Bounds for the P value?
(c) what Conclusions can you draw about differences in the factor level means?
1035
Contemporary Readings in Law and Social Justice
Volume 4(2), 2012, pp. 1035–1040, ISSN 1948-9137
Views on the Process of Globalization
and its Effects on Human Beings
Oana GĂLĂŢEANU
[email protected]
Dunărea de Jos University, Galatzi
ABSTRACT. Today we live in so-called “era of globalization.” More we talk about
it, more concerned we become, but nevertheless, there is no universal definition
assigned to this accepted phenomenon. This is due, perhaps, to the fact that global-
ization comprises an extensive range of complex processes occurring in different
areas of contemporary society. Specifically, globalization is the term currently used
to describe those changes recorded in companies of world’s economy, changes
arising from the large increase of international trade and exchanges taking place.
However, globalization displays increasing trade and investment following the dis-
appearance barriers and the interdependence between states. As a result of this
globalization, the world in critical areas has turned into a unique social system,
precisely through the development of those ties of interdependence between states,
which each of us affects us. Referring to globalization is often used in economic
and, almost exclusively, is considering trade, free trade and labor market liberal-
ization. It is true that globalization is achieved by a real link between multi-national
states on plans not only the economic, which include communication and exchange
of information and activity in various fields research and no less true that the
mastery of information is increasingly needed in the competition taking place to rule
territories and possession and exploitation of raw materials and labor. But, we ask
how real is the information we receive and how much it helps us evolve culturally
and spiritually, if we really helps each one of us who are witnessing and without
right of choice involved in this process of globalization, the globalization of society
in which we live? The study presents the views of the author on the effects of
globalization on men and women development as being endowed with intellect,
views that give a negative answer to the question above mentioned, according to
which, as a result of globalization, humans get to live only for the production and
consumption in a state of constant manipulation by those who hold real information,
and default, the power.
Keywords: globalization, global knowledge, human resources
1036
Globalization represents the modern term used in order to describe the
changes that take place within societies and in the world economy that
results from the growing international trade and from the cultural exchanges
that take place. This term describes trade’s and i ...
The document discusses three major areas of globalization: economic, cultural, and political. It provides details on each:
Economic globalization involves increasing economic interdependence and integration between countries through cross-border movement of goods, services, technology and capital. It includes the globalization of production and markets.
Cultural globalization refers to the transmission of ideas, meanings and values around the world, intensifying social relations through shared consumption of diffused cultures. It brings increasing interconnectedness among populations and cultures.
Political globalization involves the growth of the worldwide political system in size and complexity, including the declining importance of nation-states and rise of other actors like international organizations.
The document also discusses aspects
The document argues that a new vision of international cooperation is needed to address global challenges like inequality, insecurity, and environmental degradation. It outlines four reasons why the current system has failed: 1) failure to address the challenges of global capitalism, 2) lack of mutual respect and democratic participation, 3) over-reliance on governments, and 4) failure to prevent humanitarian crises. It argues that reform needs a spiritual dimension to provide moral frameworks, social services, and transformation of individuals, in order to underpin new forms of politics, economics and social policy through ethical behavior and equitable sharing.
The document discusses globalization through a series of discussion questions. It begins by asking for definitions of globalization and perspectives on its pros and cons. It then provides a definition of globalization as the free movement of goods, services, and people across borders. The document outlines several aspects of globalization, including the opening of economies, liberalization of trade and investment, and adherence to international trade organizations. It also includes vocabulary terms and debates some pros and cons of globalization related to labor practices, economic growth, and cultural impacts.
Essay on Globalization
Globalization
Essay about Globalization and Localization
Globalization
Globalization Essay
Globalization Essay
globalisation
Globalization (Term Paper)
An Introduction to Globalization Essay
Globalization Essay
An Overview of Globalization Essay
Globalization Essay
The document discusses different perspectives on the concept of globalization. It begins by explaining mainstream economic views of globalization as increasing international trade and integration of markets. It also discusses emerging views that see globalization's impacts as reaching beyond economics to transform political, social and cultural institutions as well. Globalization is described as occurring through various dimensions including changes in firms and production processes, the rise of global governance systems, and social and environmental movements. The challenges it poses for government policymaking are noted. Overall, the summary captures that the document presents a wide-ranging overview of concepts and debates surrounding the multidimensional nature and impacts of globalization.
Locating Oneself in Global Learning- First 4 ReadingsOslo
First 4 Readings of Locating Oneself in Global Learning! I suggest to do all of the readings from the class reading selection list on it'slearning. Here is just a reference so you do not have to open 4 different links in order to remember the content. Will add more as class progresses. We will have a great time learning together. These words are not my own and taken directly from the designated readings.
The document discusses key concepts related to economic globalization. It defines economic globalization as the intensification and expansion of global economic interactions through increased trade, communication, transportation and financial flows. The main drivers of globalization are identified as international organizations like the WTO that reduce trade barriers, as well as growing foreign investment, technology advancement and multinational corporations. International governmental organizations, nation-states, and multilateral development banks are highlighted as important actors facilitating economic globalization.
The document discusses three major areas of globalization: economic, cultural, and political. It provides details on each:
Economic globalization involves increasing economic interdependence and integration between countries through cross-border movement of goods, services, technology and capital. It includes the globalization of production and markets.
Cultural globalization refers to the transmission of ideas, meanings and values around the world, intensifying social relations through shared consumption of diffused cultures. It brings increasing interconnectedness among populations and cultures.
Political globalization involves the growth of the worldwide political system in size and complexity, including the declining importance of nation-states and rise of other actors like international organizations.
The document also discusses aspects
The document argues that a new vision of international cooperation is needed to address global challenges like inequality, insecurity, and environmental degradation. It outlines four reasons why the current system has failed: 1) failure to address the challenges of global capitalism, 2) lack of mutual respect and democratic participation, 3) over-reliance on governments, and 4) failure to prevent humanitarian crises. It argues that reform needs a spiritual dimension to provide moral frameworks, social services, and transformation of individuals, in order to underpin new forms of politics, economics and social policy through ethical behavior and equitable sharing.
The document discusses globalization through a series of discussion questions. It begins by asking for definitions of globalization and perspectives on its pros and cons. It then provides a definition of globalization as the free movement of goods, services, and people across borders. The document outlines several aspects of globalization, including the opening of economies, liberalization of trade and investment, and adherence to international trade organizations. It also includes vocabulary terms and debates some pros and cons of globalization related to labor practices, economic growth, and cultural impacts.
Essay on Globalization
Globalization
Essay about Globalization and Localization
Globalization
Globalization Essay
Globalization Essay
globalisation
Globalization (Term Paper)
An Introduction to Globalization Essay
Globalization Essay
An Overview of Globalization Essay
Globalization Essay
The document discusses different perspectives on the concept of globalization. It begins by explaining mainstream economic views of globalization as increasing international trade and integration of markets. It also discusses emerging views that see globalization's impacts as reaching beyond economics to transform political, social and cultural institutions as well. Globalization is described as occurring through various dimensions including changes in firms and production processes, the rise of global governance systems, and social and environmental movements. The challenges it poses for government policymaking are noted. Overall, the summary captures that the document presents a wide-ranging overview of concepts and debates surrounding the multidimensional nature and impacts of globalization.
Locating Oneself in Global Learning- First 4 ReadingsOslo
First 4 Readings of Locating Oneself in Global Learning! I suggest to do all of the readings from the class reading selection list on it'slearning. Here is just a reference so you do not have to open 4 different links in order to remember the content. Will add more as class progresses. We will have a great time learning together. These words are not my own and taken directly from the designated readings.
The document discusses key concepts related to economic globalization. It defines economic globalization as the intensification and expansion of global economic interactions through increased trade, communication, transportation and financial flows. The main drivers of globalization are identified as international organizations like the WTO that reduce trade barriers, as well as growing foreign investment, technology advancement and multinational corporations. International governmental organizations, nation-states, and multilateral development banks are highlighted as important actors facilitating economic globalization.
This document discusses globalization and its relationship to international relations. It begins by defining globalization and how it interconnects cultures and economies on a global scale. Both advantages and disadvantages of globalization are then examined. Key advantages include increased GDP, reduced unemployment, and greater competition. Key disadvantages include uneven distribution of wealth between developed and developing countries. The document concludes by stating that while globalization faces obstacles, its positive effects will prevail if people and governments make cooperative efforts to address issues like poverty and migration.
Globalization, or a series of changes leading to a greater interdependence and integration of the world socially, economically, politically, and culturally, is an ongoing process that commenced centuries before with communication and trade between ancient civilizations, it was only in recent years that globalization became a revolutionary process fundamentally changing the way people live and interact with the rest of the world. The invention of the Internet by Tim Berners-Lee, coupled with cutting-edge transportation technology, paved the way for a greater degree of integration of the world than ever before
Globalization is the word used to describe the growing interdependence of the world’s economies, cultures, and populations, brought about by cross-border trade in goods and services, technology, and flows of investment, people, and information. Countries have built economic partnerships to facilitate these movements over many centuries. But the term gained popularity after the Cold War in the early 1990s, as these cooperative arrangements shaped modern everyday life.
According to WHO, globalization can be defined as ” the increased interconnectedness and interdependence of peoples and countries. It is generally understood to include two inter-related elements: the opening of international borders to increasingly fast flows of goods, services, finance, people and ideas; and the changes in institutions and policies at national and international levels that facilitate or promote such flows.”
What Is Globalization in Geography?
In geography, globalization is defined as the set of processes (economic, social, cultural, technological, institutional) that contribute to the relationship between societies and individuals around the world. It is a progressive process by which exchanges and flows between different parts of the world are intensified.
Globalization is deeply connected with economic systems and markets, which, on their turn, impact and are impacted by social issues, cultural factors that are hard to overcome, regional specificities, timings of action and collaborative networks. All of this requires, on one hand, global consensus and cooperation, and on the other, country-specific solutions, apart from a good definition of the adjective “just”.
Globalization has both benefits and costs for economic growth. It allows for greater specialization and trade between countries, improving productivity and GDP. However, it can also increase inequality as lower-skilled workers face more competition. While globalization has helped reduce poverty in some nations, it has also caused economic hardship for domestic industries unable to compete with imports. Overall, whether a country benefits depends on how well it adapts its infrastructure and workforce to the new global economic system.
Globalization_- Definition, Processes and Concepts.pdfDhruvita1
Globalization is a term used to describe how trade and technology have made the world into a more connected and interdependent place. Globalization also captures in its scope the economic and social changes that have come about as a result.
This document discusses the impacts of globalization across various areas of society. It notes that globalization has affected economies, politics, and cultures around the world. Specifically, it has led to both benefits like economic growth but also issues like rising inequality between rich and poor nations and within nations. It also discusses effects in the areas of technology, trade, culture, the environment and governance. Overall, the document analyzes the wide-ranging impacts of globalization that have both positive and negative consequences.
The document provides an overview of globalization presented by a group of students. It defines globalization as the increasing integration of economies, cultures, and political systems around the world. The document then outlines several key aspects of globalization including economic, cultural, political, social, industrial, financial, and information globalization. It also discusses some characteristics, advantages, and disadvantages of globalization as well as its effects in the 21st century. The document concludes by examining the impacts of globalization in Nepal.
This document discusses global citizenship and resistance to globalization. It defines global citizenship as having rights and obligations within various communities on both the local and global levels. Global citizens can travel across boundaries while making sense of a complex world with many types of globalization. Resistance to globalization takes many forms, including trade protectionism, fair trade approaches, and efforts to help those disenfranchised by economic marginalization. The document examines transnational organizations and cyberactivist groups that give voice to resistance and promote values like democracy, justice, and sustainability. It argues that reform is needed to allow world citizens more direct participation in global governance.
This document discusses several topics related to globalization and international human resource management. Regarding globalization, it summarizes its key impacts on individual states, society, and the environment. It reduces states' sovereignty and influences their politics and economies. For society, it can result in job losses and social issues. For the environment, it enables technology transfers but also causes problems like deforestation. The document then discusses factors that complicate international human resource managers' jobs, such as changing economic environments, cultural differences, government interventions, terrorism, and disease outbreaks like COVID-19. It also summarizes the human resources department's role in performance appraisals and using incentives to address issues like preparing expatriate workers for repatriation
Broader decision making in The world in 2030Future Agenda
As the world faces complex future challenges, multi-party communities are themselves expanding and fragmenting. New approaches to broader decision-making gain traction.
It is increasingly apparent that the big complex decisions for tomorrow are global, or at least multi-regional in nature. Climate change and pandemics are issues that are front of mind for many, but others of note include data ownership, food supply and the impact of AI. At a time when global problems are crying out for international action one clear challenge is how to continue to ensure broader, collaborative, complex decision-making between a growing number of different parties around the world all with individual, sometimes diverging, agendas. Those that want to be part of this more collaborative, multi-party, multi-agenda decision making will have to learn and adopt new styles of debate.
For more details on this and the wider Future Agenda programme see www.futureagena.org or @futureagenda
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
More Related Content
Similar to Bounds for the P value(c) what Conclusions can you draw abo.docx
This document discusses globalization and its relationship to international relations. It begins by defining globalization and how it interconnects cultures and economies on a global scale. Both advantages and disadvantages of globalization are then examined. Key advantages include increased GDP, reduced unemployment, and greater competition. Key disadvantages include uneven distribution of wealth between developed and developing countries. The document concludes by stating that while globalization faces obstacles, its positive effects will prevail if people and governments make cooperative efforts to address issues like poverty and migration.
Globalization, or a series of changes leading to a greater interdependence and integration of the world socially, economically, politically, and culturally, is an ongoing process that commenced centuries before with communication and trade between ancient civilizations, it was only in recent years that globalization became a revolutionary process fundamentally changing the way people live and interact with the rest of the world. The invention of the Internet by Tim Berners-Lee, coupled with cutting-edge transportation technology, paved the way for a greater degree of integration of the world than ever before
Globalization is the word used to describe the growing interdependence of the world’s economies, cultures, and populations, brought about by cross-border trade in goods and services, technology, and flows of investment, people, and information. Countries have built economic partnerships to facilitate these movements over many centuries. But the term gained popularity after the Cold War in the early 1990s, as these cooperative arrangements shaped modern everyday life.
According to WHO, globalization can be defined as ” the increased interconnectedness and interdependence of peoples and countries. It is generally understood to include two inter-related elements: the opening of international borders to increasingly fast flows of goods, services, finance, people and ideas; and the changes in institutions and policies at national and international levels that facilitate or promote such flows.”
What Is Globalization in Geography?
In geography, globalization is defined as the set of processes (economic, social, cultural, technological, institutional) that contribute to the relationship between societies and individuals around the world. It is a progressive process by which exchanges and flows between different parts of the world are intensified.
Globalization is deeply connected with economic systems and markets, which, on their turn, impact and are impacted by social issues, cultural factors that are hard to overcome, regional specificities, timings of action and collaborative networks. All of this requires, on one hand, global consensus and cooperation, and on the other, country-specific solutions, apart from a good definition of the adjective “just”.
Globalization has both benefits and costs for economic growth. It allows for greater specialization and trade between countries, improving productivity and GDP. However, it can also increase inequality as lower-skilled workers face more competition. While globalization has helped reduce poverty in some nations, it has also caused economic hardship for domestic industries unable to compete with imports. Overall, whether a country benefits depends on how well it adapts its infrastructure and workforce to the new global economic system.
Globalization_- Definition, Processes and Concepts.pdfDhruvita1
Globalization is a term used to describe how trade and technology have made the world into a more connected and interdependent place. Globalization also captures in its scope the economic and social changes that have come about as a result.
This document discusses the impacts of globalization across various areas of society. It notes that globalization has affected economies, politics, and cultures around the world. Specifically, it has led to both benefits like economic growth but also issues like rising inequality between rich and poor nations and within nations. It also discusses effects in the areas of technology, trade, culture, the environment and governance. Overall, the document analyzes the wide-ranging impacts of globalization that have both positive and negative consequences.
The document provides an overview of globalization presented by a group of students. It defines globalization as the increasing integration of economies, cultures, and political systems around the world. The document then outlines several key aspects of globalization including economic, cultural, political, social, industrial, financial, and information globalization. It also discusses some characteristics, advantages, and disadvantages of globalization as well as its effects in the 21st century. The document concludes by examining the impacts of globalization in Nepal.
This document discusses global citizenship and resistance to globalization. It defines global citizenship as having rights and obligations within various communities on both the local and global levels. Global citizens can travel across boundaries while making sense of a complex world with many types of globalization. Resistance to globalization takes many forms, including trade protectionism, fair trade approaches, and efforts to help those disenfranchised by economic marginalization. The document examines transnational organizations and cyberactivist groups that give voice to resistance and promote values like democracy, justice, and sustainability. It argues that reform is needed to allow world citizens more direct participation in global governance.
This document discusses several topics related to globalization and international human resource management. Regarding globalization, it summarizes its key impacts on individual states, society, and the environment. It reduces states' sovereignty and influences their politics and economies. For society, it can result in job losses and social issues. For the environment, it enables technology transfers but also causes problems like deforestation. The document then discusses factors that complicate international human resource managers' jobs, such as changing economic environments, cultural differences, government interventions, terrorism, and disease outbreaks like COVID-19. It also summarizes the human resources department's role in performance appraisals and using incentives to address issues like preparing expatriate workers for repatriation
Broader decision making in The world in 2030Future Agenda
As the world faces complex future challenges, multi-party communities are themselves expanding and fragmenting. New approaches to broader decision-making gain traction.
It is increasingly apparent that the big complex decisions for tomorrow are global, or at least multi-regional in nature. Climate change and pandemics are issues that are front of mind for many, but others of note include data ownership, food supply and the impact of AI. At a time when global problems are crying out for international action one clear challenge is how to continue to ensure broader, collaborative, complex decision-making between a growing number of different parties around the world all with individual, sometimes diverging, agendas. Those that want to be part of this more collaborative, multi-party, multi-agenda decision making will have to learn and adopt new styles of debate.
For more details on this and the wider Future Agenda programme see www.futureagena.org or @futureagenda
Similar to Bounds for the P value(c) what Conclusions can you draw abo.docx (10)
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docxhartrobert670
This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
The document discusses building design and construction for fire safety. It outlines five objectives of fire-safe design: life safety, property protection, continuity of operations, environmental protection, and historical preservation. It also describes different types of building construction including non-combustible (Type I-II) and combustible (Type III-V) structures. Testing and ratings of construction materials are discussed in relation to flame spread, smoke development, and fire resistance.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Community pharmacy- Social and preventive pharmacy UNIT 5
Bounds for the P value(c) what Conclusions can you draw abo.docx
1. Bounds for the P value?
(c) what Conclusions can you draw about differences in the
factor level means?
1035
Contemporary Readings in Law and Social Justice
Volume 4(2), 2012, pp. 1035–1040, ISSN 1948-9137
Views on the Process of Globalization
and its Effects on Human Beings
Oana
GĂLĂŢEANU
[email protected]
Dunărea de Jos University, Galatzi
ABSTRACT. Today we live in so-called “era of globalization.”
More we talk about
it, more concerned we become, but nevertheless, there is no
universal definition
assigned to this accepted phenomenon. This is due, perhaps, to
the fact that global-
2. ization comprises an extensive range of complex processes
occurring in different
areas of contemporary society. Specifically, globalization is the
term currently used
to describe those changes recorded in companies of world’s
economy, changes
arising from the large increase of international trade and
exchanges taking place.
However, globalization displays increasing trade and investment
following the dis-
appearance barriers and the interdependence between states. As
a result of this
globalization, the world in critical areas has turned into a
unique social system,
precisely through the development of those ties of
interdependence between states,
which each of us affects us. Referring to globalization is often
used in economic
and, almost exclusively, is considering trade, free trade and
labor market liberal-
ization. It is true that globalization is achieved by a real link
between multi-national
states on plans not only the economic, which include
communication and exchange
of information and activity in various fields research and no
less true that the
mastery of information is increasingly needed in the
competition taking place to rule
territories and possession and exploitation of raw materials and
labor. But, we ask
how real is the information we receive and how much it helps us
evolve culturally
and spiritually, if we really helps each one of us who are
witnessing and without
right of choice involved in this process of globalization, the
globalization of society
3. in which we live? The study presents the views of the author on
the effects of
globalization on men and women development as being
endowed with intellect,
views that give a negative answer to the question above
mentioned, according to
which, as a result of globalization, humans get to live only for
the production and
consumption in a state of constant manipulation by those who
hold real information,
and default, the power.
Keywords: globalization, global knowledge, human resources
1036
Globalization represents the modern term used in order to
describe the
changes that take place within societies and in the world
economy that
results from the growing international trade and from the
cultural exchanges
that take place. This term describes trade’s and investments’
development
following to the elimination of borders and to the
interdependence between
states. In the economic context, it is often used the reference to
the trade’s
effects, almost exclusively, and especially, to trade
liberalization or free trade.
The decay that we currently face results from the fact that,
4. starting from
economic and technological development (which may not be
possible
without promoting intellectuals development), many human
activities are
positioned on a place so high, that they are beyond national
borders, limits
within which sovereign states exercise the right to government.
Thus, at
present, this tendency towards globalization can be seen through
a series the
everyday realities on international plan, such as:
The tendency is towards a global currency, intent manifested by
several
countries like Russia, China and United States of America. They
are interested
in creating a world auxiliary currency that would be recognized
by the
world community, designed to eliminate the eventual
deficiencies caused by
the use of national currencies.
The United States of America desire to create a world central
bank, financed
through mandatory contributions of each state able to pay and
through
premiums, like insurance premiums, from global financial
companies; a
bank that would include in its management central bankers from
the United
States of America, Great Britain, the euro area, Japan, China,
Saudi Arabia
and Brazil.
5. The intent to establish a global government
The International Monetary Fund, which exists as a global
institution, includes
184 member states. According to its statute, the Fund was
established (in
1944) as an institution responsible for maintaining the good
functioning of
the International Monetary System (Article 1). Its purpose is to
promote the
economic security at world level.
Returning to the decay mentioned above, we mention that this
phenom-
enon of extra national expansion was named “globalization,” a
term that
conceals more than it can be comprehended. As human
activities’ domains
extend, exceeding the regulations of the national state, the rules
and laws
have become too narrow.
The new actors had to face the challenge determined by the
monopoly
type governance. Multinational corporations, global financial
markets, Non-
Governmental Organizations have appeared, but also
international terrorist
networks and criminal groups.
1037
The activity of these new actors is not subject to international
laws that
6. are based on formal agreements between national states, as they
have not
been able to find a common term for agreements which have as
object the
globalization issue.
As an effect of this globalization, the world, in important
domains, turned
into a unique social system, just through developing those
interdependency
connections between states that affects all of us. Each of us is
dominated,
involuntarily, by the society in which we live in and we cannot
escape
globalization -as individuals taken separately - as we are subject
to the spirit
of the majority, to the state’s organization in which we live in
and whose
members we are, and as long as at the States level, there is the
marked ten-
dency to globalization, we cannot oppose to the “wave.” The
impossibility
to avoid the globalization is highlighted by some also through
evidencing the
tendencies to introduce at global level and compulsorily,
electronic ID cards,
a problem estimated to negatively affect the individuals and not
the govern-
ments, because through them, it is considered that it could be
performed a
constant tracking and monitoring of each person’s life. This is
due to the fact
that such a card (actually a number) makes it possible to trace a
person
throughout his/her lifetime, during his/her numerous activities
and everything
7. he/she undertakes – work, health, taxes.
Programs to introduce the universal biometric identity cards
were started
in some countries and we give as example the case of India,
Haiti, Somalia,
Dominican Republic of the Congo, and possibly, countries like
Mozambique
and Zambia - where there are currently such cards but only for
registering the
voters, Canada – due to the proposals for issuing biometrically
consolidated
driving licenses, Australia - due to the access card.
The connections set up in the sphere of the social, economics
and politics
that go beyond interstate borders decisively influence the
development of
those who live in each of these states.
The life of each of us is increasingly influenced by events that
take place
far away from the society in which we live our daily activities.
As various experts expressed in the literature, globalization is a
way of
summarizing the “global space” and it can evolve both in the
direction of
freedom and in that of domination.
Domination and dependency, extended to international relations,
partic-
ularly apply also to the cultures and not only to economics and
policies.
From here we raise the question whether the accelerated
8. evolution of the
society towards globalization truly has positive effects for
individual’s devel-
opment. It is true that through globalization, it is performed a
real connection
between national states on multiple plans, which include
communication of
information in numerous domains of activity and research and,
not least true
is that the government over information is more and more
necessary within
the competition for domination of territories and for possession
and exploit-
1038
ation of raw materials and labor force. But, how true is the
information that
we receive and how it helps us – if it helps us indeed – to
evolve as
individuals?
There are numerous examples of cases of public opinion
manipulation,
through which it is aimed to create a false image on the reality
for believing
or adopting it, sometimes as the unique favorable solution for
solving some
important social problems, or for hiding the actual fact, by
attracting attention to
another direction, by presenting as true or important some
aspects which are
not vital to the members of the society. Thus, we can give as
examples:
9. -trying and succeeding to gain control over food resources at
global
scale through:
-planting genetically modified seeds;
-using some methods like false advertising (through which
consumers
were misled on the benefits of consuming such products);
-concentrating the pharmaceutical giants with large corporations
from
food production domains and thus obtaining the control of the
market by the
food producers;
-destructing family farming and replacing it with an agro-
industrial
cooperative complex;
-forcing the farmers to use certain technologies, genetically
modified
seeds and more and more quantities of herbicides, under the
threat of heavy
penalties which may consist even in imprisonment.
- Hiding the truth regarding the actual global financial crisis,
according
to the statements of an American congressman in a TV show, as
it was
planned by the United States of America authorities since 2007
and, accord-
ing to the same source, the next step in this crisis would be that
the
population will be deceived that its security will be protected by
10. the “society’s
elites,” while, in fact, it will become even more “enslaved” and
controlled
by more numerous police forces.
-manipulating the population as a weapon used to conceal the
true
purposes to control the large public by conspirators;
-manipulating the media in international conflicts;
All these examples highlight another facet, not at all positive,
of the
globalization phenomenon, of forming a world without
frontiers.
Reviewing all these issues exposed, one cannot avoid thinking
also to
the possibility that all these politics and events that occur and
affect each of
us have as fundament international secret agreements between
those which
are in power at present (politicians, businesspersons, bankers’
groups that
consider them suitable and “chosen” to lead our lives).
In conclusion, we believe that this economic globalization that
is shaped
and continues to emphasize, does not represent an alternative
for the benefit
of the individual, but on the contrary, it is adverse to him/her,
depriving the
individual from acquiring knowledge which is truly important
and useful for
11. 1039
his/her life and evolution and, unfortunately, transforming
him/her in a
mechanism created only for production and consumption.
Therefore, in our view, each national state should really
concentrate for
finding solutions necessary to the good and to the evolution of
each of its
citizens. This is because, we believe, every individual of the
group is more
important than the “group” itself. For the real good of any
society, first it
must be ensured the good of each member of the society. And
this cannot
be achieved but in the context in which individuals truly live in
a state of
freedom, not being restricted in any of their fundamental rights
and free-
doms, starting from the right to life, freedom and security and
continuing
with the right to freedom of expression, freedom of thought,
opinion and
communication. Human Spirit develops when the human being
is free and
has the opening which he/she needs in order to emancipate, to
develop
his/her intelligence, creativity and to train.
In our opinion, it is in the interest of any national state that its
citizens
are trained, spiritually evolved and satisfied with what the state
which they
live in guarantees and secures, as only through the persons
12. evolved intel-
lectually, a state can become strong and can flourish.
Therefore, we believe that in return for a globalization on
economic
plan, which it does not help, but on the contrary, it exploits
human resources
and also the natural and material resources, the states should be
interested
by consolidating their position and by creating an economical
system
funded on equality and equity for all states of the world, by
creating a scale
of values truly based on morality, education and intelligence.
REFERENCES
Guillermo, Dehesa (2008), Winners and Losers in Globalization.
Historia.
Jones, Andrew (2011), Globalization. CA Publishing House.
Malita, Mircea (2007), Games on the World Stage. Bucharest:
C. H. Beck.
Soros, George, Warren Buffett, and Paul Volker (2010), The
Economic Crisis
and its Prophets. Litera Publishing House.
Smick, David M. (2009), The World Is Round. Hidden Dangers
for the Global
Economy. Publica Publishing House.
Voinea, Liviu (2007), Transnational Corporations and Global
Capitalism. Iasi:
Polirom Publishing House.
13. Marshall, Andrew G. (2010), “Research Centre for Research on
Globalization
Montreal, Canada, New financial world order,” Nexus New
Times Magazine 15: 30-41.
Altemeyer, B. (1988), Enemies of Freedom. Understanding
Right-Wing Authori-
tarianism, San Francisco: Jossey-Bass.
Gollnisch, Bruno (2007), interview The World 11: 91-92.
Gueguen, N. (2004), Psychologie de la manipulation et de la
soumission. Paris :
Dunod.
1040
Wood, Patric (2007), “Global bank operations. International
Monetary Fund,”
The World, 11:18-29.
Rozoff, Rick (2010), “U.S.A. Plans for a Prompt Global
Military Attack,” Nexus
New Times Magazine, 16:11-17.
Ron, Paul (2009), interview The World, 2: 75-76.
Lippmann, Walter (1992), Public Opinion, New York: Hacrourt,
Brace and Co.
Copyright of Contemporary Readings in Law & Social Justice is
14. the property of Addleton Academic Publishers
and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright
holder's express written permission. However, users may print,
download, or email articles for individual use.
Journal of Geography and Geology; Vol. 5, No. 3; 2013
ISSN 1916-9779 E-ISSN 1916-9787
Published by Canadian Center of Science and Education
88
The Labour Market Situation in the Central-Eastern European
Region
– Towards a New Labour Paradigm
Katalin Lipták1
1 Institute of World- and Regional Economics, University of
Miskolc, Miskolc, Hungary
Correspondence: Katalin Lipták, Institute of World- and
Regional Economics, University of Miskolc, Miskolc,
Hungary. E-mail: [email protected]
Received: July 4, 2013 Accepted: July 24, 2013 Online
Published: August 7, 2013
doi:10.5539/jgg.v5n3p88 URL:
http://dx.doi.org/10.5539/jgg.v5n3p88
15. Abstract
The author assumes that globalization and its regional and local
impacts have an important role in nowadays’
economics. An overview is given about the main findings of the
economic theories associated with employment
and paid work; reinterpretation of the concept of labour is also
provided, divided into pre-industrial, industrial
and post-industrial periods, which the author aligns with the
periods of the economic thought. The author
interprets globalization as a factor influencing the transition
between industrial and post-industrial periods; and
she elaborately introduces its economic-social and labour
market impacts. Central-Eastern European countries
and regions are analyzed, as the territorial unit of the research,
from labour market and employment aspects.
Special attention is paid to the comparative evaluation of the
employment policy documents in the case of the
investigated countries. The author also draws attention to the
deficiencies of labour situation. Afterwards, she
contributes suggestions to the criteria of creating a more
efficient regional employment policy.
Keywords: new labour paradigm, globalization, regional
disparities, Central-Eastern Europe
1. Introduction
1.1 Introduce the Problem
Paradoxically, challenges arising from the unification of the
world have made the necessity for regional and local
answers stronger. The idea of an economy strengthening social
inclusion and representing more solidarity
16. increasingly appears in the concept of sustainable development.
The transformation of the labour market calls for
the revaluation of the notion of labour; it puts the issue of
employment in another perspective. The solution for
globally existing lack of employment is more and more
frequently sought focusing on sustainability and social
inclusion at regional and local levels. The following questions
arise:
1) What are those global impacts that underpin the
transformation of labour markets?
2) What regional differences occur in the appearance of the
challenges?
This research focuses on the temporal and spatial regularities of
the level and structure of employment, its
interactions with the processes of globalization and the
employment strategies seeking solution to the problems
in the regions of Central-Eastern Europe and Hungary.
Hypotheses are formulated at the beginning of the
research.
1.2 Hypothesis
Hypothesis 1 – about the global changes of labour mass and the
necessity of the revaluation of labour concept:
This hypothesis suggests that it is globalization that has
speeded up the crisis of labour-paradigm in
Central-Eastern Europe in the past three decades.
Hyothesis 2 – about the labour market peculiarities of Central-
Eastern Europe:
a) Hoover index suggests that the trend observed in the regional
equalization of population and the number of
17. employees in Central-Eastern European countries contradicts
that in the Western countries.
b) According to this hypothesis, the temporal change of the
Human Development Index in Central-Eastern
European regions has brought about a regional realignment
coupled with the weakening of human potential in
the labour market.
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
89
Hypothesis 3 – about the necessity of the regionally
differentiated employment policy intervention:
The employment policy efforts of the Central-Eastern European
countries follow the European employment
patterns to an excessive extent, paying insufficient attention to
the national characteristics.
2. Literature Review
2.1 Labour-Paradigm Shifts in Economic Theories
The purpose of the theoretical overview is to draw a complex
picture of the development of the
employment-related elements of the economic schools of
thought, the main ideas and thoughts of the specific
schools and their most significant representatives, their core
element and factual statements, and, at the same
time, the change of the labour concept. The author of this thesis
18. has reviewed the following economic periods
and labour-related theories (Table 1).
Table 1. Periods investigated and their main representatives
Economic periods The main representatives economists
Mercantilist Jean Baptiste Colbert (1619-1683)
Physiocrat Francois Quesnay (1694-1774)
Classical economics William Petty (1623-1687)
Adam Smith (1723-1790)
David Ricardo (1772-1823)
Karl Marx (1818-1883)
Neoclassical economics Alfred Marshall (1824-1924)
Arthur Cecil Pigou (1877-1959)
Austrian school Joseph Alios Schumpeter (1883-1950)
Heller Farkas (1877-1955)
Navratil Ákos (1875-1952)
Keynesian era John Maynard Keynes (1883-1946)
New classical macroeconomics Robert Lucas (1937- )
Institutional economics Evsey Domar (1914-1997)
19. Evolutionary economics Joseph Alios Schumpeter (1883-
1950)
Thorstein Veblen (1857-1929)
Ortodox economics Milton Friedman (1912-2006)
Source: own work on the basis of Mátyás, A. (1969).
2.1.1 Concept of Work in Pre-Industrial Societies
In prehistoric times people worked irregularly, 3 to 4 hours a
day, necessary for their means of subsistence.
Decent work at that time covered the range of useful social
activities done voluntarily in and for the community.
Ancient philosopher Aristotle posed the question as to what the
essence of happiness was and what can be
regarded as work. He argued that the essence of happiness was
the actual work of man. “The specific work of
man is nothing different from the sensible – or at least not
insensible – activity of soul” (Aristotle, 1997:19).
In ancient societies social status was not determined by work,
that had no value. Goods come from ownership
and not from work. Ancient philosophers (Plato and Aristotle)
also claimed that citizens did not have to work,
there was a distinct social stratus for that purpose. Work gained
a double interpretation: on the one hand,
classical work was what slaves did and, on the other hand, it
was also a work what citizens did as intellectual
activity (Aristotle, 1997).
At the same time, one should not forget about the world of
medieval guilds: assistants and workers working there
also acted in a specific form of paid work Sewell calls this
20. period “corporist world order” that determines the
process-technical organization of production as the social
organization of work. This world order regards craft as
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
90
community property that provides employment only to the
members of the community (Castel, 1998).
In medieval time the value of work was totally insignificant, it
was almost classified into the group of obligatory
bad; however, at the same time, Calvin put forth another
interpretation of labour, at the end of the “dark Middle
Age”, according to which every form of doing work meant
serving God.
2.1.2 Labour Concept of the Industrial Societies
William Petty (1623-1687), living in the 17th century put forth
view different from the mainstream approach of
the mercantilist era; he suggested that land and labour are
regarded as the source of wealth. Petty is considered to
be the first creator of the labour theory of value; he argued that
only specific types of labour can be seen as value
creating work, such as that producing precious metal serving as
the raw material of money (Mátyás, 1969).
Classical economise Adam Smith (1723-1790) claims that a
society's economy depends on two factors: the
proportion of population dealing with productive work and the
21. productivity of labour determined by the division
of labour. He linked the change of number of population to the
amount of wage. He explains in his work (Smith,
1959): “In that early and rude state of society which precedes
both the accumulation of stock and the
appropriation of land, the proportion between the quantities of
labour necessary for acquiring different objects,
seems to be the only circumstance which can afford any rule for
exchanging them for one another.” Somewhere
he mentions that agricultural labour creates a larger value than
industrial labour.
David Ricardo (1772-1823) lived and worked in the period of
the industrial revolution and studied, which made
it possible to study the advanced capitalist conditions. He
agreed with the Smithian natural order, however
individual interest appeared as a class interest in his case. His
theoretical system is pervaded by class antagonism
that appeared between mainly between industrialists and
landowners. He traced the categories of capitalist
economy he studied back to the labour theory of value.
Thomas Malthus (1776-1834) agreed with the Smithian labour
theory of value, however he claimed that labour
cannot be regarded as the accurate and valid measure of the
actual exchange value. He made difference between
productive and unproductive labour, in his opinion both
physiocrats and Smith agreed that productive labour
results in wealthiness (Malthus, 1944).
The problem of exchange of same value (refining the Smithian
thoughts) was solved by Karl Marx (1818-1883),
in his book titled Capital, by making distinction between the
concepts ‘labour’ and ‘labour force’. He
emphasized the useful nature of labour: “the value of labour
force, as that of any other commodity, is determined
22. by the working time necessary for the production, that is also
the re-production, of this special commodity...
which also means that the value of labour force is the value of
means of subsistence necessary to maintain its
owner” (Zalai, 1988:41). The Marxian concept of labour placed
an emphasis on use-value which did not
appeared in the definition of subsequent researchers.
Furthermore, he wrote down that the simple moments of
labour process is the expedient activity that is the labour itself,
the object of labour and the means of labour. The
worker worked under the control of the capitalist whom his
labour belonged to an the given time. He divided the
society into three parts: landowners, capitalist and worker.
According to Marx (1955) labour also becomes
commodity in a completely developed capitalist system. That
means, the worker markets his or her labour force
and working ability the price of which is the wage; in this way
same values are exchanged.
Marx, in his letter written to Engels, made relatively new
statements:
appearing in the value of the product and partly
labour appearing in use-value) he investigated labour from both
qualitative and quantitative
perspectives,
labour,
appearance.
Alfred Marshall (1842-1924), among neo-classical economists
came to the conclusion that labour creates surplus
over wages the worn-out value of work-assisting tools;
23. however, this surplus is not given to the worker, it is
taken away from him this is a problem of social distribution
(Deane, 1997).
John Maynard Keynes’ (1883-1946) approach contrasted
Smith’s views. The theorems of the neoclassical theory
completely overturned due to the global economic crisis of
1919-1933; therefore the development of a new
economic paradigm became necessary. Many associate the
notion of total employment with Keynes’ name,
however, this category had appeared in the work of the
neoclassical economists as well. In Keynes’ work total
employment could occur only at the time of the disappearance
of involuntary unemployment. Keynes’ ideas
make state intervention necessary and possible in the labour
market so that the level of unemployment can be
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
91
kept low. “Even Keynes does not suggest that unemployment
can totally be eliminated from developing
economies. Structural and frictional unemployment are
necessary products of healthy restructuring of the
economy in Keynes' school as well” (Bánfalvy, 1989:52).
Social attitudes associated with work and the lack of work
began changing in the 18th century. Work was
interpreted as a way to achieve wealth, whereas the lack of
work was seen as the The medieval conviction related
to the lack of work (that is, idleness is a sin) began to be
24. replaced by the view that the lack of work causes an
economic loss to both the individual and the society. Arendt
(1958) properly gave a precise account of the
development of paid work. “The sudden spectacular upward
career of labour, that catapults it from the lowest
row, the most disdained position to a precious one, so that it
becomes the top-rated human activity, began when
Locke discovered the source of all property in labour. Its
triumphant advance continued when Adam Smith
explicitly made it clear that labour is the source of all wealth. It
reached its climax in Marx's system where
labour became the source of all productive activity, moreover
the expression of the human nature of man.”
2.1.3 Labour Concept of the Post-Industrial Societies
Modern societies are rightly called the “society of paid work”,
however the term “labour society” also appears
frequently in the literature. One can read about the crisis of paid
work since the 1960s, its heyday was the first
quarter century up until the first oil crisis. The crisis was not
only about the change and transformation of the
world of work, it was also about the atypical forms of
employment becoming increasingly popular. Part of the
society was excluded from the world of paid work after the
period of industrialization, it can be regarded as
nowadays' period as well. The beginning of the crisis of labour
paradigm started with Arendt’s (1958) statement:
“what is ahead of us is a labour society that is running out of
work that is from the only activity it is good at.
What could be more terrible than that?” He likens paid work to
slave work and not to a voluntarily undertaken
activity of free man. Gorz suggested that the socially useful
activity should be placed at the centre of the society
instead of paid work. Beck spoke of civic work done in favour
of the community (Csoba, 2010).
25. 3. Social and Economic Impacts of Globalization
The author investigated globalization as an influencing factor
that leads from the industrial period to the
post-industrial one. Globalization basically determine regional
processes and regional labour markets. Five
elements can be captured from the various definitions that
appeared in the works of several authors:
among countries,
The impacts of globalization on labour markets are complex and
researchers investigate only certain segments.
The increasing turmoil of labour markets not only enhances
uncertainty and inequality but it causes a decline in
the relative wages of unskilled workers as a whole. The main
impact of globalization is manifested by the
increase of elasticity of demand for labour. The following
factors, among those influencing the demand for
labour, resulting from the changed economic situation, exerted
an impact on the global labour market in the
1980s. They can clearly be seen as the impact of globalization:
-down of economic growth in the developed capitalist
countries,
-creations,
26. Factors influencing the supply of labour force:
ge in the demographic factor and activity rate,
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
92
3.1 Methdology of Hoover-Index
The change in the mass of global labour force and the evolution
of differences among continents and countries
between 1991 and 2009 are illustrated by means of Hoover-
index. It is one of the most widespread index to show
regional disparities. The index expresses in percentages as to
how much percent of a social-economic
phenomenon has to be transferred among regional units so that
its regional distribution becomes that of another
(e. g. population).
2
1
n
27. i
ii fx
h
(1)
xi and fi are distribution ratios, to which the followings apply:
100
1
n
i
ix 100
1
n
i
if
Krugman index, analogous with Hoover index, is appropriate to
compare the employment structure of two
regional units, which does not divide the absolute value of the
differences of the distribution by two, in this way
the maximum value of the index can be 200. Its disadvantage is
that the interpretation of the results obtained
from it is cumbersome; Names Nagy et al. (2005) did not
recommend its application.
28. 3.2 Result of Hoover-Index
In the case of the Hoover index of global employment the
number of population and employed has been
compared (Figure 1). A significant decrease is observable after
1990 as a mainstream change, which indicates the
regional equalization of people of working age and the
population. The differences among countries have
globally decreased since 1996, the equalization increased; it has
become worldwide since 2002. At the same time,
however, the disparities have strengthened since 2005 in the
European Union, that is, the competition is
intensifying within the Union, according to the results of the
above calculations. The accession in the year 2004
changed the previous trend in the European Union; the two
curves get separated from each other from 2006.
Figure 1. Evolution of Hoover index
Source: Own construction based on Worldbank data.
3.3 Methodology of Hirschman-Herfindahl Index
The author has calculated further regional disparity index as
well in order to underpin her statements. The
concentration index by Hirschman-Herfindahl is useful also in
the measurement of the regional concentration of
employment.
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
30. i
n
i
i
i
x
x
K (2)
xi is a regional a regional parameter given in a natural unit of
measure in regional unit ‘I’ (Nemes Nagy, 2005).
3.4 Result of Hirschman-Herfindahl Index
The Hirschman-Herfindahl index indicates similar results to
those of the Hoover index in terms of the regional
concentration of the employed (Figure 2). The degree of
concentration is below 30% in each period, however, in
the case of the European Union, regional concentration of
employment is significantly lower than in the
countries of the world. In the case of the latter one can speak of
a uniformly decreasing regional concentration up
to 2008. At the same time, the period in question can be divided
into three sub-periods, on the basis of the
Hirschman-Herfindahl index, in the European Union. Regional
concentration is stagnating between 1991 and
1994, decreasing between 1997 and 2003, slightly decreasing
between 2003 and 2007, and finally increasing
after 2007. These phases describing regional discrepancies are
more equalized in the case of the Hoover index.
31. Figure 2. Evolution of Hirschman-Herfindahl index expressing
the number of employed between 1991-2009 (%)
Source: Own construction based on Worldbank data.
The conclusion can be drawn in the light of the regional
inequality indices that the employment disparities
decreased in the countries of the world between 1992 and 2009;
whereas, in the European Union, the disparities
have intensified since 2007 the concentration of labour force
has grown since that time, the industrial sector is
highly concentrated.
Thesis 1: It is necessary to re-define (paid) work in post-
industrialist period, especially nowadays, because
labour, interpreted as paid work is the privilege of a smaller
social group in the transformation process
accelerated by globalization; thus it is already not appropriate
to completely fulfil its former social function.
4. Investigation of the Central-Eastern-European Region’s
Labour Market Situation
The author has strived to explore the regional peculiarities of
Central-Eastern Europe in order to make the
processes taking place in Northern Hungary more
understandable. Having analyzed the Hoover index values
between the population and the employed in EU-15 and Central-
Eastern Europe, a special development path, that
is lagging behind, of Eastern Bloc can be seen well, totally
opposite processes take place (Figure 3). While
competition is intensifying within EU-15 member states, the
differences are apparently decreasing in Eastern
countries; however it does not mean development or
32. convergence, it rather means a joint divergence. A question
arises here whether it is caused by the impact of the change of
regime or the phase lag is of different nature.
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
94
Figure 3. Evolution of Hoover-index in Europe (expressing
population and employment)
Source: Own work (2013) based on Worldbank data.
Thesis 2.a) Labour market competition has intensifying since
the expansion of the European Union in 2004,
while an apparent equalization is taking place in Central-
Eastern European countries; however this equalization
is not coupled with convergence it rather results in a joint
divergence.
The Central-Eastern European countries, with more or less
success, have been taking the path of
globalization-driven growth since the change of regime.
Positive results have been achieved in the area of law
and democracy; however negative results have become dominant
that are summarized – not fully – below:
33. society,
at birth have slightly improved, the
health state of population have
deteriorated,
years; the initial high values have decreased
and a new deterioration took place in the past 5 years,
the population (Boda-Scheiring, 2011).
Open unemployment was unknown in socialism, the employment
rate was very high; each worker could feel his
or her job safe. The socialist economy resulted in chronic
shortage, one manifestation of which was the chronic
unemployment. No matter how it affected efficiencies, workers
enjoyed job safety; it came to a sudden end. The
rate of employment considerably decreased and the open
unemployment appeared. Unemployment practically
traumatised the society. Job safety was lost. The unemployment
rate illustrates the process of the regime change
(Figure 4). The most hectic are the Slovakian and Polish curves
that showed a 15% drawback by the year 2008.
The reason of the relatively rapid reduction of unemployment
rate (10-12% point increasing) after the regim
change in Slovakia and Poland was the industrial and
corporative structural reconstruction which caused higher
labour productivity. The unemployment rate data of Hungary,
Slovenia and Czech Republic moved together in
each period. Estonia, Latvia and Lithuania travelled on different
routes, they not only completed the regime
change fast and efficiently but were also able to treat the
suddenly appearing unemployment efficiently. The
34. economic world crisis (in 2008) could be instantly felt in the
labour market as well; most of the states were
unable to get out of the deep recession, although they
introduced significant employment policy measures.
Unemployment struck Latvia the most severely (Lipták, 2012).
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
95
Figure 4. Unemployment rate (%) between 1996-2011
Source: Own compilation based on Eurostat data.
The regime changing countries in question can be categorised
into two groups in terms of the rate of
employment (Figure 5) Poland, Slovakia and Hungary possessed
lower levels of employment; whereas the rest
of the countries got into higher categories. Studying the
Estonian and Lativan employment policy could be a
separate topic; they could reach the employment level of 70% as
set out by the Lisbon Strategy, however, the
crisis struck them as well and it broke the fast growing trend.
The world economic crisis had caused a lowest
employment rate in all analysed countries. The most relapse was
in the Baltic countries, but after 2010 this
situation had improved. The fast improvement of labour market
due to the targeted employment policies. The
employment rate in Hungary and in Poland were stagnate after
the crisis till today.
35. Figure 5. Employment rate (%) between 1996-2011
Source: Own compilation based on Eurostat data.
4.1 Methodology of HDI
In the calculation of this index, a general formula is used, which
is also applicable for each component of HDI.
This formula is the following:
minmax
mini
i
XX
XX
I
Where
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
36. 96
Xi is the actual value,
Xmax is the fixed highest value,
Xmin is the fixed lowest value of the variable.
The international literature has fixed the lowest and highest
values for the calculation in the following way:
25 and 85 years,
The HDI is calculated in the following steps:
1) First, the life expectancy rate is calculated (I1),
2) Then the adult literacy rate (a) and the combined enrollment
index (b) are calculated (I2). Finally, the
knowledge gained in the education is calculated from the latter
indices in the following way:
3
12
2
ba
I
37. 3) The next step is to calculate the modified GDP (I3). In case
of GDP, the logarithmic transformation, that
maintains the differences in the order of size, is used
(logarithmic calculation is used to represent the
diminishing returns of the income growth in sub-index, and it
also diminishes the differences in the
absolute value of per capita GDP). Its formula is the following:
minmax
min
3
loglog
loglog
yy
yy
I
4) The last step is to calculate HDI using the following formula:
3
321 IIIHDI
38. (Lipták, 2009).
4.2 Result of HDI
I was curious about what degree of regional disparity the
Human Development Index (HDI) results in and to
what extent it is related to the regional differences thus far in
the Central-Eastern European region (Table 2).
Table 2. The result of HDI esetimation
Regions
HDI
2004
HDI
2009
difference
(%point)
Regions
HDI
2004
HDI
2009
difference
(%point)
Praha (CZ) 0.690 0.717 0.027 Malopolskie (PL) 0.637 0.650
0.013
40. www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
97
Regions
HDI
2004
HDI
2009
difference
(%point)
Regions
HDI
2004
HDI
2009
difference
(%point)
Nyugat-Dunántúl (HU) 0.592 0.587 -0.006 Pomorskie (PL)
0.625 0.634 0.009
Dél-Dunántúl (HU) 0.589 0.593 0.004 Vzhodna Slovenija (SI)
0.663 0.615 -0.048
Észak-Magyarország (HU) 0.595 0.597 0.001 Zahodna Slovenija
(SI) 0.666 0.693 0.027
Észak-Alföld (HU) 0.591 0.610 0.019 Bratislavský kraj (SK)
41. 0.674 0.717 0.043
Dél-Alföld (HU) 0.588 0.594 0.006 Západné Slovensko (SK)
0.589 0.605 0.016
Lódzkie (PL) 0.608 0.617 0.009 Stredné Slovensko (SK) 0.597
0.617 0.019
Mazowieckie (PL) 0.655 0.663 0.007 Východné Slovensko (SK)
0.600 0.622 0.021
Source: own work.
The change of HDI values (Figure 6) indicates a heterogeneous
picture from year 2004 to 2009. The capital
regions retained their strongest positions in both years; an
improvement is observable in Estonia (HDI values in
2004: 0.614 and in 2009: 0.623) and Lithuania (HDI values in
2004: 0.614 and in 2009: 0.629) which is mainly
due to the growth of incomes. The Human Development Index
decreased in the case of some Polish regions (in
Slaskie region the HDI value was 0.616 in 2004 and 0.611 in
2009 or in Swietokrzyskie region the HDI value
was 0.620 in 2004 and decreased, it was 0.614 in 2009) which,
having seen its extents, is due to a minor income
change. In Hungary, the HDI values have decreased by 2009 in
Central Hungary (0.642 in 2004 and 0.622 in
2009), Central Transdanubia (0.590 in 2004 and 0.585 in 2009)
and Western Transdanubia (0.592 in 2004 and
0.587 in 2009) which was caused by a minor decrease in the rate
of participants in education and a minor
increase of incomes.
42. Figure 6. HDI values of Central-Eastern Europe at regional
level (years 2004 and 2009)
Source: own compilation based on own calculation.
Thesis 2.b) The temporal change of HDI, apart from the
improvement of human potential, brought about
regional realignment in the labour market in Central-Eastern
European regions. The former homogeneous state
became much more unbalanced among the regions.
4.3 Employment Policies of Central-Eastern European Countries
The employment policy of the European Union significantly
determines and sets limits on the
employment-related objectives and efforts of the nation states
(Table 3).
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
98
Table 3. Employment policy of Central-Eastern Europe by
countries
Country Target values to be
achieved by 2020
Priorities Length of NRP
Czech
43. Republic
(1) rate of employment:
75% (2) employment of
the , elderly: 55% (3) rate
of unemployment: n.a.
(1) applies active employment policy tools, (2)
reducing young people's unemployment
117 pages, with
12 pages on
employment
Estonia (1) rate of employment:
75% (2) employment of
the elderly: n.a. (3) rate of
unemployment: 2,5%
(1) applies active employment policy tools, (2)
reducing unemployment, (3) improving quality of
life, (4) developing education
77 pages, with 5
pages on
employment
Latvia (1) rate of employment:
73% (2) employment of
the elderly: n.a. (3) rate of
unemployment: n.a.
(1) developing enterprises, (2) reducing
administrative burdens, (3) developing education,
(4) reducing unemployment, (5) supporting
mobility
44. 60 pages, with 6
pages on
employment
Lithuania (1) rate of employment:
72,8% (2) employment of
the elderly: 53,4% (3) rate
of unemployment: n.a.
(1) increasing the number of economically active,
(2) developing education, (3) creating new jobs,
(4) modification of Labour Code for the creation
of a more efficient regulation system
42 pages, with 7
pages on
employment
Hungary (1) rate of employment:
75% (2) employment of
the elderly: n.a. (3) rate of
unemployment: n.a.
(1) reducing inactivity, (2) elimination of early
retirement, (3) increasing the employment of the
disabled, (4) creating a flexible labour market, (5)
developing the vocational training system, (6)
young people in focus, (7) increasing the
employment of the elderly
156 pages, with
27 pages on
employment
Poland (1) rate of employment:
45. 71% (2) employment of
the elderly: n.a. (3) rate of
unemployment: n.a.
(1) development of LLL, (2) increasing the
employment of the elderly (50+ programs), (3)
increasing the employment of young people (30-
programs), (4) lower employment-related burdens
71 pages, with 4
pages on
employment
Slovakia (1) rate of employment:
72% (2) employment of
the elderly: n.a. (3) rate of
unemployment: 3%
(1) increasing the employment of young people,
(2) increasing the employment of disadvantaged
people, (3) developing education, (4) creating new
jobs
41 pages, with 3
pages on
employment
Slovenia The National Reform Program is not available either in
Slovenian or English.
Source: Own work based on NRP (2012) documents.
The analysed NRP documents indicate that most countries views
the 75% rate of employment, accepted in the
Europe 2020 Strategy, as an expected and attainable criterion.
46. The Czech Republic and Lithuania displayed
target values for the employment of the elderly, other countries
did not specify it. The rate of unemployment was
put forth by Estonia and Slovakia, with also unrealistically low
target values (2.5-3%). The priorities mainly
include the use of active employment policy tools, although in
most cases the tool to be applied is not
specifically named. Most country see the future development of
labour market in improving the quality of life,
development of education, creation of new jobs and supporting
mobility. At the same time, the amounts of
support or the programs assigned were not mentioned in the
documents.
We could observe the differences of target value, some
countries (Czech Republic, Estonia, Hungary) would like
to reach the 75% by the employment rate till 2020. Between the
employment policy tools appear the atypical
employment forms (part-time job, telework) only in Hungary –
it is astonish.
Thesis 3: Employment policy aims (National Reform Programs
of 2012), at the level of Central-Eastern
European countries, clearly follow the main guidelines of the
Europe 2020 Strategy; they hardly build upon the
peculiarities and labour market demands of the particular
countries. Passive tools, among employment policy
tools, are dominant in this group of countries. They responded
to the economic crisis with the differentiated use
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
99
47. of active and passive tools.
5. Recommendations for Developing an Efficient Regional
Employment Policy
There is no experience of regionally differentiated employment
policy in Central-Eastern European region. No
examples can be found to this in Europe either, however, the
existence of a regional employment policy with be
reasonable. The summary of the author's recommendations for
the establishment of a system of criteria to
underpin a regional employment policy are listed below:
-channel employment policy would be reasonable in
the long term that combines the traditional
forms of employment and alternative solutions. A regional level
decision is not sufficient for its
realization, rather macro-level social-economic conditions have
to be ensured, moreover an attitudinal
change is essential. An increasing focus is placed on the
application of non-traditional forms of
employment due to the changing meaning of work-concept and
also along with the change in the way of
doing work. Future employment policies have to treat
traditional and alternative forms of employment
together.
market features should cooperate and act
jointly in the European Union; joint asserting of interests and
joint representation would bring
significant results. The basis for the classification of regions
into same types can be similar
economic-social situation and same labour market conditions.
48. taking external processes into account should
be formulated instead of continuously eliminating the European
Union's employment policy. The
National Reform Programs of Central-Eastern European
countries were also studies that did not contain
country-specific features, they rather followed, with more-or
less differences, the aims of the Europe
2020 Strategy in terms of the target numbers.
of employment has to be addressed in a complex
manner, it is necessary to coordinate
tax-policy, educational policy and other sub-policies for
enhancing efficiency.
sets up regional objectives and has
independent measures and institutional system would be
reasonable. Regional perspective is present in
many areas in the European Union and this approach is getting
increasingly reasonable in the case of
employment and labour market as well. Regional employment
policy would require independent system
of measures and independent institutional system that would not
be identical with the those applied in
other regions of the country.
It can be seen that the concept of paid work is gradually loosing
that of labour, which is a considerable problem.
The re-definition of paid work is necessary because a
significant part of the society has been excluded from the
classical paid work. A smaller proportion of people of working
age works in one of the traditional forms of
employment, atypical forms of employment can be regarded as
typical in the developed European countries,
49. since they dominate. According to my opinion the atpical
employment forms (part-time job, temporary job,
telework) could solve partly the problem of the labour market.
Acknowledgements
This research was realized in the frames of TÁMOP 4.2.4. A/2-
11-1-2012-0001.National Excellence Program –
Elaborating and operating an inland student and researcher
personal support system convergence program. The
project was subsidized by the European Union and co-financed
by the European Social Fund.
References
Arendt, H. (1958). Vita Activa oder Vom tätigen Leben. Piper
Press, München.
Aristotle. (1997). Nikomakhoszi etika (p. 455). Európa Kiadó,
Budapest.
Boda, Zs., & Scheiring, G. (2011). Globalization and
development in the semi-periphery: Crisis and Alternatives
(Globalizáció és fejlődés a félperiférián: válság és alternatívák)
(p. 208). Védegylet Kiadó, Budapest.
Castel, R. (1998). Deformations of the Social Issues – The
Chronicle of the Paid Work (A szociális kérdés
alakváltozásai - A bérmunka krónikája) (p. 453). Kávé Kiadó,
Budapest.
Csoba, J. (2010). A Respectable Job: Full Employment: 21
chance or utopia century? (A tisztes munka: A teljes
foglalkoztatás: a 21. század esélye vagy utópiája? – Kísérletek a
munka társadalmának fenntartására s a
jóléti állam alapvető feltételeként definiált teljes foglalkoztatás
50. biztosítására) (p. 271). L’Harmattan Kiadó,
Budapest.
www.ccsenet.org/jgg Journal of Geography and Geology Vol. 5,
No. 3; 2013
100
Deane, P. (1997). The Evolution of Economic Ideas (A
közgazdasági gondolatok fejlődése) (p. 262).
Közgazdasági és Jogi Könyvkiadó, Budapest.
Fazekas, K. (1997). Crisis and Prosperity on the Labour Market
in Hungary, 1990-1996 (Válság és prosperitás a
munkaerőpiacon – A munkanélküliség regionális sajátosságai
Magyarországon 1990-1996 között). Tér és
Társadalom, 11. évf. 4. Szám. pp. 9-24.
Galasi, P. (1994). Labour Economics (A munkaerőpiac
gazdaságtana) (p. 153). Aula Kiadó, Budapest.
Lipták, K. (2009). Development or decline? – determination of
human development at subregional level with the
estimation of HDI. EU Working Papers, 12(4), 87-103.
Lipták, K. (2012). Labour market situation in Central-Eastern
European countries – is there any hope for a
better postition? RSA European Conference, final paper, Delft.
Retrieved May 7, 2013, from
http://www.regionalstudies.org/uploads/conferences/presentatio
ns/european-conference-2012/plenary-paper
s/liptak.pdf
51. Malthus, T. R. (1944). Principles of Political Economy (A
közgazdaságtan elvei tekintettel gyakorlati
alkalmazásukra) (p. 463). Magyar Közgazdasági Társaság
Kiadó, Budapest.
Marx, K. (1955). Capital: The Process of Production of Capital
(A tőke: A tőke termelési folyamata) (p. 820).
Kossuth Kiadó, Budapest.
Mátyás, A. (1969). Chapters in the History of Economic
Thought (Fejezetek a közgazdasági gondolkodás
történetéből) (p. 259). Kossuth Kiadó, Budapest.
Nemes Nagy, J. (2005). Regional Analysis Methods (Regionális
elemzési módszerek) (p. 284). Regionális
Tudományi Tanulmányok 11.
Smith, A. (1959). The Wealthy of Nations (Nemzetek
gazdagsága: E gazdaság természetének és okainak
vizsgálata) (p. 413). Akadémiai Kiadó, Budapest.
Zalai, E. (1988). The Value of Work and Ownvalue
(Munkaérték és sajátérték: Adalékok az értéknagyság
elemzéséhez) (p. 219). Akadémiai Kiadó, Budapest.
Copyrights
Copyright for this article is retained by the author(s), with first
publication rights granted to the journal.
This is an open-access article distributed under the terms and
conditions of the Creative Commons Attribution
license (http://creativecommons.org/licenses/by/3.0/).