The Global Code Of Ethics - 1655 Words

I. 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. Further, as an international organization, there are implicit and explicit standards of conduct, goals, responsibilities, and values to which each employee and stakeholder will adhere. The Global Code of Ethics found in this document has been†¦show more content†¦Information, which is publicly available, does not fall into this category. All other forms of information (i.e., hard copy, virtual) which are not available to the public are not to be discussed or distributed. Failure to comply will re sult in disciplinary action, up to, and including, termination, with the possibility of facing legal recourse. b. Discrimination / Equal Employment Opportunity All employees and stakeholders, regardless of gender, creed, race, religion, age, sexual orientation, and disability will be treated fairly and with respect by all fellow employees and stakeholders. Potential employees will also be provided equal employment opportunities without any preference to one group over another. Our company values diversity and the insight of each unique employee. Failure to comply will result in disciplinary action, up to, and including, termination, with the possibility of facing legal recourse. c. Data Protection / Privacy All employees and stakeholders will ensure all company data is protected at all times. Company provided laptops and desktops will, at all times, be accounted for. All confidential files will be submitted electronically and password encrypted. Privacy of company documents is of utmost importance and across the global

21st Century Classrooms - Annotated Bibliography Essay

Thesis †¢ Research shows that the integration of 21st Century technology increases student achievement and engagement. 1. Caruso, C. (2008). Bringing Online Learning to Life. Educational Leadership, 65(8) 70. Retrieved from EBSCOhost. a. This article discusses the use of the Internet in the classroom and how it can be used to personalize education. The effectiveness of the Internet in the classroom is evaluated at the Henry Hudson Regional School in Highlands, New Jersey. A faculty member at the school explains that the Internet was introduced to their classrooms to expand limited electives, advanced placement, and foreign language offerings. The use of the Internet allows small schools to provide an education that would not be†¦show more content†¦Retrieved from EBSCOhost. a. The article presents information on conducting timely research that may significantly influence education policy and practice. A report has been recently released from the Childrens Partnership--Measuring Digital Opportunity for Americas Children: Where We Stand and Where We Go From Here. On the basis of 40 indicators, the reports Digital Opportunity Measuring Stick shows how U.S. children and young adults use information and communications technology in ways that relate to their achievement, health, economic opportunity, and civic participation. U.S. children are benefiting from technology-enabled opportunities. The potential of information and communications technology to improve student achievement. 5. Corcoran, E. (2009). Getting to The Top of the Class. Forbes, 184(6), 40. Retrieved from EBSCOhost. a. The article discusses technological innovations for the classroom. Smart Technologies has developed what they call smart boards, large interactive screens which can be connected to the Internet and manipulated by students by their fingers or a stylus. The screens cost between $700 and $4,500 and as of 2009 have sold some 700,000 units worldwide. 6. Ferriter, W. M. (2011). Good Teaching Trumps Good Tools. Educational Leadership, 68(5), 84. Retrieved from EBSCOhost. a. In this article the author presents his belief that educational technology is only effective in increasing student academic achievement if itShow MoreRelatedResearch Based Strategies For Increasing Student Achievement821 Words   |  4 PagesAnnotated Bibliography Dean, C., Hubbell, E.R., Pitler, H., Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. (2nd ed.). Denver, CO, 188 pp. Author Ceri B. Dean is vice president of field services at Midcontinent Research for Education and Learning (McREL). She holds multiple degrees in education, including a Ph.D. in Cirriculum and Instruction and an M.S. in Atmospheric Science. 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This is an excellent study aid that many text users will find extremely helpful. The Student Resource Manual may be ordered in a set with the text or purchased separately. Contact your local Wiley representative

Common Law free essay sample

Subsection (1) applies to the states of West Malaysia which corresponds to the former Federated and Unfederated Malay States, while Subsection (2) applies to the former Strait Settlement colonies of Penang and Malacca, and also the Borneo States of Sabah and Sarawak. The difference between the two subsection is not limited for absolute application, but there is also an important substantive difference in that under subsection (1) for the states of west Malaysia other than Penang and Malacca, the law to be administered in England in the like case ‘at the date of the coming into force of this Act’. However, under subsection (2) for Penang, Malacca, Sabah and Sarawak, the law to be administered is the same as would be administered in England in the like cases ‘at the corresponding period’. Therefore there is a cut-off date for the application of English law in commercial matters to the States of West Malaysia other than Penang and Malacca. We will write a custom essay sample on Common Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The cut-off date was 7 April1956 which was the date of the coming into force of the Civil Law Act 1956. For Penang, Malacca and East Malaysia there is no cut-off date. It would appear, therefore, that statue has provided for the continuing reception of English law in mercantile matters for Penang, Malacca, Sabah and Sarawak, whereas for the other Malaysian States, there is no such continuous reception. However Malaysian judges seldom refer to the provisions and their implications when they make reference to or attempt to follow the common law. There is a tendency therefore, for Malaysian judges to use English precedents quite freely, regardless of whether the case in Malaysia took place in Penang, Malacca or the other states of West Malaysia. The scope of section 5 as a whole is limited to the applicable law in cases of commercial matters or mercantile law generally. Some specific subjects under this broad heading have been itemized under section 5(1) that is, law of partnerships, corporation, banks and banking, principals and agents, carriers by air, land and sea, marine insurance, average, and life and fire insurance. Finally it is to be noted that unlike section 3(1), section (5) of the Civil Law Act refers to English law and not the common law of England and rules of equity are a part of equity. No doubt, the common law and rules of equity are part of ‘English law’, but the term ‘English law’ encompasses more than just the common law and rules of equity and it would also include English statutory law. The application of English law can only be done if there is no other provision in any written law. As mentioned earlier the section 6 of the Civil Law Act 1956 is the part of the land law. None of English law will be applied to the land matters in Malaysia. This is because in Malaysia the National Land Code is the law that governs the land matters.

Social Analysis in Canada

In Getting Started on Social Analysis in Canada Clarke, Czerny, Davies and Swift explain that the Third World conditions experienced in the southern countries (Third World countries) are as a result of unfair economic constitutions adopted by the rich nations, which are the US and the Western European countries (110). They argue that although international exchanges of ideas of arguably everything have increased, leading to faster flow of money, goods, people and information (Cairns and Sears 243), rich nations have taken advantage of their superiority to trample on the developing countries.Advertising We will write a custom critical writing sample on Social Analysis in Canada specifically for you for only $16.05 $11/page Learn More This, they explain, is as a result of unequal financial, as well as, trade relations. I completely agree with this assertion, based on the economic policies adopted by the World Trade Organization, International Monetary Fund and the World Bank where the rich nations are the major shareholders and signatories (UN Development Programme 2). In my view, the rich nations in Western Europe and North America are responsible for the economic problems experienced in Third World countries. The global trade and commerce has not been able to generate the economic growth essential for the development of the Third World countries, while the rich nations continue to achieve significant economic growth and development (Shah 2). Third World countries have been turned to beggars and highly depend on the rich nations for financial assistance. The enormous debts that they owe to rich nations have become the main obstacle to achieving human development and economic stability. According to Clarke, Czerny, Davies and Swift, poor countries pay more in debt services as compared to what they receive from loans (110). Rich nations siphoned-off massive resources from Third World countries during the colonial period, and to furthe r cement their economic power and growth, adopted economic policies that allow them to scoop more wealth from these countries. The rich nations have sometimes imposed loans on Third World countries so that they can achieve their interests, thereby increasing the debt burden on poor countries (Shah 8). These unfair debts which result from illegitimate loans destabilize the economic growth of poor countries considering the high interest rates that they repay the loans with. Rich nations therefore get richer while poor nations only achieve minimal economic growth. Clarke, Czerny, Davies and Swift advocate for development based democracy and fair dealing (110). While it is important to create economic institutions for the growth of a country or the world as a whole, the provisions of international economic constitutions should not favor the rich nations at the expense of the poor nations. The international economic and financial institutions such as IMF and World Bank have been institut ed in such a way that the rich nations from North America and Western Europe control and scoop wealth from the poor countries.Advertising Looking for critical writing on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Third World countries are forced to play along the rules created by rich nations or else they risk economic alienation or sanction even though these economic policies have more disadvantage to them than advantages. I take the example of Ethiopia where the IMF suspended financial aid due to its rejection of the one-size-fits-all development model adopted by the organization, at a time when the country lagging at the 170th position on the UN list (Clarke, Czerny, Davies and Swift 111-112). Liberalization of markets and privatization policies further worsens the ability of poor countries to achieve significant economic stability. Rich nations have not allowed poor countries to stabilize their economies before they adopt the liberalization and privatization policies. In my view, this is the major reason as to why rich nations continue to unfairly drain off resources from poor countries to develop their own economies. It is now several decades ranging from 6 to 3 since most of these poor countries attained independence from colonial control, and yet they are still not ready to compete favorably in global trade and commerce with the rich nations. This means that they were ambushed to adopt these policies. The former chief economist of the World Bank, Joseph Stiglitz, argues that IMF and the World Bank have adopted economic policies which push governments of poor countries away from controlling their internal markets claiming that free-market capitalism would help these countries solve their economic problems (Clarke, Czerny, Davies and Swift 110). Today, the markets are controlled by demand and supply, as well as competition and not governments. Rich nations therefore take advantage of the poor countries by expanding their already established companies to developing economies. They quickly control the markets in such countries ahead of the domestic industries, yet the revenue collected in the process is repatriated. Clarke, Czerny, Davies and Swift are also share my view that the financial liberalization advocated for by the rich nations and international institutions such as the IMF and the World Bank unfairly benefit the economies of rich nations (111). It limits ability of the poor countries to establish protectionist measures for their not yet stable financial markets and therefore opening them up to free-market economics. Poor countries no longer have the capacity to control the financial markets, meaning that they can not influence productivity, jobs, as well as, the prices of imports and exports. I strongly believe that the economic policies applied by the rich nations and the international agreements which they make with the rich nations, have got nothing to do wit h achieving global economic growth. These policies and agreements are meant to achieve protectionism to their domestic products and companies, and to expand the market for their commodities and services. The mutual benefits in these relationships are skewed and highly favour them. Clarke, Czerny, Davies and Swift (119-120) explain that some rich nations have occasionally applied technical barriers to limit trade abilities of other nations. Such governments have always quoted worker, consumer or environmental protection as their reasons for banning the importation of some products.Advertising We will write a custom critical writing sample on Social Analysis in Canada specifically for you for only $16.05 $11/page Learn More In my view, these are protectionist measures adopted to protect their economic interests. Canada has been forced to sign many international economic agreements to satisfy the economic interests of the US, and the World Trade Organizati on to benefit from the trade and economic relations with the US and Western European countries (Naiman 126). Rich nations normally sign agreements which have more trade benefits to them and which result to trade creation on their side more than it does to developing countries. The market economics programs of liberalization, as well as, privatization which have controlled the new era of globalization are questionable. They have unfairly given rise to development for the US and the Western European countries. I therefore conclude that development as a result of globalization should not just consider economic growth, but should be made sustainable, and participatory. There should also be checks on the free market particularly by Third World countries. Besides, there should be liberty to participate effectively and equally in trade and commerce. Works Cited Cairns, James and Sears, Alan. A Good Book. In Theory Making Sense Through Inquiry, 2nd Ed. Toronto: University of Toronto Press, 2010. Print. Czerny, Michael, ]ackline, Clarke, Davies, Robert, and Swift, Jamie. Globalization and development. In getting started on social analysis in Canada, 4th ed. Toronto, ON: Between the Lines, 2003. Print. Naiman, Joan. How Societies Work: Class, Power, And Change In A Class, Power, And Change In A Canadian Context, 4th Ed. Fernwood Publishing Company Ltd, 2008. Print. Shah, Anup. Causes of Poverty. Global Issues, 05 June, 2011. 08 July, 2011. http://www.globalissues.org/issue/2/causes-of-povertyAdvertising Looking for critical writing on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More UN Development Programme. Human Development Report 1999. New York: Oxford University Press, 1999. Print. This critical writing on Social Analysis in Canada was written and submitted by user Dane Head to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.