Professional Numeracy Business Ethics

Question: Discuss about theProfessional Numeracyfor Business Ethics. Answer: Introduction to the Topic Business Ethics is the form of professional ethics or applied ethics that can examine the ethical or moral issues as well as the ethical principles that arise in the environment of a business. It is also referred to the sets of values or the contemporary standards or the sets of values, which govern the behavior and the action of an individual in the organizations. The moral principles as well as values or norms can guide the way through which a business behaves. Topic Alignment with Curriculum Document Business Ethics is a very important topic in Humanity and Social Science. This is simply because that the Business ethics has the social implications or it has an influence on the society. Business Ethics effectively deals with both of the business as well as the social norms and values. Thus, in case of studying the Humanity and social science, Business Ethics should be incorporated in the study of Humanity and Social Science and aligned with the curriculum documents. Mathematics Involvement There are few significant models, which can portray the basic involvement of the mathematics in Business Ethics. These are the Berles model, Dodds model and the GermanJapanese model. Globalization has implemented the entire societies accountable as well as interdependent for the political, social and environmental challenges that threaten for undermining the shared future of people. Berles model is the shareholder-centred model of fiduciary duties. On the other hand, in the Dodds model, directors of the company are guardians of all the interests, which the corporation affects and not merely servants of its absentee owners. Apart from that, in case of the GermanJapanese model, the companies focus on the rights and interests of employees as well as this model also considers the fact that the employees are first among stakeholders Relevant Economic Concepts There are also few significant as well as convenient economic concepts in association with the mathematical involvement in the Business Ethics topic. These economic concepts are agency costs, incomplete contracting, asymmetric information as well as moral hazards navigation. The term agency costs refers to the inevitable costs incurred by a company in using an agent (who may use company resources to their own benefit) to act on behalf of the principal. Incomplete contracting is referred to the gaps within the contractual arrangement made in formal manner and to the entire relationship facets that make it work smoothly or work at all. The US economist Joseph Stiglitz coined the term asymmetric information syndrome. Stiglitz is referred to the differences in information between, say, the worker and his employer, the lender and the borrower, the insurance company and the insured. The moral hazard was utilized originally in the context of insurance to refer to the peoples tendency with i nsurance cover for paradoxically reducing the attention as well as care they take for avoiding or reducing insured losses. Teaching and Learning Activities There is few teaching as well as learning activities those necessary for gaining all the skills and knowledge regarding a particular subject. These are as follows: How to implement big gains in the student learning of the teachers To help the students for accepting that there is more than one correct answer Learning enhancement Planning for the lectures Enhancing the understanding of the students Making more meaningful the lectures as the learning experiences To help the students for understanding the difficult concept To encourage the students for reading as well as coming by being prepared for the class To help students to master the study as well as the content on Business Ethics Part 2 Examples from The Tiger That Isn't This particular book has provided the proper example of how numbers can be misinterpreted or misused with the evidence clearly explained as well as deconstructed in such a manner which is easy to understood. More difficult concepts are tackled as each chapter develops, in a manner that can be accessed even to those to whom Mathematics is a "cobwebbed mystery". This book has also provided the examples of real life for the direct utilization in the classroom. The Journalists would be advised to read it closely and Mathematics or Statistics teachers will find a wealth of reallife examples for direct use in the classroom. This book has also depicted a view that mathematics is not simply a subject of academic value and that it is indeed not to difficult for us all to have a go at. The Tiger that isn't has shown that a little Mathematics goes a long way towards seeing through the web of numbers and percentages we see around us towards the real facts of the story. Influence of the Examples These examples have simply tried to make Mathematics interesting to the learners as most of them scare to solve problem sums. With the help of the knowledge portrayed in this book, it can easily be understood that Mathematics is also very easily to learn by the learners. On the other hand, this book has also portrayed that a little Mathematics can go a long way towards seeing through the percentages as well as the web of numbers around the learners to the real facts of this particular story. On the other hand, with the help of the concept built in this book, it can also be understood that the mathematics has its huge implication as well as influences over several other subjects. This book has also established the view that Mathematics is simply not an academic values subject as well as it is not indeed too hard for the learners all to have a go at. The authors are capable enough at turning tough issues around as well as permitting learners for understanding them. The book is not only for mathematicians, but for everyone who generally watches the news or read the newspaper. The advice can be given to the journalists for closely reading it as well as mathematics or stats teachers would find a wealth of real life examples for direct utilization in the classroom. Reference List Alderman, M. K. (2013).Motivation for achievement: Possibilities for teaching and learning. Routledge. Beetham, H., Sharpe, R. (2013).Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge. Blastland, M., Dilnot, A. W. (2008).The tiger that isn't: seeing through a world of numbers. Profile Books. DesJardins, J. R., McCall, J. J. (2014).Contemporary issues in business ethics. Cengage Learning. eon Rossouw, D., Van Vuuren, L. (2010).Business ethics. Oxford University Press, 2010. Ferrell, O. C., Fraedrich, J. (2015).Business ethics: Ethical decision making cases. Nelson Education. Hoffman, W. M., Frederick, R. E., Schwartz, M. S. (Eds.). (2014).Business ethics: Readings and cases in corporate morality. John Wiley Sons. Kang, D. (2013). 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