Think back to a job description that you may have read. Do you think the job description accurately represented the actual tasks and responsibilities associated with the job depicted? Organizations often use a highly structured format to write job descriptions. Although you may not realize it, a job description is based on a job analysis. People who create job descriptions should identify the most critical tasks of a job, and then identify the necessary knowledge, skills, and abilities needed to perform in the job successfully. This is often done through employee observation. In order to create an accurate job description, organizations should perform a job analysis. After the job analysis, there is usually a review process to ensure the accuracy of the job description (Whetzel & Wheaton, 2007).

For this Application Assignment, you begin your fictitious role as personnel consultant. Your first task is to develop a job description. Review the media, “Introduction to Company,” located in this week’s Learning Resources to obtain a background of your company. Then, review the media, “Employee Observation.” Consider the type of job for the tasks and duties that you observed. Think about the responsibilities, abilities, and tasks you might include in the job description.

Reference:

Whetzel, D. L., & Wheaton, G. R. (2007). Context for developing applied measurement instruments. In Applied measurement: Industrial psychology in human resources management (pp. 1–11). Mahwah, NJ: Lawrence Erlbaum Associates.

The Assignment (1 page)

• Write a 1-page job description for the employee observed in the media, “Employee Observation.”
• Include the following elements in your job description:
  • A descriptive title for the job
  • A one-sentence definition or summary of the key responsibilities and/or unusual working conditions for the job
  • A list of several important and illustrative tasks or responsibilities
  • Several important qualifications that may include licenses, abilities, knowledge, and skills
• Use the document, “Data Collection Form for Generalized Work Activities,” to rate the employee’s job using the generalized work activities scales from the O*NET.
  • Note the survey questions are contained in the document, “Data Collection Form for Generalized Work Activities.” Please place your responses directly in this Excel document.
• Submit your job description in a Word document and your Excel document, “Data Collection Form for Generalized Work Activities.”
  • Submit your Word document to the “Week 2 Assignment Part 1” area below.
  • Submit you Excel document to the “Week 2 Assignment Part 2” area below.

Support your Application Assignment with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course. APA format.

Submit your Assignment by Day 7.

I need help to continue my discourse community analysis. I attached part one and this should be part 2.

CONTEXT and PURPOSE:

You will continue the analysis of discourse communities through the study of an existing activity system that you engage in. Now that you have been introduced to Kain and Wardle and Marro articles, I’m looking for you to focus and gather additional data from a specific activity system in order to examine how the primary and minor genres of those systems mediate activity, create and reinforce particular identities and values, and create authority for particular individuals. Ultimately, you will write a description of the system, analyzing its motives and tools, and then reflect on what you have learned from doing so.

RESEARCH/DATA COLLECTION

Using perhaps the same discourse community that you analyzed for the previous research “check the attachment “, use the activity triangle worksheet from Kain and Wardle (Alan and the other members of the humanities department were constantly at
cross purposes, he did not write in ways the community members saw as
appropriate, and he did not view their conventions as ones he should adopt,
given his position in the community. Most importantly, the community of
practice did not appear to view him as a fledging member but rather as an object,
a tool enabling them to get work done. His discursive choices can be viewed as
an attempt to reject the identity of tool and to appropriate authority for himself.
Thus, Alan’s story serves to illustrate some of the complexities associated with
learning to write in new workplaces.), try to sketch out the object, purpose, tools, community, division of labor, and rules for this activity system. In particular, focus on the textual tools that this group uses in order to try to accomplish its common purposes.

Then, determine what data you need to collect:

• you will likely need to interview a couple members of that activity system and ask them about their activities, purposes, conventions, texts, and so on.
• you will also need to collect some texts that the members commonly read, write, or use in other ways.
• and you will likely need to conduct text-based interviews with some of the system participants in order to ask them about the texts they use. For example, you might ask why they organize the texts as they do, why they use certain phrases or tones instead of others, who writes the texts, who reads them, and so on.

You will also need to observe the system members in action, either through observation, shadowing, or in some cases, participant observation.

DATA ANALYSIS

Once you have collected all you data, go back to the activity system worksheet that you drafted before you collected the data, go back to the activity system worksheet that you drafted before you collected the data. It is now time to rethink what you wrote there. Work through the data that you collected in order to consider anew the motives of the system, the genres (tools) that mediate their work, the rules (conventions) of the system, and so on. As you work through these, makes notes about where in your data you found answers. Was it from what interview subjects said? From the texts you examined? From what you saw while you observed?

Now is also the time to analyze the genres you collected. What are they? Who writes them? Who uses them? What specialized lexis do you see in them? How are they organized? How are they distributed?

GENRE AND AUDIENCE:

Now consider the text you want to write. What do you want to focus on? And who do you want to share this information with? Given the answers to these questions, consider the following options:

1. Do you want to write a format research report that adds to the conversations that scholars have had about activity systems and texts?
2. Do you want to write a professional training manual/text where you explain to new employees the oral/written communication expectations of the job they have just been hired for?
3. Do you want to write a reflection to yourself that considers what you’ve learned and what that means to you personally?

ASSIGNMENT SPECIFICS:

• 1300-1500 words

Please read the Brewer and Nash paper [ CITATION Bre89 l 1033] and write a 800 word summary and reaction paper in APA format, including citations to the paper and a “works cited” section which must include at least the source paper. The Chinese Wall Model of security is very

influential so please be sure to comment on its significance and major points. Please note that this will be automatically run through “TurnItIn dot Com”, so please be sure that it will not appear to be plagiarized.

Works Cited:

Brewer, D., & Nash, M. (1989). The Chinese Wall Security Policy. Proceedings of the 1989 IEEE Computer

Society Sympossium on Security and Privacy, 215-228.

Discussion the purpose of a partnership agreement. Is such an agreement necessary for partnership formation?

Why do you think it is so important to consider thoughtfully and prayerfully those we decide to partner with? Include a Biblical reference(s) into your response. Remember that this does not simply mean list a Bible verse in addition to your response.

1. Provide a supported response in your own words* to the discussion topic/question given for your post. *Any substantial copying and pasting from any source without quotations marks and referencing will result in severe grade penalties on the total grade. Quoting a source is, of course, acceptable. However, paraphrasing is preferable.
2. One scripture reference with application to your post is required for the initial post.
3. Two peer-reviewed scholarly references are needed.
4. 200 to 400 words

Review the chapter “Writing about Literature” (pp. 1089-1142) in your Backpack Literature textbook and model the format of your essay on the annotated sample essays in the chapter.

ASSIGNMENT: Write a 1000-word critical analysis using one of the poetry analysis prompts below. For this paper assignment, we will continue to work with scholarly sources in order to use what specialists in the genre of poetry have to say and to build upon their work to frame our own views in our our own academic writing. From the Graff/Birkenstein readings (see “Introduction” and “Chapters 3-5” in the Course Documents area of the course) you’ve learned how to effectively read, quote, and respond to sources by furthering the conversation — by either agreeing with a difference, by disagreeing with reasons, or agreeing and disagreeing simultaneously. Now it is time to demonstrate what you’ve learned by critically reading scholarly sources, effectively framing quotations from those sources, and presenting your original viewpoint by using one of the three ways to respond. For this assignment, you should search the TROY Library databases, identify two scholarly articles about the poetry you’ve selected, and frame and respond to at least one quotation from each of the two scholarly sources that address the specific topic from the prompts below.

Prompt #1: Compare and contrast any two poems in Backpack Literature that treat a similar theme. Let your comparison bring you to an evaluation of the poems. Which is the stronger, more satisfying one? Essay Outline: The introduction should identify the poems under consideration, their authors, and any necessary background information that is significantly relevant to the main focus of your essay. The introduction should conclude with your original idea (your thesis) presented as a response to an effectively framed quotation from one of the scholarly sources you found in the Troy Library databases (use the templates for introducing, explaining, and framing quotations in Graff/Birkenstein’s Chapter Three — pp. 42-50). Body paragraphs should support and develop your thesis with specific references to the poems, bolstered by effective responses to your scholarly articles. Use the templates in Graff/Birkenstein for introducing, explaining, and framing a quotation (Chapter Three — pp. 42-50) and the templates for responding to sources in Graff/Birkenstein’s Chapter Four — pp. 55-66. Be sure to clarify what you “say” from what your source “says” by using the templates from Graff/Birkenstein’s Chapter Five (“Distinguishing What You Say from What They Say” — pp. 68-75). Your conclusion should place your original argument within a larger, meaningful context for your reader.

Prompt #2: Compare and contrast any two poems by a single poet in Backpack Literature. Look for two poems that share a characteristic thematic concern. Some examples might include Mortality in the work of Emily Dickinson, Women’s Issues in the work of Sylvia Plath, or Nature in the work of Robert Frost, just to give you an idea of possible topics. See the Index on pp. 1179-1187 for a listing of works grouped by author to explore multiple poems by a single poet. Essay Outline: The introduction should identify the poet under consideration, the poems, and any necessary background information that is significantly relevant to the main focus of your essay. The introduction should conclude with your original idea (your thesis) presented as a response to an effectively framed quotation from one of the scholarly sources you found in the Troy Library databases (use the templates for introducing, explaining, and framing quotations in Graff/Birkenstein’s Chapter Three — pp. 42-50). Body paragraphs should support and develop your thesis with specific references to the play, bolstered by effective responses to your scholarly articles. Use the templates in Graff/Birkenstein for introducing, explaining, and framing a quotation (Chapter Three — pp. 42-50) and the templates for responding to sources in Graff/Birkenstein’s Chapter Four — pp. 55-66. Be sure to clarify what you “say” from what your source “says” by using the templates from Graff/Birkenstein’s Chapter Five (“Distinguishing What You Say from What They Say” — pp. 68-75). Your conclusion should place your original argument within a larger, meaningful context for your reader.

SOURCE CITATION: Your essay must properly cite the poems and the two required scholarly sources. Correct source usage consists of two elements: (1) brief in-text citations for any idea or passage that is not your original idea; and (2) a properly formatted list of all Works Cited at the end of the essay. Your Writers Reference textbook contains sections on evaluating and using sources and avoiding plagiarism. Email me with any questions about allowable use.

FORMAT: The essay must conform to MLA standards: double-space, twelve-point font (Times New Roman or Courier), and one-inch margins on all pages. Your Writers Reference textbook contains sections on MLA format instructions and models.

EVALUATION:

15% Introduction: You effectively identify the poets and poems under consideration and provide brief and relevant background information if necessary.

15% Thesis: You state your main point (or argument) in 1-2 sentences. The thesis is the culmination of your introduction.

30% Organization. Your essay should follow that of a typical literary critique: Since your focus must be on critical analysis, your essay must contain well-structured supporting paragraphs that contain a topic sentence, quotes from the primary text (the poems you are writing about) and secondary sources (the two scholarly articles you are using to respond to), an explanation/discussion of the significance of the quotes you use in relation to your thesis, and a concluding sentence or two that situates the entire paragraph in relation to the thesis. Your thesis will focus on some kind of critical analysis of the primary texts (the poems), so your supporting paragraphs should be organized around each of the quotes you use, explaining the significance of the quotes and why (or how) they illustrate your main point, but you also need to make sure that your paragraphs contain strong transitions and at least six (or more) sentences.

10% Conclusion: Regardless of the argument you make, you want a conclusion that avoids summarizing what you’ve just said, and please avoid writing, “In conclusion.…” — be creative! Your aim in a conclusion is to place the discussion in a larger context.

15% Grammar and mechanics: Your paper avoids basic grammar mistakes, such as dropped apostrophes in possessives, subject/verb disagreement, arbitrary tense switches, etc. The paper demonstrates a commitment to proofreading by avoiding easy-to-catch typos and word mistakes (effect for affect, for example). The paper adheres to MLA formatting style for in-text citations. Your paper uses the active voice rather than the passive voice and demonstrates an understanding of how to use active verbs (no “to be” verbs) and concise, concrete language.

15% Presentation: Your paper meets the minimum length criteria of 1000 words, is typed with a title and your name on it. Your title should reflect the main idea of your essay, not the assignment (don’t title your work Essay #4). Your paper must be fully double-spaced throughout to allow room for my comments and editing or the paper will be returned ungraded.

3 days ago