Globalisation Theme Essay

Globalisation Theme Essay

Answer the questions at the bottom in essay form 

 

Assignment 3:  Individual Themed Essay (ITE)

Allocation:                      25 %

Due Date:                       Week 6

Length:                          1500 words

Submission:                   Written report via Turnitin

This assessment task is designed to develop research, critical thinking and reading skills. The themed essay is essentially about you demonstrating your understanding of ethical theories, for example, Kant, Utilitarianism, environmental ethics, virtue ethics and justice, through the development of a persuasive argument about one of the key themes (globalisation, corporate social responsibility, environmental ethics or stakeholders).

 

Your themed essay should be in the following format:

1.     Introduction: this section should briefly define the theme and your stance on the question.

2.     Discussion: this section should develop your position in relation to the topic.  In developing this argument, identify where readings have challenged your ideas about business ethics and discuss at least two ethical theories and link them to key points raised in the prescribed and recommended readings (the literature).

  1. Conclusion:  this should tie the key points from your discussion together.  A higher quality essay will include some indication of the ethical implications on business practices of your argument and key points. 
  2. References: Use the Harvard referencing system.  The reference section should list alphabetically each reference cited in the body of your essay.  You must use 5 articles from the Prescribed list in the unit guide plus 5 additional scholarly journal articles from the Recommended reading list or that you locate yourself. Any other non academic journal references are not included in the count of 10 journal articles stated above.

 

Topics: (Choose 1 of these topics to argue)

 

Globalisation:  Globalisation is good for individuals but bad for humanity.

 

 

 

Globalisation:

Is globalisation good for all humanity?  How do we judge the impact or value of globalisation?  What ethical principles are affected by globalisation?  Is there a global ethics? What moral safeguards are in place and be enacted for capitalism in a global setting?  How is water valued in a global marketplace?  What has globalisation done to water management practices? Has globalisation encouraged water privatisation? 

 

 

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HR Staffing

Evaluation of Two New Assessment Methods for Selecting Telephone Customer Service Representatives

The Phonemin Company is a distributor of men’s and women’s casual clothing. It sells exclusively through its merchandise catalog, which is published four times per year to coincide with seasonal changes in customers’ apparel tastes. Customers may order merchandise from the catalog via mail or over the phone. Currently, 70% of orders are phone orders, and the organization expects this to increase to 85% within the next few years. page 362The success of the organization is obviously very dependent on the success of the telephone ordering system and the customer service representatives (CSRs) who staff the system. There are currently 185 CSRs; that number should increase to about 225 CSRs to handle the anticipated growth in phone order sales. Though the CSRs are trained to use standardized methods and procedures for handling phone orders, there are still seemingly large differences among them in their job performance. CSR performance is routinely measured in terms of error rate, speed of order taking, and customer complaints. The top 25% and lowest 25% of performers on each of these measures differ by a factor of at least three (i.e., the error rate of the bottom group is three times as high as that of the top group). Strategically, the organization knows that it could substantially enhance CSR performance (and ultimately sales) if it could improve its staffing “batting average” by more accurately identifying and hiring new CSRs who are likely to be top performers. The current staffing system for CSRs is straightforward. Applicants are recruited through a combination of employee referrals and newspaper ads. Because turnover among CSRs is so high (50% annually), recruitment is a continuous process at the organization. Applicants complete a standard application blank, which asks for information about education and previous work experience. The information is reviewed by the staffing specialist in the HR department. Only obvious misfits are rejected at this point; the others (95%) are asked to have an interview with the specialist. The interview lasts 20–30 minutes, and at the conclusion the applicant is either rejected or offered a job. Due to the tightness of the labor market and the constant presence of vacancies to be filled, 90% of the interviewees receive job offers. Most of those offers (95%) are accepted, and the new hires attend a one-week training program before being placed on the job. The organization has decided to investigate the possibilities of increasing CSR effectiveness through sounder staffing practices. In particular, it is not pleased with its current methods of assessing job applicants; it feels that neither the application blank nor the interview provides an accurate and in-depth assessment of the applicant KSAOs that are truly needed to be an effective CSR. Consequently, it engaged the services of a consulting firm that offers various methods of KSAO assessment, along with validation and installation services. In cooperation with the HR staffing specialist, the consulting firm conducted the following study for the organization. A special job analysis led to the identification of several specific KSAOs likely to be necessary for successful performance as a CSR. Three of these (clerical speed, clerical accuracy, and interpersonal skills) were singled out for further consideration because of their seemingly high impact on job performance. Two new methods of assessment provided by the consulting firm were chosen for experimentation. The first is a paper-and-pencil clerical test assessing clerical speed and accuracy. It contains 50 items and has a 30-minute time limit. The second is a brief work sample that could be administered as part of the interview process. In the work page 363sample, the applicant must respond to four different phone calls: a customer who is irate about an out-of-stock item, a customer who wants more product information about an item than was provided in the catalog, a customer who wants to change an order placed yesterday, and a customer who has a routine order to place. Using a 1–5 rating scale, the interviewer rates the applicant on tactfulness (T) and concern for customers (C). The interviewer is provided with a rating manual containing examples of exceptional (5), average (3), and unacceptable (1) responses by the applicant.

A random sample of 50 current CSRs were chosen to participate in the study. At Time 1 they were administered the clerical test and the work sample; performance data were also gathered from company records for error rate (number of errors per 100 orders), speed (number of orders filled per hour), and customer complaints (number of complaints per week). At Time 2, one week later, the clerical test and the work sample were re-administered to the CSRs. A member of the consulting firm sat in on all the interviews and served as a second rater of performance on the work sample at Time 1 and Time 2. It is expected that the clerical test and work sample will have positive correlations with speed and negative correlations with error rate and customer complaints.

 

Results for Clerical Test

Time 1 Time 2
Mean score 31.61 31.22
Standard deviation   4.70   5.11
Coefficient alpha     .85     .86
Test–retest r       .92*
r with error rate     –.31*     –.37*
r with speed       .41*       .39*
r with complaints   –.11   –.08
r with work sample (T)     .21     .17
r with work sample (C)

 

Results for Work Sample (T)
Time 1 Time 2
Mean score 3.15 3.11
Standard deviation   .93 1.01
% agreement (raters)       88%       79%
r with work sample (C)      .81*      .77*
r with error rate  –.13  –.12
r with speed    .11    .15
r with complaints

 

Results for Work Sample (C)
Time 1 Time 2
Mean score 2.91 3.07
Standard deviation   .99 1.10
% agreement (raters)       80%       82%
r with work sample (T)     .81*     .77*
r with error rate –.04 –.11
r with speed   .15   .14
r with complaints   –.40*   –.31*
(Note: * means that r was significant at p < .05)

 

 

 

After reading the description of the study and observing the results above,

1.How do you interpret the reliability results for the clerical test and work sample? Are they favorable enough for Phonemin to consider using them “for keeps” in selecting new job applicants?

 

  1. How do you interpret the validity results for the clerical test and work sample? Are they favorable enough for Phonemin to consider using them “for keeps” in selecting new job applicants?

 

  1. What limitations in the above study should be kept in mind when interpreting the results and deciding whether to use the clerical test and work sample?

 

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Infant/Toddler Observation-SLO #1 Submit Assignment

Infant/Toddler Observation-SLO #1
PLEASE LOOK AT THE LINKS I HAVE PROVIDED.

Observations:
Observation allows you to look at the environment, childrens interactions with their peers, teachers, language use, and other developmental milestones and domains. You have learned several developmental theories related to understanding the cognitive, social-emotional, and physical development of young children. The application of what you observe and developmental theories is important in providing insight into what to expect (typical development) as well as identifying a delay in development (atypical development).

Instructions:
This assignment will allow you to observe an infant/toddler pre-selected video and utilize a developmental continuum observation tool, Desired Results Developmental Profile (DRDP, 2015) ( Link below), to identify the developmental levels. 

Please choose one of the following DRDP developmental domains:

Approaches to Learning-Self Regulation
Social-Emotional Development
Language and Literacy Development
Cognition
Physical Development

*You are only required to complete the five measures within your chosen developmental domain as some domains have more than 5 measures.

LINK DRDP INFANT / TODDLER COMPREHENSIVE VIEW :

https://www.desiredresults.us/sites/default/files/docs/forms/DRDP2015-IT-Comprehensive-View-20200124_ADA.pdf

Please view the pre-selected video of Nick (child in blue polo shirt)  IN THE LINK below and  complete a written summary 2 pages of the following:

Summarize typical development based on the age of the child and the assigned DRDP (2015) developmental domain. This is where you will also include the developmental theorist/theory in your summary as well. You will need to utilize the textbook, journal articles, or other sources to create and assist in this summary. 
Summarize the observation of the child in the video and compare what you viewed based on typical development and the developmental theory and/or theories.  Please remember to include examples to support your conclusion.
Summarize each measure observed utilizing the DRDP (your chosen domain) and give clear examples of these skills and the context in which they occurred to support rating. Please include citations to support and strengthen the analysis.
Here are a few questions/prompts to assist with your observation based on your assigned DRDP (2015) developmental domain. These are just a few prompts if need additional ideas to assist with your observational analysis.

Based on the activity, does the child engage with the object(s) used (and how), the quality and quantity of social interactions (Does the child initiate? Is the child seeking attention? If so, positive or negative? Is the child seeking play? Comfort? Assistance?)
How about the interactions with other children? Is the child playing? If so, is it cooperative, interactive, parallel, independent, structured, creative?
What do you notice about the content of language, motor development and coordination, and indications of use of concepts or cognitive stages of development (i.e.: what cognitive concept must be mastered to play Hide-and-Go-Seek?). Write down, verbatim, some of the language interactions, or vocalizations. What stage of language development is the child exhibiting?
Did you observe environmental and instructional accommodations for young children with disabilities or delays? If so, describe and provide details.

U.S.-Japan trade tensions IN 1980s

Why were U.S.-Japan trade tensions so high during the 1980s?

Sample Solution

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