As a job analyst, after completing the job analysis, it can be understood that it was a skills-based analysis.
In a skill-based job analysis, the person's skills are measured and put to the test. For example, here, it can be seen that the job requires the employees to have good knowledge of the menu, interpersonal skills, and customer service skills. Conducting an analysis based on these factors will result in an employee who is well-skilled in these fields. As a job analyst, the major area of focus is the skills the employee has for the job.
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Can you please explain more? :)
<span>the key to bowsight is to practice judging distance accurately. The shooter can keep both the eyes open while aiming. Its more versatile and takes longer time to become perfect.</span>
Answer:
$80 million
Explanation:
We know that
Multiplier = (1) ÷ (1 - marginal propensity to consume)
= (1) ÷ (1 - 0.75)
= (1) ÷ (0.25)
= 4
Now the GDP would increase by
= Increase in Investment spending × multiplier effect
= $20 billion × 4
= $80 million increase
We simply multiplied the investment spending increase with the multiplier effect
Answer/Explanation:
Statistics educators often talk about their desired learning goals for students, and invariably, refer to outcomes such as being statistically literate, thinking statistically, and using good statistical reasoning. Despite the frequent reference to these outcomes and terms, there have been no agreed upon definitions or distinctions. Therefore, the following definitions were proposed by Garfield (2005 and have been elaborated in Garfield and Ben-Zvi (2008).
Statistical literacy is regarded as a key ability expected of citizens in information-laden societies, and is often touted as an expected outcome of schooling and as a necessary component of adults’ numeracy and literacy. Statistical literacy involves understanding and using the basic language and tools of statistics: knowing what basic statistical terms mean, understanding the use of simple statistical symbols, and recognizing and being able to interpret different representations of data (Garfield 1999; Rumsey 2002; Snell 1999)
