Explain The ethical Issues when the board of directors must approve Essay

Explain The ethical Issues when the board of directors must approve plans for moving a company production facilities from a stateside location to an overseas location - Essay Example The utilitarian theory manifests its truest self here by discussing the happiness or the lack thereof, with concerns to the people who will lose out on their jobs and finances once the company decides to move its production facilities from a stateside location to an overseas one. The utilitarian theory will judge the exact amount of ethical considerations in line with the undertakings of the organization once it decides to change locations (Cornman, 1992). The utilitarian theory thus emphasizes a great deal on the workers’ understanding of the situation at hand and how they will cope up with the future implications of moving production facilities to an overseas location. The company’s leadership should balance the needs of the workers in line with the organizational goals, mission and vision. No one can take preference over the other and it is the duty of the organizational top management to comprehend how it can mesh the two factors to have a win-win situation at the very end. This will ensure success at all levels, as well as manifest growth and development at all possible levels and towards all workers who seem to miss out on the premise of working for this organization in the

Data Collection Plan Assignment Example | Topics and Well Written Essays - 750 words

Data Collection Plan - Assignment Example Tied to this are problems with regard to effective teaching methods, and strategies to support Arabic learning. The basic methodology entails a comparison of my own teaching strategies and styles for my Arabic language class and those of another teacher in another class. The end goal is partly to be able to understand what motivates students to learn Arabic, the psychology that drives them to pursue Arabic language learning intently. The basic question I want to answer is as follows: What strategies are best for teaching Arabic to my students, and how do my strategies align with the motivations of my students to learn the language to advance themselves? To the question of the useful types of data, my answer is that data from my own classes, and the comparison with the data from the other class I have chosen, including learning outcomes and motivations as gathered from the students, ought to provide me with the right kind of information to answer the pressing questions of my research. To the question of the types of data already available, my answer is that data from previous studies, extensively tabulated, are already available to me, in the form of secondary research materials. To the question of the types of data I need to generate, the answer will be data on learning outcomes and similar data as from previous studies. ... n Qualitative Inputs Effectiveness of strategies for learning Arabic x x x x Student Motivations for Learning Arabic x x x x Areas for Improvement in Teaching and Learning Styles X x x x Fit of Teaching Strategies to Student Aspirations and Motivations for Learning Arabic x x x x III. Narrative Connecting Matrix to Starting Point My matrix details the fundamental aims of my action research, and those aims are noteworthy as far as I am concerned for their being open-ended and lending themselves to being answered in a broad sense. I think there ought to be a strong link between the teaching strategies and the motivations and inclinations of students for learning the Arabic language. Taking off from the interesting answer that I got from a student, where the student sees Arabic as a road to material prosperity, it is clear to me that some of the strategies ought to focus on being able to give the students a functional understanding and mastery of the Arabic language. This functional app roach lends itself to being measured via the learning outcomes of the students, and the learning outcomes of the students in the other class. The comparison ought to yield interesting insights into what works and what does not work as far as teaching styles is concerned. Also, as far as learning outcomes are concerned, it is not enough that the students pass the tests to measure learning, but that the tests should be measuring the right kinds of language competencies. In this regard, it is important that my class and the other class should agree on some baseline language course contents that should be similar for both classes. Both should focus on functional learning, and the teaching of Arabic that has real-world applications, such as in being able to transact business and being able to