Ethics Audit Question Essay Example for Free

Ethics Audit Question Essay Board Does the board have a clear and concise plan of action to deal with problems that arise from regular assessment? This question is important when assessing an organization’s ethical performance. This question will help the organization create a plan of action to deal with any problem that may arise. Staff- Are all staff members educated equally about how to advance in the organization? This question would help the organization make sure that they are treating all employees the same, as well as giving them all the same opportunities. The question would also aid in the assessment of the organizations ethical performance. Donors and Fundraisers- Does the organization give the donors the proper instructions or information on how to write their donations as tax write offs or deductions? In an ethical performance review, the organization will show that it cares about the donors, and is following government procedures. Clients/Customers- Is there a policy in place to ensure that all clients are given the same amount of time to be helped and processed? In an ethical review this shows that all clients are treated equally without prejudice or bias regardless of age, ethnicity, race, origin, or sex. Volunteers- Are all volunteers treated the same, and given equal opportunities for employment in the organization? It is important for the organization to show their volunteers that they are valued and important to the organization. Society- Is the organization doing everything it can, to meet the expectations of the public it serves? It is important for the organizations ethical committee to know that the organization is doing all that it can to serve the public’s needs. The public will feel like they can trust the organization.

Cross-Listing :: Business, Stock Exchange

Cross-listing can be defined as the listing of a company’s shares in a stock exchange beyond its home country boundaries. It can also be termed as a secondary listing for firms those which are already listed in their home country. Typically, when companies grow bigger and diversify business, they opt for cross-listing to raise capital from larger and more liquid foreign markets. In 2009, nearly 3100 firms cross listed their equity on major overseas stock exchanges globally (World Federation of Exchanges, 2010, list provided in appendix) . It is not only pursued by companies from developed countries but companies from emerging countries are also actively participating. Some major global cross-listing destinations are – New York Stock Exchange, NASDAQ, London Stock Exchange, Tokyo Stock Exchange, Shanghai Stock Exchange, and so on. The key focus of this paper will be on examining the stock price reaction and the patterns of returns before and after listing date for a diverse sample of firms from different countries specifically in the case of London Stock Exchange (LSE). Existing literature has enough evidence that cross-listings on US exchanges are associated with considerable positive stock market reactions (Foerster and Karolyi, 1999; Miller, 1999). However, there has been limited research on the impact of cross-listing on non US exchanges. This serves as a primary motivation for my interest to explore and gain understanding on a stock’s return in its home market as result of cross-listing on LSE. The rest of this paper is structured in the following manner. Section 2 provides a literature review, while section 3 outlines the data, sample and research methodology. Section 4 presents the empirical results and its discussions. Finally, in section 5 I draw a conclusion. In this section, I present an overview of the existing literature that has been reviewed as a part of gaining an understanding on the extent of work that has already been done on the topic of cross-listing and its impact on stock returns. Moreover, literature review was also essential for understanding the statistical methodologies and approaches that I can apply in this paper for testing my hypothesis. Cross listing has been a topic of immense interest among researchers for a long time. There has been lot of developments as well as debate in the cross-listing literature on its different aspects such as motivation for companies to cross-list, whether cross-listing creates value, its impact on risk and return, its financial and economic impacts so on and so forth.

Advanced Research Writing Essay

The topic of online education, specifically relating to teaching writing in a distant learning environment was covered by Professor Kate Kiefer. Kiefer is a Professor and Writing Integration Coordinator at Colorado State University. She has a PH.D in rhetoric from Carnegie Mellon University and has written numerous published articles, including three textbooks. In the book â€Å"Brave New Classrooms†, Professor Kiefer writes a chapter titled, â€Å"Do Students Lose More Than They Gain In Online Classrooms?† Professor Kiefer tackles the difficult questions of just how much are students getting out of online writing classes. What is the goal of an online student? Kiefer clearly has an issue with distance education and voices her opinion of its inferiority to a classroom environment. Her numerous assertions of distance learning students not getting the complete education experience must be taken for what it is, an instructor’s point of view and not a student’ s. Online education is becoming more prevalent every day, because not everyone has the time or funding to get to and from a college campus. This method should be embraced by instructors and not talked down on, simply because there is no other option for so many. Professor Kiefer wholeheartedly states in her article, that she believes taking an online writing class is inferior to a traditional structured classroom environment. She states that she is not in the majority on this issue, but she speaks of the many difficulties that face a student and teacher online. One of Professor Kiefer’s most adamant points against online writing classes is the true lack of interaction a student can have. She talks of how so many online classrooms have students who do not participate and do only what is needed to pass the class. Kiefer suggests that on-line classes are often full of students who are looking to check a box and get that next check mark, which will take them to finish line and a degree. She also states how not having peer to peer interaction robs the online student of so much valuable education. In a writing class it is pivotal she states to have your fellow  students peer review your work and not just have the teacher looking at your assignment. She covers the issue of how universities are trying to add more and more students online, because when it all boils down to it, money is what they are after. Professor Kiefer goes over a few ideas of how to make an online writing class better, such as requiring participation in discussions, but eventually she feels that online instruction in writing classes, leave the student short of what a teacher would like them to learn in a class. Professor Kiefer is very adamant on the loss of personal interaction in online writing classes and how it diminishes the importance of personal interaction, which to some extent is very true. In a recent article published by the â€Å"Journal of Asynchronous Learning Networks†, documenting over 125 traditional face to face classes, it found â€Å"very strong support for the existence of a community of inquiry that is shared within each class section†. (Fernandes, Oct 2013) While It may be almost impossible to capture the same type of peer to peer interaction in a distance learning course compared to a traditional classroom, the study does not take into account that many online students have a network of support they are able to bounce ideas off of. While the journal study names student networking as a weakness to online classrooms, it does not really mention the fact that many physical classroom environments have students that do not want to participate. Professor Kiefer also addresses the high dropout rate of online students. This makes me wonder if the dropout rate is due to non-flexibility within the school offering the classes of if it is students just not taking it seriously. A recent study published in â€Å"Journal of Asynchronous Learning Networks† by the Dean of Online Education at Dallas Baptist University noted that â€Å"their university offers thirty-four online degree programs and Dallas Baptist University has maintained a 92% cou rse completion rate† (Shelton, Oct 2009). I would have liked to have seen professor Kiefer give the standard dropout rate of traditional classroom students at a university. It is very possible that online education is still in such an evolving state, that there are many different factors leading to a high dropout rate. Many schools have not properly trained their faculty in correctly dealing with online education, while some of it is definitely the daily lives of online students that get it in the way. Professor Kiefer makes many valid points on her topics, however the reasons  she gives regarding why students take online courses, are the exact reasons they must continue. People with jobs and forty hour work week can’t take time out to drive to the university every day. Online classes have been going for a number of years now, but it is still in its infancy compared to classroom instruction. There are still so many ideas created each day that can make this learning environment better. Professor Kiefer makes a good argument regarding the negative impacts of online writing classes, but the reason we have online classes to start with are why they can’t stop. The goals of online students are the same as other students, they want to better their lives and further educate themselves. That lifeline cannot be taken away, because there are doubts about its effectiveness. It is up to everyone to keep making strides and improving the experience of online education. Bibliography Fernandes, B. R. (Oct 2013). Measuring the Community in Online Classes. Journal of Asynchronous Learning Networks, 17(3), pp 115-136. Kiefer, K. (2007). Do Students Lose More than They Gain in Online Writing Classes? In Brave New Classrooms. (Vol. 37, pp. 141-151). New York, NY: Peter Lang USA. Shelton, K. (Oct 2009). Does Strong Faculty Support Equal Consistent Course Completion?: It Has for Dallas Baptist University. Journal of Asynchronous Learning Networks, 13(3), pp 63-66.

International Trade Economic Activity Of Nations

International trade is important to the overall economic activity of nations, including the growth and domestics’ production. According to the United Nations Conference on Trade and Development (UNCTAD) and WTO, international trade has grown remarkably in recent decades as shown in figure 1 and 2. It can be seen that the growth of trade has led into the rapid economic growth in some countries. The reasons of rapid growth in world trade is due to the reduction of trade barriers at global and regional level. The country also can gain from trade for some reasons. Firstly, trading leads the country to produce and consume at prices which differ from those international market does, so if the price in international market is more expensive,†¦show more content†¦He argued that trade can be beneficial because each country has a differentiation about the cost of producing different goods. Smith determined that the dissimilarities of the cost of producing caused by the differences in efficiencies of labor in each country. Smith emphasized that the theory of labor efficiencies lead into the absolute advantage of producing some goods. He argued that each country will have gain if only they exchange its products which have an absolute advantage comparing with other countries. However, his theory seems not very deep (Södersten and Reed, 1994). Then, Ricardo was the person who completed Smith’s theory by proposing the theory of comparative advantage. Ricardo argues that Smith’s theory is not suitable for a country which is more productive than other countries in all lines. Ricardo define that all countries have same opportunities to pursue a benefit from trade as long as the country is not equally less productive in all lines (Södersten and Reed, 1994). In Ricardo’s model, a country has a comparative advantage in producing a good if the opportunity cost of producing the good is lower at home than in host country, but to know the country has a comparative advantage in one good, there must be at least two countries and two goods (Södersten and Reed, 1994). But, there are some criticisms on the theory of comparative advantage. Firstly, this