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PART A - Evidence of developing one (1) of the skills discussed in your first reflection (Use DIEP writing format: What, Why, Feelings about the learning and how you Plan to use it in the future)
Employers are not only looking for prospective employees who say they have the skills in communication, problem solving, teamwork etc. they are going to want to see evidence that you have developed these skills. As part of your building of a career portfolio it is important that you start to document evidence of what you have learnt and how you have developed the skills that will make you attractive as a prospective employee.
In your reflection using the DIEP format here are some questions to answer:
Name five closest competitor game apps for trivia crack. Just choose five apps which are going to be competitive for trivia crack games.
Charlotte Chambers and other South Dakota residents chartered a bus in South Dakota from Dakotah Charter, a South Dakota corporation
What is used for the primary stain? What cells will become stained - spores/vegetative/both)
What is an opportunity cost? How is it used in a time value analysis? Is the opportunity rate a single number that is used in all situations?
How would you describe "Big Data" and "IoT" (Internet of Things) to your parents if they were to ask you about it over the holidays?
Research FLSA in the Department of Labor website and answer the following questions:
1. What are the legal requirements and liabilities for GRC? How have other organizations addressed similar situations? 2. Who are the stakeholders?
What are the three major types of unemployment? What are their causes? Discuss the costs associated with high inflation.
Why does businesses or companies avoid entering in international market?
A monopoly firm enjoys a great deal of market power. Is the government right in intervening in free markets to limit monopolies? Explain.
Define reflective and formative scales (explaining their difference) and when/why they are used. I need examples to understand
Provide an example of what leaders can do to be inclusive of all dimensions of diversity including (but not limited to): job levels, psychographics, height/weight, etc.
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