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Explain the legal components in a job description as it relates to the EEOC. Describe at least two assessment methods that can be used when recruiting qualified candidates and how those two methods are appropriate for meeting organizational objectives.

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Job Description

[WLOs: 2, 3] [CLOs: 1, 2, 3, 5]

A job description is a useful tool that describes all the tasks, duties, and responsibilities of a position. The primary function of this assignment is to increase understanding of the critical elements in a job description and its alignment to the HRM process and to talent acquisition. Prior to beginning work on this assignment, read the article Job Worth Doing: Update Descriptions, the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook, the guide Best Practices and Emerging Trends in Recruitment and Selection, and the web page Employers from the U.S. Equal Employment Opportunity Commission (EEOC).

In your paper,

Discuss how a job description is a function of management.
Consider the following areas of a job description below and explain how these components contribute to an effective performance management system:
Tasks
Tools and technology
Knowledge, skills, and abilities (KSAs)
Education requirements
Explain the legal components in a job description as it relates to the EEOC.
Describe at least two assessment methods that can be used when recruiting qualified candidates and how those two methods are appropriate for meeting organizational objectives.
For additional support with completing this assignment, refer to the following tools:

Critically evaluate the evidence-based management strategies advocated for a range of traumatic conditions and demonstrate an ability to select the appropriate treatment plan. Critically evaluate the evidence-base of treatment options and management strategies for the patient and working diagnosis.

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Summative Assignment

Critical analysis of a major incident and the assessment and management of a major trauma patient using a case study.
2500 words.
The student will be provided with a case study of a major incident, including incident and scene details. Using the case study, the student will.

CASE STUDY:
32-year-old female Initial Triage Category: P2 • C: None externally evident • A: Patent • B: RR 20 / SpO2 92% • C: Pallor / BP 74/42 / HR 138 • D: GCS 15 (4:5:6); I = bruising to right abdomen; P = severe pain (10/10) right abdomen/pelvis/lower back; P = unable to ascertain due to scene noise; A: No abnormalities detected • E: What other examination considerations do you have?

Demonstrate an ability to apply the underlying concepts and principles of risk assessment, safety and management of a high-risk environment or accident scene (LO5).
Critically evaluate the aspects of communication and collaborative working required on the scene of a traumatic incident and recognise the interprofessional boundaries and roles at the scene of an incident (LO4)
The student will also be provided details of three trauma patients involved in the case study major incident.
The student will select ONE of these patients to demonstrate achievement of the following learning outcomes.

Demonstrate knowledge and understanding of a range of established techniques for the history, assessment and examination of a patient involved in a traumatic incident (LO1).

Demonstrate knowledge and critical understanding of the relevant anatomy, physiology and pathophysiology relating to the trauma patient, to include mechanism of injury and the laws governing physical or movement forces (LO2).

Critically evaluate the evidence-based management strategies advocated for a range of traumatic conditions including head, chest, abdomen, pelvic, spine, extremity and thermal injuries and demonstrate an ability to select the appropriate treatment plan (LO3).

Expectations
Ensure presentation of work is in line with University of Cumbria standards.
1.5 line spacing; Arial or Calibri Font; Font size 11 or 12
There is NO requirement to include an assignment cover sheet as you are submitting your work electronically.
Anonymous marking is in place, therefore do not put your name on your assignment. Use your student number only.
Refer to the University of Cumbria Academic Regulations Appendix 3c – The Conduct of Assessment for further information on word count limits, content and format.
The Table-Top Exercise will focus on the module learning outcomes outlined below, using an interactive major incident scenario.
You will work in your peer groups to evaluate the scene and establish early scene control and management, incorporating current inter-agency collaborative principles, risk assessment and major incident procedures and protocols. You will also undertake a table-top triage exercise.

Learning Outcome 4
Critically evaluate the aspects of communication and collaborative working required on the scene of a traumatic incident and recognise the interprofessional boundaries and roles at the scene of an incident.
.
Learning Outcome 5
Demonstrate an ability to apply the underlying concepts and principles of risk assessment, safety and management of a high risk environment or accident scene.

For your chosen patient.
LO1. Demonstrate knowledge and understanding of a range of established techniques for the history, assessment and examination of a patient involved in a traumatic incident.
• Discuss data/info gathering techniques for the trauma patient.
• Discuss specific assessment techniques and why/how they are performed.
• Discuss diagnostic tests (inc specific questions) pertinent to the patient presentation

Discuss clinical reasoning and decision-making processes in arriving at a working diagnosis. For your chosen patient.

LO2. Demonstrate knowledge and critical understanding of the relevant anatomy, physiology and pathophysiology relating to the trauma patient to include mechanism of injury and the laws governing physical or movement forces
• Critically analyse the mechanism of injury and forces the patient has been subjected to.
• Include thorough explanation of the underlying pathophysiological processes occurring to explain the working diagnosis.
• Include detailed explanation and understanding of the underlying pathophysiological processes occurring to produce the signs and symptoms the patient presents

LO3. Critically evaluate the evidence-based management strategies advocated for a range of traumatic conditions and demonstrate an ability to select the appropriate treatment plan. • Critically evaluate the evidence-base of treatment options and management strategies for the patient and working diagnosis. • Also consider a critical discussion on cervical spine and shock in trauma management strategies. • Discuss the decision-making process in choosing a management plan appropriate for the patient

Describe interventions and techniques utilized by professionals working in the field. Explore any legal or ethical issues associated with white fragility and whiteness. Identify how you would utilize the relational leadership model to address the problem or challenge in white fragility and whiteness.

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White Fragility and Whiteness

Introduce the theories and main concepts associated with white fragility and whiteness

Describe interventions and techniques utilized by professionals working in the field.

Explore any legal or ethical issues associated with white fragility and whiteness.

Utilize the relational leadership model to assess what is currently being done around white fragility and whiteness, and what is missing (including the five components: Inclusive, Empowering, Process-Oriented, Ethical, Purposeful).

Identify how you would utilize the relational leadership model to address the problem or challenge in white fragility and whiteness.

Include citations at the end of your essay (a minimum of three journal articles are required).

I put all 3 sources that need to be used.

What advantages can logistic clusters provide to enterprises’ supply chain operations, and what conditions must exist for these benefits to be realised?

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Logistic Clusters: Excelling the Logistic Management of Coyote Logistics’ Operations in Northern Europe

The following report discusses logistic cluster (LC) theory and then applies it to the case of Croatian wind turbine producer KONČAR KET Group, through their subsidiary KONČAR – Renewable Energy Sources Ltd. and KONČAR – Power Plant and Electric Traction Engineering Inc. (Abbreviated KONČAR throughout the report), which commissioned Coyote Logistics Ltd. to conduct an analysis of the benefits of LCs as well as the setup and discussion of KONČAR’s new supply chain (SC) operations based in the LC of Øresund. KONČAR is advised to establish their manufacturing SC in Øresund owing to the high degree of logistic cluster benefits (LCB) associated with especially favourable factor circumstances and a robust network of nodes within connected and supporting sectors. The latter combination of a strong logistics cluster and a wind-mill manufacturing industrial cluster demonstrates that Øresund would not only be the biggest LC for KONČARs’ nordic supply chain operations, but also one of the top LC sites in the global SC of KONČAR.

II. INTRODUCTION AND SCOPE

II.I INTRO TO 3PL-provider (Coyote) and KONČAR

II.I PROBLEM STATEMENT

III.I.I RESEARCH QUESTION
The following research questions have been identified to address the issue statement:

Q1: What advantages can logistic clusters provide to enterprises’ supply chain operations, and what conditions must exist for these benefits to be realised?

Q2: How, where, and why should KONČAR establish its supply chain operations in Denmark in preparation for expanding in the Northern European market, and how do the various Northern European logistic clusters compare?

Q3: How does the selected Danish logistic cluster compare to and distinguish itself from possible supply chain migrations to the Vancouver and Shenzhen logistic clusters?

 

Do social environments dictate our moods? Should clinicians account for social expectations and the recreational use of drugs when they prescribe mood enhancers?

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An Ethics Paper

For this assignment, you will choose an Ethics Paper on the chapter of your choice. You will then read the Ethics Paper and provide a concise response to answer the two (2) questions pertaining to the topic. Your response to each question should be between 1 – 2 pages (double-spaced, 12pt Times New Roman Font, 1″ margins all around). Points will be assigned based on the quality of the responses provided.

Remember, you only have to choose one of the chapters to read and respond to!

Here are the Questions for Chapter 13:

1. Discuss the issues associated with people who have not been diagnosed with clinical depression yet use antidepressants to enhance their mood.

2. Do social environments dictate our moods? Should clinicians account for social expectations and the recreational use of drugs when they prescribe mood enhancers?

How did Dee relate to her family before she left home? What role did she assume for herself? Does this change after she leaves home? How do you feel about Dee? Do you sympathize with her desire to “improve” herself and her family? Where do you think she goes wrong?

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Short Stories Readings & Questions Week 9

Ellison A Party at the Square Discussion Questions

What is the meaning of this quote? How does it apply to society today? “Life is to be lived, not controlled; and humanity is won by continuing to play in the face of certain defeat.”
What is the theme, setting, and plot in “A Party Down at the Square” by Ralph Ellison?
What is the conflict, moment of crisis, and peripety in Ralph Ellison’s “A Party Down at the Square”?

Alice Walker’s “Everyday Use”

Discussion Questions

1.) Discuss the mother (the narrator) in this story. What kind of person is she? How does she seem to feel about Dee? About Maggie?

2.) Do the narrator’s language and grammatical usage match the picture she paints of herself?

3.) What elements prepare the reader for Dee before she arrives on the scene?

4.) How did Dee relate to her family before she left home? What role did she assume for herself? Does this change after she leaves home?

5.) How do you feel about Dee? Do you sympathize with her desire to “improve” herself and her family? Where do you think she goes wrong?

6.) Discuss the relationship between Maggie and Dee.

7.) What is suggested by Dee’s prolonged picture-taking with her Polaroid? Her kissing her mother on the forehead?

8.) Why has Dee assumed African dress, hairstyle, and name? How would you characterize the attitudes of her and her new husband/boyfriend toward their race? Positive or negative? Honest or simply “politically correct”?

9.) Discuss Dee’s mother’s and sister’s reactions to her new persona, “Wangero.” Do you sympathize with them?

10.) How would you describe the way that Dee reacts to the food and objects in her mother’s house?

11.) Why does Mrs. Johnson decide to stand up to Dee and not allow her to take the quilts at the end of the story?

12.) Why do you think Maggie is so content at the end?

13.) Could this story just as well have been about a white mother and her daughters? Aside from the African or Muslim names, does anything distinguish Dee’s relations with her mother and Maggie as especially black? If not, is that a strength of the story, or a weakness?

Choose ONE of the following laws and explain why it is so important in the workplace?

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laws

Choose ONE of the following laws and explain why it is so important in the workplace?

a. The Equality Act
b. The General Data Protection Act
c. The Health and Safety at Work Act

What kinds of opportunities did the destruction of the Janissaries create, and what was missing without the Janissaries?

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The Auspicious Incident and Janisarries’ Competing Vision of Power

Answering the question “What kinds of opportunities did the destruction of the Janissaries create, and what was missing without the Janissaries?”

Write a 600-800 word paper about a failure in History. Identify a historical failure created by a historical character that lived between 1700 and 1860.

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Historical Failure was Christopher Columbus

Assignment Directions

Students are to write a 600-800 word paper about a failure in History. (Example George Custer–do not use him for your paper, just an example!)

Students will identify a historical failure created by a historical character that lived between 1700 and 1860.

Students should show why this failure happened and how it could have been prevented or resolved more effectively. Note that you need to use logic and valid reasoning that goes beyond opinions or just a change of mind to properly address the issue of preventing a failure or correcting the failure. Use historical data and research to construct a solution to the failure. Your suggestion for correcting or preventing the failure should focus on systemic/cultural/political reasons for the failure.

Use Times New Roman 12 pt. font. Double-space.

Three cited sources are required. One of the three sources must be a primary source.

Sources should be cited according to Chicago Manual of Style. This means that you should have a separate bibliography page and footnotes in your paper. Failure to include a bibliography will result in a “0” on the assignment. Check to make sure you have included the bibliography before you send your document!

Use footnotes when you change sources in your paper. If you write an entire paragraph and have not changed sources, place a footnote at the end of the paragraph. Use footnotes at the end of quotes.

Note there is a tool in the Exam Reviews and Tools Module that explains the footnote process and how to create the Bibliography according to Chicago Style. Use this tool!

Remember that all assignments in this course are submitted through Turnitin.Com and that students receiving a 40% match or higher will receive an “F” on the paper.

Create a chart to compare and contrast the view of sacred items, practices, or areas of Oceanic cults compared to that of one religion discussed so far in this course. Create a bulleted list of assessing why members of religious groups can be divided on new beliefs or topics.

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Religions/cults

Religious News is giving you the opportunity to give your readers a deeper glimpse into your thoughts. Your boss has tasked you with creating a PowerPoint presentation detailing some things you have learned about the religious practices in Oceania. You recall the scenario below while creating your presentation.
You discover that a religious group has begun on the other side of town in which you are staying. You begin attending some of their worship sessions and find that the people are quite welcoming. After attending a few sessions, they invite you to live within the community they have established. It sounds like a great opportunity, and you begin to consider the offer.
While talking with your neighbor, who attends church regularly, about the new religious group, she informs you that this group is most likely a cult. She has witnessed the members beginning to build large walls around their compound and bring in supplies, specifically weapons, on regular accounts. She also points out that this group resembles a cult, based on her knowledge of previous incidents.
She concludes by cautioning you against moving into the newly formed community, noting that cults tend to have vary drastic views and practices compared to other religions. You assure her you will take her cautions to heart while making your decision. In the end though, will you join the cult?
For your presentation, you must include the following components:
Create a chart to compare and contrast the view of sacred items, practices, or areas of Oceanic cults compared to that of one religion discussed so far in this course.
Create a bulleted list of assessing why members of religious groups can be divided on new beliefs or topics.
Explain the values and practices surrounding cults.
Justify your chosen action based on the provided scenario.
Your presentation must be a minimum of five slides, not counting the title slide and reference slide. Remember to title each slide and include an introductory sentence per slide. You do not need to utilize the notes section or audio for this presentation. Include at least one image in your presentation. Remember to review the rubric to compare it with your presentation before you submit it.