BUSI 230 Discussion Board Forum 1/Project 2 Instructions Standard Deviation and Outliers Thread: For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question. Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2. This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor. 1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation. What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points) B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points) 2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points) 50, 50, 50, 50, 50. Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question. 3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below. Data set 1: 0, 0, 0, 100, 100, 100 Data set 2: 0, 20, 40, 60, 80, 100 Data set 3: 0, 40, 45, 55, 60, 100 Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...

1. BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel
Spreadsheet to answer the questions below. In each question,
use the spreadsheet to create the graphs as described and then
answer the question.
Put all of your answers into a thread posted in Discussion Board
Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion
Board Forums. This means you will only be able to read and
interact with your classmates’ threads after you have submitted
your thread in response to the provided prompt. For additional
information on Post-First, click here for a tutorial. This is
intentional. You must use your own work for answers to
Questions 1–5. If something happens that leads you to want to
make a second post for any of your answers to Questions 1–5,
you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and
record the standard deviation. Next, add a sixth point that is far
away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation?
Do not just give a numerical value for the change. Explain in
sentence form what happened to the standard deviation. (4
points)
B. Create a data set with 8 points in it that has a mean of
approximately 10 and a standard deviation of approximately 1.
Use the second chart to create a second data set with 8 points
that has a mean of approximately 10 and a standard deviation of

2. approximately 4. What did you do differently to create the data
set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from
Question 1 from the data column and then put values matching
the following data set into the data column for the first graph.
(8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the
standard deviation for this one is zero. Do not show the
calculation. Explain in words why the standard deviation is zero
when all of the points are the same. If you don’t know why, try
doing the calculation by hand to see what is happening. If that
does not make it clear, try doing a little research on standard
deviation and see what it is measuring and then look again at
the data set for this question.
3. Go back to the spreadsheet one last time and put each of the
following three data sets into one of the graphs. Record what
the standard deviation is for each data set and answer the
questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how
spread out the points are in each data set and compare this to
the standard deviations for the data sets. Describe the
relationship you see between the amount of spread and the size

3. of the standard deviation and explain why this connection
exists. Do not give your calculations in your answer—explain in
sentence form. (8 points)
For the last 2 questions, use the Project 1 Data Set.
4. Explain what an outlier is. Then, if there are any outliers in
the Project 1 Data Set, what are they? If there are no outliers,
say no outliers. (4 points)
5. Which 4 states have temperatures that look to be the most
questionable or the most unrealistic to you? Explain why you
selected these 4 states. For each state, give both the name and
the temperature. (4 points)
Replies:
After you have submitted your thread, you will be able to see
your classmates’ threads. Find 2 classmates who disagreed with
at least some part of your answers to Questions 4 and 5 and
explain why your answers are correct. If you change your mind
about your answers for Questions 4 and 5, explain what you
were thinking originally as well as what you think now and
why. Replies must be at least 50 words each. (8 points)
Submit your thread by 11:59 p.m. (ET) on Saturday of
Module/Week 3. Submit your replies to 2 classmates’ threads by
11:59 p.m. (ET) on Monday of the same module/week.
Page 1 of 2
Note About the Excel FileNote About the Excel File:The rubric
spreadsheets have been protected so that the content of the
rubrics cannot be modified.However, you are able to use the
calculation functions of the rubrics.The below example shows
how in the protected rubric, you are able to modify the
assessment score for the "Identify the elements that
constitute…" criterion, as well as the grading scores for the
grading-specific criteria (shaded in orange below).Grading
RubricOutcome is assessed by the Unit 3 Matching
ProjectPoints Possible:75No

4. ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify the elements that
constitute the three phases of the criminal justice systemStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Student only identifies one or two
of the phases. Student identifies all three phases. Student
identifies and provides a very basic description of each phase.
Student clearly identifies all three phases of the criminal justice
system and provides a thorough understanding of each
phase.Student clearly identifies all three phases of the criminal
justice system, provides a thorough understanding of each phase
and demonstrates how to apply each phase.
560%45MechanicsStudent work demonstrates no understanding
or progress towards achievement of this outcome.Grammatical,
punctuation, and spelling errors pervasive and
distracting.Grammatical, punctuation, and spelling errors
significant and distracting.Frequent grammatical, punctuation,
and spelling errors.Minor grammatical, punctuation, and
spelling errors.Technically flawless, mechanically and
grammatically correct.510%7.5FormatStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Organization and structure detract from the
analysis.Organization and structure are not easy to follow and
interfere with meaning.Organization and structure developing
but still some illogic in flow.Organization and structure are
clear but presentation could be more precise.Organization and
structure of the paper are clear and easy to
follow.510%7.5StyleStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Analysis is disjointed and lacks transition of
thought.Paragraph and sentence transitions need significant
improvement.Transition of thoughts needs some
improvement.Minor flaw(s) in flow of analysis.Logical flow of
ideas.510%7.5LanguageStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Language inappropriate, mundane, and

5. unfocused.Random, choppy, and/or awkward language
significantly detracts from analysis.Language ordinary,
imprecise, and/or lacks interest or precision.Language
functional, appropriate, and acceptable.Variety of sentence
length and structure. Language rich, precise, and
vivid.510%7.5Overall Grading Score:75
Unit 1 AssignmentGrading RubricCJ345-1: Analyze
organizational culture, behavioral theory, and community
relations in the supervision of criminal justice entities.
Unit 1 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify elements of the
SARA model of
problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
provides a weak implementation plan.Student is able to identify
all elements of the SARA model correctly, but provides a weak
implementation plan.Student is able to moderatly utilize the
SARA model to evaluate the implementation of a plan to
address this issue with the Town Council at its next
meeting, with three or four errors.Student is able to moderatly
utilize the SARA model to evaluate the implementation of a
plan to address this issue with the Town Council at its next
meeting, with one or two errors.Student is able to fully utilize
the SARA model to evaluate the implementation of a plan to
address this issue with the Town Council at its next
meeting. 520%20ResearchStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Student used only the text material as
referencesStudent used one resource beyond the text material
from a source that was not credible or the credibility could not
be assessed because of lack of information related to the author

6. and sponsorStudent used one credible resource beyond the text
materialStudent used at least two credible sources beyond the
text materialStudent used at least two credible sources beyond
the text material and discussed how they evaluated the
credibility of the resources used520%20Apply elements of the
SARA model of
problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
does not apply it to criminal justice entities.Student is able to
identify all elements of the SARA model correctly, but
provides a weak application to criminal justice entities.Student
is able to identify all elements of the SARA model correctly and
provides a moderate application to criminal justice
entities.Student is able to identify all elements of the SARA
model correctly and provides a strong application to criminal
justice entities with one or two errors.Student is able to identify
all elements of the SARA model correctly and provides a strong
application to criminal justice entities with no
errors.520%20Analyze elements of
the SARA model of
problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
does not analyze the elements in relation to criminal justice
entities.Student is able to identify all elements of the SARA
model correctly, but provides a weak analysis to criminal
justice entities.Student is able to identify all elements of the
SARA model correctly and provides a moderate analysis to
criminal justice entities.Student is able to identify all elements

7. of the SARA model correctly and provides a strong analysis to
criminal justice entities with one or two errors.Student is able
to identify all elements of the SARA model correctly and
provides a strong analysis to criminal justice entities with no
errors.520%20Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an
attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55.0%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally

8. distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of

9. analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10044ERROR:#REF!ERROR:#REF!10.50.50.60.70.6
Unit 2 Assignment.Grading RubricCJ345-2: Evaluate the
implementation of problem-oriented policing within criminal
justice entities. Unit 2 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify elements of
organizational culture, behavioral theory, and community
relations.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student
attempted to identify the elements of org culture, behavioral
theory and community relations but could not correctly do
so.Student was able to identify the elements, but no correlation
between them.Student was able to identify elements of each
category and how they work together, with minor errors.Student
was able to identify elements of each category and establish the
correlation of culture, theory and relations.Student identified
ways in which each category works together for a successful
organization and indicated the elements that are necessary for
success.515%15Research. Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student used only the text material as

10. referencesStudent used one resource beyond the text material
from a source that was not credible or the credibility could not
be assessed because of lack of information related to the author
and sponsorStudent used one credible resource beyond the text
materialStudent used at least two credible sources beyond the
text materialStudent used at least two credible sources beyond
the text material and discussed how they evaluated the
credibility of the resources used520%20Apply knowledge of
organizational culture, behavioral theory, and community
relations to the supervision of criminal justice entities.Student
work demonstrates no understanding or progress towards
achievement of this outcome.Student failed to indicate
successful application of the elements to supervision in criminal
justice.Student was able to indicate some knowledge but had
difficulty applying that information to supervision.Student was
able to apply their knowledge to basic concepts of supervision
in criminal justice.Student was able to not only apply theory
and information from research, they were able to indicate
appropriate theories and practices specifically related to
criminal justice supervision.Student correctly applied multiple
concepts regarding theory, culture and relations to supervision
in multiple aspects of criminal justice.515%15Analyze
organizational culture, behavioral theory, and community
relations in the supervision of criminal justice entities. Student
work demonstrates no understanding or progress towards
achievement of this outcome.Student showed no ability to
analyze the relationship between these elements and criminal
justice entities.Student attempts at analysis fall short of
practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis

11. portion.530%30Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an
attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas

12. from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53.0%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.53.5%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,

13. and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53.5%4100%Overall Grading
Score:100ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:
#REF!10.50.50.60.70.7
Unit 4 AssignmentGrading RubricCJ345-3: Analyze behavioral
theory as it relates to the supervison of criminal justice entities.
GEL-1.2: Demonstrate college-level communication through the
composition of original materials in Standard English. Unit 4
AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze behavioral theory
as it relates to the supervision of criminal justice entities.
Student work demonstrates no understanding or progress
towards achievement of this outcome.Student showed no ability
to analyze the relationship between these elements and criminal
justice entities.Student attempts at analysis fall short of
practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis
portion.560%60GEL 1.2: Demonstrate college-level
communication through the composition of original materials in
Standard English.Student work does not yet demonstrate an

14. understanding or progress towards achievement of this outcome.
Some content may be plagiarized.Student work has a viewpoint
but it is not clearly stated and the work may reveal a lack of
coherence and originality. The use of Standard English is
lacking. There are significant problems with content,
organization, format and mechanics. Student work uses
Standard English and shows coherence, order and some
originality, but may not include a clear viewpoint and purpose.
Work synthesizes factual support, but lacks organization
throughout the assignment. The work also includes one or two
significant gaps in content, does not demonstrate transitions,
and has some problems with format and mechanics.Student work
is in Standard English and demonstrates the use of a clear
viewpoint and purpose. The work is original, well ordered and
coherent on the whole. While content is thorough and well
defined there may one or two minor errors of omission. There
may also be minor errors of organization, style, and mechanics.
Student work includes clearly established and sustained
viewpoint and purpose. Assignment is in Standard English and
demonstrates clear organization. Communication is very well
ordered, logical and unified, as well as original and insightful.
The work displays superior content, organization, style, and
mechanics.Student work includes a highly developed viewpoint
and purpose. Assignment is in Standard English and
demonstrates superior organization. Communication is highly
ordered, logical and unified. The assignment displays
exceptional content, organization, style and mechanics.
520%20Formatting/LayoutThe project was not submitted.The
project was submitted, but the formatting (e.g., spacing,
margins, font size, etc.) contains errors that are excessive and
distracting. The title page and reference page are missing.The
project demonstrates an attempt to adhere to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.)--errors are frequent. The title page
and/or reference page may be missing, incomplete, or contain
some formatting errors.The project demonstrates an attempt to

15. adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to

16. the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53.0%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.53.5%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme

17. or thesis clear. Written for the appropriate
audience.53.5%4100%Overall Grading
Score:10010.5ERROR:#REF!ERROR:#REF!0.50.60.70.7200
Unit 6 Assignment.Grading RubricCJ345-4: Evaluate
performance measurement within criminal justice entities.
GEL-7.6: Apply ethical rules governing the field of study.
PC-4.2: Demonstrate an understanding of the impact on how
one’s perspective toward multiculturalism and diversity impacts
an organization. Unit 6 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345GEL-7.6: Apply ethical
rules governing the field of study.Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student work demonstrates the ability to identify the
ethical rules that govern the student field of practice or
study.Student work demonstrates the ability to identify the
ethical rules that govern the student field of practice or study
and the ethical reasoning behind the rules based on supporting
ethical theory.Student work demonstrates the ability to identify
the ethical rules that govern the student field of practice or
study, the ethical reasoning behind the rules based on
supporting ethical theory, and applies the appropriate governing
rule to the appropriate issue or setting.Student work
demonstrates the ability to identify the ethical rules and
supporting ethical reasoning’s that govern the student field of
practice or study, applies them to the appropriate issue or
setting, and predicts outcomes for compliance and non-
compliance.Student work demonstrates the ability to identify
the ethical rules and supporting ethical reasoning’s that govern
the student field of practice or study, applies them to the
appropriate issue or setting, predicts outcomes for compliance
and non-compliance, and applies this understanding towards the
formulation of more ethical rules and/or changes in existing
ethical rules.530%30PC-4.2: Demonstrate an understanding of
the impact of how one's perpsective toward multicultralism and
diversity impacts an organization.Student work demonstrates no

18. understanding or progress towards achievement of this
outcome.Student work demonstrates the ability to identify a
multiculturalism and diversity issue in a professional
setting.Student work demonstrates the ability to articulate a
multiculturalism and diversity perspectives in a professional
setting.Student work demonstrates the ability to examine one’s
own multiculturalism and diversity perspectives.Student work
demonstrates the ability to examine one’s own multiculturalism
and diversity perspectives.Student work demonstrates the ability
to examine one’s own multiculturalism and diversity
perspectives and apply this knowledge to the professional
setting.520%20Identify the theories required to be successful in
supervisory practices.Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student was unable to correctly identify any theories
relating to successful supervision.Work submitted demonstrates
progress towards theory identification, however, submitted work
shows no application of theory to supervisory practices.Student
work indicates an accurate identification of supervisory
theory.Work submitted by student demonstrates an ability to
correctly identify various theories required to be a successful
supervisor .Student work submitted correctly identifies theories
of supervision that can then be applied to supervisory practices
in criminal justice organizations.530%30Formatting/LayoutThe
project was not submitted.The project was submitted, but the
formatting (e.g., spacing, margins, font size, etc.) contains
errors that are excessive and distracting. The title page and
reference page are missing.The project demonstrates an attempt
to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
frequent. The title page and/or reference page may be missing,
incomplete, or contain some formatting errors.The project
demonstrates an attempt to adhere to the formatting guidelines
as outlined in the instructions (e.g., spacing, margins, font size,
etc.)--errors are not egregious. The title page or reference page
are included but may contain formatting errors.The project

19. adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.) with
minimal errors. The title page and reference page (listing all
sources used) are included but may contain minor or negligible
formatting errors.The project adheres to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.). The title page and reference page
(listing all sources used) are included and conform to course/
assignment guidelines.55.0%5Source AttributionNo attempt was
made to distinguish between ideas from sources and those of the
author. Paper may be plagiarized.Ideas from sources are not
clearly distinguishable from those of the author. The following
are infrequent or non-existent: Signal phrases, inclusion of
URLs, author names, publication titles, in-text citations, and/or
(when appropriate) quotation marks.Ideas from sources are
usually distinguishable from those of the author by the use of
any of the following: Signal phrases, inclusion of URLs, author
names, publication titles, and/or in-text citations. Quotation
marks are rarely used when appropriate.Ideas from sources are
generally distinguishable from those of the author by the use of
two or more of the following: Signal phrases, inclusion of
URLs, author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of

20. sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10066ERROR:#REF!ERROR:#REF!10.50.50.60.70.6
Unit 8 AssignmentGrading RubricCJ345-5: Evaluate the role

21. supervisors play in the maintenance of good order within
criminal justice agencies. Unit 8 AssignmentPoints
Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze the role
supervisors play to maintaining good order within criminal
justice agencies.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student showed
no ability to analyze the role of supervisors or the need for
supervisors to maintain good order.Student attempted analysis
of this concept but was unable to show an understanding of the
application or analysis of the roles.Student was able to analyze
the fundamental role of supervisors in maintaining good order
in criminal justice organizations.Student not only analyzed
concept of supervision, but student was able to show analysis
and application of the role.Student was able to analyze the
supervisory role in conjunction with the need for good order
within criminal justice organizations.540%40Evaluate the role
supervisors play in the maintenance of good order within
criminal justice agencies .Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student was unable to evaluate the role of supervisors
and was unable to make correlation with good order. Student
was able to show an understanding of the role of supervisors,
but evaluation of the role is lacking.Student was able to
evaluate the role of supervisors in relation to criminal justice
organizations and the maintenance of good order.Student was
able to correctly evaluate the role of supervisors in maintaining
good order and was able to identify appropriate theories and
concepts that supervisors may use to be successful.Student was
able to evaluate the role of supervisors in maintenance of good
order and was also able to indicate why the role of supervisors
is so important to the maintenance of good order within
criminal justice organizations.540%40Formatting/LayoutThe
project was not submitted.The project was submitted, but the
formatting (e.g., spacing, margins, font size, etc.) contains

22. errors that are excessive and distracting. The title page and
reference page are missing.The project demonstrates an attempt
to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
frequent. The title page and/or reference page may be missing,
incomplete, or contain some formatting errors.The project
demonstrates an attempt to adhere to the formatting guidelines
as outlined in the instructions (e.g., spacing, margins, font size,
etc.)--errors are not egregious. The title page or reference page
are included but may contain formatting errors.The project
adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.) with
minimal errors. The title page and reference page (listing all
sources used) are included but may contain minor or negligible
formatting errors.The project adheres to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.). The title page and reference page
(listing all sources used) are included and conform to course/
assignment guidelines.55.0%5Source AttributionNo attempt was
made to distinguish between ideas from sources and those of the
author. Paper may be plagiarized.Ideas from sources are not
clearly distinguishable from those of the author. The following
are infrequent or non-existent: Signal phrases, inclusion of
URLs, author names, publication titles, in-text citations, and/or
(when appropriate) quotation marks.Ideas from sources are
usually distinguishable from those of the author by the use of
any of the following: Signal phrases, inclusion of URLs, author
names, publication titles, and/or in-text citations. Quotation
marks are rarely used when appropriate.Ideas from sources are
generally distinguishable from those of the author by the use of
two or more of the following: Signal phrases, inclusion of
URLs, author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,

23. and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for

24. the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10010.5ERROR:#REF!ERROR:#REF!0.50.60.70.619.90
Unit 9 AssignmentGrading RubricCJ345-6: Analyze training
and the application of leadership theories within criminal
justice entities. Unit 9 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze training and the
application of leadership theories within criminal justice
entities. Student work demonstrates no understanding or
progress towards achievement of this outcome.Student showed
no ability to analyze the relationship between these elements
and criminal justice entities.Student attempts at analysis fall
short of practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis
portion.580%80Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an

25. attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55.0%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to

26. the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme

27. or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10016ERROR:#REF!ERROR:#REF!ERROR:#REF!10.50.
50.60.70.6
Required Theories For Success
CJ345-6: Analyze training and the application of leadership
theories within criminal justice entities.
Before starting this Assignment, please take a few minutes and
complete the practice learning activity associated with this
outcome.
Create a 10–15-slide PowerPoint presentation (excluding the
title and reference slide) that applies critical thinking to
construct persuasive arguments on the following:
Defend the theories required to be successful in supervisory
practices in the criminal justice field.
Address the following issues in your presentation:
· Include several theories that are essential for success in
supervision.
· Explain why each of the theories is important.
· How do the theories impact supervisory practices?
· Support the theories with research.
(PLEASE NOTE: This project may require outside research.)
· The PowerPoint should contain a title slide and a slide with a
list of references in APA format.
· All internal citation of outside sources plus the listing of all
references should also adhere to APA format.
You may consult the Kaplan Online Library, the internet, the
textbook, other course material, and any other outside resources
in supporting your task, using proper citations in APA style.
Directions for Submitting Your Project
Compose your presentation in PowerPoint and save your
document in the following format: Last name First name
Assignment. (Example: SmithJohn Unit 9 Assignment). Submit
your Assignment by selecting the Unit 9: Assignment in the
Dropbox by the end of Unit 9.