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Informal informational report in a memo format

Individual Report (13 Points)

For this assignment, you’ll write a minimum 500-word, single-spaced, informal informational report in a memo format, addressed to your immediate supervisor, and outlining your recommendations to address an oral communication issue that your organization is experiencing.

Your topic for this report will be the same topic as you’ve selected for the Individual Informative Presentation (above) – that is, related to the topic of public speaking and oral communications. If you have any questions, please see me to discuss your approach prior to beginning your project.

Approach

Approach your report from the perspective of an employee who is making a set of recommendations to your boss as to how to best address the relevant communication issue. You may assume that your boss has asked you to do this research and make these recommendations.

As you will be addressing this report to your supervisor, you need to be conscious of your word choice and tone to ensure that it is both professional and respectful. See “Persuading the Boss: Messages Flowing Upward” in Chapter 8, pages 226-227 of the text for guidelines in communicating with your boss.

It will be to your benefit to include a relevant table, chart, graph, etc., where appropriate (with appropriate citations, of course).

Research

Once you’ve selected your topic, you’ll need to research reputable sources to learn the best practices for addressing your organization’s communication problem. You may use our (Guffey) text as one of your sources, but please include at least one additional reference. Remember to avoid carefully avoid plagiarism when conducting research and provide citations (using APA format) wherever appropriate.

Deliverables

1) Problem Statement and Statement of Purpose. On Wednesday 7/1/20, you’ll submit a Problem Statement and Statement of Purpose (explanations and examples on pages 259-261 in the text or in section “Determine the Problem and Purpose,” Chapter 9) in Blackboard Discussions.

2) Draft. Before submitting your final report, you’ll first develop a draft which will be shared with your peers for feedback on 7/20/20. As noted above, this will be a minimum 500-word, single-spaced, informal informational report in a memo format (refer to Chapter 9, Informal Reports). The business writing best practices described in chapter nine and throughout the textbook should be employed in crafting a clear, concise and impactful document.

Requirement:

  1. Our individual informative presentation topic are “visual aids, and when to use each” and “How to dress and look professional”
  2. 2 pages
  3. Reference in APA style
  4. Memo format (on PPT Chapter 9 slide 16)
  5. please write two essays with different content

Client Confidentiality during Documentation in Nursing

A nurse is documenting on the electronic medical record (EMR). How should the nurse ensure client confidentiality during documentation?
Identify two (2) hand-off tools that a nurse can use to relay information to another health provider to improve communication.
What information must the nurse include when taking a telephone order?
​A nurse transcribes a stat prescription. What is a stat prescription and what components are a part of the transcription?
​A nurse at change of shift is relaying client information to the oncoming nurse and is worried for client who was admitted to rule out stroke. Identify two (2) interventions the nurse will want to implement to prevent aspiration.

Suggested Fundamentals Learning Activity: Nutrition and the Older Adult

A nurse is providing care for a client with seizures. Identify three (3) seizure precautions the nurse should implement for this client.Suggested Fundamental Learning Activity: Client Safety
Which action will the nurse perform when conducting a Rinne Test?

a.Occlude one ear and whisper three words. Have the client repeat the three words whispered.

b.Place a vibrating tuning fork firmly against the mastoid bone.

c.Place a vibrating tuning fork on top of the client’s head.

d.Straighten the ear canal by pulling the auricle up and back.

​Identify the grades of deep tendon reflexes (DTRs) and define what is normal.

Suggested Fundamentals Learning Activity: Neurological Assessment

A nurse is caring for an apprehensive client with a new health concern.  What health promotion strategies can the nurse encourage to help the client address the new stressors being faced?
Suggested Fundamentals Learning Activity: Teaching and Learning

A nurse is caring for a client prescribed an Aquathermia pad. What should the nurse monitor this client for during therapy?
Suggested Fundamentals Learning Activity: Heat and Cold Therapy
Identify a client population that may be sensitive to therapeutic touch therapy.
​Which guidelines should the nurse follow when calculating a client’s fluid intake?
How should the nurse position an unconscious client when providing oral care?Suggested Fundamental Learning Activity: Hygiene
​A client was prescribed a fentanyl transdermal patch for pain control. What teaching should the nurse provide for this client?

A nurse is teaching a group of clients with peripheral neuropathy about the importance of proper foot care. What important teaching points should the nurse provide during this in-service?

Suggested Fundamentals Learning Activity: Neurological Assessment

Explain the steps involved in providing an intermittent enteral feeding.

Suggested Fundamentals Learning Activity: Enteral Feeding


Where would the nurse place the diaphragm of a stethoscope when auscultating the pulmonic area of the heart?
Suggested Fundamentals Learning Activity: Cardiovascular Assessment
A nurse is providing preoperative teaching to a client. What information should be included in this education?
Suggested Fundamentals Learning Activity: Teaching and Learning
What principles of wound care should the nurse include when completing wound care for a client with sutures?

Suggested Fundamentals Learning Activity: Wound Care

Provide three (3) possible manifestations of hypokalemia.

 

Exam Creating

The maximum scores will be 20 points; both quality and quantity of your work will be used in the grading.

The assignment is to create an exam questions, answers, and references (e.g. multiple choice, matching, and essay), using the course textbook 4th edition (2013 or the latest), The Certified Manager of Quality/Organizational Excellence Handbook, ASQ.

Your Q-A must come from some of these 19 chapters from the course textbook. No reproduction from any sources can be included without prior permission from the instructor.

Prior to start creating an exam, students will examine the 2 handouts attached with this item: 1) examples of creating exam and 2) evaluation sheet.

Each multiple choice question, answer, and reference is worth 0.5 points,

Each essay question, answer, and reference is worth 1 point.

A set of matching 10 question items and 17 answer choices is worth 5 points.

Complete the below task list 

1. Complete 20 MC (multiple choice) questions with answers references, 5 essay questions with answers and references, and 1 set of matching question.

2. After you completed creating an exam, you will fill out the evaluation sheet. The final product with be a set of exam and the evaluation sheet. Below is an example of question, answer, and reference. More examples of MC, Matching, and Essay are attached with this document.

Note: 2 handouts attached in this document; 1) examples of creating exam, and 2) evaluation sheet

Samples of creating question, answer, and reference

Question: Job enrichment means:

a. direct control of the employee

b. less freedom and challenge on the job

c. including larger areas of responsibility

d. none of the above

Answer: C. Job enrichment changes jobs to include larger areas of responsibility. Jobs are restructured so they will become intrinsically more interesting.

Reference: Tucker, McCarthy, and Benton (2003) The Human Challenge. Chapter 6, page, 145.

ImporItant information:

To generate a good exam, it is important to consider the intended complexity levels of the test questions for that topic; these levels may include easy, medium, difficult. Bloom’s Taxonomy suggests the “Level of Cognition” or “Ranking of Thinking Skills”. The table below indicates Bloom’s levels of cognitive activity in a grid moving (left to right) from simple to complex, and it lists a number of verbs describing activities for each mode of thinking. 

Check the attachment for the Bloom’s Ranking of Thinking Skills

ASQ’s revision in 2001 is presented below in rank order, from least complex to most complex.

Remember (Knowledge Level) Recall or recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles, etc.

Understand (Comprehension Level) Read and understand descriptions, communications, reports, tables, diagrams, directions, regulations, etc.

Apply (Application Level) Know when and how to use ideas, procedures, methods, formulas, principles, theories, etc.

Analyze (Analysis Level) Break down information into its constituent parts and recognize their relationship to one another and how they are organized; identify sublevel factors or salient data from a complex scenario.

Evaluate (Evaluation Level) Make judgments about the value of proposed ideas, solutions, etc., by comparing the proposal to specific criteria or standards.

Create (Synthesis Level) Put parts or elements together in such a way as to reveal a pattern or structure not clearly there before; identify which data or information from a complex set is appropriate to examine further or from which supported conclusions can be drawn.

implement a “prototype” database system application for a eCommerce social-network system

Purpose: To implement a “prototype” database system application for a eCommerce social-network system called UCOnline where users can explore information about books/music/software, rate your purchase, identify purchase price and see ratings of their friends.

Requirements: (a) Working ERD Diagram.

(b) Explanation of the relationships used in the ERD Diagram (text-based summary).

(c) URL of a WORKING database that maps your database solution. It should be a working prototype. I strongly encourage you testing this and using this as an opportunity. There are many free offers for AWS, Azure, GCP available – especially for students.

Instructions: You will work with book/music/media information, user information, ratings of books, and users’ social network.

Each book has an id, title, publication date, publisher, ISBN, functional category, page count, price (publisher), and product description.

There are 3 categories of book: fiction, non-fiction, and specialty.

There are 2 categories of music: digital and media-based

An author can write one or more books.

A musician can be a solo artist, part of a group, or both

An author can also be associated with one or more publishers.

A musician/group/act can be associated with one or more music houses

An author’s book can have one or more editions.

A song and or album can have more than one version/edition (i.e. EP, LP, CD, DVD etc)

A publisher can have many authors and many books.

A record company can have many artists associated and many albums associated with it.

A record company can also be the publishing company (i.e. self-publishing)

Many ISBNs can also be associated with a given publisher but only one ISBN per form of medium (ie the ISBN is the PK no matter what).

An author can write many books.

An artist can write many songs, albums etc.

UCOnline needs to keep track of user ratings for each item sold in the online store (e.g., 1-5 and 1 for ‘Dislike’, to 5, for ‘Awesome!’). A particular user rates a particular item at a given time.

A user CANNOT rate the same multiple times unless there are multiple editions of the item. Each edition can be rated separately. Each user who submits a rating will be identified by a unique id and has a name, gender, age, and location. Nothing is anonymous.

 

There is also a social network between users. Users can send communication requests (i.e. instant messages/emails) to other users. Such requests can be accepted or ignored. Once accepted, the two users are considered ‘book buddies.’ If ignored, the user can send the request again. We want to add a store when the requests were sent (timestamp), the result of the requests and when the request was answered (timestamp).

 

Evidence-Based Project

Evidence-Based Project: Recommending An Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

  • Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
  • Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.

The Assignment: (Evidence-Based Project)

Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer-reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
    • An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)

Detail and Dynamic Complexity

Week 4 Discussion

Shared Practice: Detail and Dynamic Complexity

Are you overwhelmed by complexity? If so, you are not alone. Senge notes that people are now able to “create far more information that anyone can absorb,” and he continues to say that the “scale of complexity is without precedent” (2006, p. 69). This “detail” complexity can make managing a business and making informed decisions particularly difficult.

As you review Senge’s Chapter 5, “A Shift of Mind,” consider his descriptions of detail complexity and dynamic complexity. Because organizations do not operate in a vacuum, they are invariably dealing with dynamic complexity. A company that attracts new customers with an innovative product will likely find itself facing many competitors with a similar offering. The market changes as a result of the new product, and the competitive response further changes the market. These shifting dynamics constitute the world in which most managers operate.

Consider organizations where you have worked or with which you are familiar. The organization could be a business, non-profit, or a government agency. Think about examples of detail complexity and dynamic complexity at these organizations.

By Day 3

Post your Shared Practice that includes the following:

  • A comparison of detail complexity to dynamic complexity from a systems thinking viewpoint
  • Two or more examples from organizations with which you are familiar that illustrate important elements of complexity within the system and that explains the negative impacts of such complexity
By Day 5

Read through your colleagues’ posts and by Day 5, respond to two or more of your colleagues in one or more of the following ways:

  • Provide a different or expanded perspective by offering an insight that you gained by reading your colleague’s conclusions.
  • Ask a question that will help your colleague think about his or her comparisons and conclusions more deeply or broadly. Make sure you provide context and/or references based from the class readings, your own investigation, or your experience.

OR:

  • Provide an example that further illuminates complexity in organizations and compare it to what your colleague presented.
  • Offer other lessons you learned and suggest ways your colleague could manage complexity.

Case Study 1: The Officer and the Drug Arrest

Case Study 1: The Officer and the Drug Arrest
Due Week 2 and worth 100 points

Officer Williams is an officer with the Richmond police department and has been with the department for five years. He received information that a citizen living in the local housing project was selling drugs. This information was conveyed to Officer Williams by an anonymous caller to the officer on his personal cell phone. Officer Williams immediately went to the housing project and stopped the citizen as he was leaving his apartment. Officer Williams searched the citizen and found drugs.

Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.

Write a 1- to 2-page paper in which you:

  • Identify the constitutional amendment that would govern Officer Williams’ actions. In your own opinion, discuss if you support his actions or not. Justify your answer using the appropriate case law and Supreme Court precedents.
  • Analyze the validity and constitutionality of Officer Williams’ actions.
  • Determine whether or not Officer Williams’ actions were justified by any of the three (3) ways whereby probable cause can be established. Provide a rationale for your response.
  • Use at least two quality references. Note: Wikipedia and other similar websites do not qualify as academic resources.

Knowing and Perceiving the Environment

Assignment 2: Unit 2, Modules 4 and 5: Knowing and Perceiving the Environment (100 marks; 10%)

Assignment 2 spans Unit 2 (modules 4 and 5). It is due at the end of Unit 2 (in Module 5), although you are advised to begin working on it in Module 4.

Make sure that you have reviewed the Introduction to assignments before starting Assignment 2, as it covers expectations. Failure to meet expectations will lead to a loss of marks.

Question 1:

Question 1 relates to the section on how people perceive, which is covered in Unit 2, Module 5.

Read the article “Forest as hazard, forest as victim: Community perspectives and disaster mitigation in the aftermath of Kelowna’s 2003 wildfires” (Goemans & Ballamingie, 2012) and answer the following questions: (20 marks total)

  1. The authors identify three different perceptions towards ecologically sustainable forestry and community safety. In a paragraph each, identify and describe each. Why do the perceptions vary? (5 marks)
  2. The authors describe an evolution of geographic thought around human perception of natural hazards that accounts for our changing ideas about society’s vulnerability. Briefly outline the key points in this discussion. Which approach in Module 5 evaluates human adjustment to the natural environment? (5 marks)
  3. If your job was to plan urban-rural-natural land use in Kelowna and the surrounding areas, how do you think your understanding of these different perceptions would help you in developing different approaches with which to educate people on fire risk and management? Identify and briefly discuss three ways that you could educate people (keeping in mind their different perceptions) on what they can do to protect their property and community from wildfire. Your answer should be approximately 500 words (two double-spaced pages). (10 marks)

Question 2:

One of the themes around perception is that perception varies with knowledge and is closely related to the cultural and social considerations of the individual who holds a particular mental “picture”. Mental maps of geographic areas are heavily influenced by one’s perception.

Six ways that mental maps can be important and impact society include:

  1. Mental images change in a shrinking world, and we become increasingly aware of this when something happens in one place that affects us all.
  2. Mental images around mobility or population movement
  3. Perceptions of a few can impact many.
  4. People in power can have distorted mental maps/images.
  5. Mental maps change.
  6. Mental maps explore what we think of unknown areas and what we don’t know.

In an essay of approximately 750 words (~3 pages double-spaced), discuss which one of the six, in your opinion, has the greatest influence on land use decision making. (20 marks)

Question 3:

For this question, you will need the help of at least ten people. You will only need each person’s help for about five minutes, so you should be able to persuade friends or people you know to help you. If you cannot come up with ten people, get as many as you can. They are going to help you explore the realm of environmental preferences that we discussed in the unit.

Follow the step-by-step procedure, and answer the questions as you come to them: (60 marks)

Step 1:

Prepare a list of locations (see below) on paper or a digital file. Select at least ten people who will participate in this exercise. You may approach them one at a time or in groups. (Steps 2 through 4 are worth 20 marks collectively; step 5 is worth 40 marks)

Step 2:

Provide each of the ten people with a list of the following regions in British Columbia, and ask them to rank these regions in terms of their preferability as places in which to live.

Make sure that each person assigns the number 12 to the least desirable region and 1 to the most desirable place to live.

The regions are:

  1. Greater Victoria
  2. The rest of Vancouver Island
  3. Greater Vancouver
  4. The Fraser Valley
  5. The Okanagan Valley
  6. The Kootenays
  7. Kamloops/Thompson
  8. The Sunshine Coast/Sechelt Peninsula
  9. The Central Interior
  10. The Peace River District
  11. The Northwest
  12. The North

Do not allow the respondents to work together or to listen in on or see each other’s responses. If they ask you what are the boundaries of the various regions, tell them to guess (this in itself might be an interesting indication of your respondents’ mental maps of the regions and their characteristics).

This will result in ten lists, each with the 12 locations and numbers indicating preferences from 1 to 12. You will provide the raw numbers for this exercise as part of the table you hand in (see Step 4, below). (5 marks)

Step 3:

Next, ask the respondents to indicate if he or she knows each of the regions well, a little, or not at all. Each time a participant indicates that they know a place “well”, assign a score of 3 for that location. Each time a participant indicates they know a place “a little”, assign a score of 2 for that location. And finally, assign a score of 1 for each location that is not known at all. You will provide the raw numbers as part of the table that you hand in (see Step 4, below). (5 marks)

Step 4:

Calculate, and present in two tables, the data from above.

The first table presents the results from participants about their most to least desirable places to live (Step 2): (5 marks)

  • Write the names of participants across one axis and the location names across another. In each corresponding square or cell, put in the raw numbers (1–12) assigned by each participant.
  • Aggregate (total) the answers for the 12 locations by adding a “Total” column to your table. Place the total for each location in that column. To do this, add the sum of the preferences for each region and rank the regions from the lowest to the highest preference score. The region with the smallest aggregate score is the most desirable as a place to live.
  • Change the order of the above 12 locations in your table so that the most desirable place appears first in your table and the least desirable place appears last. These placings are based on the aggregate totals that you calculated.

 

The second table presents the results from Step 3, when you asked the respondents to indicate how well they know each place: (5 marks)

  • Write the names of the participants across one axis and the location names across another. In each corresponding square or cell, put in the number that indicates how well they know a location (1 for “not at all”, 2 for “a little”, or 3 for “well”).
  • Add a “Total” column and for each of the 12 locations, total up the scores that match whether participants felt they know a place well, a little, or not at all.
  • Present your totals in a column and order the locations from best known (top) to least known (bottom). (Note: Your table may have “ties”. This is okay. Just group all the well-known, little-known, and unknown locations together.
  • In this table, the locations with the highest scores are the ones that are known the best.

Step 5:

Write answers for each of the following questions:

  1. What areas are ranked by the entire group as being the four most preferable regions in which to live? (Identify these areas clearly.).

What might be the reasons for these preferences? Include ideas based on your opinion and building on the concepts from pages 36–37 in your textbook. Reviewing the concept region on pages 36–37 of your textbook will provide some theoretical background. In particular, consider the differences between regionalization, regionalism, and vernacular regions, and the roles that these views may play in helping you understand the patterns for preferences that you are seeing in your data.

For the third part of Part A, consider the map below titled “The View from California”. The map shows patterns of residential desirability using zones indicated by numbers. So, on this map, the zone with a value of 80 is the most desirable, and places to the left of the 80 line indicates this zone. For example, levels of residential desirability are high on the west coast, extending from California to Washington State. (If you are not sure where California and Washington State are located, use a search engine to consult a map of the United States.) Moving eastwards from the west coast, desirability sinks to a low in Utah (where the zone is 40), but then rises to a plateau in Colorado (where the zone is 60). From here eastwards, there is a gradual decline to the low point of the Dakotas, but at this point the essentially west-east trend changes.

From about the one hundred degree meridian, the trend shifts to a north-south one. Values rise towards the northeast, but decline to the south (with the exception of Florida).

Figure: The View from California

Adapted from: Gould, P., & White, R. (1974). Fig 4.1 – The mental map from California. Mental Maps. Harmondsworth: Penguin Books.

This mental map of residential desirability raises the question of stereotypes. The uniformly high ranking of the southern parts of New England (notably the south coast, west country, and the Cambridge region of East Anglia) may be based on stereotypes founded in brief holiday stays and tourist literature. Many regional stereotypes in different countries are remarkably persistent, with specific areas long viewed as either very attractive or unpleasant, irrespective of how residents might view them.

Contrasting Canadian images of the west coast (as “Lotus Land”) and the economically depressed Maritimes come to mind (but notice the Californians gave high ratings for the adjacent New England states in the above map of the US). One of the strongest stereotypes has been the image of California as the ideal place to live. Originating in the gold rushes of the last century, maintained later by appreciation of the supposedly therapeutic climate and agricultural potential, sustained by the Hollywood image and liberal lifestyles tolerant of social peculiarities, this image has been remarkably resilient.

Such images and mental maps are not simply of academic interest. Migration patterns in the United States, for instance, equate very closely with images of residential desirability. The Pacific states have long been an area of net in-migration, whereas the Great Plains regions, which are the low points in the above map, have suffered from out-migration.

Although the figure is at a different scale than the province of BC (the regions you surveyed), do you see any patterns or similarities in the concepts between “The View from California” (as presented above and from your own knowledge) and your analyzed data? Are there zones or areas in BC that are more desirable to live than others? Is this reflected in the data you collected? Do you think all people who live in BC would share this view? You are expected to discuss the ideas of differences in climate, land use (agriculture, residential, etc.), and economic development (related to migration), as described above. (Total for Part A: 20 marks)

Reference: Gould, P. R. (1966). “Some Implications of Mental Maps.” Position Paper #9.

  1. Does the pattern of preferences shown by your respondents surprise you? If so, how? Why did the pattern surprise you? If not, why not? Would you have expressed the same preferences? (10 marks)
  2. Is there any relationship between the respondents’ preferences for regions and their familiarity with those regions? Use a graphic or tabular way to show if there is such a relationship. (10 marks)

 

Assignment 1: Job Description

Due Week 3 and worth 200 points

A new position has been approved for creation; this position will be eligible for full benefits and may even need to be sent to foreign countries.

You have been given the opportunity to create a detailed job description for your job, a former job, or a job you would like to move into.

Based on what you know about a job analysis, employment laws, and safe working environments, include the following categories:

  1. Job overview
  2. Responsibilities and duties
  3. Qualifications
  4. Explain how you determined the duties and qualifications for the job and which laws were considered when creating the job description.

This assignment should be 2-3 pages and accurately reflect an actual job description in the workplace today.

NOTE: This assignment will be used as a basis for the remaining assignments in the course. Make sure you take this into consideration when doing the work for this assignment.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

order diabetes papers

A job description is an internal document that clearly states the essential job requirements, job duties, job responsibilities, and skills required to perform a specific role. A more detailed job description will cover how success is measured in the role so it can be used during performance evaluations.

They are also known as a job specification, job profiles, JD, and position description (job PD).

Our job description directory contains job description examples covering all the most popular roles. We have examples of job descriptions you can quickly download and modify to suit your unique business requirements. You’ll find a job description example for most common jobs.

Starting with a sample job description will make sure you do not miss any of the key requirements for a role and new hires will have a better understanding of what their role is.

Job Descriptions

How Do You Write a Job Description?

  1. Download a job description template.
  2. Add the official internal job title.
  3. Summarize the role in the opening paragraph.
  4. Detail the essential job duties and job responsibilities.
  5. Detail the essential requirements and qualifications.
  6. Define success in the role.
  7. State who the role reports to.
  8. Have it verified by the hiring manager and HR.

Why Do You Need a Job Description?

Properly written job position descriptions are often the only documents that totally define what a role is, what skills are required to perform it, and where the role fits in an organization. This makes it simple to identify candidates that are a good fit for the role and also to hold candidates accountable if they are not performing essential duties that are required in the role.

What Is the Difference Between a Job Specification and a Job Description?

A job specification could be considered a more precise job description that details the exact educational degrees, experience, skills, and requirements for a role. In most cases, these terms are used interchangeably and nearly always describe the same document.

Generic Job Description Template:

We also have a general job description template you can download that will cover any role.

What are some tips on how to write a professional job description?

Make sure the title of the job position and description match. Do your research. If you’re not familiar with the job, talk to someone who is and have them help with the description. Make sure it clearly defines the goals of the position and a timeline for reaching them.

Do you have an example of a good job description I can check out?

Yes! Check out our sample job descriptions below, as well as our guide on how to write a job description. You should find everything you need to model your description on.

Do your job descriptions contain work duties?

Our job descriptions contain the most common job duties list for each position. This should help you get your description written really quickly, although you may need to add job duty or job responsibility information that’s specific to your position.

Is there a difference between a job description and a role description?

Generally these are the same thing. In some regions or countries role description is more common, but most of the United States uses job description.

Now that you’ve got a great job description, post it to a free job posting sites and watch the candidates come in.

Art of Japan

NAME:

ID:

 

 

Art of Japan Midterm 2.

 

  • Midterm 2 is not timed: once you open the document, you will have until Monday at 11:59 pm to write your essays and submit them under the appropriate topic.
  • You must cite at least one scholarly source per answer. You may reference the required readings (PDF ARTICLES) for our course or consult outside sources.
  • Each answer must be 500-700 words and must be organized as an argumentative essay.
  • ALL SOURCES CITED MUST BE SCHOLARLY, SECONDARY OR PRIMARY SOURCES. Do not cite from museum websites, casual websites, or unverified internet sources.
  • Visit the Jstor and search their academic databases if you seek a source beyond the assigned readings.
  • All sources must be cited in Chicago Manual of Style format. (see Purdue Online Writing Lab or Son of Citation).

 

  • NO DIRECT QUOTATIONS.

 

  • PLAGIARISM WILL RESULT IN AN F.

 

 

 

 

 

  1. Explain the evolution of the tea ceremony regarding aesthetics, purpose, and socioeconomic status as it changed over time. Reference at least one scholarly source and use at least one art object as an example to support your argument.

 

BEGIN ESSAY HERE: (500-700 words)

 

 

Sources:

1.

 

 

(Insert Image here)

 

Title (if known)

Artist (if known)

Period (if known)

Date (if known)

Format

Medium

(Insert any additional image here)

 

Title (if known)

Artist (if known)

Period (if known)

Date (if known)

Format

Medium

 

 

 

 

  1. What differentiates the Rinpa school of painting from the Kano school of painting? Be sure to address class and intended audience, style and format, and the artists’ training and cultural background. Reference at least one scholarly source and use at least two art objects as examples to support your argument.

 

BEGIN ESSAY HERE: (500-700 words)

 

 

Sources:

1.

 

 

(Insert image here)

 

Title

Artist

Period

Date

Format

Medium

(Insert image here)

 

Title

Artist

Period

Date

Format

Medium

 

 

 

 

  1. How does cultural production during the Edo period differ from that of the Momoyama period? Why? How does this relate to ukiyo-e and the floating world? Reference at least one scholarly source and use at least two art objects as examples to support your argument.

 

BEGIN ESSAY HERE: (500-700 words)

 

 

Sources:

1.

 

 

(Insert image here)

 

Title

Artist

Period

Date

Format

Medium

(Insert image here)

 

Title

Artist

Period

Date

Format

Medium

 

 

 

 

EXTRA CREDIT (UP TO 5%) Using one art object as an example, describe the concept of bushido.

 

BEGIN ESSAY HERE (300-500 words)

 

(Insert image here)

 

Title

Artist

Period

Date

Format

Medium

 

 

 

GRADING SHEET

ATTACH THIS SHEET TO THE BACK OF YOUR PAPER

 

 

PER QUESTION:

ANSWER is aimed to the assignment and all requested elements are included

(0-10 points)

 
Sufficient and relevant description, context, and comparison

(0-20 points)

 
ANSWER is well structured and has a clear thesis

(0-20 points)

 
Ideas are supported with sufficient evidence

(0-20 points)

 
Intangibles: quality, reflection, insight, originality

(0-20 points)

 
Grammar, spelling, mechanics

(0-10 points)

 

 

TOTAL POINTS EARNED: _________(0-100 points)

 

 

ANY instance of plagiarism will receive zero credit for this assignment TOTAL.