International Business Law

BUS302

Exercise

(10 Marks)

You are required to answer the below question in form of an essay

• Discuss the advantages and disadvantages of foreign direct investment?

(500 Words)

References:

https://www.oecd-ilibrary.org/finance-and-investme…

Foreign Direct Investment, Harrison G. Blaine, Nova Science Publishers

Virtue ethics is all about character and character formation.

Dr. Christina Sommers is an advocate for teaching virtue ethics. Her article (web link reading) Teaching the Virtues focuses on a problem she sees in today’s society with the lack of virtue.

Answer the following questions:

[1] With a friend, fellow worker or family member, discuss the case of Edward Snowden, a computer specialist who had worked for the CIA but who came to believe the U.S. government overstepped its bounds in spying on the American people (and others) the way it does and so he leaked top secret U.S. documents to the news media so the public could know. The May 2014 edition of Vanity Fair calls Snowden “the most important whistle-blower of modern times … whose disclosures will reverberate for decades to come” (Vanity Fair, 2014, Barrough, Andrew, & Sullivan, p.153).

Was this action of Snowden an act of virtue as a courageous whistle blower or the act of a traitor? What virtue or vice do you see in the actions of Edward Snowden? How should he be treated by the American people and their government for what he did and why?

Snowden interview from Hong Kong (he’s now living in Russia): “You can’t come forward against the world’s most powerful intelligence agencies and be completely free from risk … if they want to get you, they’ll get you in time. But, at the same time, you have to make a determination about what it is that’s important to you. … Even if you’re not doing anything wrong, you’re being watched and recorded … And it’s getting to the point that you don’t have to have done anything wrong; you just simply have to fallen under suspicion for something.” (For some background and then Snowden interview, click here LINK (Links to an external site.))

If you’re interested to find out what Snowden is doing today as he lives in Russia, here is a video interview with Snowden from September 2019 in Russia. It starts out with a quick summary of what happened in 2013: LINK (Links to an external site.).

[2] Speak with a friend, fellow worker or family member and explain to them Aristotle’s idea of virtue as the “golden mean” and then ask them whether they think this theory makes sense or not and why (for a quick review of Aristotle’s view of the Good Life and how the Golden Mean works, see this video: (LINK (Links to an external site.)). The Golden Mean is discussed in our eText on page 64. What about you, do you agree with Aristotle’s understanding of virtue as a “golden mean” between two extremes? Why or why not? Give an example of a virtue that either supports or contradicts Aristotle’s Golden Mean theory.

https://www.youtube.com/watch?v=VFPBf1AZOQg

https://www.youtube.com/watch?v=EezWIxcinnw&feature=youtu.be

https://www.youtube.com/watch?v=wB4Gn0u4DSE

Consider the readings for this module concerning the analysis of case study data. In your post, address the following:

1. What three key ideas were most significant from the readings.
2. One element/issue/concept that you found difficult in your understanding or application of case study data analysis.

In your responses to other students, focus on questions 2.

This assignment is a discussion, so remember to join the conversation early in the module. Remember to cite sources—particularly in your initial post. Finally, respond to several of your classmates.

Module 3 – Background

Action research design

Action research is defined as applied research that focuses on solving practitioner problems (Johnson & Christensen, 2012). The term “action” within action research implies both the collection and evaluation data as well as undertaking specific initiatives—that is “doing something” in order to solve a specific problem, improve a process, or address a deficiency. Action research therefore follows a cycle of plan-act-reflect that is often repeated multiple times in order to converge on sound and workable findings. Although action research is similar to change management in its structured approach to change, action research is distinctive in its focus on reflection and evaluation of the collected data that emerges from the taken action. Further, action research is an iterative process. The results of the plan-act-reflect cycle are used to engage in further action (Dick, 2014). The intense reflection that takes place in action research could be compared to the successive stages of evaluation observed in root cause analysis. In the field of business, it is essential that the practitioner “solves the right problem”. Reflection on the results helps ensure that this happens.

If you noticed that the plan-act-observe-reflect cycle mirrors the Deming plan-do-check-act cycle, you would be right. There are similarities between these structured, common-sense steps associated with arriving at the fundamental nature of the problem. However, action research is grounded in the “appreciative enquiry” cycle that emphasizes a holistic depth of understanding that goes beyond surface analysis of empirical data (Coates, 2005).

The participatory element of action research also finds common ground with change management and case study research. The researcher is a participant in the actions taken and in the reflection on the collected data. As such, an action researcher may act as a change agent. This characteristic of action research makes it ideal for business practitioners who intend to embark on a career in consulting.

The plan

Successful action research begins with a plan. The plan outlines the overall strategy for how the research will be carried out. Further, since action research initiates action based on findings—the design of the overall research is closely linked and nearly synonymous with the action research plan. Finally, the plan may be iterative in nature, so the design of the research must take this into account.

Often, the difficulty for the researcher is knowing where to begin. A suggestion is to follow a checklist that helps clarify the nature of the problem within the research setting (typically an organization), initial assumptions going into the study, how the data might be collected (and in what form), and finally, any rough idea of what possible solutions may look like. Sample questions for the researcher to consider are:

1. What is the nature of the problem that is proposed to be investigated?
2. What is the scope of the problem, and who are the players (i.e., stakeholders) that have an interest in the outcome of the research?
3. What are some preliminary options for collecting data?
4. How is the collected data to be evaluated?
5. How will the results of the data collection be applied to a change/improvement initiative?
6. How will I know if the problem has been addressed—and what data do I need in order to determine this? (Ferrance, N.D.)

Since the design of the research and the overall plan are essential elements of action research, the case assignment for Module 3 will provide an opportunity to conceive of and design a simply high-level action research plan.

Adams, J., Raeside, R., & Khan, H. (2014). Research methods for business and social science students (2nd ed.). New Delhi: SAGE Publications. Available on EBSCOhost database.

Coates, M. (2005). Action Research A Guide for Associate Lecturers. Retrieved November 27, 2016, from Center for Outcomes Based Education.

Dick, B. (2014, December 30). Action research and evaluation on line (web). Retrieved November 27, 2016, from http://www.aral.com.au/areol/areolind.html (Read “Session 1 and Session 2” links)

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Harrison, R. L (2013). Using mixed methods designs in the Journal of Business Research, 1990–2010, Journal of Business Research, Volume 66, Issue 11. Obtained from Trident Online Library.

Johnson, B. & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. (4th ed.). Thousand Oaks, CA: Sage Publications, Inc. Obtained from Trident Online Library.

Sankaran, S. and Hou, T.B. (N.D.) Action_research_models_in_business_research.pdf pp8-12

Perry, C., & Zuber-Skerritt, O. (1992). Action Research in Graduate Management Research Programs. Higher Education, 23(2), 195-208. Obtained from Trident Online Library.

Centre for Lifelong Learning. (n.d.). Retrieved November 27, 2016, from https://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/wmcett/

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Action research readings

The following readings are required for module three. Optional readings can be found at the end of each section and while not required, may help you understand the material better and be useful to you if you choose to conduct the action research method for your doctoral study. All readings can be accessed in the Trident Online library, unless linked to another source.

Coates, M. (2005). Action Research A Guide for Associate Lecturers. Retrieved November 27, 2016, from http://www.open.ac.uk/cobe/docs/AR-Guide-final.pdf . Center for Outcomes Based Education

Dick, B. (2014, December 30). Action research and evaluation on line (web). Retrieved November 27, 2016, from http://www.aral.com.au/areol/areolind.html (Read “Session 1 and Session 2” links)

Sankaran, S. and Hou, T.B. (N.D.) Action Research Models in Business Research pp8-12 http://anzsys.org/anzsys03/ran3000072_3.pdf

Perry, C., & Zuber-Skerritt, O. (1992). Action Research in Graduate Management Research Programs. Higher Education, 23(2), 195-208. Obtained from Trident Online Library.

Centre for Lifelong Learning. (n.d.). Retrieved November 27, 2016, from https://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/wmcett/

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Optional Reading

Participatory Action Research: Theory and Methods for Engaged Inquiry. Apr 20, 2013 by Jacques M. Chevalier and Daniel J. Buckles. Obtained from Trident Online Library.

Participatory Action Research (Qualitative Research Methods). Nov 28, 2007 by Alice McIntyre. Obtained from Trident Online Library.

The Action Research Planner: Doing Critical Participatory Action Research. Nov 12, 2013 by Stephen Kemmis and Robin McTaggart. Obtained from Trident Online Library.

Stringer, E. (2007). Action Research (3rd ed.). Thousand Oaks, California: Sage Publications. Obtained from Trident Online Library.

Stringer, E. (2013). Action Research (4th ed.). Thousand Oaks, California: Sage Publications. Obtained from Trident Online Library.

this the homework attached and I want to have an explanation for the steps

thanks