Author: chris

Training Project Part

Please review the uploaded document titled Training Project 2. Based on the proposed implementation of training (Training Project 2), explain HOW you plan to evaluate the training.

Will you evaluate/How will you evaluate:
*Trainee Reactions? (What will you do with that information?)
*Learning?
*Behavior?
*Results and/or ROI?

Be sure to thoroughly explain any tools, measures, or analyses you would use (examples and visual aids are encouraged, please remember to cite sources if necessary). You do not need to report on the outcome of the evaluations; this is a proposal for HOW you plan to evaluate the training.

Paper must be 1 page, APA format (double-spaced, 12 point font).

The uploaded document is titled: Training Plan. The Training Plan is for a “fake” company called BINZ, Inc. Please see paper details for directions.

Human relationship and its impact on work productivity
Paper details

please gather 30 people to take the survey as provided below and conduct an analysis on the result.
https://missouri.qualtrics.com/SE/?SID=SV_cYmX0M4vb1T3jLL

What are the problems with sweatshops in developing countries?
Paper details

essay should have the following characteristics:
• presented in proper MLA format, including double spacing
• a scholarly two-part title
• a scholarly introduction consisting of context, your expression of topic, your thesis
(which is the knowledge claim which your research has led to, and possibly some
structural forecasting. • core paragraphs consisting of a blend of guiding sentences and low-level details
(consisting of quotation and/or paraphrase from your sources)
•a scholarly conclusion consisting of a restatement of your knowledge claim plus one or
more scholarly concluding strategies

Answering question with critical thinking
Paper details

Read the chapter first, and then answer the question with critical thinking.
Question: In what ways are race, class, and gender intertwined with physical and mental disorder.
You must use at least one outside source when answering the question. List the source in a bibliography.

This report focuses on the detailed route analysis of the American Airline Flight DFW-SAT.
The information in this report is based on the relevance of the flight route, the different aircrafts being used in the route, the frequency of the flights, the number of available seats per flight, and the average flight time. The analysis part focuses on the percent of flights flown by regional partners aside from the American Airline itself, the seat distribution, and discrepancies in flight scheduling, among others.
Results of the data show that the
 American Airline flight route DFW-SAT is the dominating route, with all the flight control dependent on the company American Airline, with an unchanged seat distribution for both MD-80 and MD-83 and a satisfactory scheduling performance.
All in all, this report finds that the prospects of American Airline, particularly the DFW-SAT route, are more positive than negative thanks to its above-par performance, at least in this route.

The route for this report is DFW-SAT. (Report is based on Oct-1-2013)

 American Airline is the only marketing and operating airline for this route.
 Douglas MD-80 and MD-83 by Boeing are the aircrafts used in this route. These aircrafts have a seat distribution of 16 first class seats and 124 economy seats.
 The flight frequency for American Airline on Oct-1-2013 for route DFW-SAT is 28.
 The maximum available seats are 140 for both the MD-80 and MD-83.
 This route has an average flown time of 1 hour and 7 minutes.
o Maximum : 1 hour 15 minutes
o Minimum: 1 hour

Analytics
 American Airline is dominating the DFW-SAT route because it is the only airline operating in this route.
 0 percent of the airlines’ marketed flights are flown by regional partners. All flights from this route are marketed and operated by American Airline alone.
 The seat distribution for American Airline’s MD-80 and MD-83 are never changed. It is always 16 seats for first class and 124 seats for economy class.
 According to the data on Oct-1-2013, route DFW-SAT. There is significant data that shows the pattern or strategy that American Airline uses.
o First of all, AA is the only airline operating for this route. There is no available data that can be obtained from the competitors in this case.
o Secondly, AA’s usual flight time schedule every day is from 6:00am to 22:40pm, and the last scheduled arrival time is on 23:40pm. American Airline is dominating the DFW-SAT route. The company does this by filling in all the available time slots every day.
o The number of available seats is 140 for all the 28 flights for the day.
o American Airline does not outsource to regional partners the flights that are scheduled for every single day.

Panama Millennium Development Goals

Outline the following points:
(1) What kind of international policies has your country supported in the past in the realm of development politics?
(2) What is your country’s positions towards the topic: which 3 goals does you country favor? Why do these goals make sense from your country’s point of view?
(3) Outline specific plans/programs for how the international community can attempt to achieve two of those goals. Outline the following points:
Useful resources: http://unbisnet.un.org/
http://www.nmun.org/ny_committee_guides.html
http://data.worldbank.org/news/significant-progress-towards-achieving-MDGs http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english.pdf
https://docs.google.com/spreadsheet/ccckey=0ApF51UgS889tdG1ONVZVSlY4a0gySFozQ1lRbS05cFE&usp=sharing#gid=4

Since the beginning of time women have had inequality issues. Different kinds of power have been used to cover women issues. Historically, women were always denied and never had a chance to become educated until 20th century

Since the beginning of time women have had inequality issues. Different kinds of power have been used to cover women issues. Historically, women were always denied and never had a chance to become educated until 20th century. However, mothers are instinctively teachers for their children. The images of a perfect woman and a macho keep men in control and keep women submissively under control.

The image of the perfect women downgrades women. The perfect woman should live just to serve a man and accept his defect without even apologizing. This image has created and influenced by traditions and religions. In Simply Maria or the American Dream,the women who work for the church teach a little girl how to be a slave for her father, brother and husband . Moreover, they say to her that her only purpose in life is to produce human beings. Those unhealthy thoughts destroy the dignity in women souls and kill their hopes.
The image of the ideal woman actually destroys women. In order to be perfect as a woman you should be considerate and forgiving. It does not matter how you feel and how much pain you are in if you compel to the society. For example, in Simply Maria or the American Dream, a traditional Mexican woman called Carmen stands up alone in her wedding day when her fiancé sends her a woman to tell her that he will not come (López, Josefina 11). Even though it breaks her heart she forgives him and keeps up her dream that he would marry her later(López, Josefina 12).
The picture of macho men has a strong influence in keeping women without control. Oneof the main characteristics in macho image is taking control of his family . The idea of a man leads his family is supported by traditions. Unfortunately, even some women brainwashed and believe that men should have all control when they can have a better life if they share control with men. Sharing control with men makes women feel alive and not just an object.

. However, mothers are instinctively teachers for their children. The images of a perfect woman and a macho keep men in control and keep women submissively under control.

The image of the perfect women downgrades women. The perfect woman should live just to serve a man and accept his defect without even apologizing. This image has created and influenced by traditions and religions. In Simply Maria or the American Dream,the women who work for the church teach a little girl how to be a slave for her father, brother and husband. Moreover, they say to her that her only purpose in life is to produce human beings. Those unhealthy thoughts destroy the dignity in women souls and kill their hopes.
The image of the ideal woman actually destroys women. In order to be perfect as a woman you should be considerate and forgiving. It does not matter how you feel and how much pain you are in if you compel to the society. For example, in Simply Maria or the American Dream, a traditional Mexican woman called Carmen stands up alone in her wedding day when her fiancé sends her a woman to tell her that he will not come (López, Josefina 11). Even though it breaks her heart she forgives him and keeps up her dream that he would marry her later(López, Josefina 12).
The picture of macho men has a strong influence in keeping women without control. Oneof the main characteristics in macho image is taking control of his family. The idea of a man leads his family is supported by traditions. Unfortunately, even some women brainwashed and believe that men should have all control when they can have a better life if they share control with men. Sharing control with men makes women feel alive and not just an object.

Essay 1:-Critically discuss the extent to which Human Resource Management can improve organisational performance?
Generic Assessment Marking Criteria
You will be marked according to five criteria:
• Quality of Presentation
• Understanding and use of Theory
• Quality of Analysis
• Structure and Argument
• Conclusions
Presentation
• All material is thoroughly and correctly referenced.
• Citations are given in the Harvard format, unless specifically specified otherwise in the assignment brief.
• Direct quotations from sources are referenced with page numbers.
• Appropriate use has been made of tables, diagrams, graphs and pictures.
• The use of formatting (line spacing, font, justified margins etc) is consistent throughout.
• The text is clear and readable, without typographic errors and spelling mistakes.
• The assignment is within the maximum word length suggested.
• The bibliography contains only the works cited in the assignment, is presented in author alphabetical order and is complete, accurate, and consistently formatted.
Theory
• Evidence of wider reading i.e. not relying on a textbook or single text source, but engaging with specialist texts, journal articles and reports.
• A demonstration of an understanding and awareness of a range of theoretical positions or technical options.
• The ability to place a particular text’s argument within a range of positions evident in the literature and to recognise its strengths and limitations as an explanatory framework.
• Direct quotes, paraphrasing or other evidence of active engagement with theory and/or technique is apparent throughout the assignment.
Analysis
• The assignment demonstrates an ability to understand different perspectives i.e. the student can evaluate different options, engage critically with theory and practice and can justify their analysis above other available solutions or viewpoints.
• The analysis results from the use of judgement and discernment in selecting theory and applying it to the situation or problem.
• The selection of techniques and viewpoints are justified by the problem or issue outlined.
• Reflection and observation are integrated in the analysis in an appropriate way i.e. a supported argument illustrated with observation rather than a statement of opinion.
Structure and Argument
• An essay assignment will normally include an introduction, several sub-titled sections in the main body, a conclusion and a bibliography. Alternative formats may be specified by the assignment brief and, if so, have been used.
• A coherent argument is evident, which clearly links the different elements of the assignment together and leads the reader through to a justifiable conclusion.
• The argument is logically constructed with each section building on the insights of preceding sections i.e. different perspectives are not simply thrown together without an understanding of how they contribute to the overall argument presented.
• Theory is integrated into the analytical and/or practical elements of the assignment where appropriate
• Meaning is not obscured by poor grammar, paragraph or sentence construction.
Conclusions
• The conclusion summarises the whole of the assignment and not just the analysis i.e. conclusions relate questions posed, adequacy of the theory, empirical issues explored and reflect on the student’s approach to the work.
• The conclusions refer to the argument presented to that point and do not introduce new ideas or arguments “at the last moment”.
• The conclusion demonstrates the ability of the student to justify their theoretical and analytical approach.
• Conclusions have been drawn and follow, and are justified by, the analysis in the main body of the assignment. Where required, practical recommendations are feasible and follow on from the conclusions, addressing the issues identified.

Essay 2:-‘Global economic developments provide constraints and opportunities for workers and trade unions in newly emerging economies.’ Discuss with reference to EITHER China or India, using examples from MNCs and/or New Industrial Zones/Special Economic Zones and/or informal/migrant labour.
The essay could be placed in the broader debate on the nature of globalisation (differential in its impact on workers and unions); how states mediate globalisation (deregulate to weaken labour and unions or extend support to attract investment); and the strength of labour and unions.
The essay should explore both opportunities and challenges of globalisation for workers and trade unions in India/China.
Opportunities for workers and trade unions could include more employment through flow of FDI and MNCs; new kinds of business/HR practices; new technology, research and skills; emphasis on international standards on wages, working conditions, health and safety rules being ensured through ILO, activists, NGOs and international unions. For unions, it could mean new linkages, new strategies. Elaborate through examples.
Challenges to workers and unions could include transfer of low paid, low skill jobs being transferred (NIDL theory); exploitation of a weak labour e.g. rual, migrant workers in China and informal labour in India; decline of trade unions; strong position of MNCs vis-a-vis weak states that could weaken position of labour and unions through labour reforms, especially in SEZ, NI Zones. Again use examples.
For India, Industrial Relations Journal (2010), 41:2, Special issues on employment relations in India, and Hammer, A. (2010) Trade unions in a constrained environment: workers’ voices from a NIZ in India, Industrial Relations Journal, 41:2, 168-183, and the tutorial case study on IT sector are a good starting point. For China, Smith, C. and N. Pun (2006) ‘The Dormitory Labour Regime in China as a Site for Control and Resistance’ International Journal of Human Resource Management, 17, 8: 1456–1470, as well as one of the Gamble articles is a good starting point.
Recommended readings
FOR INDIA
• Industrial Relations Journal (2010), 41:2, Special issues on employment relations in India: all 5 articles are interesting

• L. Glover and A. Hammer (2010) Chapter on ‘HRM in China and India’, in Beardwell, J. and Claydon, T. Human Resource Management: A Contemporary Approach (most recent edition)

• Hammer, A. (2010) Trade unions in a constrained environment: workers’ voices from a NIZ in India, Industrial Relations Journal, 41:2, 168-183 : good for constraints, especially unions

• Taylor, P. and Bain, P. (2005) ‘India calling to the far away towns’ the call centre labour process and globalisation’, Work, Employment and Society, 19 (2): 261-282 : good for constraints

• Kuruvilla, S and Ranganathan, A. (2010) ‘Globalisation and Outsourcing: confronting new HR challenges in India’s BPO industry’, Industrial Relations Journal, 41:2, 136-153 : good for skills problem

• Ramaswamy, E.A. and Schiphorst, F.B. (2000) ‘Human resource management, trade unions and empowerment: two cases from India’, The International Journal of Human Resource Management, 11(4): 664-680

• Kuruvilla, S. and Erickson, C.L. (2002) ‘Change and transformation in Asian industrial relations’, Industrial Relations, 41 (2): 171-227

• Kuruvilla, S., Das, S., Hyunji, K. and Kwon, S. (2002) ‘Trade union growth and decline in Asia’, British Journal of Industrial Relations, 40 (3): 431-461

• Vandana Nath (2011) Aesthetic and emotional labour through stigma: national identity management and racial abuse in offshored Indian call centres, Work, employment and society, 25(4) 709–725 : good for constraints

• Al James and Bhaskar Vira (2010) ‘Unionising’ the new spaces of the new economy? Alternative labour organising in India’s IT Enabled Services–Business Process Outsourcing industry’, Geoforum 41: 364–376: good for opportunities for unions

• Case study on India in the tutorial can be referenced as ‘The IT-BPO sector in India: strategic review for 2011’, NASSCOM Foundation Report 2008: : good for opportunities

• Global Labour Journal, 2010, issue 1,Special issue on Globalization(s) and Labour in China and India, guest edited by Paul Bowles and John Harriss : articles on labour and trade unions in India: especially good for constraints/challenges: good for both opportunities and constraints

• K.R. Shyam Sundar (2010) Emerging Trends in Employment Relations in India, Indian Journal of Industrial Relations, 45:4, 585-595: good for understanding main issues

FOR CHINA

• Child, J. (1994) Management in China during the age of reform, Cambridge: CUP

• Warner, M.(1996) ‘Human resources in the People’s Republic of China: the ‘three systems reforms’, Human Resource Management Journal , 6/2, 32-43

• A. Hammer (2014) Employment Relations in Emerging Economies: China and India’, in Beardwell, J. and Thompson, A. Human Resource Management: A Contemporary Approach, Pearson, Chapter 16 (seventh edition)

• Gamble, J. (2000) ‘Localizing Management in Foreign-Invested Enterprises in China: Practical, Cultural, and Strategic Perspectives’, International Journal of Human Resource Management,11(5): 883-903.

• Gamble, J (2003) ‘Transferring HR practices from the UK to China: the limits and potential for convergence’, International Journal of HRM, 14 (3): 369-387: good for opportunities

• Gamble, J (2006) ‘Introducing western style HRM practices to China: shopfloor perceptions in British Multinationals’, Journal of World Business, 41: 328-343: good for opportunities

• Gamble, J (2006) ‘Multinational retailers in China: proliferating “McJobs” or developing skills?’ Journal of Management Studies, 43 (7): 1463–90. : good for opportunities

• Gamble J and Huang Q (2009) ‘The transfer of organisational practices: a diachronic perspective from China’, International Journal of Human Resource Management, 20/8, 1683-1703 : good for opportunities

• Huang, Q; Gamble, J. (2011) ‘Informal institutional constraints and their impact on HRM and employee satisfaction: evidence from China’s retail sector’, International Journal of Human Resource Management, Vol. 22 Issue 15, p3168-3186 : good for opportunities

• Global Labour Journal, 2010, issue 1,Special issue on Globalization(s) and Labour in China and India, guest edited by Paul Bowles and John Harriss articles on labour and trade unions in China: especially good for constraints/challenges

• Nichols, T. et al. (2004) ‘Factory regimes and the dismantling of established labour in Asia: a review of cases form large manufacturing plants in China, S Korea and Taiwan, Work, Employment and Society, 18 (4): 663-685: good for constraints

• Pun, N. and C. Smith (2007) ‘Putting the Transnational Labour Process in its Place: The Dormitory Labour Regime in Post-Socialist China’ Work, Employment and Society, 21, 1: 27-45. good for constraints

• Smith, C. and N. Pun (2006) ‘The Dormitory Labour Regime in China as a Site for Control and Resistance’ International Journal of Human Resource Management, 17, 8: 1456–1470 : good for opportunities

—————————————————————————–

These are the assignment briefs as stated above. Please follow the instructions and do not mess around with the writing as it will be checked and if there are any mistakes I will do ask for a refund.

Pediatric Scholarly Assignment
Rationale. The purpose of the pediatric scholarly assignment is to demonstrate understanding of theoretical nursing knowledge related to promoting health or care of children with alternations in health. This is an opportunity for the student to highlight content areas of their choice with further inquiry using the literature to validate discussion within the paper Through application of skills, knowledge, and personal experiences, the student will discover meaning in the content as it relates to pediatric nursing and their own nursing practice in the future. The chosen topic will be discussed with the instructor in advance.
Assessment Criteria:
1. Select a concept or condition, issue, or problem related to pediatric nursing care. Give examples from your personal experience with chosen topic.
2. Describe the concept or patient’s current condition, issue, problem using theoretical nursing knowledge. Be sure to relate to growth and development principles. Define a theory and characteristics as it relates to promoting children’s health or pediatric nursing care. Cite references of such details from literature.
3. Identify one key nursing intervention and discuss in relation to the selected topic to improve health outcomes. Provide rationale in your discussion supported by evidence and/or criteria from the literature. Please provide specific references. (only peer reviewed journal articles).
4. Discuss how the key nursing intervention relates to health outcomes relevant to the social determinants of health. Be selective- you do not need to discuss each social determinant of health.
5. Discuss how the selected social determinant(s) of health reflect (or not) your orientation of values of health. Provide specific example.
6. Adhere to rules of grammar, spelling, and APA format (i.e adequate referencing, clarity of writing, content organization).

This paper talk about the theme of death in The book the Epic of Gilgamesh. How Gilgamesh’s attitudes toward death. How his thoughts about death change over time. (three periods) For example, at the beginning of the book Gilgamesh didn’t think about death seriously about death as he the strong king an he doesn’t fear anything. later on, his close friend Enkidu died which made him think about death as a horrifying fate so he traveled around the world to seek immortality. At the end he fails and goes back to Uruk (his city) accepting the Idea of death. you can use sparknotes.com for a summary of the book and analysis as it will help ( The Epic of Gilgamesh). Also, make sure to include some quotes from the book (not sparknotes) to support each idea. These ideas may help: – Death is humans right. – Punishment is a way of justice. – Enkidu has died because he killed the bulk of heaven (Punishment is a way of justice) – After the pain Gilgamesh went through after he lost his dear friend, he searched for a way to defeat death. He eventually learned that he will not find the immortal life he seemed, when got created man, he created them to be taken away by death, and that what man�s life is, is only what that man made it to be. Gilgamesh feels the way he does about Enkidu�s death because he was his great friend in life You don’t have to stick with these idea, you can write other ideas but make sure that they relates to the topic. Gilgamesh changed his thought toward his death because of Enkidu ( love and friendship relationship) This is the Final paper, it is very important to me. Make sure the thesis statement is strong. source: the book The epic of Gilgamesh please support the thesis with evidences. such as quotes from the book.