Best Dining Experience Essay Example for Free

Best Dining Experience Essay My favorite food is Mexican. Being from Arizona, Mexican restaurants are not as good here in Iowa. Although my favorite Mexican food to eat here is from my grandmother’s kitchen; there are a few restaurants my friends and I enjoy eating at. A few of my girlfriends and I have made Margarita Wednesdays a tradition in the summer time at La Casa. My brother, sister and I go to Los Cabos at least once a month in West Des Moines, which is an amazing delicious Mexican restaurant. I also like Monterrey in Altoona because it’s so close to my house, but no restaurant can compare to Tiki Tok in Mexico. My best friend and I were feeling spontaneous so we took a week off work and went on a cruise. We both found it difficult to eat on the ship because we were continually getting sea sick. I’ll never forget the fishy, chewy, and crunchy taste of the little shrimp and cocktail sauce going down my throat, or the unpleasant feeling I had when it was coming up. The only bad memory of my trip was praying that my legs would stop shaking and that my journey would hopefully reach an end so I could stand on solid ground. Other than being sea sick for the first day; I had a blast on the cruise! I got the opportunity to see many things and visit quite a few places. One of the ports of call was Cozumel, Mexico, and my friend Alexandra and I decided we wanted to try some real Mexican food. Of course, we were a little concerned about getting sick, but Im glad to say that didnt happen. We asked on the ship where the best place for Mexican food was, but they said that anywhere along the main shopping strip would be good. We then found a place called the Tiki Tok. The place was on the second level of a building. We sat out on the little balcony that they had. They had covered it with sand. The view from the restaurant was amazing. I was hypnotized by the vibrant colors and the employees’ of the restaurants equally vibrant lifestyles. I remember feeling jealous of the workers because they would get to go back to Tiki Tok tomorrow and the day after that, but I wouldn’t. The walls were an explosion of colorful textiles and every color of paint one could think of that was as bold as can be. Vases were on every table with burnt orange and deep yellow dried peppers inside. The chairs at the dining tables were made of a Mexican Serape material. The colors, the fringe, and the feel of it gave the restaurant even a stronger Mexican energy. My favorite part of the restaurants decor was the little cactus lights that strung amongst all the walls connecting each bulb to the wrought iron chandelier in the middle of the room. When one first enters the restaurant the Mariachi band is one of the most noticeable features. Three men were dressed in black with button up shirts and decorative sombreros all standing in the corner of the room. Two men had violins and the third was handling a guitar. As we took our seats the band started playing lively music and a few older couples got up and danced fearlessly. Everything in the restaurant was bold excluding my bashful personality; otherwise I would have danced too. I was in a trance watching the people dance with one another until the Mariachi band shouted in sync, â€Å"AY! † causing me to be brought back to the present. It was then that I had realized how hungry I was. The menu prices were in pesos, so it looked like everything was really expensive, but it wasnt. We ordered the hot and spicy red enchiladas which were about 60 pesos, and they also brought us chips and salsa. The chips were a little bit thicker than you would get here in the US, and there were three different types of salsas. There was a regular pico de gallo, then there was one made with tomatillos, and the last was a pineapple cilantro salsa that was actually really tasteful. Lexi and I have never had pineapple cilantro salsa before, so we weren’t sure whether it was going to be appetizing or not. After stuffing myself with chips our food finally arrived. It was just about the yummiest thing Ive ever had. The red sauce for the enchiladas was a little bit different than what Ive had here, but I cant tell you how. It was more delicious over there though. There was chicken inside the enchiladas and a touch of sour cream on top. We took the extra salsa we hadn’t demolished with the chips and smothered our enchiladas with it. I ate every last bite of it and was so full afterwards! The amazing food I had in Mexico was the best Mexican food I have ever had. I remember the smell of the ocean and sweet salsa at the same time. The bright colored sombreros and the ocean front view was an amazing sight to see while enjoying the food as well. Anytime I think about Mexico I think about the short beach chairs, sand between my toes, all the smells of the restaurant, laughing with my best friend and delicious enchiladas. This will be a memory that would be difficult to forget because we took so many pictures of the restaurant and it was the best eating experience I’ve had yet. Im really glad that my friend and I were able to have this dining experience together. Alexandra and I enjoyed it very much!

The World of Phoenicia :: World History

The World of Phoenicia Around the 12th century BC, the Greeks gave the coastal region of the eastern Mediterranean the name Phoenicia. This name was so widely accepted that even the Romans adopted it at a later date. Phoenicia was the land between the Orontes River and Mount Carmel. The land was characterized early as the homeland or origination of the surviving Syro-Canaanite civilization. This unique civilization survived the many threats from other cultures of the 12th century BC. The Syro-Canaan civilization produced many interesting objects. Such objects included institutions, handicrafts, and maritime trading. All of these flourished immensely in Phoenician in this period (CANE, 1321). Phoenicia was neither a nation nor a country. Instead, Phoenicia was simply a "conglomerate of city-states that was distinguished from adjacent areas by its habitual outreach into the Mediterranean world" (Freedman, 349). Phoenicia was also known for its preferred dealing and trading with the Greeks and Indo-Europeans. Although it dealt and traded mainly with the Greeks, Phoenicia maintained a unique culture with its own religious beliefs, language, preferred trading techniques, and political setup. With help from their unique ways, the Phoenicians eventually began to expand through the Mediterranean, Near East, and the Middle East (Freedman, 349). Religion for Phoenicia, like many other Semitic cultures, played a very important role in the Phoenician culture. In the 12th century BC, the Phoenicians strongly believed in paganism and worshipped many gods. The gods' names, however, were not always consistent. Phoenicians had their own religious text, their own forms of prayer, and even had sacrifice within their culture. Gifts were also used as offerings and the Phoenicians also had a personal structure within their beliefs. All of these things helped form and keep the Phoenician religion quite unique and peculiar as well. Literary and epigraphic texts are part of the written sources of information about Phoenician religion. Literary texts include many sources such as the Hebrew Bible, Greek texts by Christian, classical, and Hellenistic writers. Epigraphic texts included cuneiform texts in Akkadian language and inscriptions in Phoenician language. One can easily notice all the different sources in which the Phoenician religious texts came about. Hence, the Phoenicians were exposed to many groups and many beliefs in which they built their own religious beliefs. It must be noted, however, that any source other than texts written by Phoenicians can not be solely relied upon and are secondary (Freedman, 358).

Learning And Assessing Pupils Progress Education Essay

The appraisal of students ‘ advancement has been modified slightly since it was introduced by Black ‘s ( 1987 ) study with the National Curriculum Task Group on Assessment and Testing ; which was set up as portion of the readyings of what became the 1988 Education Reform Act. The act brought in the appraisal agreements for the terminal of the 4 cardinal phases, at the ages of 7, 11, 14 and 16 severally. It was decided that merely the nucleus topics of the national course of study should be assessed at the first cardinal phase and ‘at subsequent key phases it should be in all the foundation topics ( the nucleus subjects plus art, geographics, history, music, physical instruction, engineering, a modern foreign linguistic communication at the last two phases, and Welsh in non-Welsh speech production schools in Wales ) p.40. Kyriacou ( 2007 ) provinces, the debut of the National Curriculum in 1989 were coupled with associated processs for supervising students ‘ ad vancement affecting the usage of centrally produced trials. These trials so gave an indicant of both students ‘ public presentation and that of the schools nationally. The course of study was so looked at once more in 1993 by the School Curriculum and Assessment Authority ‘s president Sir Ron Dearing, who was asked to ‘†¦review the course of study with a position to ‘slimming down ‘ the course of study, simplifying its appraisal arrangements†¦ ‘ p.45 The 1997 Education Act saw the School Curriculum and Assessment Authority replaced by the Qualifications and Curriculum Authority ( QCA ) which is still in topographic point today. The appraisal of larning at the terminal of KS 1,2 and 3 is now a combination of instructor appraisals and terminal of cardinal phase standardized national trials, SATs, although in 2009 the terminal of KS3 trials were abolished ; and scientific discipline at KS2 is merely to being used in some pilot schools for 2010. In 2005 the Labour Government ‘s Schools White Paper committed support for every kid in giving them personalised instruction and acquisition ; by seting kids and their demands foremost, giving support to do good advancement and go forthing no kid left behind in their instruction. This study will look at the modern-day issues of Assessment for Learning ( AfL ) and its new spouse ; Assessing Pupils ‘ Progress ( APP ) and their usage within the constitution ( primary school ) and how or whether it has impacted on the manner appraisal is carried out across the board.Why Assess?Appraisal is highly of import as it shows how students are come oning and carried out with thorough processs can be of important value to instructors and the students they teach. It checks that larning has taken topographic point. There are many different methods of appraisals these include ; treatments, questionnaires, tests, presentations, function drama, observations, written work, practical work and inquiring. Using appraisals can assist instructors and scholars reflect on their pattern and how their scholars are larning. Assessment helps instructors make up one's mind how they teach, utilizing different learning methods to guarantee that all scholars are proactive. Cowley ( 2004 ) stated that good appraisal would assist the instructor proctor the scholars ‘ advancement and program for future instruction and acquisition. Assessment encourages scholars ‘ motive and they can have feedback ( both instructor and equal ) on their advancement. Teachers ‘ can utilize a scope of assessment methods to look into students ‘ advancement. Obviously appraisal does non come easy, instructors ‘ work load can be increased greatly ; both when transporting out the appraisals and so holding to tag them. There can be unneeded force per unit area put on to the scholars ‘ , and sometimes when measuring a scholar it depends how they are experiencing at the point of appraisal on how good they do. In 2006 the new Primary National Strategy for literacy and mathematics gave two chief intents of appraisal, summational appraisal of acquisition and formative appraisal for acquisition ; which the new model aimed to cover. This scheme gave instructors counsel on facets of appraisal for larning which was linked straight with counsel on planning and gave a broader and stronger pedagogic attack.Appraisal for Learning ( AfL ) SchemeHarmonizing to the Assessment Reform Group ( 2002 ) , ‘Assessment for acquisition is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place ‘ . AfL has been used for a figure of old ages and has given instructors ‘ ways in which themselves and students can utilize assessment activities to derive a clearer apprehension of the acquisition that has taken topographic point to day o f the month and how students ‘ hereafter acquisition can outdo advancement ( Gardner, 2006 ) . AfL is closely linked to the authorities ‘s Every Child Matters ( 2004 ) where every kid should be healthy, stay safe, enjoy and achieve, do a positive part and accomplish societal and economical wellbeing ; and personalised acquisition, both ethos ‘ have featured to a great extent within a scope of DCSF policies throughout the last decennary. The purposes of the AfL scheme are clear ; they should embrace every kid, instructor, school and parent/carer so that every kid knows how they are making. Every instructor is able to do judgements on students ‘ attainment, advancement and how to send on program when students are non carry throughing their possible. Every school should hold good placed structured and regular appraisals and tracking schemes in topographic point and every parent and carer should cognize how their kid is come oning and when they need to better ; they can assist back up their kid and the instructor. The benefits of AfL is its powerful manner of raising students ‘ accomplishment, if students ‘ understand how they learn, where they have spreads in their acquisition and how they can shut these spreads so it will hold a positive consequence on every kid. Harmonizing to the authorities, good appraisal for larning makes: accurate, carnival, dependable, utile, and focused continuity enabling schools to guarantee acquisition is taking topographic point. Therefore instructors, schools and parents and carers all need to cognize where their kids are now, where they need to be and what they are required to make to acquire at that place. The four elements for AfL so are aims, oppugning, unwritten and written feedback and ego and peer appraisal. The aims are met by utilizing oppugning in order to look into scholars ‘ have achieved aims, equal and self appraisal helps scholars to recognize what successful work looks like and the instructor shows good unwritten feedback so that scholars ‘ develop their ain accomplishments in this country, giving them clip to reflect on their acquisition and taking ownership of their work.Measuring Pupils Progress – What is APP?Measuring Pupils Progress, otherwise known as APP was originally piloted by 104 schools in 12 local governments utilizing, ab initio, Key Stage 2, as a new structured attack to teacher appraisal for doing judgements on students reading, composing and mathematics. Developed by the QCA in concurrence with the National Strategies, get downing in fall 2006 with recommendations reported in 2008/09. It has since been adopted as the manner to officially measure students within schools throughout the state, to assist instructors measure their students as more of a forensic attack, to run aboard Assessment for larning ( AfL ) . Harmonizing to the QCA it helps instructors to polish their apprehension of scholars ‘ demands and to orient their planning and learning consequently. The QCA has provided APP stuffs for instructors to implement the attack and with these guidelines instructors are able to set up where students are within the National Curriculum degrees. Hence one Year 5 instructor stated, ‘APP has helped me to go more cognizant of the appraisal opportunities that exist and more secure in measuring students ‘ degrees of attainment ‘ . When APP was introduced there were steps given to schools to assist implement the system and possible early theoretical accounts were advised demoing the benefits and more significantly their restrictions of usage. For illustration, one option was to place a whole school sample, for case all pupils antecedently assessed at a peculiar degree, the benefits of this would be a clear focal point, ab initio little graduated table and hence manageable, nevertheless this would non be implemented with a whole category and other degrees may non be covered. The affectional usage of APP was besides shown to supply information for tracking students ‘ advancement in item, placing barriers to achievement and to guarantee outlooks were linked to the national schemes. The APP stuffs for instructors to utilize include a enchiridion to assist implement the attack, give guidelines for measuring students ‘ work, supplying a simple format for entering the appraisal standards and focal points for appraisal within the specific topic. There are besides standard files which hold students ‘ work, which have been annotated, so that instructors become consistent in their judgements sing national course of study degrees, these files show different degrees of attainment. Assessment Focus ( AF ) grids are provided to demo how focal points are used, for illustration in reading appraisal AF3 shows that the student should be able to ‘deduce, deduce or construe information, events or thoughts from texts ‘ . In utilizing APP it was hoped that instructors ‘ would go more informed on how their scholars ‘ are come oning and that they would hold a aggregation of appraisal accomplishments in order to do good judgements in the schoolroom. Harmonizing to the AfL and APP clip line instructors in KS2 should be get downing to utilize the APP procedure so they can do periodic appraisals of all kids by fall 2009. The clip line for the execution of APP started in summer 2008 when school and capable leading were expected to make a ego – rating of AfL and APP in preparedness of its execution and to see what degree of support was required. This so moved to them having preparation in the usage of APP by fall 2008 and to hold developed the procedure of standardization in school with a average term go oning professional development ( CPD ) program to guarantee that whole school development of AfL and APP where in topographic point and that instructors would get down to utilize the APP stuffs. By spring 2009, instructors in KS2 should get down utilizing the APP procedure and others were doing effectual usage of the Primary Framework and assessment information to better their planning for patterned advance ; in fall 2009 it was expected that KS2 instructors were utilizing the APP procedure to do periodic appraisals for all kids. APP appraisals were more likely to hold truth when a scope of grounds is collected by instructors from each kid that has been chosen, both written and unwritten grounds would profit the procedure and periodic reappraisal of their work should be collected and merely those with important grounds demand be used.The usage and impact of AfL and APP within the sceneAfL has been used since it was foremost introduced and the school has now taken the APP attack on board since the fall term 2009 as a new attack to measuring. The schools appraisal policy is undergoing alteration at the present clip so as to integrate the new appraisal schemes. Derbyshire County Council provided of import support preparation for caput instructors in 2008 demoing a power point presentation which included doing links within AfL and APP, demoing APP in action within numeracy and literacy and stoping with a reappraisal and appropriate action planning. This session provided counsel and advice about implementing APP and to back up an apprehension of APP. At this point the APP scheme was extremely recommended but non statutory. The preparation included the advancement docket of APP, demoing the patterned advance marks as 2 degrees advancement, the doing good advancement pilot strategy, AfL utilizing APP standards, patterned advance tutoring and individual degree proving. It besides applied the beef uping for formative appraisal, concentrating on each scholar ‘s acquisition, accelerated rates of accomplishment ( concentrating particularly on those at hazard of underperforming ) and assisting to clear up the acquisition journey. The National Strategies model informations where shown to assist with thoughts of how to bring forth a criterions file. An first-class illustration for Ma2 Number at degrees 3 and 4 showed how the usage of different coloring material highlighters for each term were used demoing when a specific degree was low, secure or high and annotated in the countries where it was felt there was either more work to be done or how far they were away achieving the degree. In the school it has enhanced instructors ‘ apprehension of inquiring whether the larning aims they ask of the kids are relevant to them, do they understand what they are supposed to accomplish by the terminal of the lesson and is it in kid friendly linguistic communication? There has to be meaningful duologue between the instructor and scholar with respect to the larning nonsubjective otherwise the scholar will withdraw and non be able to come on with what they are supposed to larn, this has been monitored throughout the scene. The appraisal focuses that were discussed were reading, composing, utilizing and using, figure, form, infinite and steps ; and managing informations. The National Strategies AF grid was introduced and this lead to the school bring forthing accessible degrees for reading, composing and numeracy from degree 1to degree 5, so instructors could mention to each with a position to associating the degrees and appraisal demands as applicable. The APP procedure started in earnest in fall 2009 ; when samples of scholars ( 6 ) were chosen from each twelvemonth group. Each term instructors review the full scope of grounds ( written, spoken and observed ) for each appraisal focal point. They select the appropriate degree boundary and arrive at judgements utilizing the assessment guidelines sheet ; they annotate illustrations of scholars work as mention points and benchmarks. After making this in-school standardization and moderateness is carried out with co-workers. The deductions of APP within the school have helped with the professional development of instructors ; it has had an impact on capable cognition, the course of study and teaching method, it has given instructors the ability to feedback to scholars and their parents/carers so that they can see where they have progressed or how they need to come on farther. It has helped instructors to do good judgements sing their scholars and how to guarantee that they progress wit hin the course of study overall, it has helped them to distinguish scholars ‘ advancement so they can orient lessons suitably. APP has enabled better monitoring of schoolroom activities and prep in twelvemonth 6 ; as the scholars are asked to measure whether they have understood the lesson at the terminal by doing a remark in their exercising books, the instructor can so measure whether the scholar feels they have made advancement, if non the work is gone through once more, if necessary with a one to one or in little groups. With prep the scholar is asked to work unaided and if they have trouble with any oppugning so they should go forth it clean and it will be covered once more when the whole category grade their prep together. This enables equal to peer appraisal and encourages positive feedback whether jobs arise or non. The usage of an rating trigon helps scholars ‘ ego evaluate and is besides used as a equal rating tool every bit good, this is used in composing where there are 5 ratings: is it easy to read and put out in paragraphs, is the script joined and legible, is at that place good usage of vocabulary and conjunctions, is it easy to understand and does it flux, eventually is it finished. The scholar so decides whether they need one side of the trigon ( no ) , two sides ( largely ) or three sides ( everything done ) , this is both a ocular and kinesthetic attack to measuring their work. Most of the instructors have been utilizing the APP attack for measuring scholars since fall 2009 ; but they all have different positions, some find it easier to integrate within their instruction manners ; others have found that they have had to accommodate the manner in which they teach in order to suit the APP scheme in. However, most instructors feel they have become more expert at judging where their scholars are and how they can assist them better their advancement in line with the Primary National Strategy ; particularly as they are larning to make this together instead than on their ain, collaborative moderateness helps tremendously. As portion of the execution of APP, Derbyshire County Council have asked the school for information on reexamining the leading and direction of alteration ( APP focal point ) and reexamining acquisition and instruction in lessons ( AfL focal point ) for both students and instructors. This information is set out in four columns with the undermentioned headers ; concentrating, developing, set uping and heightening, the caput instructor and the helper caput established the statements that the school, students and instructors were secure in and highlighted them suitably and punctually returned them. Some of these included: Most teaching staff ( including learning helpers ) understand the APP procedure, i.e. how it fits in with planning and mundane instruction and its possible to track kids ‘s advancement identify specific countries of underachievement and inform targeted intercession. Parents and carers are informed as to students ‘ advancement. Students are confident to take hazards by sharing partly formed thought or constructively ambitious others Pupils value talk for acquisition and consciously utilize it to progress their thought Lessons are planned to larning aims with some relevant undertakings and success standards as appropriate There are chances for structured whole-class, and supported group/paired treatment One of the KS1 instructors ‘ had already been utilizing APP in their old school and has been able to utilize APP without vacillation and has incorporated this for all of their category. This shows that as Sue Hackman ( 2009 ) , Chief Adviser on School Standards, points out APP is a straightforward attack to doing unafraid judgements about the criterion of students ‘ work and what they need to make next. Hackman ( 2009 ) besides states in the Making Good Progress, a Teachers Television programme that the authorities is acquiring what they want if all the schools kids are doing good advancement. By utilizing APP she besides thinks that it is the trademark of schools that make good advancement. The school has been able to give parent and carers priceless advice sing their kids ‘s advancement and parents and carers, in return have been able to give their kids support with any topics they possibly falling behind with. Termly information cusps are sent out to each kid by their instructors saying what their category will be larning in that peculiar term, this enables the parents and carers to hold an informed penetration into the specific undertakings that their kids are prosecuting with at any specific clip within the school twelvemonth. In the twelvemonth six category APP is an effectual support for the passage and transportation to secondary school and this is shared with parents and carers at their kid ‘s parents flushing, giving the marks set by the students themselves to assist them travel frontward to their chosen secondary schools, with which there is a close affair to guarantee they are good informed about what recent advancement they have made and the following stairss they are expected to do to travel frontward in their acquisition. This helps the continuity of the scholars ‘ patterned advance and to go on the high degrees of outlook both from the scholar and their parents and carers. Care needs to be taken when utilizing APP with kids from underachieving groups such as English as an extra linguistic communication ( EAL ) as the profiles of these scholars are more likely to be uneven and hence the scope of grounds should be much wider in order to do a periodic appraisal.Evaluation and DecisionAPP is in its babyhood within the school ; nevertheless those instructors who have been utilizing it as a method of appraisal have done so with an unfastened head. Most of the appraisal methods were in topographic point within AfL and the individualized acquisition ethos of the school was in topographic point already, so therefore it should non be excessively hard for the remainder of the staff to set about the APP attack. Equally long as all staff including instruction helpers are included in the preparation for this inspiring manner of measuring students ‘ advancement so there should be a smooth passage for the following measure when external moderateness takes topographic point. The biggest advantage of APP is it uses the national schemes which are already in topographic point, the pilot schools have trialled the attacks with success and found that APP is all that is required to do good appraisal judgements, as one KS 2 instructor provinces ; ‘Do n't give up – one time you are used to the procedure the benefits for teaching method and pattern are clear ‘ . AfL and APP are inextricably linked to personalised larning whereby a instructor has a secure cognition of each scholars ‘ advancement and therefore can accurately orient their instruction methods to each scholar and their single demands, this is go oning in the school where the acquisition procedure is being monitored by the APP appraisals of the twenty-four hours to twenty-four hours learning. Therefore it has to be said that it is beef uping the periodic facet of appraisal and so the scholars ‘ receive formal acknowledgment of their accomplishments within the category and as a whole school when certifications and virtues are given out in assemblies. The effects of appraisal in general have to be ; that appraisal is an highly of import portion of instruction and acquisition. It can be carried out informally and officially utilizing a assortment of methods but depends on the type of scholar. The informations it produces is used for rating of instruction and acquisition and all members of staff should hold the appropriate preparation and apprehension of how the information is used and their functions and duties in instruction and measuring their scholars. Students so should be able to cognize their learning aims and what their success standards looks like, they are able to take ownership of their acquisition and can besides assist their equals to win. Parents and carers must be kept informed by appraising studies and parents eventides which provide them with the information about their kid ‘s advancement and the following stairss they need to take whether into the following category or even the following school. The kernel of appraisal so is that it is an built-in portion of readying, planning and learning with a good measured measure of enthusiasm, so everyone knows where they are, where they need to be and how they are traveling to acquire at that place.

Code Of Ethics And Ethics - 912 Words

It is essential for the organization to have a strong code of ethics to ensure all employees understand the ethical expectations of the organization. The code acts as a guide for employees to ensure they apply ethical decision making in the workplace. As the manager you will play an essential role in disseminating this information to employees as well as ensuring they are in compliance with the code. Employees must understand the consequences of failing to uphold the code and the importance of reporting ethical failures. To ensure your complete understanding of the importance of the ethical code I have selected a code of ethics from three different organizations. These examples are a good guide for the code that will be established for the organization. The first example is the code of ethics established by the Society of Professional Journalists. This code upholds justice and supports a democratic process which would be beneficial to any American organization. The code of ethics es tablishes the abiding principles for all members of the organization. This includes ensuring the free exchange of information that is accurate, fair, and only seek to tell the truth (SPJ, 2014). If all employee seek truth it will support the creation of a moral and ethical work culture. By requiring journalist to take responsibility and accountability for being accurate it creates values. These values can support the goals of any organization. This ethical code also requiresShow MoreRelatedCode Of Ethics : Code Ethics1334 Words   |  6 PagesRunning head: CODE OF ETHICS 1 CODE OF ETHICS 5 Code of Ethics Hieu Le Columbia Southern University Code of ethics is the most essential aspect of the society that organizations and individuals need to fulfill and apply this aspect in their workplaces and families in order to achieveRead MoreEthics Of The Code Of Ethics946 Words   |  4 PagesIt is a violation of the code of ethics and they don’t consequentially suggest lawful accountability or infringement of the law. Such strength of character can be capable of simply be situated in the perspective of lawful and official procedures. Unproven infringements of the code of ethics would be questioned to a colleague assessment procedure. 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