PRTH 172Applying Biblical Principles RubricCriteriaLevels .docx

PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant
when written
11-13
Demonstrates average work in showing what the verses meant
when written
1-10
Demonstrates basic work; does not clearly show what the
verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and
now
11-13
Shows average understanding of the difference between then
and now.
1-10
Shows basic understanding of the difference between then and
now

0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse
and applying the verse
18-22
Demonstrates average application summarizing misuse of the
verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the
verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors,
punctuation errors, or grammatical errors.
21-26

Submission is basically complete and contains minimal spelling
errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors,
punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify…Student work
demonstrates no understanding or progress towards achievement
of this outcome.Student identified only two principles of
sustainability is included in the long-term recovery
process.Student identified only three principles of sustainability
is included in the long-term recovery process.Student identified
only four principles of sustainability is included in the long-
term recovery process.Student identified only five principles of
process.Student identified how each of the six principles of
process.515%8.25Research…Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student used only the text material as
references.Student 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 sponsor.Student used one credible resource beyond the text
material.Student used at least two credible sources beyond the
text material.Student used at least two credible sources beyond
the text material and discussed how they evaluated the
credibility of the resources used.520%11Describe…Student
work demonstrates no understanding or progress towards

achievement of this outcome.Student did not accurately describe
one theoretical framework or incorporate elements. Student
described the challenges the community can anticipate but did
not provide solutions to each of these challenges.Student did
not accurately describe one theoretical framework or
incorporate elements. But student described the challenges the
community can anticipate and provide solutions to each of these
challenges.Student was able to accurately describe one
theoretical framework and incorporate elements. Student did not
describe the challenges the community can anticipate or provide
solutions to each of these challenges.Student was able to
accurately describe one theoretical framework and incorporate
elements. Student described the challenges the community can
anticipate but did not provide solutions to each of these
challenges.Student was able to accurately describe one
theoretical framework and incorporate elements. Student
described the challenges the community can anticipate and
provide solutions to each of these
challenges.525%13.75Analyze…Student work demonstrates no
outcome.Work demonstrates the ability to apply critical
thinking skills to produce a solution to a logical problem or
issue related to the topic or field of study. This includes the
ability to define the problem; explain the problem and identify a
potential solution.Work demonstrates the ability to apply
critical thinking skills to formulate a logical solution to a
problem or issue related to the topic or field of study. This
includes the ability to define the problem; analyze the problem
and design a potential solution.Work demonstrates the ability to
apply critical thinking skills to formulate a logical solution to a
includes the ability to define the problem; analyze the problem;
design a potential solution and examine the solution.Work
demonstrates the ability to apply critical thinking skills to
formulate a logical solution to a problem or issue related to the
topic or field of study. This includes the ability to define the

problem; analyze the problem; design possible solutions;
examine solutions and select potential solutions.Work
examine solutions and select the best
solution.530%16.5OrganizationStudent work demonstrates no
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.55.0%2.75LanguageStudent work demonstrates no
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.55.0%2.75100%Overall Grading
Score:551.652.22.753.3ERROR:#REF!ERROR:#REF!ERROR:#
REF!ERROR:#REF!0.550.55
Unit 2 Assignment BGrading RubricCLA FS320-2: Compare the

roles and responsibilities of local, state, and federal
governments in recovery operations.FS320-2 is assessed by the
Unit 2 Assignment BPoints Possible:25No
of this outcome.Student was not able to identify any potential
differences or similarities between the state and federal level
and did not include a comparison and contrast of roles and
responsibilities.Student was able to identify a single potential
difference and similarity between the state and federal level by
including comparison and contrast of roles and
responsibilities.Student was able to identify two potential
differences and similarities between the state and federal level
by including comparison and contrast of roles and
responsibilities.Student was able to identify three potential
responsibilities.Student was able to identify four potential
responsibilities.55%1.25Research…Student work demonstrates
no understanding or progress towards achievement of this
credibility of the resources used.515%3.75Describe…Student
achievement of this outcome.Student was not able to describe
any potential differences or similarities between the state and
federal level and did not include a comparison and contrast of

roles and responsibilities.Student was able to describe one
potential difference and similarity between the state and federal
level by including comparison and contrast of roles and
responsibilities.Student was able to describe two potential
responsibilities.Student was able to describe three potential
responsibilities.Student was able to describe four potential
responsibilities.520%5Compare…Student work demonstrates no
outcome.Student work includes a comparison of only two
principles of sustainability in federal, state, and local recovery
operations.Student work includes a comparison of only three
operations.Student work includes a comparison of only four
operations.Student work includes a comparison of only five
operations.Student work includes a comparison of all six
operations.530%7.5Demonstrate…Student work does not yet
demonstrate an 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
American English is lacking. There are significant problems
with content, organization, format and mechanics. Student work
uses Standard American 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 American 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 American 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 American English and
demonstrates superior organization. Communication is highly
ordered, logical and unified. The assignment displays
exceptional content, organization, style and
mechanics.510%2.5Formatting/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

and conform to course/ assignment guidelines.55%1.25Source
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%0.625Source 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%0.625MechanicsStudent work demonstrates no
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%0.75OrganizationStudent work demonstrates no
Score:250.250.7511.50.250.1250.1250.150.1750.175
Unit 3Grading RubricCLA FS320-5: Explain the procedure for
requesting federal assistance.FS320-5 is assessed by the Unit 3
AssignmentPoints Possible:50No
g ScoreRelative WeightPoints012345Student scores on the

worksheet will reflect level of mastery….0-2425-2930-3435-
3940-4445-505100%50100%Overall Grading
Score:5010ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR
:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#R
EF!ERROR:#REF!
Unit 4Grading RubricGEL-1.2: Demonstrate college-level
communication through the composition of original materials in
Standard English.Unit 4 Assignment: Written EssayPoints
Possible:75No
of this outcome.Student was not able to accurately identify
various agencies, departments, companies or organizations.
Student was not able to identify what the general
responsibilities would be in either short term or long term
disaster recovery planning.Student was able to only peripherally
identify various agencies, departments, companies or
organizations and what the general responsibilities would be in
short term but not long term disaster recovery planning.Student
was able to only peripherally identify various agencies,
departments, companies or organizations and what the general
responsibilities would be in both short term and long term
disaster recovery planning.Student was able to accurately fully
identify various agencies, departments, companies or
organizations and what the general responsibilities would be in
short term and but not long term disaster recovery
planning.Student was able to accurately fully identify various
agencies, departments, companies or organizations and what the
general responsibilities would be in both short term and long
term disaster recovery planning.50Research…Student work
of this outcome.Student used only the text material as

credibility of the resources used.520%15.0Describe....Student
achievement of this outcome.Student was not able to accurately
describe the roles and responsibilities of different typical or
atypical partners in the disaster recovery process.Student was
able to partially describe the roles and responsibilities of
typical but did not address atypical partners in the disaster
recovery process.Student was able to partially describe the roles
and responsibilities of both typical and atypical partners in the
disaster recovery process.Student was able to accurately fully
describe the roles and responsibilities of different typical and
but only briefly addressed atypical partners in the disaster
recovery process.Student was able to accurately fully describe
both the roles and responsibilities of different typical and
atypical partners in the disaster recovery
process.510%7.5Analyze…Student work demonstrates no

examine solutions and select the best solution.520%15GEL 1.2:
Demonstrate college-level communication through the
composition of original materials in Standard EnglishStudent
work does not yet demonstrate an 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%15Formatting/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

easy to follow. Logical flow of ideas.53.5%2.6LanguageStudent
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
Score:67.5031.530.750.3750.3750.450.5250.525
Unit 5Grading RubricPoints Possible:75No
either structural or nonstructural mitigation-related projects.
Student did not identify any pros and cons of these projects.
Student did not identify shortcomings or ideas for
improvements. Also, student did not identify aspects of
sustainability as part of the project.Student was able to
accurately identify both structural and nonstructural mitigation-
related projects. Student did not identify any pros and cons of
these projects. Student did not identify shortcomings or ideas
for improvements. Also, student did not identify aspects of
related projects. Student also identified pros and cons of these
projects. Student did not identify shortcomings or ideas for
improvements. Also, student did not identify aspects of

projects. Student identified shortcomings or ideas for
improvements. But student did not identify aspects of
projects. Student identified shortcomings or ideas for
improvements. Student identified aspects of sustainability as
part of the project.520%15Research…Student work
credibility of the resources used.520%15Describe....Student
fully describe challenges of both structural and nonstructural
mitigation projects. Student did not included any examples of
mitigation projects with strong connections to the overall
disaster recovery process.Student was able to accurately fully
describe challenges of both structural and nonstructural
mitigation projects. Student included at least one example along
with strong connections to the overall disaster recovery
process.Student was able to accurately fully describe challenges
of both structural and nonstructural mitigation projects. Student
included at least two examples (total) along with strong
connections to the overall disaster recovery process.Student was
able to accurately fully describe challenges of both structural
and nonstructural mitigation projects. Student included at least
three examples (total) along with strong connections to the
overall disaster recovery process.Student was able to accurately

fully describe challenges of both structural and nonstructural
mitigation projects. Student included at least four examples
(total) along with strong connections to the overall disaster
recovery process.540%30Formatting/LayoutThe project was not

Score:75336ERROR:#REF!0.750.3750.3750.450.5250.525
Unit 6Grading RubricPoints Possible:60No
various agencies, departments, companies or organizations on
business continuity planning teamStudent was able to only
identify one other agency, department, company or organization
and what the general responsibilities would be on business
continuity planning team.Student was able to only identify
limited number of agencies, departments, companies or
organizations and what the general responsibilities would be on
business continuity planning team.Student was able to only
identify limited number of agencies, departments, companies or
organizations and what the specific responsibilities would be on
business continuity planning team.Student was able to
accurately and fully identify various agencies, departments,
companies or organizations and what the specific
responsibilities would be on business continuity planning

team.520%12Research…Student work demonstrates no
credibility of the resources used.530%18Apply…Student work
of this outcome.Student does not attempt to apply the
components of the FEMA Guide or integrate the resources of
multiple agencies.Student applies the components of the FEMA
Guide and is able to integrate the resources of multiple
agencies.Student applies the components of the FEMA Guide, is
able to integrate the resources of multiple agencies and attempts
to assign appropriate objectives. However, the objectives, while
divided among agencies, may not be assigned to the discipline
best suited to the assignment.Student applies the components of
the FEMA Guide, is able to integrate the resources of multiple
agencies, and assigns objectives to the disciplines best suited to
achieve them, though capabilities and hazards are not fully
considered.Student applies the components of the FEMA Guide,
is able to integrate the resources of multiple agencies, and
assigns objectives to the disciplines best able to achieve them,
and does so while assuring capabilities and hazards are fully
considered.530%18Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,

and conform to course/ assignment guidelines.55.0%3Source
appropriate.52.5%1.5Source 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
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%1.5MechanicsStudent
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
easy to follow. Logical flow of ideas.55.0%3LanguageStudent

Score:602.43.63.60.60.3ERROR:#REF!0.30.30.60.3
Unit 7Grading RubricFS320-1: Analyze the components of both
short and long term disaster recovery operations.GEL5-2:
Analyze the impact of human expressions on culture.FS320-1
and GEL5-2 are measured by the Unit 7 Assignment.Points
Possible:75No
of this outcome.Student was unable to identify any critical
components related to both short and long term recovery
operations.Student successfully identified one critical
operations.Student successfully identified a minimum of two
critical components related to both short and long term recovery
operations.Student successfully identified a minimum of three
operations.Student successfully identified a minimum of four
operations.55%3.75Research…Student work demonstrates no
credibility of the resources used.515%11.25Describe…Student
achievement of this outcome.Student was unable to describe any

operations.Student successfully described one critical
operations.Student successfully described a minimum of two
operations.Student successfully described a minimum of three
operations.Student successfully described a minimum of four
operations.520%15Analyze…Student work demonstrates no
outcome.Student was unable to analyze disaster resilience,
economic vitality, and quality of life as factors affected.Student
analyzed disaster resilience, economic vitality, and quality of
life as factors affected by critical components identified.
Analysis included one of the following; challenges encountered,
mitigation efforts utilized, and future suggestions. Student
analyzed disaster resilience, economic vitality, and quality of
life as factors affected by all critical components identified.
Analysis included two of the three following; challenges
encountered, mitigation efforts utilized, and future suggestions.
Student analyzed disaster resilience, economic vitality, and
quality of life as factors affected by all critical components
identified. Analysis included all three of the following;
challenges encountered, mitigation efforts utilized, and future
suggestions. Student analyzed disaster resilience, economic
vitality, and quality of life as factors affected by all critical
components identified. Analysis included all three of the
following; challenges encountered, mitigation efforts utilized,
and future suggestions. 530%22.5Analyze…Work demonstrates
little progress satisfying the Humanities criteria.Work
demonstrates basic familiarity with several traditions within
World cultures but does not satisfy the other criteria.Work
demonstrates familiarity with human expressions from World
cultures and the ability to engage well with primary source
material from the humanities.Work demonstrates familiarity
with human expressions from the world cultures, solid

engagement with primary source material from the humanities,
and critical thinking about the past and the present in a manner
that fosters reflection on human potential.Work demonstrates
familiarity with human expressions from the world cultures,
solid engagement with primary source material from the
humanities, critical thinking about the past and the present in a
manner that fosters reflection on human potential, and uses
knowledge of human expressions to help one assess human
potential or one’s own potential.Work satisfies all five
Humanities criteria.510%7.5Formatting/LayoutThe project was
not submitted.The project was submitted, but the formatting
(e.g.,, spacing, margins, font size, etc.) contains errors that are

Score:750.752.2534.50.750.3750.3750.450.5250.525
Unit 8 Part AGrading RubricPoints Possible:55No
various agencies, departments, companies or organizations on
business continuity planning teamStudent was able to only
identify one other agency, department, company or organization
and what the general responsibilities would be on business
continuity planning team.Student was able to only identify
limited number of agencies, departments, companies or
organizations and what the general responsibilities would be on
business continuity planning team.Student was able to only

identify limited number of agencies, departments, companies or
organizations and what the specific responsibilities would be on
business continuity planning team.Student was able to
accurately and fully identify various agencies, departments,
companies or organizations and what the specific
responsibilities would be on business continuity planning
team.520%11Research…Student work demonstrates no
credibility of the resources used.530%16.5Apply…Student work
of this outcome.Student does not attempt to apply the
components of the FEMA Guide or integrate the resources of
multiple agencies.Student applies the components of the FEMA
Guide and is able to integrate the resources of multiple
agencies.Student applies the components of the FEMA Guide, is
able to integrate the resources of multiple agencies and attempts
to assign appropriate objectives. However, the objectives, while
divided among agencies, may not be assigned to the discipline
best suited to the assignment.Student applies the components of
the FEMA Guide, is able to integrate the resources of multiple
agencies, and assigns objectives to the disciplines best suited to
achieve them, though capabilities and hazards are not fully
considered.Student applies the components of the FEMA Guide,
is able to integrate the resources of multiple agencies, and
assigns objectives to the disciplines best able to achieve them,
and does so while assuring capabilities and hazards are fully
considered.530%16.5Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,

and conform to course/ assignment guidelines.55.0%2.75Source

Score:552.23.33.30.550.275ERROR:#REF!0.2750.2750.550.275
Unit 8 Part BGrading RubricFS320-3: Compare the roles and
responsibilities of private sector individuals, organizations, and
insurance providers in recovery operations. FS320-3 is assessed
by Unit 8 Part BPoints Possible:25No
g ScoreRelative WeightPoints012345Identify…Student was not
able to accurately identify any differences between the business
continuity process and government (local,state and/or federal)
responsibilities in disaster recovery.Student was able to
accurately identify one difference between the business
accurately identify two differences between the business
continuity process and/or government (local,state and federal)
accurately identify three differences between the business
accurately identify four differences between the business
accurately identify five differences between the business
continuity process and government (local,state and federal)
responsibilities in disaster recovery.520%5Research…Student

achievement of this outcome.Student used only the text material
as references.Student 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 sponsor.Student used one credible resource
beyond the text material.Student used at least two credible
sources beyond the text material.Student used at least two
credible sources beyond the text material and discussed how
they evaluated the credibility of the resources
used.520%5Describe....Student was not able to accurately fully
describe differences between the business continuity process
and government (local,state and/or federal) . Student did not
include any examples or connections to the overall disaster
recovery process.Student was able to accurately fully describe
differences between the business continuity process and
government (local,state and/or federal) . Student included at
least four examples (total) along with strong connections to the
fully describe differences between the business continuity
process and government (local,state and/or federal) . Student
included at least two examples (total) along with strong
connections to the overall disaster recovery process.Student was
able to accurately fully describe differences between the
business continuity process and government (local,state and/or
federal) . Student included at least three examples (total) along
with strong connections to the overall disaster recovery
process.Student was able to accurately fully describe
differences between the business continuity process and
government (local,state and/or federal) . Student included at
least four examples (total) along with strong connections to the
fully describe differences between the business continuity
process and government (local,state and federal) . Student
included at least five examples (total) along with strong
connections to the overall disaster recovery

process.520%5Compare…Student was not able to make any
comparisons between the business continuity process and
government (local,state and/or federal) responsibilities in
disaster recovery or include examples of any.Student was only
able to make one comparison between the business continuity
process and government (local,state and/or federal)
responsibilities in disaster recovery and include examples for
it.Student was able to make two comparisons between the
business continuity process and government (local,state and/or
federal) responsibilities in disaster recovery and include
examples for each.Student was able to make three comparisons
between the business continuity process and government
(local,state and/or federal) responsibilities in disaster recovery
and include examples for each.Student was able to make four
comparisons between the business continuity process and
government (local,state and/or federal) responsibilities in
disaster recovery and include examples for each.Student was
able to make five comparisons between the business continuity
process and government (local,state and/or federal)
responsibilities in disaster recovery and include examples for
each.520%5Formatting/LayoutThe project was not

Score:25111ERROR:#REF!0.250.1250.1250.150.1750.175
Unit 9Grading RubricCLA FS320-4: Create a disaster recovery
plan.PC-2.3: Demonstrate integrity through the application of

relevant codes of conduct and social responsibility within one’s
profession.FS320-4 is assessed by the Unit 9 Assignment.Points
Possible:60No
g ScoreRelative WeightPoints012345DemonstrateStudent work
demonstrates little or no ability to identify any critical issue or
objective of integrity for one’s self.Student work demonstrates
minimal ability to identify issues or objectives for one’s self.
The issue or objective identified is not the most relevant,
therefore the work fails to demonstrate integrity through the
implementation of social responsibility or relevant codes of
conduct.Student work demonstrates a general ability to identify
issues or objectives for one’s self. The issue or objective
identified is relevant with respect to the appropriate code of
conduct; however, the work fails to demonstrate integrity
through the implementation of social responsibility or relevant
codes of conduct.Student work demonstrates the ability to
properly identify issues or objectives for one’s self or team. The
student is able to demonstrate integrity through the
implementation of social responsibility and relevant codes of
conduct. The assignment is in Standard English and
demonstrates clear organization.Student work demonstrates
proficient ability to properly identify issues or objectives for
one’s self/ team/profession. The student is able to demonstrate
integrity through the implementation of specific social
responsibilities and relevant codes of conduct. The assignment
is in Standard English and demonstrates proficient
organization.Student work demonstrates superior ability to
identify issues and objectives for one’s self/ team/profession.
The student is able to demonstrate integrity through a complete
implementation of specific social responsibilities and relevant
codes of conduct. The assignment is in Standard English and
demonstrates superior organization.55%3Identify…Student
identify potential funding sources for disaster recovery.Student

was able to only identify one potential funding sources for
disaster recovery.Student was able to identify two potential
funding sources for disaster recovery.Student was able to
identify three potential funding sources for disaster
recovery.Student was able to identify four potential funding
sources for disaster recovery.55%3Research…Student work
credibility of the resources used.510%6Apply…Student work
of this outcome.Student does not apply the comprehensive
emergency management approach to the disaster recovery plan,
and does not integrate the resources of multiple stakeholders.
Student does not assure capabilities and hazards are fully
considered. Student does not include mitigation related projects
or potential sources for financing recovery.Student applies the
comprehensive emergency management approach to the disaster
recovery plan, is able to integrate the resources of multiple
stakeholders. Student does not assure capabilities and hazards
are fully considered. Student does not include mitigation related
projects or potential sources for financing recovery.Student
applies the comprehensive emergency management approach to
the disaster recovery plan, is able to integrate the resources of
multiple stakeholders, and does so while assuring capabilities
and hazards are fully considered. Student does not include
mitigation related projects or potential sources for financing
recovery.Student applies the comprehensive emergency
management approach to the disaster recovery plan, is able to
integrate the resources of multiple stakeholders, and does so

while assuring capabilities and hazards are fully considered.
Student includes mitigation related projects. Student does not
include potential sources for financing recovery.Student applies
the comprehensive emergency management approach to the
disaster recovery plan, is able to integrate the resources of
multiple stakeholders, and does so while assuring capabilities
and hazards are fully considered. Student includes mitigation
related projects. Student includes potential sources for
financing recovery.510%6Analyze…Student work demonstrates
no understanding or progress towards achievement of this
examine solutions and select the best
solution.515%9Evaluate…Student work demonstrates no
outcome.Student's plans does not evaluate the impact of both

natural and technological hazards. Student does not evaluate the
roles and responsibilities of private organizations or of local,
state and federal organizations in recovery operations. Student
does not evaluates the effectiveness of mitigation related
projects.Student's plans evaluates the impact of both natural and
technological hazards. Student either evaluates the roles and
responsibilities of private organizations or of local, state and
federal organizations in recovery operations thoroughly. Student
does not evaluate the effectiveness of mitigation related
technological hazards. Student either evaluates both the roles
and responsibilities of private organizations and of local, state
and federal organizations in recovery operations thoroughly.
Student does not evaluate the effectiveness of mitigation related
technological hazards. Student either evaluates both the roles
and responsibilities of private organizations and of local, state
and federal organizations in recovery operations thoroughly.
Student evaluates the effectiveness of mitigation related
technological hazards. Student evaluates the roles and
responsibilities of private organizations in the disaster recovery
process. Student evaluates the roles and responsibilities of
local, state and federal organizations in recovery operations.
Student evaluates the effectiveness of mitigation related
projects.510%6DemonstrateStudent work demonstrates little or
no ability to identify any critical issue or objective of integrity
for one’s self.Student work demonstrates minimal ability to
identify issues or objectives for one’s self. The issue or
objective identified is not the most relevant, therefore the work
fails to demonstrate integrity through the implementation of
social responsibility or relevant codes of conduct.Student work
demonstrates a general ability to identify issues or objectives
for one’s self. The issue or objective identified is relevant with
respect to the appropriate code of conduct; however, the work
fails to demonstrate integrity through the implementation of

social responsibility or relevant codes of conduct.Student work
demonstrates the ability to properly identify issues or objectives
for one’s self or team. The student is able to demonstrate
integrity through the implementation of social responsibility
and relevant codes of conduct. The assignment is in Standard
English and demonstrates clear organization.Student work
demonstrates proficient ability to properly identify issues or
objectives for one’s self/ team/profession. The student is able to
demonstrate integrity through the implementation of specific
social responsibilities and relevant codes of conduct. The
assignment is in Standard English and demonstrates proficient
organization.Student work demonstrates superior ability to
identify issues and objectives for one’s self/ team/profession.
The student is able to demonstrate integrity through a complete
implementation of specific social responsibilities and relevant
codes of conduct. The assignment is in Standard English and
demonstrates superior organization.55%3Create....Student work
of this outcome.Student created a disaster recovery plan that
does not recognize the comprehensive emergency management
approach, and is not inclusive of multiple stakeholders. Disaster
recovery plan does not recognize the capabilities and potential
hazards the community may be facing. Disaster recovery plan
does not include mitigation related projects or potential sources
for financing recovery.Student created a disaster recovery plan
that recognizes the comprehensive emergency management
approach, is inclusive of multiple stakeholders. Disaster
recovery plan does not recognize the capabilities and potential
does not include mitigation related projects or potential sources
for financing recovery. Student created a disaster recovery plan
that recognizes the comprehensive emergency management
approach, is inclusive of multiple stakeholders, recognizes the
capabilities and potential hazards the community may be facing.
Disaster recovery plan does not include mitigation related
projects or potential sources for financing recovery. Student

created a disaster recovery plan that recognizes the
comprehensive emergency management approach, is inclusive of
multiple stakeholders, recognizes the capabilities and potential
includes mitigation related projects. Student does not include
potential sources for financing recovery.Student created a
disaster recovery plan that recognizes the comprehensive
emergency management approach, is inclusive of multiple
stakeholders, recognizes the capabilities and potential hazards
the community may be facing. Disaster recovery plan includes
mitigation related projects. Student includes potential sources
for financing recovery. 520%12Formatting/LayoutThe project
was not submitted.The project was submitted, but the formatting
(e.g., spacing, margins, font size, etc.) contains errors that are
and conform to course/ assignment guidelines.55.0%3Source

appropriate.52.5%1.5Source 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
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%1.5MechanicsStudent
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

easy to follow. Logical flow of ideas.55.0%3LanguageStudent
Score:600.61.21.21.81.20.60.30.30.30.60.3
Unit 7 Assignment: Long and Short Term Recovery
Hurricane Katrina still ranks among the most expensive
disasters in U.S. history. A large portion of that figure is due to
infrastructure damaged in the storm and the costs associated
with rebuilding it. Understanding the complexities of modern
critical infrastructure and key resources is essential in disaster
recovery planning.
This week you will write an essay based on a case study of
Hurricane Katrina in order to apply lessons learned and avoid
the pitfalls encountered on the Gulf Coast while continuing to
study the recovery along the East Coast.
Write a 1,400-1,750 word analysis comparing the short - term

and long - term recovery efforts of Hurricane Katrina.
Identify at least two critical components related to Hurricane
Katrina’s short-term recovery operation (for example: roads,
public transit, bridges, levees and dams, ports and airports,
communications, water and sewer, or electricity and gas).
Identify at least two critical components related to Hurricane
Katrina’s long-term recovery operation (for example: roads,
public transit, bridges, levees and dams, ports and airports,
communications, water and sewer, or electricity and gas).
Consider how the following factors were affected as a result of
all four components you identified.
· Disaster resilience
· Economic vitality
· Quality of life
Consider the following in your analysis:
· What specific challenges were encountered during the damage
assessment and debris removal in both the short - term and long
- term disaster recovery operation?
· What structural and nonstructural mitigation efforts were
utilized if any?
· What structural and nonstructural mitigation efforts should be
incorporated into future recovery efforts?
Format your work consistent with APA guidelines.
Include a title page and reference page.
Cite all sources referenced in your analysis.
APPLYING BIBLICAL PRINCIPLES INSTRUCTIONS AND
TEMPLATE PRTH 172
In Module/Week 7, we are going to practice discerning biblical
principles from Bible texts and then making practical
applications of those principles in contemporary life. We are
going to make our first foray into using the Interpretive
Journey.

Read Jeremiah 29:11, then read the surrounding context. (It will
be easier to limit the “after” context to through verse 14, though
a full an proper treatment would carry it further)
Submit the Biblical Principles template by 11:59 p.m. (ET) on
Monday of Module/Week 7.
APPLYING BIBLICAL PRINCIPLES TO JEREMIAH 29:11
What did the verse mean to them then?
Note who the hearers were, where they were, and how they got
there. Summarize the original situation and the meaning of the
text for the original audience.
How is our situation different for us now from them then?
What is the abiding theological principle for them and us in Jer.
29:11?
How is this different from how we hear the verse applied today?
How should we apply the verse today?

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