What differences did you find in the process of collecting information? Did you identify different KSAOs from your competency model relative to your job requirements analysis?

Application Case 4

APPLICATIONS Integrating Competencies and Job Requirements

The analysis of work for staffing requires attention to both person/organization and person/job matches. Staffing specialists and HR executives can put these pieces together by becoming knowledgeable about both top-down (competency) and bottom-up (job requirements) methods of analyzing work. To understand this process, select an organization you are familiar with. It can be your school, your workplace, or an organization where you would like to work. Within that workplace, identify at least three different jobs at various levels as a starting point. For example, you might study administrative staff, professors, and deans at a university; customer service representatives, managers, and executives in a retail environment; waitstaff, cooks, and managers at a restaurant; nurses, doc-tors, and administrators at a hospital, and so on. To conduct the competency portion of the analysis, review the material in the chapter and create a plan for learning about job-spanning competencies. Deter-mine who is most likely to have the relevant information and, if possible, contact at least three people in the organization who can provide relevant information on competencies. Pay particular attention to the organization’s strategic goals, mission, and cultural profile when collecting this information. This information can be supplemented by looking at the organization’s website or annual reports. To conduct the job requirements portion of the analysis, again review the relevant material in the chapter and create a plan for learning about job requirements and their associated KSAOs. If possible, contact at least three people in the organization who can describe their own jobs. Pay particular attention to the tasks individuals complete regularly, evaluate the relative proportion or time of each task, and then match tasks to KSAOs. This information can be supplemented by looking at O*NET.

Once you have the information on competencies and job requirements, evaluate the following questions:

1. What differences did you find in the process of collecting information? Did you identify different KSAOs from your competency model relative to your job requirements analysis?

2. How does job requirements information give additional insight above and beyond what you learned from competency modeling? How does competency modeling give additional insight above and beyond what you learned from job requirements information?

3. How would you use the information you have gathered for developing recruit-ing, selection, and retention strategies?

For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline.

Module 02 Humanities Self-directed Ass

Competency

Develop a vocabulary for criticizing, evaluating, and describing works of art.

Instructions

For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline. Using a few concise paragraphs for each piece, your analysis should discuss each work as a critic would and include, using the proper vocabulary, what you think the work is about.

 

White a discussion post on disaster relief and the military.

Discussion: Disaster Relief and the Military

Respond to Peer post in 150 Words

Peer discussion post:

In the past the National Guard has been used for disaster relief from fighting wildfires using specially modified C-130 aircraft, to helping evacuate people from rooftops and aiding in relief operations which was showcased during the Katrina Hurricane relief.  Using the National Guard to assist state emergencies is very much normal and allowed by law.  The Governor of the state in which the National Guard is mobilized in is absolutely allowed under the constitution.  Other states can ask for assistance and in those instances the National Guard is able to be mobilized outside of their state of record under title 32 authorities.  In 2020 many states such as Illinois mobilized their Guard force to assist with COVID-19 portocols. “The Illinois National Guard falls under the command and control of the governor of Illinois. So, when the governor calls in the National Guard, it means that the state pays for the soldiers and the use of the equipment. Sometimes there are other states that will need assistance. That’s done through agreements between the states.” (Jaffe 2020)

The Active Duty however, is a much different story.  Active duty members cannot in theory be deployed within the United States under title 20 authority.  The Active Duty can in some instances be deployed throughout the United States but only when certain criteria are met such as domestic threats.  The Active Duty is more suited for deployment to assist with overseas relief. Overseas relief is a much more common use of the Active Duty such as when they deployed to assist with Haiti, Pakistan flooding, and Nepals major earthquake.  These examples are far more normal for the active component of our military.

Mobilizing the National Guard: Logan Jaffe 17 Sept 2020, retrieved on 23 Sept 2022 from:

https://www.propublica.org/article/mobilizing-the-national-guard-doesnt-mean-your-state-is-under-martial-law-usually

 

Select appropriate topic, narrow it properly, determine purpose (general and specific), craft clear central idea, and analyze your audience (make appropriate adaptations).

Public speaking

For your informative speech 2 you will present an informative speech using the following prompt:

A “how to” speech that informs the audience on the “how to” of something.

Choose an area(s) on your topic that you feel most comfortable presenting in front of the class.

You should speak about something that you know a lot about.

Choosing something that you know about will help you to focus on writing and presenting an excellent speech, as well as focus on improving your overall speech skills.

Make sure to limit your subject enough so that you can be specific in your presentation.

Select appropriate topic, narrow it properly, determine purpose (general and specific), craft clear central idea, and analyze your audience (make appropriate adaptations). Also, you should be able to organize main ideas and do a complete introduction, body, and conclusion, as well as incorporate visual aids.

 

Identify and discuss six (6) examples of characteristics of valid nutritional information and/or characteristics of nutrition quackery found in your article with direct links to your course readings.

Dietary or nutritional claim

Find an article that makes a dietary or nutritional claim.

Question 1: A copy of the online article must be submitted with your assignment (include a screen shot of the article, a picture of the article or copy and paste the article into a Microsoft Word document. A weblink to the article does not count).

Write a critique (in point form) about this article. Include the following information:

Question 2: Describe the dietary or nutritional claim made in your article.

Question 3: Identify and discuss six (6) examples of characteristics of valid nutritional information and/or characteristics of nutrition quackery (or lack of these characteristics) found in your article with direct links to your course readings [6 characteristics with example from your article]. (e.g. “The claim in the article is ‘too good to be true’: the article promises weight loss while you sleep”).

Consult your course notes for Unit 1 and the corresponding chapter in your textbook, specifically:

Consumer Corner: Reading Nutrition News with an Educated Eye

Controversy Unit 1: Sorting the Imposters from the Real Nutrition Experts

  1. p) – Figure: Earmarks of Nutrition Quackery
  2. q) – Table: Is this Site Reliable?

Question 4: Clearly state your conclusion (i.e. is your article an example of valid nutrition information or does it have the characteristics of nutrition quackery?)

Reference list: Include the items referenced in your assignment in any format (as a minimum, everyone should have the article, the textbook (or course notes), and Canada’s Food Guide website listed).

 

Explain why you would rather be a borrower during a period of unexpected rising inflation and a lender during a period of unexpected declining inflation.

Declining inflation

Explain why you would rather be a borrower during a period of unexpected rising inflation and a lender during a period of unexpected declining inflation.

Provide a 2 page presentation/document on synthesizing sources using signal phrases and transitional phrases. Provide original examples, graphics, and sources to help illustrate the process of synthesizing sources.the paper must be at least 525 words.

Process of synthesizing sources

Provide a 2 page presentation/document on synthesizing sources using signal phrases and transitional phrases.

Provide original examples, graphics, and sources to help illustrate the process of synthesizing sources.the paper must be at least 525 words.

Cite intext ad at the bottom of the page from below sources and 1 outside source such as Perdue.

 

https://cdn.grammarcheck.net/transition-words-infographic.jpg

Show examples and explain in your own words

 

When reviewing the film, imagine we just sat down and watched it together and now you are going to open your computer and explain what you got out of the film. What is significant about the film? How is it different from other films you’ve watched.

Visions of Light

Watch the documentary called Visions of Light from Youtube from the given link. https://www.youtube.com/watch?v=FVns3k-NGAo

Then watch the movie called, “The Cabinet of Dr.Caligari” by Robert Wiene. While writing this review compare and contrast how these Silent Features show the advancements from the early filmmakers such as Porter, Lumiere, Melies and Blache.

Use what you learned from watching Visions of Light to explain the use of light, camera movement and possibly production design.

When reviewing the film, imagine we just sat down and watched it together and now you are going to open your computer and explain what you got out of the film.

What is significant about the film? How is it different from other films you’ve watched.

 

Explain the strengths of the community you are assessing. Determine the inherent challenges in that community. Interpret the reasons members belong to that community. Analyze the impact of community membership on specific community members.

Nongeographical factors

When you are engaging communities, it is important to understand the nongeographical factors within the community (e.g., professional, spiritual, ethnic, racial, sexual orientation). For this assignment, build on last week’s work to explain how you will engage a specific community.

Assume you have been asked to describe your community to a new potential employer (e.g., the next Amazon headquarters, a large factory). This company is looking to understand why your community would be the best place to invest their resources. It is up to you to describe the strengths and challenges of your community to support the investment of this employer. Be sure to be honest about the challenges facing your community while being an advocate for what the community has to offer.

For your identified community, address the following:

  • Explain the strengths of the community you are assessing.
  • Determine the inherent challenges in that community.
  • Interpret the reasons members belong to that community.
  • Analyze the impact of community membership on specific community members.
  • Identify the leaders (both elected and unelected) of the community.
  • Consider how you, as a social worker, would engage members of the community to support your advocacy efforts.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the Media section of the Insert tab in the top menu bar for each slide.

Support your presentation with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

 

Are children of “tall parents” as tall as their parents? And similarly, are children of “short parents” as short as their parents? Does the assumption of having 928 parents rather than 205 matter for this exercise?

Galton, F. (1886):

Part 1: Analysis with Galton’s original data set Galton’s work on children and parents’ height was published in: Galton, F. (1886): “Regression towards mediocrity in hereditary stature”, Journal of the Anthropological Institute, 15: 246-63. In this first part of the project you are asked to reconstruct the original data from this original article and replicate his analysis.

  • Question 1.1. Find Galton’s original article (you can use www.jstor.org). You can also find it on LEARN. On Table I of his article, the data used is summarized. You need to create a STATA data set that contains the 928 observations that Galton collected. It is recommended that you first type the data in an excel file and then have STATA read that file. Some versions of the Galton data set are available online. You are advised NOT to use them. It is part of this project that you show that you understand how to make a data set from such a table. There are important conceptual issues that you will miss if you borrow the data from somewhere else.

(i) For those observations reported in Table I of Galton’s article as “below” or “above” the minimum and maximum height values, you need to assume some particular values. Please state these explicitly in a table (Table 1.1.a.) and provide a justification with one sentence.

(ii) Given your assumptions, what is the sample mean height and standard deviation for adult children and for parents, respectively? Report this in a table (Table 1.1.b.).

  • Question 1.2. For the rest of part 1, assume that there are 928 parents in the sample rather than 205. Define “tall parents” and “short parents”. Then divide your sample into two corresponding groups.

(i) Are children of “tall parents” as tall as their parents? And similarly, are children of “short parents” as short as their parents? Report your results in a table.

(ii) Does the assumption of having 928 parents rather than 205 matter for this exercise?

  • Question 1.3. Galton was the first to describe and explain the phenomenon of “regression to- wards the mean”. Being concerned about the height of the English aristocracy, he interpreted his results as “regression to mediocrity” (hence the name “regression”).

(i) Regress the height of adult children against the height of parents. Report your results in a table and interpret the estimated coe