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Relevant bibliographies by topics / Degree Discipline: Industrial Relations / Books

Books on the topic 'Degree Discipline: Industrial Relations'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Michael, Deblieux, ed. Documenting employee discipline. Los Angeles, Calif: Parker & Son, 1988.

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2

Michael, Deblieux, ed. Documenting employee discipline. 2nd ed. Carlsbad, Calif: Butterworth Legal Publishers, 1994.

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3

Paterson, Lee T. Documenting employee discipline. 3rd ed. Carlsbad, Calif: LEXIS Law Pub., 1998.

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4

Michael, Deblieux, ed. Documenting employee discipline. 4th ed. Charlottesville, VA: LexisNexis, 2002.

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5

Sredkova, Krasimira. Trudovo pravo na Republika Bŭlgarii͡a︡. Sofii͡a︡: Universitetsko izd-vo "Sv. Kliment Okhridski", 1997.

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6

Sredkova, Krasimira. Trudovo pravo na Republika Bŭlgarii͡a︡. Sofii͡a︡: Universitetsko izd-vo "Sv. Kliment Okhridski", 1997.

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7

Alain, Marcel. Réussir la qualité de service: Plaidoyer pour la performance réalisée avec discipline et innovation. Montréal, PQ: Éditions Nouvelles, 1998.

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8

Conference, Association of Industrial Relations Academics of Australia and New Zealand. Crossing borders: Employment, work, markets and social justice across time, discipline and place : AIRAANZ 2001, the 15th AIRAANZ Conference, 31 January to 3 February 2000 [i.e. 2001], Wollongong, New South Wales. [Kensington, N.S.W.]: Association of Industrial Relations Academics of Australia and New Zealand, 2001.

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9

Karpovich, L. A. Osnovnye instituty sovetskogo trudovogo prava: Uchebnoe posobie. Rostov-na-Donu: Izd-vo Rostovskogo universiteta, 1991.

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10

Burley, Edith. Servants of the honourable company: Work, discipline, and conflict in the Hudson's Bay Company, 1770-1870. Toronto: Oxford University Press, 1997.

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11

Andrew, Sturdy, Knights David, and Willmott Hugh, eds. Skill and consent: Contemporary studies in the labour process. London: Routledge, 1992.

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12

Zetka, James R. Militancy, market dynamics, and workplace authority: The struggle over labor process outcomes in the U.S. automobile industry, 1946 to 1973. Albany, NY: State University of New York Press, 1995.

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13

Grafkina, Marina. Labor protection. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1173489.

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The textbook contains information on the legal, regulatory, organizational, and technical bases of labor protection; on the identification of dangerous and harmful factors; and on the impact of various negative factors on human health. Methods and means of protecting a person from the effects of harmful and dangerous industrial factors are disclosed. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation, approximate educational programs (in terms of the discipline "Labor Protection") in the specialties 15.02.15 "Technology of metalworking production"; 15.02.11 "Technical operation and maintenance of robotic production"; 15.02.14 " Equipment with automation tools for technological processes and production (by industry)". It is intended for students of secondary vocational educational institutions, and can also be used when conducting classes for university students in the main educational programs of the bachelor's degree in the discipline "Labor Protection".

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14

Mishenin, Sergey. Information and analytical work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.

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In the textbook the basic concepts concerning the organization and technology of information work of the student-historian are considered. It includes four sections: the first determines the place of the course's problems in the process of historical knowledge; the second tracks the principal features of facts, sources and research, which can potentially be the sphere of historical research; the third introduces the reader to the principles, conceptual apparatus, laws, methods and judgments as means of knowledge.; the fourth introduces the experience of constructing the text of the study, which sums up a certain result of the work done and allows you to " translate the process of learning a new state of relative knowledge." Meets the requirements of the Federal state educational standards of higher education of the last generation. It is intended for undergraduate students studying the discipline "Information and analytical work". It can be useful to persons preparing for admission to the master's degree in the areas of training "History" and "International relations", as well as all those interested in working with documents and other media.

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15

L' État de la discipline en relations industrielles au Canada. Montréal: École de relations industrielles, Université de Montréal, 1988.

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16

Sturdy, Andrew, and David Knights. Skill and Consent: Contemporary Studies in the Labour Process (Critical Perspectives on Work and Organization). Routledge, 1992.

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17

Sturdy, Andrew, and David Knights. Skill, and Consent: Contemporary Studies in the Labour Process (Critical Perspectives on Work and Organization). Routledge, 1992.

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18

Thomas, Robyn, Jean Helms Mills, and Albert J. Mills. Identity Politics at Work: Resisting Gender, Gendering Resistance. Taylor & Francis Group, 2004.

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19

Mills, Jean Helms. Identity Politics at Work. Routledge, 2012.

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20

Thomas, Robyn, Jean Helms Mills, and Albert J. Mills. Identity Politics at Work: Resisting Gender, Gendering Resistance. Taylor & Francis Group, 2004.

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21

Thomas, Robyn, Jean Helms Mills, and Albert J. Mills. Identity Politics at Work: Resisting Gender, Gendering Resistance. Taylor & Francis Group, 2004.

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22

Thomas, Robyn, Jean Helms Mills, and Albert J. Mills. Identity Politics at Work: Resisting Gender, Gendering Resistance. Taylor & Francis Group, 2004.

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23

Thomas, Robyn, Jean Helms Mills, and Albert J. Mills. Identity Politics at Work: Resisting Gender, Gendering Resistance. Taylor & Francis Group, 2004.

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24

Kaukina, Ol'ga Valer'evna, and Tat'yana Aleksandrovna Aver'yanova. Design of artistic and industrial products. FGUP NTC «Informregistr», 2021. http://dx.doi.org/10.18503/2-2021-2.

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This workshop was developed in accordance with the Federal State Educational Standard 3 ++ and the bachelor's degree curriculum in the field of training 29.03.03 "Technology of artistic processing of materials", profile "Technology of artistic processing of materials" in higher educational institutions. The workshop contributes to the formation of competencies in the discipline "Fundamentals of vocational and technical activities." It presents: all practical work with a description of tasks and examples of the implementation of these tasks, as well as guidelines for the implementation of extracurricular independent work of students. The workshop is intended for students and teachers of higher educational institutions, a wide range of educational workers.

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25

Rathbun, Brian Christopher. Trust in International Relations. Edited by Eric M. Uslaner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190274801.013.31.

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The importance of trust in international relations has recently become the subject of a vibrant new agenda of research. However, as this paper shows, trust has always implicitly been at the center of international relations theory. Realism, rationalism and constructivism conceive of trust differently, with enormous substantive implications. After establishing how different understandings about the type and degree of trust that prevail in international relations help structure core debates in the discipline, this paper then turns to showing the role that trust plays in diplomacy and multilateral cooperation. Trust seems necessary for the creation of large multilateral institutions in international relations as well as value-creating diplomacy that allows for win-win outcomes.

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26

Wood, Geoffrey. Employee Participation in Developing and Emerging Countries. Edited by Adrian Wilkinson, Paul J. Gollan, Mick Marchington, and David Lewin. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780199207268.003.0023.

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Work and employment relations vary not only according to individual strategic choices by managers, and actions and responses by employees, but also by the social and economic context. Development is a complex and multifaceted process of structural transformation, including economic and social changes. While a common distinction is often drawn between nations who have attained a degree of socio-economic development characterized by certain levels of income, productivity, investment, formal employment, technological deployment and a range of human capital indicators, the latter category is an extremely broad one in itself. It may encompass ‘emerging market’ nations such as Brazil and South Africa, and nations where economic activity centres around the production of unprocessed or semi-processed primary commodities, with only limited downstream industrial development. This article primarily focuses on this second category, although some attention is also devoted to the case of ‘emerging markets’.

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27

Martin, Cathie Jo. Skill Builders and the Evolution of National Vocational Training Systems. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.2.

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Some countries develop the (general) skills of industrial workers largely through regular secondary education systems whereas other nations rely on a network of industrial schools and apprenticeship programs to offer their workers credentialed industry or firm-specific occupational skills. Skills Builders delves into the origins of diverse forms. First, patterns of industrial development and economic cleavages shaped the development of skills-training institutions; thus countries with stark regional heterogeneity have been less likely to develop national training systems. Second, the legacies from pre-industrial patterns of cooperation in some nations – most prominently, from the guild system – have encouraged both employers and workers to negotiate collective vocational training institutions. Third, the political features of the state (most importantly, the structure of party competition and degree of federal power sharing) reinforce or work against collectivist solutions to skills needs, cooperative industrial relations systems, and entrenched regional cleavages. Finally, both employers and workers become more committed to skills training when these groups are institutionally well-organized and are given a significant role in the creation and oversight of training programs.

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28

Halle, Randall. The Film Apparatus. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038457.003.0002.

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This chapter illustrates how the discussion of cinematic apparatus was international and in many instances foundational for the establishment of film studies as a discipline. Apparatus offered a means to consider precisely the study of film as more than formal analysis of the projected image; it sought to arrive at a more comprehensive discussion of cinema. The production of the image was understood not simply as an industrial tale, but as a matter of signification, social relations, modes of production, methods of projection, space of reception, and subjective effects on spectators. In the 1960s, the discourse on the apparatus was connected to the quest for revolutionary forms. By the 1980s, the debates regarding apparatus theory became bogged down by considerations of ideology and an overwhelming focus on psychoanalytic models.

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29

Andreas, Joel. Disenfranchised. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052607.001.0001.

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Disenfranchised recounts the tumultuous events that have shaped and reshaped factory politics in China since the 1949 Revolution. The book develops a theoretical framework consisting of two dimensions—industrial citizenship and autonomy—to explain changing authority relations in workplaces and uses interviews with workers and managers to provide a shop-floor perspective. Under the work unit system, in place from the 1950s to the 1980s, lifetime job tenure and participatory institutions gave workers a strong form of industrial citizenship, but constraints on autonomous collective action made the system more paternalistic than democratic. Called “masters of the factory,” workers were pressed to participate actively in self-managing teams and employee congresses but only under the all-encompassing control of the factory party committee. Concerned that party cadres were becoming a “bureaucratic class,” Mao experimented with means to mobilize criticism from below, even inciting—during the Cultural Revolution—a worker insurgency that overthrew factory party committees. Unwilling to allow workers to establish permanent autonomous organizations, however, Mao never came up with institutionalized means of making factory leaders accountable to their subordinates. The final chapters recount the process of industrial restructuring, which has transformed work units into profit-oriented enterprises, eliminating industrial citizenship and reducing workers to hired hands dependent on precarious employment and subject to highly coercive discipline. The book closes with an overview of parallel developments around the globe, chronicling the rise and fall of an era of industrial citizenship.

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