part in the molding of the ability of the individual in bringing forth a rather full control or, at least, a strong grasp on ones abilities to his or her advantage, their meanings would be far clear enough. Undergraduates Often Tell EssayLab specialists: Who wants to write paper for me? Specialists suggest: Entrust Your Essay Paper To Us And Get A+ Being an active member of science and math clubs, the tasks being delegated to the members in being able to arrive at a successful drive in achieving every assigned goal for the following weeks and months were not as easy as they first seemed to be. I thought being a part of the community of enthusiasts in both math and science will not bring a great deal of improvement to my character not only as a student but as an individual, a living being conscious of the self as a whole. But I proved myself wrong for the reason that the opposite thing happened. Eventually, the membership that I had in these clubs has led to an increase not only in my knowledge but also with my ability to respond immediately and efficiently to the delegated tasks not only on a school-level but also on a personal scale. What I got from being one of the members in the club was the trainingand this helped me a lot along the way. I became more adept at handling my school tasks and household chores after attending meetings in the club that appeared to test my ability to handle situations that are bent towards trying out my personality. Never did it appear before my consciousness that being an active constituent of the organization can lead to a refinement of my personality and skills. In the end, the once unimagined circumstance in my life eventually turned into reality, bolstering my faith in myself as an individual and keeping my spirits alive and my confidence to a useful degree. An intervening experience supplemented to the positive consequences that the club has given me along the way. As I became the house captain in our boarding house, my skills proved useful in being the leader in the house, especially when making decisions that will affect the entire boarders in a positive light. The decision-making skills, confidence and determination that I was able to refine for myself during the time of my membership in the club held a substantial role in my role as the house captain. Not only did my refined skills and attitude became useful to us during times of dilemmas and crucial moments of deciding who is going to do what chore, these factors also became a part of what I was able to impart to my fellow boarders. In a way, I have inspired them to do the same thing, to acquire the enhancements in their positive characteristics, and to use their meaningful experiences to have full control of their abilities and gifts. Eventually, my experiences also seeped into the days when I play soccer, especially when the game itself turns out filled with intense decisions, churning up my guts to arrive at the correct option in order to make the team win not only for the sake of having fun but, far more importantly, for the sake of gaining a more meaningful experience as well. Playing soccer is not as easy as it may look on televisions or sports magazines. Quite on the contrary, it requires a lot of determination, patience, and mental endurance. These are some of the qualities that I was able to further mold into myself as a member of the science and math club and as the house captain in our boarding house. And by utilizing these traits whenever I play soccer, I am able to help my team win and help myself gain more personal experience and develop my personality all the more not only as a soccer enthusiast but also as a person capable of using meaningful experiences into the context of the daily circumstances w ith life. My ability to speak a bit of German and French has also contributed to my dealings with other people. By being able to communicate effectively with others through language, my experience has broadened, compensated in no small way by the conversations that I had. It is one of the meaningful experiences in my life like those that I have previously mentioned largely because it gave me the chances of being able to communicate and pour out my sentiments and understanding with other people who either speaks French or German. All of these experiences have shared a great fraction in my life in the sense that these served as the factors upon which I was able to steward my gifts and talents, refining these two along the way as my level of experience proportionally increase day after day. With the daily encounters that come across my way, I am able to contemplate on my personality and realign myself with these meaningful experiences so that I become guided as to what decisions I ought to pursue in my life. Such an understanding is of great use and help, as it has been back in the days when I was just starting in the science and math club, and, as far as I see it, nothing is as potent and as equally practical than having a wide range of experiences upon which one can be able to base his or her crucial decisions in life. These meaningful experiences have taught me a lot in my existence in the society at large and in stewarding my abilities and gifts. References Dawson, N. E. (1969). The Role of the Fine Arts: A Rebuttal. Music Educators Journal, 55(7), 54. Haer, J. L., & Swanson, H. S. (1952). Educational Status in Relation to Cultural and Material Symbols. The School Review, 60(4), 232. Manz, C. C. (1986). Self-Leadership: Toward an Expanded Theory of Self-Influence Processes in Organizations. The Academy of Management Review, 11(3), 591. Rosenberg, E. J., & Dohrenwend, B. S. (1975). Effects of Experience and Ethnicity on Ratings of Life Events as Stressors. Journal of Health and Social Behavior, 16(1), 128. Woody, C. (1938). Attempts at Measurement of Meaningful Experience as a Factor Conditioning Achievement in Reading. Peabody Journal of Education, 16(3), 183.