analytical skills definition
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Skills management is the practice of understanding, developing and deploying people and their skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two.
The skills involved can be defined by the organization concerned, or by third party institutions. They are usually defined in terms of a skills framework, also known as a competency framework or skills matrix. This consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given skill.
To be most useful, skills management needs to be conducted as an ongoing process, with individuals assessing and updating their recorded skill sets regularly. These updates should occur at least as frequently as employees' regular line manager reviews, and certainly when their skill sets have changed.
Skills management systemsrecord the results of this process in a database, and allow analysis of the data.
In order to perform the functions of management and to assume multiple roles, managers must be skilled. Robert Katz identified three managerial skills that are essential to successful management: technical, human, and conceptual*. Technical skill involves process or technique knowledge and proficiency. Managers use the processes, techniques and tools of a specific area. Human skill involves the ability to interact effectively with people. Managers interact and cooperate with employees. Conceptual skill involves the formulation of ideas. Managers understand abstract relationships, develop ideas, and solve problems creatively. Thus, technical skill deals with things, human skill concerns people, and conceptual skill has to do with ideas.
A manager's level in the organization determines the relative importance of possessing technical, human, and conceptual skills. Top level managers need conceptual skills in order to view the organization as a whole. Conceptual skills are used in planning and dealing with ideas and abstractions. Supervisors need technical skills to manage their area of specialty. All levels of management need human skills in order to interact and communicate with other people successfully.
As the pace of change accelerates and diverse technologies converge, new global industries are being created (for example, telecommunications). Technological change alters the fundamental structure of firms and calls for new organizational approaches and management skills.
Employees who benefit
Skills management provides a structured approach to developing individual and collective skills, and gives a common vocabulary for discussing skills. As well as this general benefit, three groups of employees receive specific benefits from skills management.
As a result of skills management, employees should be aware of the skills their job requires, and any skills gaps that they have. Depending on their employer, it may also result in a personal development plan (PDP) of training to bridge some or all of those skills gaps over a given period.
Skills management enables managers to know the skill strengths and weaknesses of employees reporting to them. It can also enable them to search for employees with particular skill sets (e.g., to fill a role on a particular job.)
A rolled-up view of skills and skills gaps across an organization can enable its executives to see areas of skill strength and weakness. This enables them to plan for the future against the current and future abilities of staff, as well as to prioritise areas for skills development.
The World Health Organization defines life skills as "abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life." In primary and secondary education, life skills may refer to a skill set that accommodates more specific needs of modern industrialized life; examples include money management, food preparation, hygiene, basic literacy and numeracy, and organizational skills. Life skills are sometimes, but not always, distinguished from occupational skills.
The United Nations Children's Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) divide life skills into subsets of categories:
Learning to know: Cognitive abilities
Decision making / problem solving skills
- Information gathering skills
- Evaluating future consequences of present actions for self and others
- Determining alternative solutions to problems
- Analysis skills regarding the influence of values and attitudes of self and others on motivation
Critical thinking skills
- Analyzing peer and media influences
- Analyzing attitudes, values, social norms and beliefs and factors affecting these
- Identifying relevant information and information sources
Learning to be: Personal abilities
Skills for increasing internal locus of control
- Self-esteem and confidence-building skills
- Self-awareness skills including awareness of rights, influences, values, attitudes, strengths and weaknesses
- Goal-setting skills
- Self-evaluation, self-assessment, and self-monitoring skills
Skills for managing feelings
Skills for managing stress
Learning to live together: Interpersonal abilities
Interpersonal communication skills
- Verbal and nonverbal communication
- Active listening
- Expressing feelings; giving feedback (without blaming) and receiving feedback
Negotiation and refusal skills
- Ability to listen to and understand another's needs and circumstances and express that understanding
Cooperation and teamwork
- Expressing respect for others' contributions and different styles
- Assessing one's own abilities and contributing to the group
Definition of Sound was a London based dance musicgroup, consisting of Kevin Clark and Don Weekes, working with musicians Rex Brough (aka The Red King) and latterly, Mike Spencer. Their second and fourth singles, "Wear Your Love Like Heaven" (1991) and "Moira Jane's CafÃ©" (1992) were in the Top 40 in the UK Singles Chart. They also had several songs enter the U.S.BillboardHot Dance Club Playchart, including "Moira Jane's CafÃ©", which hit #1 in 1992.
Weekes, who had recorded with Coldcut's Matt Black, and was briefly a member of X Posse, was impressed with Clark's skills and soon the two were working together on material. They recorded a demo and, under the name Top Billin', released two underground hits, "Naturally" and "Straight From the Soul" on the Dance Yard record label. This led to a recording contract with Cardiac Records and their first album, Love and Life: A Journey With the Chameleons and single, "Now Is Tomorrow". Love and Life: A Journey With the Chameleons was named rap album of the year by Record Mirrorand had glowing reviews in Billboard,The Source, and otherStateside publications. Their second album The Lick got buried under record label takeovers, and Clark and Weeks signed a deal with Mercury and started making their third album, Experience (1996). According to the NMEit was "like the delayed hit of a powerful drug".
Although they had no Billboard Hot 100 entries, the song "Now Is Tomorrow" (a #10 dance hit) climbed to #68 on the Hot 100 Airplay chart in 1991. Vocal duties on this single and some album tracks were handled by singer, Elaine Vassel.
After recording their fourth and final album for MCA/Universal, which was ultimately never released, they split up. Initially the final members Clark, Weekes and Spencer continued as a songwritingremix and production team. Clark went on to a career as a A&R manager for Parlophone and eventually Universal. He has worked with Beverley Knight, Jamelia, Tracie Spencer, Freestylers, Betty Boo and Beats International. His later career saw a move into music publishing with Clarkmusic. Mike Spencer went onto have successful a career producing, amongst others, Jamiroquai, Kylie MinogueAlphabeat and Newton Faulkner . Weekes, after the release of a solo album, left the music industry.
- Love and Life: A Journey With the Chameleons (1991)
- The Lick (1992)
- Experience (1996)
- "Dream Girl (1991)
- "Wear Your Love Like Heaven" (1991) - UK #12, U.S. Dance #28
- "Now is Tomorrow" (1991) UK #39, U.S. Dance #10
- "Moira Jane's Cafe" (1992) UK #27, U.S. Dance #1
- "What Are You Under" (1992) UK #68, U.S. Dance #4
- "Can I Get Over" (1992) #61
- "Boom Boom" (1995) UK #33
- "Pass the Vibes" (1995) UK #17
- "Child" (1996) UK #48
Don worked with Jamelia,beverly knight and the free stylers not kevin.
- "Child" Directed by Dani Jacobs
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Answers:If I understand you correctly, your strategy is as follows: (1) Show that |z|^2 is nowhere differentiable. (2) Argue that because |z|^2 is nowhere differentiable, |z| can't be either. This will almost work, but there are two issues. The idea you're using in (2) is formulated more clearly without square roots. Textbooks often include a proof that if f and g are differentiable at a point z, then their product fg is also differentiable at z. In particular, if we take f and g to be the same: If f is differentiable at a point z, then so is f^2. This implies that: If f^2 is not differentiable at a point z, then f is not differentiable at z either. The reason for phrasing things in terms of squaring instead of square rooting is that the formulation of "square roots" of complex functions is rather subtle. You have to make more choices than you do in the real case (where you can clear up all ambiguity by saying "the nonnegative square root"; this option is not available for general complex numbers). There are _many_ ways to square root and it is rarely enough to say "take the square root"; one must specify how the square root is to be chosen. If one can avoid this entirely (by phrasing things in terms of squaring), one should, if only for simplicity's sake. Earlier I said your strategy will "almost" work. Why? Well, (1) isn't true! It actually happens that |z|^2 _is_ differentiable at one point (at 0!). You can check this directly from the definitions, or from the Cauchy-Riemann equations; the derivative is 0. So your strategy should be modified somewhat: (1) Show that for any nonzero w, |z|^2 is not differentiable at w. (2) By the argument outlined earlier, this implies that for any nonzero w, |z| is not differentiable at w. (3) We must handle the case w = 0 separately (e.g. by calculation: if we approach 0 using z in positive numbers, |z|/z goes to 1; if we approach using negative numbers, it goes to -1.) This is a 100% solid way of solving the problem, and really the only work that needs to be done is to establish (1). How should we do that? Your instinct to consider |z|^2 instead of |z| is a good one: it should be easier to deal with because there is no square root. In particular, we could calculate the partial derivatives of the real and imaginary parts of |z|^2 and show directly that the Cauchy-Riemann equations do not hold at any nonzero point. I can think of another way that supposes you already knew that the function sending z to z* (complex conjugation) is not differentiable. (Textbooks often give it as their first example of a function that is not differentiable, because it is very easy to verify.) Since zz* = |z|^2 for all z, we have z* = |z|^2/z for all nonzero z. A textbook theorem says that if f and g are differentiable at z, and g is nonzero in a neighborhood of z, then f/g is also differentiable at z. So if we had a nonzero point at which |z|^2 were differentiable, as z is also differentiable there, we would conclude that z* is differentiable there. Since know (or can easily check, via the CR equations) that z* isn't differentiable there, we conclude that |z|^2 cannot be either. Complex analysis is lots of fun. Enjoy it!
Answers:wow for all the time you took writing this - you could have just figured out the answers yourself!
Answers:Q1: E (Oil is rarely used for electricity production. It is mostly consumed as a fuel for vehicles etc.) Q2: C (Both types of power plants use water for cooling. Nuclear power plants don't release Sulfur Dioxides, do not release high levels of radioactive materials [they are stored safely - it is illegal to allow it to be released], nuclear plants don't release CO2, and Coal plants do not safely dispose of their radioactive wastes - it gets burnt into smoke and ash because it is mixed in with the coal when it is burned) Q3: E (Burning Coal to heat steam in order to drive turbines produces a lot of unused heat as a by-product - hence thermal pollution, as mentioned earlier. So much of the energy from coal is dissipated as waste heat)
Answers:What's your point? If you don't like the system here in the USA, go back to your home country and quit coming here trying to steal jobs.