Joint IssuesEmerging Concepts TDQObjective The objectives of .docx

Joint Issues/Emerging Concepts TDQ
Objective: The objectives of this assignment are for you to
identify areas of interest to the joint arena – supporting
elements of jointness, the integration of those elements in the
form of joint operations or emerging concepts/factors that
influence the joint arena – and present them for the class to
explore. This will be accomplished in two parts – article
selection/presentation and threaded discussion
facilitation/participation.
Deliverables: The following are required to successfully
complete this assignment.
1. Due Wed of Week 1 (2200 CST). Select and submit an
article of your choosing to the Instructor via the Blackboard
Message system for approval. The article:
· must come from reputable sources
· should be between 6 and 12 pages long.
· must enable robust exploration of a specific topic of interest
to the joint arena.
2. Due Thu of Week 2 (2200 CST). Draft and submit a one
page Assignment Synopsis (detailed below) of your selected
article to the Instructor via the Safe Assign system. Hyperlinks
below provide additional information pertaining to the different
aspects of this assignment. This Assignment Synopsis:
· must include appropriate bibliographic citation – see the
bibliography section of the AU Style Guide.
· must include what you believe to be the author’s thesis.
· must include a proposed Threaded Discussion Question.
· must include bullet statements explaining how this question
explores joint issues or emerging concepts – 3 – 5 bullet
statements.
· must include bullet statements explaining likely directions the
actual discussion might take – 3 – 5 bullet statements.
To assist, a sample Assignment Synopsis is located here.
3. Due Mon-Sat of Week 3. Facilitate – if your article/TDQ

was selected – or participate – if your article/TDQ was not
selected – in the Week 3 TDQ. Requirements for each group
are as follows.
· Facilitation. If your article/threaded discussion question is
one of the three selected for presentation to the class, you – and
the instructor – will facilitate the threaded discussion. You will
not be required to participate in the discussion of the other two
groups, but will have to do the following throughout the week.
· Interact with your group routinely.
· Focus the discussion on meaningful aspects of the selected
topic.
· Actively manage the discussion.
· Stimulate interaction among your group.
· Encourage critical thinking.
· Pose questions to the group appropriate to the discussion –
leading, probing, open ended.
· Participation – If your article/threaded discussion question
was not selected for presentation to the class, you will
participate according to the following requirements
· Initial post – within your assigned group of 300-400 words
· Follow on posts – two comprehensive posts within your
assigned group and one comprehensive post each in the two
remaining groups
Assessment. This assignment will be assessed in two parts and
one grade will be assigned via this rubric.
1. The Assignment Synopsis accounts for 25% of the
grade.
2. The TDQ facilitation/participation accounts for 75% of
the grade.
Thesis Statement Guidelines Return to
Assignment Overview
Thesis Statements constitute a summary of an argument, in the
case of this assignment in direct answer to the question, “What

is the author’s thesis in the article you selected?” After
studying the article you should be able to answer this question
by crafting a thesis statement for what you believe the author’s
thesis to be. Its purpose is to:
· Inform the reader of the significance of the article you
selected.
· Inform the reader of the primary argument/position taken in
the article.
· Identify claims the author made that might be disputable.
The thesis statement for this assignment must be two sentences
or less. It is not a simple statement of fact or opinion, and it
should conform to the following guidelines:
· It must be specific and clear.
· It must contain only one main idea.
· It must justify further discussion.
Supporting Information
Thesis Statement Examples:
· Smith contends that RPAs will revolutionize military
operations because of their technological advancement, effect
on command and control, and autonomous capabilities.
· Smith argues that pending defense cuts will most greatly
undermine the military in future operations because of weapons
system shortfalls versus manpower and training deficits. In
support, he presents evidence to the effect that weapons systems
are the more effective element in warfare.
Thesis Statement Categories: Identifying Thesis Statements is
easier if the category of article is understood.
· Expository: Facts surrounding new topic (beyond opinion)
supported by evidence – introduces new topics, details,
descriptions
· Example – Smith provides a new Research and Development
approach that he contends will shorten the time and reduce the
cost of fielding new weapons systems in the Army.
· Analytical: Analysis of existing/new concept – clarifies the
subject of, and approach to, analysis
· Example – Smith analyzes the new Air Force force

presentation schema and evaluates it against the existing Marine
Corps’ schema.
· Persuasive: Takes a position (opinion) and lays the
groundwork to convince
· Example – Smith believes recent changes in the law enabling
homosexual military members to serve will enhance force
readiness in three ways. He offers improved morale, moral
consistency across the force and improved readiness in support.
· Argumentative: Takes a clear stand on a controversial topic –
opinions supported by evidence
· Example – Smith defends the notion of unrestricted drone
strikes on foreign soil, even against American citizens, as a way
of protecting American military interests.
Threaded Discussion Question Guidelines Return
to Assignment Overview
Writing TDQs requires adherence to several fundamental
principles as well as particulars for the Joint Issues/Emerging
Concepts assignment. The guidelines below target these areas.
Writing a TDQ. In order to be effective, your discussion
question must conform to the following guidelines:
· It must be open-ended and require in-depth responses.
· Accomplish this through “What” or “How” questions with
follow-ups asking “Why.”
· It must allow for multiple possible answers.
· Accomplish this through effective topic selection and question
wording.
· It must encourage higher levels of thinking.
· Accomplish this by forcing application, analysis, synthesis or
evaluation in the question.
· It must be interesting and/or controversial.
· Accomplish this through topic selection and question
refinement.
Relationship to the Joint Issue/Emerging Concepts assignment.
The fundamental purpose of proposing your TDQ is to lead the
class into a topic area of interest to you that explores some

aspect of a Joint Issue/Emerging Concept important to the joint
community. Accordingly, your discussion question must
conform to the following guidelines:
· It must require a detailed review of the selected article.
· It must clearly link to a Joint Issue/Emerging Concept of
interest to the joint community.
· It must force higher level thinking through appropriate
questioning techniques – see Supporting Information below.
Supporting Information
Types of questions. The following Socratic questioning
methods provide a framework for enabling critical thinking.
· Clarification – ask for deeper exploration of a subject.
· Probe Assumptions – ask for validation of underlying
assumptions and beliefs.
· Probe Reasons and Evidence – ask for validation of proposed
reasoning and arguments.
· Question Perspectives – ask for justification for point-of-view,
raise the issue of other equally valid points-of-view.
· Probe Implications and Consequences – ask for justification of
stated or implied consequences, or, ask for value judgments of
those consequences .
· Probe the Question – ask for validation/exploration of the
question itself (usually a follow-on question).
Assignment Synopsis Sample Return to
Assignment Overview
Assignment Synopsis
Maj Jon Doe
1 Feb 2013
Bibliography: Wilson, Ward. “Military Wisdom and Nuclear
Weapons.” Joint Forces Quarterly, no. 68 (1st Quarter 2013):
18–24. http://www.ndu.edu/press/lib/pdf/jfq-68/JFQ-68.pdf
NDUPress.edu (accessed 15 February 2013).
Thesis: Wilson, using historical examples in support, contends

that the dramatic nature of nuclear weapons has created a
lasting over-estimation of their effectiveness, both as a
deterrent measure and as a practical weapon of war. Further, he
offers the “military perspective” as a way to properly assess the
utility of nuclear weapons.
Proposed Threaded Discussion Question: Wilson, in his article
“Military Wisdom and Nuclear Weapons,” provides numerous
historical examples that he believes illustrate the lack of
efficacy of nuclear weapons. Select one of his examples –
describe it and explain why it is valid – or not. If you agree
with Wilson’s contentions, overlay the explanations on current
events and formulate a broad “way ahead” for US nuclear
weapons. If you do not agree with Wilson’s contentions,
explain why Wilson’s supporting rationale is not applicable to
current events. In all cases fully support your answer.
This question relates to joint issues or emerging concepts in the
following ways:
· The Joint Forces course introduced STRATCOM which has the
nuclear mission.
· The USAF, due to recent “missteps” is focused on the nuclear
enterprise.
· The nuclear enterprise, perhaps more so than other aspects of
the military is very expensive and pending/ongoing budget cuts
may force a change to perceptions about nuclear weapons
efficacy.
· Nuclear deterrence is losing authority as rogue, irrational,
non-state actors enter the equation.
A discussion based upon the proposed question would likely
explore the following sub-topics.
· Discussion of budget aspects of the nuclear mission.
· Discussions of deterrence or dissuasion theory.
· Disagreement with Wilson’s contentions.
· Discussions of current “nuclear problems” – North Korea,
Iran, nuclear terrorism, etc.
· Discussions of civil-military relations – more specifically,
how to integrate “military realism” into thinking of senior

policy makers.
Joint Issues/Emerging Concepts – Rubric
Return to Assignment Overview
1
CAREER EXPLORATION
CAREER EXPLORATION
Capella University
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
2
CAREER EXPLORATION
Table of Contents
Looking Inward
...............................................................................................
..................... 3
Assessing Your Personality
.......................................................................................... 3
Understanding Your Values
.......................................................................................... 5
Determining Your

Interests..................................................................................
........ 6
Classifying Your Skills
...............................................................................................
.. 8
Identifying Your Professional
Assets.............................................................................. 9
Looking Outward
...............................................................................................
................ 10
Identifying Job Titles
...............................................................................................
. 10
Researching Job Titles
..............................................................................................
11
Prioritizing Your Research 11
Researching Typical Hiring Requirements
................................................... 11
Investigating Salary and Employment Trends 11
Putting It All Together
...............................................................................................
......... 11
Identifying the Gaps
...............................................................................................
.. 12
Filling the Gaps
...............................................................................................
......... 12
Finding Connections
...............................................................................................
.. 12
Putting It All

Together.................................................................................
.............. 12
Creating an Action Plan
.............................................................................................
14
Career Workspace Example
...............................................................................................
15
Career
Workspace..............................................................................
................................ 16
3
CAREER EXPLORATION
Welcome to your career exploration workbook! You will find a
number of assessments and
activities to complete, so you’ll want to make sure you save this
workbook to store your
results.
This workbook focuses on three distinct areas of career
exploration: looking inward to see
who you are, looking outward to see what careers are possible,
and putting this information
together with clear steps toward the career that’s right for you.
Watch this video on career exploration to get started.
LOOKING INWARD

Start the career exploration process by looking inward so you
can better understand who
you are and how you may fit in different work settings. Watch
this video on looking inward.
Assessing Your Personality
Watch this video on assessing your personality. Use the
following links to take brief
assessments that can help you gain insight into your personality:
Myers-Briggs Type Indicator
Big 5 Personality Theory
Use the following charts to mark the results from your
assessments:
Myers-Briggs Type Indicator
Write the resulting letters in the boxes below:
E-I S-N T-F J-P
https://www.youtube.com/watch?v=0Ddd04vS348
https://www.youtube.com/watch?v=rtlv4jhRMVc
https://www.youtube.com/watch?v=R860D7iZq8g
http://psychcentral.com/quizzes/personality/start.php
http://personality-testing.info/tests/BIG5.php
4
CAREER EXPLORATION
Take about 15-30 minutes to reflect on what your Myers-Briggs
Type Indicator results might
mean in relation to your career. Use the space below to write

some notes about any key
takeaways you might have.
Ex. As an introvert, it is interesting that I will likely thrive in
roles that allow for me to work on my
own at times.
Big 5 Personality Theory
Write your scores (1-5):
Extroversion
Openness
Agreeableness
Neuroticism
Conscientiousness
5
CAREER EXPLORATION
Take about 15-30 minutes to reflect on what your Big 5
Personality Theory results might
mean in relation to your career. Use the space below to write
some notes about any key
takeaways you might have.

Ex. Since I have a high level of agreeableness, I could do well
on a team or as an administrative
assistant.
Understanding Your Values
Watch this video on understanding your values. Follow the link
below to a values
assessment tool, which can help you rank values that are very
important to you in
comparison to those that are less important.
Values Card Sort
Write your top 5 values in the box below:
Ex. Adventure

https://www.youtube.com/watch?v=DwjVLmBhtLI
http://media.capella.edu/CourseMedia/CPLU1100_CPL5100/Wo
rkValuesCardSort/workValues.html
6
CAREER EXPLORATION
Take some time to reflect on which values were the hardest and
easiest for you to eliminate
from your list. You can use the space below to write down your
thoughts.
Determining Your Interests
Watch this video on determining your interests. The link below
will help you identify
categories of jobs that best align with your interests.
Interests Assessment
Once you have completed this assessment, write the numbers 1,
2, and 3 next to the
categories that ranked highest for you:

Realistic
Investigative
Artistic
Social
Enterprising
Conventional
https://www.youtube.com/watch?v=gSx8u8-IxYE
http://www.mynextmove.org/explore/ip

7
CAREER EXPLORATION
Next, choose the job zone that is right for you, based on the
amount of education and
training you are willing to invest in that career path:
Job Zone One: Little or No Preparation Needed
Typical Education-High school or less
Typical Related Experience-Little to none needed
Job Zone Two: Some Preparation Needed
Typical Education-High school or GED
Typical Related Experience-Some usually needed
Job Zone Three: Medium Preparation Needed
Typical Education-Vocational school, associate’s degree, or
on-the-job experience
Typical Related Experience-Some required
Job Zone Four: Considerable Preparation Needed
Typical Education-Bachelor degree
Typical Related Experience-Multiple years required
Job Zone Five: Extensive Preparation Needed

Typical Education-Graduate or doctoral degree
Typical Related Experience-5 years or more experience
Finally, write down some job titles of interest in the categories
that are marked as highest
and are in the job zone you selected:
Ex. Human Resources Manager, Business Analyst, IT Manager,
Nonprofit Manager, College Professor
8

CAREER EXPLORATION
Classifying Your Skills
Watch this video on classifying your skills. Here is an
assessment for you that will help you
identify the skills that you currently have:
Skills Assessment
Transfer the first 10 titles from your assessment to the chart
below. Include the number of
skills that matched and the job zone where they fit.
Job Title Skills Matched Number Job Zone
Human Resources Manager 12 4

https://www.youtube.com/watch?v=CroXgiXV0pA
http://www.onetonline.org/skills/
9
CAREER EXPLORATION
Identifying Your Professional Assets
Watch this video on identifying your professional assets. Use
the space below to list your
professional assets. It is broken into three categories for you,
but if something falls into
multiple categories, just choose the one that seems most
appropriate. Next to each asset,
write 1 sentence that explains:
• How it makes you unique, OR
• How it qualifies you for professional opportunities, OR
• How it can help you open doors to opportunities
Education and Training
Ex. Project Management Certification-this provides me unique
skills that are helpful in both leadership
and consulting roles.

Professional and Volunteer Experience
Ex. Server-this role has helped me gain great customer service
skills and the ability to multi-task.
Manager- I learned a lot about leading others and responding to
crisis situations.
https://www.youtube.com/watch?v=MrqFVVjdtVA
10

CAREER EXPLORATION
Professional and Personal Connections
Ex. Jerry-He works at ABC Inc., which is a place I’ve always
wanted to work.
LOOKING OUTWARD
Next you will identify and learn about careers that align with
your interests and strengths.
Watch this video on looking outward.
Identifying Job Titles
Watch this video on identifying job titles. In the space below
create a list of job titles that
you would like to know more about. Start by reviewing your
results from the previous
interests and skills activities and write down the job titles that
you are interested in. Add to

this list by thinking about these questions:
• Is there a job title you have always thought sounded
interesting?
• Have you met someone recently, and as they described their
work, you found
yourself wanting to know more about it?
• When you think about your ideal work situation, what is the
job that you are doing?
Ex. Human Resources Manager, Business Analyst IT, Manager
Nonprofit, Manager, College Professor
https://www.youtube.com/watch?v=1_l7KdRmtuE
https://www.youtube.com/watch?v=_oKR32izJeU
11
CAREER EXPLORATION
Researching Job Titles
Watch this video on researching job titles.
Prioritizing Your Research

Rank your interest in each job title that you have listed on your
Job Title list. Place
a #1 by the title that stands out as the one you are the most
interested in, a #2 for
the next, and so on, until you have ranked your interest for all
the titles on your
list.
Researching Typical Hiring Requirements
Spend about 15-20 minutes per job title to research the typical
responsibilities,
skills, and education requirements for the jobs on your list.
1. Start with the first job title on your list. Find at least 5 job
postings for this title
using sites such as Indeed.com and SimplyHired.
2. Read the typical responsibilities, skills, and education
requirements on each
posting.
3. Notice commonalities between the job postings for this title.
Record this
information in the Career Workspace.
4. Repeat these steps for each job title on your list.
Investigating Salary and Employment Trends
Watch this video on investigating salary and employment
trends. Research the salary
and employment trends for the jobs on your list:

1. Go to CareerOneStop’s Salary Finder.
2. Enter your first job title in the “Search by Occupation” field.
Enter the first
location that you would like to research in the “Location” field.
Click Search.
3. A pop-up window will appear with occupation groups that are
related to your job
title. Click on the one that best represents your job title.
4. Review the salary information provided for the occupation
group and location that
you selected. Record this information in the Career Workspace.
5. Scroll down the results page and click on the “Learn more
about this occupation”
link.
6. View the employment data listed on the “State and National
Trends” chart.
Record notes about your findings in the Career Workspace.
7. Repeat these steps for each job title on your list.
PUTTING IT ALL TOGETHER
Lastly, you will use all that you have learned to create a career
action plan. Watch this
video on putting it all together.
https://www.youtube.com/watch?v=oboFfCYCIhc

http://www.indeed.com/
http://www.simplyhired.com/
https://www.youtube.com/watch?v=nmwkJnjJHSg
http://www.careeronestop.org/toolkit/wages/find-salary.aspx
https://www.youtube.com/watch?v=s9n8j89fz2s
https://www.youtube.com/watch?v=s9n8j89fz2s
12
CAREER EXPLORATION
Identifying the Gaps
Watch this video on identifying the gaps. For each of the job
titles you researched, put a
check in the column in the Career Workspace indicating
whether this is a current
professional asset of yours or if it is a gap in your current
experience, skill, or education.
After doing this for each item, you should have a clearer view
of which jobs are a closer fit
at this time, and which are a further stretch, and the gaps that
you would need to address
to fill that type of position.
Filling the Gaps
Watch this video on filling the gaps. From the exercise above,
reflect on the gaps that are
showing up and list your main gaps. For each gap in experience,
skill, or education, think
about what you could do to fill that gap – volunteer work,

taking on a new stretch
assignment, taking a class or working to finish a degree. Take
notes in the Career
Workspace on each as you are strategizing.
Finding Connections
Watch this video on finding connections. Using LinkedIn, other
social media, and your
personal contact list, note people in the Career Workspace
whom you are connected with, or
could connect with, that are working in these types of jobs. List
those people after each job
title.
Putting It All Together
Watch this video on putting it all together. For each of the job
titles, place the job title on
the grid on the next page, in the quadrant that best indicates the
closeness of the “fit” of
your current qualifications and the level of interest you have in
the job after completing the
exercises. Once you have placed each job title according to
these two parameters, you
should have a visual tool to compare and contrast the jobs you
are interested in pursuing.
Ex.
L
o
w

In
te
re
st
H
ig
h
HR Manager
College Professor
Business Analyst IT
Non-Profit Manager
Low Fit
High

https://www.youtube.com/watch?v=FjLS8LrEpcs
https://www.youtube.com/watch?v=JqhpG9c_uUw
https://www.youtube.com/watch?v=SgUA7-DpcO4
https://www.youtube.com/watch?v=nGLIAuIGOYE
13
CAREER EXPLORATION
L
o
w
In
te
re
st

H
ig
h
Low Fit
High
14
CAREER EXPLORATION
Creating an Action Plan
Watch this video on creating an action plan. Based on your
completed Job Grid, what jobs
might you pursue currently? Which jobs are on your future

goals list?
What is your plan to address any gaps that might make you a
closer fit to the jobs you are
most interested in pursuing?
Ex. Business Analyst IT-Now
Human Resources Manager-Future
1. Find and read three articles on employee engagement.
2. Find contact info for local SHRM group and look for
opportunities to get involved.
3. Contact first three people on connections list and ask to
schedule a phone call or in-
person meeting.
https://www.youtube.com/watch?v=OECBiEqYzZg
15
CAREER EXPLORATION
CAREER WORKSPACE
Ex.
Job Title #1: Human Resource Manager Asset Gap
Common

Responsibilities:
Oversee employee orientation, development, and training
Source, screen, and recommend candidates for employment
Develop strategies to improve employee engagement
Common Skills: Training skills
Project Management
Ability to maintain confidentiality
Common
Education/Licensure
Requirements:
Master’s degree in Human Resources
Salary Information: $60,000 - $172,000 Minnesota

Employment Trends: +11% growth in jobs in Minnesota
Gaps: Read articles/books on measuring and improving
employee engagement, ask for
side project at work.
Study PMI’s Project Management Body of Knowledge
(PMBOK), join local PMI
group.
Connections: Maria Thompson, Jeffrey Hughes, Theresa Webb
16
CAREER EXPLORATION
CAREER WORKSPACE
Job Title #1: Asset Gap
Common
Responsibilities:

Common Skills:
Common
Education/Licensure
Requirements:
Salary Information:
Employment Trends:
Gaps:
Connections:

17
CAREER EXPLORATION
Common
Responsibilities:
Common Skills:
Common
Education/Licensure
Requirements:
Salary Information:
Employment Trends:
Gaps:

Connections:
18
CAREER EXPLORATION
Common
Responsibilities:
Common Skills:
Common
Education/Licensure
Requirements:

Salary Information:
Employment Trends:
Gaps:
Connections:
19
CAREER EXPLORATION
Common
Responsibilities:

20
CAREER EXPLORATION
Common
Responsibilities:
Common Skills:
Common
Education/Licensure
Requirements:
Salary Information:
Employment Trends:
Gaps:

Connections:
21
CAREER EXPLORATION
Common
Responsibilities:
Common Skills:
Common
Education/Licensure
Requirements:

Salary Information:
Employment Trends:
Gaps:
Connections:
22
CAREER EXPLORATION
Common
Responsibilities:

Common Skills:
Common
Education/Licensure
Requirements:
Salary Information:
Employment Trends:
Gaps:
Connections:
23

CAREER EXPLORATION
Common
Responsibilities:
Common Skills:
Common
Education/Licensure
Requirements:
Salary Information:
Employment Trends:
Gaps:
Connections:
If you are interested in learning more about Capella University
or have feedback that you would like to
share, feel free to email us at [email protected]
mailto: [email protected]looking inwardStart the career
exploration process by looking inward so you can better
understand who you are and how you may fit in different work
settings. Watch this video on looking inward.Assessing Your
PersonalityUnderstanding Your ValuesDetermining Your
InterestsClassifying Your SkillsIdentifying Your Professional
Assetslooking outwardIdentifying Job TitlesResearching Job
TitlesPrioritizing Your ResearchRank your interest in each job
title that you have listed on your Job Title list. Place a #1 by the
title that stands out as the one you are the most interested in, a
#2 for the next, and so on, until you have ranked your interest

for all the titles o...Investigating Salary and Employment
TrendsPUTTING IT all TOGETHERLastly, you will use all that
you have learned to create a career action plan. Watch this
video on putting it all together.Identifying the GapsFilling the
GapsFinding ConnectionsPutting It All TogetherCreating an
Action PlanLow Interest
HighLow Fit
Highcareer workspacecareer workspace
Common EducationLicensure Requirements: Job Title 2:
Common Responsibilities_3: Common Skills_3: Common
EducationLicensure Requirements_2: Salary Information_3:
Employment Trends_3: Gaps_3: Connections_3: Job Title 3:
Employment Trends_9: Gaps_9: Connections_9: E-I: T-F: S-N:
J-P: 1-5: Write some notes: Write down your thoughts: Check
Box17: OffCheck Box18: OffCheck Box19: OffCheck Box20:
OffCheck Box21: OffWrite down some job titles: Education and
training: Professional and volunteer experience: Professional
and personal connections: Create a list of job titles: Interest:
What is your plan: Job Title 1: Common Responsibilities:

Common Skills: Salary Information: Employment Trends: Gaps:
Connections: Check Box55: 0: Off1: Off2: Off3: Off4: Off5:
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0: Off1: Off2: Off3: Off4: Off5: Off6: OffCheck Box92: 0:
Off2: Off3: Off4: Off5: Off6: OffCheck Box97: 0: Off1: Off2:
Off3: Off4: Off5: Off6: OffCheck Box98: 0: Off1: OffCheck
Box99: 0: Off1: OffCheck Box100: 0: Off1: Off2: Off3: Off4:

OffFit: 1-5 1: 1-5 2: 1-5 3: 1-5 4: 1: Top 5: 1,2,3: 2: Top 5:
1,2,3: 3: Top 5: 1,2,3: 4: Top 5: 1,2,3: 5: Top 5: 1,2,3: 6:
1,2,3: Job title1: Job title2: Job title3: Job title4: Job title5: Job
title6: Job title7: Job title8: Job title9: Job title10: Skills
matched1: Job zone1: Job zone2: Skills matched2: Skills
matched3: Skills matched4: Skills matched5: Skills matched6:
Skills matched7: Skills matched8: Skills matched9: Skills
matched10: Job zone3: Job zone4: Job zone5: Job zone6: Job
zone7: Job zone8: Job zone9: Job zone10: Interest1: Fit1: Big 5
Notes:
Joint Operations Paper and TDQ
Objective. The objectives of this assignment are for you
display both an understanding and ability to critically think
about joint operations, and interact with your classmates to
foster student-centered learning. This will be accomplished
through your analysis of a joint operation presented in a formal
paper, followed by a class discussion in which your analysis is
considered by the class.
Deliverables. The following are required to successfully
1. Due Wed of Week 2 (2200 CST). Draft and submit a
1200 (+/- 50) word paper based on the website provided that
answers the question assigned by your instructor. The
assignment must be submitted through SafeAssign via the link
provided in Blackboard on the Lesson 2 Joint Operations page.
The paper must:
· include a Cover Page, Abstract, the Paper, & Endnotes as a
single file – a paper template that describes each of these
sections is located here.
· answer the question.
· display critical thinking through analysis and logical
argument.

· display accurate understanding of joint topics.
· be well written throughout – grammar, organization,
presentation.
· comply with all Abstract requirements located here.
2. Due Wed of Week 2 (2200 CST). Submit a copy of your
paper’s abstract into the Joint Operations TDQ for your group.
This constitutes your Initial Post for the TDQ, and will form the
basis for class discussion.
3. Due Thu-Sat of Week 2. Participate in your group’s area of
the Joint Operations TDQ. Requirements are as follows:
· Initial post – the posted abstract constitutes your initial post.
· Follow on posts – respond to three (minimum) of your
classmates within your group per the instructions located in the
TDQ. These posts must be serious and comprehensive.
Assessment. This assignment will be assessed in two parts and
one grade will be assigned via the ASCS TDQ/paper rubric.
1. The Paper accounts for 75% of the grade.
2. TDQ participation accounts for 25% of the grade.
Paper and Formatting Return to
Assignment Overview
Requirements: The paper must be submitted according to the
AU Style Guide, and in accordance with the parameters below.
The paper must:
· be a 1200 (+/- 50) word paper – does not include Cover Page,
Abstract, or Endnotes.
· comply with the AU Style Guide regarding formatting,
citations, page numbering, etc.
· include a Cover Page, Paper, & Endnotes.
· have 1-inch margins on all sides.
· be in Times New Roman 12pt font for all text except Endnotes
which may be 10pt.
· be double-spaced except for Endnotes (See AU Style Guide).
· be submitted according to the following naming convention:
· “Last NameFirst Initial_AJW_Paper”
· example – SmithR_AJW_Paper

· include file name right justified in header
Importantly, specific formatting instructions for such things as
Endnotes, illustrations and figures are too detailed to include
here. Referencing the AU Style Guide is required, it is linked
here and specific sections by heading are listed below.
· Endnotes - pages 139 – 161.
Abstract Return to Assignment
Overview
Requirements: The abstract is an important part of the paper
and the threaded discussion portions of this assignment. To be
effective it must:
· be 200 words (+/- 50 words).
· be submitted into the TDQ with the following naming
convention – Last Name-“Assignment” Abstract.
· Example – Doe-Joint Operations Paper-Abstract
· fully overview your paper – motivation, method of analysis,
findings or results and any implications or conclusions.
· be well written.
· comply with all administrative requirements.
Description: Abstracts are self-contained descriptions of larger
works, and in this case, the larger work is your paper.
Importantly, the abstract is not a review or analysis of the paper
but a description of it. There are three broad types of abstracts:
· Critical – presents information from a larger work and
evaluates it.
· Descriptive – describes information in a larger work with no
judgments.
· Informative – explains information in a larger work and
includes results, conclusions and recommendations.
For this assignment an Informative Abstract is the most
appropriate form to use since the intent is to inform your
classmates and foster discussion in the TDQ. To assist, here are
several areas that your abstract should address:

· Motivation or Problem – establish why your paper is important
and worthy of being read.
· Method of Analysis – explain the approach you took to fully
analyze the topic.
· Findings or Results – describe what was learned through your
analysis.
· Implications or Conclusions – provide any implications or
conclusions that resulted from your analysis.
The following examples are provided to help frame the scope of
this assignment.
1. Abstract for the PRISM 3, no. 3 (June 2012) article, “Silver
Bullet or Time Suck? Revisiting the Role of Interagency
Coordination in Complex Operations” by Andrea Barbara
Baumann.
Integrated or whole-of-government approaches have come to be
considered best practice in complex operations by a variety of
multilateral organizations and governments. Recent efforts have
largely focused on the seamless integration of civilian and
military efforts in the theatre of operations. In the contemporary
budgetary and political climate, however, the tools and
processes that have been introduced over the past decade to
facilitate the integration of defense, diplomacy and development
have to be revisited. The challenge is to design a flexible
institutional framework that allows agencies to cooperate
effectively if and where needed, while at the same time
allowing them to prioritize scarce resources in accordance with
distinctly different core mandates and working methods. The
article assesses the contribution made by two recent
institutional mechanisms – Provincial Reconstruction Teams
and the Office of the Coordinator for Reconstruction and
Stabilization – to interagency coordination in stability
operations and argues for a more selective approach.
Institutionally, a new approach should invest in networks and
people instead of advocating large-scale bureaucratic
reorganization. Conceptually, it needs to account for the
inevitability of friction among agencies within a comprehensive

approach and more explicitly recognize tradeoffs arising from
in joint structures. Organizations should strive to build on the
experience of a generation of staff who experienced both the
costs and benefits of coordination first-hand in order to devise a
smart and selective model for future missions.
2. Abstract for the RAND report, “Predicting Suicide Attacks
Integrating Spatial, Temporal, and Social Features of Terrorist
Attack Targets” by Walter L. Perry, Claude Berrebi, Ryan
Andrew Brown, John Hollywood, Amber Jaycocks, Parisa
Roshan, Thomas Sullivan, Lisa Miyashiro.
The Naval Research Laboratory (NRL) set out to develop ways
to predict what determines the targets of suicide attacks. While
the ultimate goal is to create a list of areas at risk for the U.S.
environment, the first phase of development employed a data set
from Israel. Initially, NRL focused on spatial attributes,
creating its own risk index, but realized that this focus on the
where ignored the broader social context, the why. The lab
asked RAND to test, as a proof of principle, the ability of
sociocultural, political, economic, and demographic factors to
enhance the predictive ability of NRL's methodology. Again
using Israel as a sample, RAND created a database that coded
for these factors, and then conducted both quantitative and
qualitative analyses with an eye to determining what puts a
given area at greater risk. The quantitative analysis established
that these factors are related to the odds of attack within
specific neighborhoods and that the relationships held even
when controlling for geospatial factors, so they seem to confer
risk for reasons beyond their association with geospatial
features of neighborhoods. The specifics of the research are
limited to the preferences of Palestinian suicide bombers in
Israel; however, the methods used to assess target preferences
in Israel could be transferred to the United States or other
countries. Any results, if proven to be robust, could be used to
develop recommendations for heightened public awareness in
certain areas.

Rubric
ELEMENTS OF “JOINTNESS” TDQ
Objective: The objectives of this assignment are for you to
display both an understanding and ability to critically think
about various elements of “jointness,” and interact with your
classmates to promote student-centered learning. The former
will be accomplished through a Threaded Discussion Question
(TDQ) focusing on material presented in the self-paced
prerequisite courses – Joint Forces, Joint Planning and Joint Air
Operations. The latter will be accomplished through interaction
with your classmates throughout the week on the discussion
board.
Deliverables: The following are required to successfully
1. Due by Wed of Week 1 (2200 CST). Within your
instructor-assigned Group, make your initial post in the
Elements of Jointness section of the Discussion Board. The
following guidance applies to your Initial Post. It must:
· be between 400-500 words.
· answer all aspects of the assigned question.
· take a clear position and clearly explain supporting rationale.
· be well written.
· reference and appropriately cite supporting self-paced course
material.
· follow all administrative requirements.
2. Due by Sat of Week 1 (2200 CST). Within your instructor-
assigned Group, and across fellow student Groups, complete
your Follow-on Post requirements. For this TDQ, you must
reply to two students within your instructor-assigned Group and
one student each in the two remaining student Groups – five
posts minimum. The following guidance applies to your
Follow-on Posts. They must:

· be comprehensive and substantive.
· include appropriate citations where appropriate.
· promote discussion and student-centered learning.
· be well written.
· follow all administrative requirements.
Assessment: This assignment will be assessed via this rubric.
Elements of “Jointness” TDQ - Rubric

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