Talent Management, writing homework help

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In this assignment, you will begin by performing a Job Analysis and then you will develop a Job Description and a Person (Job) Specification. The importance of this assignment will help you to understand and use some tools available for talent management planning.


You are an HR professional for a large corporation. You have been asked to do a job analysis for a full-time corporate accountant position that will be working in your company (This is not a free lance position.). As you do not have the luxury of actually collecting primary data from inside, you will use secondary data collected from the BLS and the O*NET websites (see course videos).

Using the accountant position proceed with the following questions:

1. Job Description

    • What is a job description? Why is it important to have one for each position? What is it used for?
    • Develop a job description for the in-house accountant position. (Use the Job Description form in the folder. Jim’s Dilemma will explain how to fill it out.)

2. Person Specification

    • What is a person specification? Why is it important to have one for each position? What is it used for?
    • Develop a job specification for the in- house accountant position.

GUIDELINES

  • Papers should be approximately 5-7 pages in length. All answers should be thorough and well-thought out. Remember, this is a graduate-level course and you will be graded accordingly.
  • Papers should show knowledge of the material from this week’s module and demonstrate the ability to synthesize the theory (not just repeat it back.).
  • All papers must have a completed official NSU coversheet attached (see syllabus).
  • Papers should be in 12 pt. (Arial, Times Roman) and doubled space with one-inch margins. Indent paragraphs (do not skip lines between them!
  • Answers should be written in APA format. Use headings and subheadings (in APA format) to delineate questions and part of questions. Do not repeat the questions or number them.
  • All papers should have page numbers with the body of the paper (not the coversheet) beginning on page one.
  • The header at the top of each page should have your name and assignment number (ex. A Fiedler Assignment #1).
  • Papers will also be graded on grammar, spelling, and appropriate APA formatting (headings, subheadings, paragraphs, page numbers, etc.). These are formal papers and should be written as such. Do not use contractions (isn’t, can’t) and write out single-digit numbers (six, rather than 6). Proofread your work carefully!

ALL paper should be written using APA format. It is best to refer to your APA Manual. If you do not have a manual yet, you may want to refer to the following website:

http://owl.english.purdue.edu/owl/resource/560/16/


 

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Week 5 19909281

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 Week 5 Discussion

Listed below are several summary statements from the 2010 Census report:     The official poverty rate in 2010 was 15.1 percent—up from 14.3 percent in 2009. This was the third consecutive annual increase in the poverty rate. Since 2007, the poverty rate has increased by 2.6 percentage points, from 12.5 percent to 15.1 percent. In 2010, 46.2 million people were in poverty, up from 43.6 million in 2009—the fourth consecutive annual increase in the number of people in poverty. Between 2009 and 2010, the poverty rate increased for non-Hispanic Whites (from 9.4 percent to 9.9 percent), for Blacks (from 25.8 percent to 27.4 percent), and for Hispanics (from 25.3 percent to 26.6 percent). For Asians, the 2010 poverty rate (12.1 percent) was not statistically different from the 2009 poverty rate.1 The poverty rate in 2010 (15.1 percent) was the highest poverty rate since 1993 but was 7.3 percentage points lower than the poverty rate in 1959, the first year for which poverty estimates are available. The number of people in poverty in 2010 (46.2 million) is the largest number in the 52 years for which poverty estimates have been published. Between 2009 and 2010, the poverty rate increased for children under age 18 (from 20.7 percent to 22.0 percent) and people aged 18 to 64 (from 12.9 percent to 13.7 percent), but was not statistically different for people aged 65 and older (9.0 percent).2

Refer to United States Census Bureau for this assignment

Tasks: Select any three of the six summary statements and explain in detail the significance and possible causes of each item. Be sure to use the economic concepts and polices discussed in your textbook where applicable. Identify possible economic policies that may explain these items and/or those which could be used to deal with the problems or situations described.

Deliverables: Prepare a 5-7 page Microsoft Word document that addresses the above tasks and meets APA standards. Include a summary section in your report that contains 5-7 bullet points identifying your major findings or conclusions of your paper.  Submit the summary section as your initial post in the Discussion Area by the due date assigned. Include the full report as an attachment to your posting. Continue your discussions until the end of the week by commenting on at least two other submissions by your peers, identifying the strengths and weaknesses of each post. All submissions must be original and all resources must be properly acknowledged.

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ling 2 questions hw

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Assignment #3

Reading Response

Upload deadline is Monday December 2nd @ 10:00 pm

General Instructions

Read Brice & Brice’s chapter on second-language acquisition on Blackboard (filed in ADDITIONAL MATERIALS > Second Language Acquisition) and answer the following questions (your response should be 1 to 1 ½ pages total):
1. Which 3 concepts or aspects of L2 acquisition that are addressed in this chapter do you find the most interesting or relevant in relation to your own experiences (in the workplace or personally)?

2. Which 3 concepts or aspects of L2 acquisition that are addressed in this chapter do you estimate will be the most relevant to you as a future teacher?

 

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signs and symptoms of alterations or underlying disorders

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Assignment: Adaptive Response

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

Consider the following scenarios:

Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

· Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.

· Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.

· Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

· Review the Application Assignment Rubric found under Course Information

To Complete

Write a 2- to 3-page paper excluding the title page, reference page and Mind Map that addresses the following:

· For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes.  You are required to discuss all three scenarios within the paper component of this assignment.

· Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

USE RESOURCE BELOW FOR REFERENCES 

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

  • Chapter 6, “Innate Immunity:      Inflammation and Wound Healing”

This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound healing process.

  • Chapter 7, “Adaptive      Immunity”

This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.

  • Chapter 8, “Infection and      Defects in Mechanism of Defense”

This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder—HIV/AIDS.

  • Chapter 9, “Stress and      Disease”

This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.

  • Chapter 10, “Biology of      Cancer”

This chapter explores the developmental process of cancer and factors that impact the onset of cancer at the cellular level. It also describes various treatment options.

  • Chapter 11, “Cancer      Epidemiology”

This chapter reviews genetic, environmental, behavioral, and diet-related risk factors for cancer. It also examines types of cancers that result from risk factors.

  • Chapter 12, “Cancer in      Children and Adolescents”

This chapter focuses on the presentation and prognosis of childhood cancers. It examines the impact of genetic and environmental factors on these cancers.

  • Chapter 38, “Structure and      Function of the Musculoskeletal System”

This chapter covers the structure and function of bones, joints, and skeletal muscle. It also explores effects of aging on the musculoskeletal system.

  • Chapter 39, “Alterations of      Musculoskeletal Function”

This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of bone, joints, and skeletal muscle disorders. Additionally, it explores musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.

  • Chapter 40, “Alterations of      Musculoskeletal Function in Children”

This chapter includes musculoskeletal disorders that affect children, such as congenital defects, bone infection, juvenile idiopathic arthritis, muscular dystrophy, musculoskeletal tumors, and nonaccidental trauma.

  • Chapter 41, “Structure,      Function, and Disorders of the Integument”

This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.

  • Chapter 42, “Alterations of      Integument in Children”

This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

  • Chapter 3, “Disorders of the      Immune System”

This chapter explores the anatomy and physiology of the immune system. It also explores the pathophysiology of various immune disorders such as primary immunodeficiency diseases and AIDS.

  • Chapter 8, “Diseases of the      Skin”

This chapter begins with an overview of the anatomy and physiology of skin. It also explores the pathophysiology of various types of skin lesions and inflammatory skin diseases.

  • Chapter 24, “Inflammatory      Rheumatic Disease”

This chapter explores the pathogenesis of inflammation and its role in rheumatic diseases. It also examines the clinical presentation, etiology, pathophysiology, and clinical manifestations of rheumatic diseases such as gout and rheumatoid arthritis.

Required Media

Zimbron, J.  (2008). Mind maps—Dementia, endocarditis, and gastro-oesophageal reflux disease (GERD) [PDF]. Retrieved from http://www.medmaps.co.uk/beta/

Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.

This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD).

 

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