One of the elements of HR is knowing when it’s time to let an employee go. Below is a case study that each of you will read and make a decision about which employee will be laid-off from t
ASSIGNMENT 1
INSTRUCTIONS IS ON THE LAB 12 ATTACHMENT MAKE SURE TO FILL EVERYTHING OUT ON DOCUMENT
———————————————————–
ASSIGNMENT 2
Go to the website below. Pick one article and provide a brief summary and your comment on it. Make sure to cite the Author
and the name of the publication or institution that published the article.
https://www.realcleardefense.com/
MAKE SURE THIS IS WRITTEN IN 8 SENTENCES
——————————————————————-
ASSIGNMENT 3
Your answer in this forum must be no less than 500 words, must be detailed, and must show evidence of your critical thinking skills. I not only want to know who you chose to lay off and why, but also why you didn't choose the other candidates. The explanation for the person you chose to lay-off must be no less than 200 words.
All posts must be written in your own words and not copied from the textbook or any other sources.
Here is this week's question:
One of the elements of HR is knowing when it's time to let an employee go. Below is a case study that each of you will read and make a decision about which employee will be laid-off from the company. Please read the instructions and the employee bios carefully. Your decision must be justifiable. Please state which employee you are choosing to let go and the specific reason why. Then explain why you did not choose the other employees. I will evaluate and critique your answers based on your objectivity and critical analysis.
A CASE STUDY: THE COMPANY LAYOFF
You are one of the managers of a department store in your community. You have just been informed by your supervisor that one of your employees will have to be laid off because of company cutbacks. You are now meeting with your managerial colleagues to decide which employee will be chosen. All employees are employed full-time, and all work the same number of hours. There is one formal rule you have to follow: The reason for laying a person off must be job-related. Which of the following employees would you and your colleagues choose? Make the best decision you can with the limited information you are given. Be prepared to discuss the reasoning behind your group’s decision.
Marsha: Aged 30, married, with two children, Marsha has worked for the company for five years. She loves her job and requires little or no supervision. You have considered giving her a promotion when the opportunity arises. Other people go to Marsha when they have questions, because she is good at training others. She has been going to school part time to get a management degree and will graduate in another year.
Bob: Aged 49, divorced, with one child, Bob has worked with the company for 22 years. He keeps to himself but always gets work done. You never have to give Bob instructions, because he knows his job so well. Others in the department call him “Pop” because he seems like a father figure to everyone and is well liked. He really adds a great deal of stability to your department. He does not want to change his job at all because he is happy. You put Bob in charge in your absence.
Trent: Aged 19, single, a Native American, Trent just began working for your company 11 months ago. He went to an accelerated school as a child and started college when he was 15 years old. He has since graduated with a business degree and shows promise of going far in your company. He is already the best salesperson in your department. Most people get along with him well. Because he is new, Trent needs a lot of training, but his sales are worth your extra time.
Madeline: Madeline is 25, married, and three months pregnant. She transferred to your store only last month but has over three years total experience in the company. You have not been very satisfied with her attendance because she is calling in sick a lot. However, she is the only person that you feel you can give your most difficult tasks to, because she is very thorough. She also has had more customer compliments than any other person in your department.
Catrina: Catrina is 33, single, has three children, and is a recovering alcoholic. She fulfills a very necessary function in your department by doing maintenance work, which no one else really has time for. Catrina is efficient and is never late; however, she does not really associate with the others. She has worked with the company for over 10 years but she cannot read or write; it is likely that this is one of the few places she could find work.
Antonio: Aged 27, single, with no children, Antonio has worked for two years in your department, and in that time he has won three awards for creating outstanding merchandise displays (the heart and soul of retail). He is your most conscientious worker and keeps your department looking great. You have wondered, though, whether he comes to work under the influence of drugs. Several customers have complained about poor grooming habits and language he uses. In the last month, however, he has made significant improvements.
(Please be specific in your answer, and provide details and evidence of critical thought to support your conclusions. You are being graded on (a) the content of your answer, (b) how well you support your answer with details and evidence of your critical thinking skills, and (c) your ability to follow the directions of this assignment.)
LAB 12
PART A
Activity 1: Predator Prey Coevolution
WATCH VIDEO & ANSWER QUESTIONS https://www.youtube.com/watch?v=NeCmSL_N65A
1. What are some advantages to using sonar to find prey?
2. What defense have some moths evolved in response to predation by bats?
3. Of the nearly 140,000 moth species that exist, as many as half may be able to hear bat echolocation. When they hear the bat calls, some moths try to escape, while others produce ultrasounds in response. What are two ways in which ultrasound production can help moths avoid being eaten by bats?
4. What strategy did the moths in Gorongosa use to escape bats. What pieces of evidence from the video support this claim?
5. What does Dr. Barber mean when he says some of the moths are bluffing?
6. Explain how the team tested if the moths were bluffing or not.
7. According to the video how did these escape abilities originate in moths?
8. Toward the end of the film, this statement appears in the video: “Coevolution: bats and moths reciprocally affect each other’s evolution;” Explain, in your own words, how each organism affects the other’s evolution.
Activity 2: Predator Prey Simulation
For this exercise we are going to use a simulation to model a single population of prey species: deer mice. Like all populations, the individual members are not genetically identical. The process of mutations arising throughout the evolutionary history of this species has created new genes, and sexual reproduction has shuffled those genes into new combinations. Those genes that are beneficial will accumulate in the population, while those that are harmful will not. This process is essentially natural selection.
We're going to focus only on the gene that expresses coat color. Our mouse population has two versions of this gene: RD and RL. Individuals that have the genotype RDRD will be dark brown in color. Those that are heterozygous RDRL are medium brown, and those that have the genotype RLRL will be light in color. We are going to investigate how predators and the physical environment in which the prey live influence which phenotypes are selected for (survive and reproduce) and which phenotypes are selected against (are eaten by hawks). The hawks are mainly visual predators, so we are assuming they are mainly picking mice based on their ability to see the mice.
1. GO TO LINK http://short.concord.org/lm3
2. Play around with the settings to see what everything does.
3. When you're ready, hit "reset"
To run the first simulation:
1. Record the initial frequencies of each color of mice in the table below (this should remain the same throughout the simulation).
2. Click the button that says "add" and has a picture of a hawk to add predators to the simulation. When this is turned on you will see hawks appear.
3. Make sure the mutation setting is turned off (not checked).
4. The environment should be set to field. Make a predication about which color of mice will be best at surviving in this environment in your notebook.
5. Click "run" and let the simulation go for 5 years (60 months).
6. At the end of 60 months, record the final number of each mouse color in table 1 below under trial 1. In the tables below, L = light brown, M = medium, and D = dark brown.
7. Click reset
8. Repeat steps 1-7 for trials 2 and 3 for "field"
9. Then calculate the average number of each color AVERAGE =
10. Calculate the average percent for each color
AVERAGE PERCENT =X 100
11. Repeat steps 1-9 with the "beach" environment (step 4).
|
Table 1: Population Data Numbers of light and dark mice in the environment with hawks |
||||||
|
Initial Frequency of Colors |
Environment |
Final Number of Mice in Population after 60 months (5 years) |
Average Percent (%) |
|||
|
__% Light
__% Med.
__% Dark |
Field |
Trial 1 |
Trial 2 |
Trial 3 |
Average |
1. |
|
2. |
3. |
L |
L |
L |
L |
|
|
4. |
5. |
M |
M |
M |
M |
|
|
6. |
7. |
D |
D |
D |
D |
|
|
8. |
Beach |
Total |
Total |
Total |
Total |
|
|
9. |
10. |
L |
L |
L |
L |
|
|
11. |
12. |
M |
M |
M |
M |
|
|
13. |
14. |
D |
D |
D |
D |
|
|
15. |
16. |
Total |
Total |
Total |
Total |
After completing the simulations and calculating the values in table 1, answer the following questions in your notebook.
17. In the prey population, which phenotype (color) was the most beneficial for each environment?
18. In the prey population, which phenotype (color) was the least beneficial for each environment?
Does the fur color of the deer mice change over time when hawks are present?
19. While we didn't investigate evolution from the hawk's perspective, propose one way the hawks may have also evolved over time as the mice coat colors changed.
20. In evolutionary terms, what does "fitness" mean? It's more than just the ability to survive!
21. How does this simulation demonstrate natural selection and differential reproduction?
PART B
Activity 1: Keystone Species and Trophic Cascades
WATCH VIDEO https://www.youtube.com/watch?v=ysa5OBhXz-Q
After watching the video, answer the following questions in your lab notebook:
1. Are all species present in equal numbers within a community? For example, do you think there would be equal numbers of elk and beavers in the Yellowstone community?
2. Is every species prey to another in a community? Explain.
3. Explain what impact the removal of wolves from Yellowstone had on the populations of elk.
4. What indirect impact did the removal of wolves have on vegetation near the river bank in Yellowstone. Explain why this happened, even though wolves are carnivorous.
5. After wolves were reintroduced to Yellowstone, explain what happened to the population of other species in the park. How did wolves cause this change?
6. How were the wolves able to change the course of the rivers? Explain this connection.
7. What do you think keeps the wolves from becoming overpopulated and eating all the elk? This isn't in the video, you will need to use your thought sponge aka brain.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
