Social War :: Personal Narrative Essays

Social War "That's her, that's the new girl. That's Holly Bennett. She is going to be in our group and not theirs," Mandi told us, as Holly shyly made her way over to the teachers desk. Our regular gang was sitting in the middle of 8th grade English. We were all seated in a circle in the back corner of the old, smelly classroom. Our "enemies," as we called them, were seated in the opposite corner. Mandi, Summer, Kristi, Lindsey, Anna and I were all pretty close friends then. It seemed like you had to be in one of two groups, ours or theirs, to even be talked to by everybody else. Our "enemies," were more or less what you might call the "preppies". They were the few who could get the boys to do whatever they wanted, had lots of high school friends, and could look at the teacher the right way, to get an A on their reports. We got along fine with them, except when a new girl came into our class. The new girls always seemed to start a cold war between us. Last time, we tried everything to get the new girl, Kristi, to hang out with us instead of the preps. We ended up "winning" Kristi over, which made the new meat worth even more. As Mrs. Gallegos, our elderly, over weight teacher, was introducing Holly, many thoughts went racing through our heads. I think we were all pretty much thinking along the same lines, "She's ours." As Holly took a seat over near the door, we began conversing among ourselves. Holly was skinny, tall, had brownish hair and seemed to be very shy. This made several things easy for us. Most of the people in our group were skinny and tall, so that meant we could share clothes amongst ourselves and now Holly could too. As we were planning on how to make Holly ours, I glanced across the room, and saw that our enemies were doing the exact same thing, planning. I told the other girls to look over at them, and then decided that we should first tell them not to even bother with trying to win Holly over. We, after all, had won the last girl, which made the ratio from our group to theirs, 6 to 4.

Job Analysis Procedure

JOB ANALYSIS PROCEDURE 1. Develop preliminary job information a. Review existing documents b. Prepare a preliminary list of duties c. Make note of major items that are unclear 2. Conduct interviews a. It is recommended that the first interview be conducted with someone who can provide an overview of the job and how the major duties fit together b. The interviewers are considered subject matter experts c. The job incumbent to be interviewed should represent the typical employee who is knowledgeable about the job d.The interviewees should be selected with the view toward obtaining an appropriate race/sex mix 3. Consolidate job information a. The consolidated phase of the job study the involves piecing together the data obtained from several sources into one coherent and comprehensive job description b. A subject matter expert should be accessible as a resource person to the job analyst c. Check for initial preliminary lists of duties and questions. All must be answered or confirmed 4. Verify job description a. The verification phase involves bringing all the interviewees together b.The verification process is conducted in a group setting c. Line by line, the job analyst goes through the entire job description and makes notes of any omissions, ambiguities, or needed clarifications JOB CONTENT refers to the activities required of the job. One widely used method, FUNCTIONAL JOB ANALYSIS (FJA), described jobs in terms of: 1. What the worker does in relation to data, people, and jobs. 2. What methods and techniques the worker uses 3. What machines, tools, and equipment the worker uses 4. What materials, products, subject matter, or services the worker produce

The Beauty Of Life Through The Colors Of Beauty - 1470 Words

Pauline saw the beauty of life through the colors of her childhood down South. Her fondest memories were of purple berries, yellow lemonade, and that streak of green them june bugs made on the trees the night we left down home. All them colors was in me1. Pauline and Cholly left the colors of the South when they moved North to Ohio to begin their life together. Through Cholly, Pauline hoped to find those colors of beauty that she left down home. For a while she did find her colors, her beauty, in the eyes of Cholly. He released in her all the colors of life which were sealed down in her soul. Everything about their early married life was described in vivid colors. This was true even of her sexual experiences with him. Everything was fine, ordered and beautiful in both Pauline and Cholly s life until they moved up North. Once they moved North everything changed. The colors went out of Pauline s life. I missed my people. I weren t used to so much white folks...Northern colored folk was different too2. Cholly only became meaner and meaner and wanted to fight all of the time2. He did not help the situation and contributed to his wife s dissatisfaction and disillusionment by not coming home. He found his satisfaction through other people, thus he neglected Pauline. To make up for this neglect and her own insecurities, Pauline sought comfort through movies. Here she would sit and watch the perfect whiteShow MoreRelated The Color Red in American Beauty Essay1628 Words   |  7 PagesThe Color Red in American Beauty The beauty that addresses itself to the eyes is only the spell of the moment; the eye of the body is not always that of the soul. George Sand hit the nail right on the head when he said this in 1872. Appearance versus reality has been a central theme in many American creative works including the film American Beauty. 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