CategoryExceeds Standard AMeets Standard BBelow Standard .docx

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Category Exceeds Standard: A Meets Standard: B Below Standard: C Does not meet Standard: F Reflect personal learning in concert experience Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details. Relates learning with research and project, personal and general reflections included, uses concrete language. Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail. Little or no explanation or reflection on learning, no or few details to support reflection. Evidence All claims and statements are backed up with concrete evidence Most claims and statements are backed up with concrete evidence Claims are vaguely backed up with evidence Little or no evidence presented Voice Writing appropriate and engaging for audience Writing appropriate for audience Writing unclear for audience Writing unsuitable for audience Organization- Structural Development of the Idea Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization. Includes engaging introduction and conclusion Paragraph development present but not perfected. Introduction and Conclusion present Hazy organization; organization of ideas not fully developed. Introduction and conclusion vague, dull. No evidence of structure or organization, conclusion or introduction. Mechanics No errors in punctuation, capitalization and spelling. No contractions Almost no errors in punctuation, capitalization and spelling. Some contractions. Many errors in punctuation, capitalization and spelling. Many contractions. Numerous and distracting errors in punctuation, capitalization and spelling. Numerous Contractions. Usage No errors in sentence structure, flow and word usage Few errors in sentence structure, flow and word usage Many errors in sentence structure, flow and word usage Numerous and distracting errors in sentence structure and word usage. Appearance Creative and attractive title; clear font and formatting; header with name, date; bibliography/citation list (if needed) Title; clear font and formatting; header with name, date; bibliography/citation list (if needed) One to two elements missing Multiple elements missing Ability to incorporate feedback (if constructive feedback is received) Constructive feedback successfully incorporated into revised paper Constructive feedback mostly successfully incorporated into revised paper Constructive feedback largely ignored Constructive feedback completely ignored Academic Honesty No plagiarism or collusion with other students appears. Citations are properly formatted in MLA or APA style. Plagiarism of any kind: AUTOMATIC FAILURE OF ASSIGNMENT ...

Education

enhance organization. Includes engaging introduction and
conclusion
Paragraph development present but not perfected. Introduction
and Conclusion present
Hazy organization; organization of ideas not fully developed.
Introduction and conclusion vague, dull.
No evidence of structure or organization, conclusion or
introduction.
Mechanics
No errors in punctuation, capitalization and spelling. No
contractions
Almost no errors in punctuation, capitalization and spelling.
Some contractions.
Many errors in punctuation, capitalization and spelling. Many
contractions.
Numerous and distracting errors in punctuation, capitalization
and spelling. Numerous Contractions.
Usage
No errors in sentence structure, flow and word usage
Few errors in sentence structure, flow and word usage
Many errors in sentence structure, flow and word usage
Numerous and distracting errors in sentence structure and word
usage.
Appearance
Creative and attractive title; clear font and formatting; header
with name, date; bibliography/citation list (if needed)
Title; clear font and formatting; header with name, date;
bibliography/citation list (if needed)
One to two elements missing
Multiple elements missing
Ability to incorporate feedback (if constructive feedback is

received)
Constructive feedback successfully incorporated into revised
paper
Constructive feedback mostly successfully incorporated into
revised paper
Constructive feedback largely ignored
Constructive feedback completely ignored
Academic Honesty
No plagiarism or collusion with other students appears.
Citations are properly formatted in MLA or APA style.
Plagiarism of any kind: AUTOMATIC FAILURE OF
ASSIGNMENT

Similar to CategoryExceeds Standard AMeets Standard BBelow Standard .docx

PSYC 221 Book Report Grading Rubric Student: _______________________________ 20 17.8 15.8 13.8 11.8 0 Structure and Organization Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content. Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction . Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. No assignment was turned in. Content Assignment parameters (length 6–7 pages, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned No assignment was turned in. Grammar and Mechanics Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...

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amrit47

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mccormicknadine86

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WOU First Year Writing Trait-Based Rubric for Academic Essays Version 2.0, Fall 2013 CONTENT 4 3 2 1 <<< High Quality Low >>> Topic Focused Responsive Identifies and focuses a topic clearly, and is appropriately specific. Provides a complete and thoughtful response to the task. Identifies and focuses a topic, but may be insufficiently clear or specific. Addresses key features of the writing task. Identifies a topic, but may be peripheral, lack focus, and/or too general. Addresses some aspects of the task. Lacks an identifiable, focused topic. Does not answer the question or substitutes a simpler writing task. Thesis Defensible Analytical/ Evaluative Thought- provoking Asserts a defensible, thought-provoking claim and shows reasonableness and complexity. Stance shows analysis, evaluation, and/or synthesis and indicates a clear need to explain, prove, or validate assertion. Shows originality in viewpoint and/or voice. Asserts a defensible claim, shows reasonableness, but may lack development or complexity. Stance shows analysis, evaluation, and/or synthesis and indicates a clear need to explain, prove, or validate assertion. May lack originality in viewpoint and/or voice. Asserts a defensible claim, but may be overly broad, general, or simplistic; may lack development and/or reasonableness. Stance lacks analysis, evaluation, and/or synthesis; may weakly indicate the need to explain, prove, or validate assertion. Minimal originality in viewpoint and/or voice. Asserts the obvious or lacks connection to an issue. May generate a May express a vague, general, or undeveloped stance. Lacks originality in viewpoint and/or voice. Global Development & Support Intro/Concl. Relevance Progression Coherence Reasoning Introduction and conclusion frame and develop the topic and Chooses relevant evidence for purpose, stance, and audience. Develops a complex view of the topic. Integrates evidence and ideas smoothly. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view, and examines assumptions. Introduction and conclusion contribute to development of topic. Offers appropriate support; may use varied forms of evidence. Stays on topic and furthers the discussion. Links evidence and ideas. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view. Has an identifiable introduction and conclusion. May rely on observation or example from source with general, vague, or unreflective inference or opinion. Inserts occasional information that is tangential or disconnected. A.

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COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics Task · This is an individual task. · The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated. · You should upload a single, correctly formatted document which may also include any relevant tables and diagrams During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each) 1. Description of the product 2. Classification of the product 3. Main uses of the product 4. Differentiation Strategy (Value Proposition) 5. Macrosegmentation 6. Microsegmentation 7. Main decision makers in the purchasing process of the product 8. Approach strategy towards customers 9. Critical discussion about the convenience of working with Key Accounts approach 10. Any other factor you consider key for the your marketing plan Formalities: · Wordcount: 2.000 words · Cover, Table of Contents, References and Appendix are excluded from the total wordcount. · Font: Arial 12,5 pts. · Text alignment: Justified. · Harvard style in-text citations and bibliography It assesses the following learning outcomes: 1. Have an in-depth understanding of B2B market opportunities. 2. Identify and differentiate between the different and unique challenges of business markets 3. Apply and analyze the different B2Bsystems and processes 4. Have a systematic understanding of how theoretical concepts can be applied in business markets. 5. Critically appreciate B2B marketing strategy assessments and developments. 6. Apply and assess the tools for B2Bmarketing strategy development and implementation Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST Weight: This task is a 40 % of your total grade for this subject. Rubrics Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100% Purpose & Understanding KNOWLEDGE & UNDERSTANDING 15% Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus. Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material. Reasonable understanding and clearly identifies the purpose, goals, research questions or argument. Reflect partial achievement of learning outcomes. A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown. Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom. Content KNOWLEDGE & UNDERSTANDING 15% Cont.

COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx

richardnorman90310

Basic data structures such as arrays are not sufficient for some applications. In some cases, more advanced data structures are more suitable. In this assignment you will examine Stacks and Queues using linked lists. Complete the following: Create a flowchart to represent the Push and Pop operations for a Stack based on a linked list data structure. Create a flowchart to represent the Enqueue and Dequeue operations for a Queue based on a linked list data structure. Write the required Java code to implement either a Stack or a Queue data structure based on a linked list. The code should include the class constructors, the necessary properties, and methods to add and remove elements from the data structure. Do not use the built-in Java Stack class or the built-in Java Queue interface or the built-in Java linked list (you should create your own code for these classes). Please submit your assignment in a single MS Word document: Note: Diagrams created in separate programs should be copied and pasted into your document for submission. Please submit your assignment. For assistance with your assignment, please use your text, Web resources, and all course materials. Grading Rubric Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70% Content (75%) Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment. Effective Communication (10%) Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ...

Basic data structures such as arrays are not sufficient for some app

cameroncourtney45

AMH 2042 RVC Spring 2019 Essay Paper Grading Rubric Adopted from Professor Jay Aronson, Carnegie Mellon University Excellent Good Needs Improvement Poor F Overall Impression Author directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course. Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others. Author attempts to address main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. Essay does NOT address main question or issue, and it is obvious that author has not retained any information from the course. P L A G I A R I S M Argument Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate. An argument is present, but reader must reconstruct it from the text. Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). No attempt is made to articulate an argument. Evidence Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. Not enough evidence is provided to support author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used. Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings. Excellent Good Needs Improvement Poor F Counter-Evidence The author considers the evidence, or alternate interpretations of evidence, that could be used to refute or weaken his/her argument, and thoughtfully responds to it. Author acknowledges that counter-evidence or alternative interpretations exists, and lists them fully, but does not effectively explain to reader why his/her argument still stands. Author acknowledges some of the most obvious counter-evidence and alternative explanations, but is not comprehensi.

AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docx

greg1eden90113

One of the best ways to learn public speaking, other than actually doing it, is to analyze what factors contributed to the strengths and weaknesses of your speech. For this assignment you will develop a self assessment of your informative speech and assess your speech by writing a five-paragraph essay, typed and double-spaced in which you identify your strengths and weaknesses and make recommendations for improvement. Refer to the grading rubric and the grading your instructor returned to you for your speech. Your essay should be 300 to 500 word. Incorporate the following elements into your essay: 1. A header (MLA style) is required. 2. Introduction (1st paragraph): Identify the purpose of your speech and summarize your topic. 3. Body (2nd paragraph): How did you open with impact? What did you say to connect your topic with your audience? Was your thesis stated clearly? Did you present the main points in a clear, concise manner? Were transitions used between main points? Did you provide ample support for main points? Did you restate your main points in the conclusion? How did you close with impact? 4. Body (3rd paragraph): Using the rubric, identify your strengths. 5. Body (4th paragraph): Using the rubric, identify your weaknesses. 6. Conclusion (5th paragraph): State how effective you believe your speech was and how you will address weaknesses. Your essay should not be longer than 1 to 2 pages. Introduction 5 4 3 2 1 0 Weight Total Attention Getter Highly effective and obvious attention getting device used. Audience attention was clearly established. (Question, startling statement, statistic, story) Somewhat effective attention getting device used. Established attention of audience. Attention getter was adequate to gain interest of audience. Attention getter was not adequate or effective to gain audience attention. Attention getter was not used. Was not acceptable 5 4 3 2 1 0 Weight Total Connects with audience Topic relevance explained, adapted to occasion and audience. Audience motivated to listen. Connect and interest of audience obviously established. Topic relevance explained and adapted to audience. Connect and interest of audience established. Topic relevance established with audience. Connection with audience established. Topic relevance minimally established or alluded to with audience. No obvious connection with audience established. Connection with the audience was not established. Was not acceptable 5 4 3 2 1 0 Weight Total Presented thesis/main points The thesis and main points were clearly stated, identified and established for audience. The thesis and main points were partially stated, identified and established. Thesis and main points were stated. The thesis and main points were alluded to or minimally i.

One of the best ways to learn public speaking, other than actual.docx

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Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not? Do their perceptions of nature shift throughout the story? Why or why not? Write down a loose response about what I think of the question and what I remember of the story. ICE method. I introduce the citation C the citation itself E explain its meaning to your argument. The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading. 3. Nature as Protagonist in “The Open Boat” Anthony Channell Hilfer Texas Studies in Literature and Language, Volume 54, Number 2, Summer 2012, pp. 248-257 (Article) Published by University of Texas Press DOI: For additional information about this article [ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ] https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 Anthony Channell Hilfer248 3. Nature as Protagonist in “The Open Boat” The bottom of the sea is cruel. —Hart Crane, “Voyages” As many critics have argued, questions of perspective and epistemology are central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s first sentence famously clues us to this: “None of them knew the color of the sky” (68). But behind the uncertainties of perspective is a determinable ontology, a presence, or rather, I shall argue, a sort of presence, the existence of which implies a rectified aesthetic response. This response emerges, however, from negations, denials, and occultations: what is not seen, who is not there, and what does not happen.3 Here again, when we look at nature we behold things that are not there and miss “the nothing that is.” Fully as much as Stevens in “The Snow Man,” Crane is concerned with certain conventions of representation: personification, the picturesque, the American sublime, and the melodramatic, which although it does not inform “The Snow Man” is played on in Stevens’s “The Ameri- can Sublime.” Crane’s story is intertextual with nature poetry, sentimental poetry, hymns, and landscape art, as well as with Darwinism, theological clichés, and, less obviously, theological actualities. For the most part these conventions add up to what the Stevens poem declares is “not there.” To get to “the nothing that is” we must first traverse this ocean of error. Doing so helps keep our p.

Examine how nature is discussed throughout The Open Boat.” Loo.docx

cravennichole326

Examine "All Children Can Learn" . Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners. First, provide five evidence-based strategies: Two instructional strategies (i.e., graphic organizers), Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.), One activity (e.g., Think-Pair-Share). Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation. .

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cravennichole326

Examine each of these items, which are available on the internet: 1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it. 2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting? 3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again, this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out? After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism. write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today. .

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Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page. Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8 (4), 377-383. Scenario: Culture, Psychology, and Community Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups . Part 1: Developing an Understanding (2 pages) Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. ( Note : Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.) Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism. Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages) Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why? Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages) Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario. Further explain any implications that may arise from when working between and within groups. Support your Assignment by citing all resources in APA style, including those in the Learning Resources. .

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Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021 .

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cravennichole326

Exam IT 505 Multiple Choice (20 questions , 2 points each) Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect 1. Which of the following is NOT one of the typical characteristics of back-end networks? A. high data rate B. high-speed interface C. distributed access D. extended distance 2. Problems with using a single Local Area Network (LAN) to interconnect devices on a premise include: A. insufficient reliability, limited capacity, and inappropriate network interconnection devices B. insufficient reliability, limited capacity, and limited distances C. insufficient reliability, limited distances, and inappropriate network interconnection devices D. limited distances, limited capacity, and inappropriate network interconnection devices 3. Which of following is NOT one of the designs that determines data rate and distance? A. the number of senders B. the number of receivers C. transmission impairment D. bandwidth 4. The fact that signal strength falls off with distance is called ________________. A. bandwidth B. attenuation C. resistance D. propagation 5. Which of the following is NOT one of the distinguishing characteristics for optical fiber cables compared with twisted pair or coaxial cables? A. greater capacity B. lower attenuation C. electromagnetic isolation D. heavier weight 6.________ is a set of function and call programs that allow clients and servers to intercommunicate. A. IaaS B. SQL C. API D. Middleware 7. A computer that houses information for manipulation by networked clients is a __________. A. server B. minicomputer C. PaaS D. broker 8. ________ is software that improves connectivity between a client application and a server. A. SQL B. API C. Middleware D. SAP 9. The inability of frame relay to do hop by hop error control is offset by: A. its gigabit speeds B. its high overhead C. the extensive use of in-band signaling D. the increasing reliability of networks 10. All Frame Relay nodes contain which of the following protocols? A. LAPB B. LAPD C. LAPF Core D. LAPF Control 11. The technique employed by Frame Relay is called __________. A. inband signaling B. outband signaling C. common channel signaling D. open shortest path first routing 12. In ATM, the basic transmission unit is the ________. A. frame B. cell C. packet D. segment 13. When using ATM, which of the following is NOT one of the advantages for the use of virtual paths? A. less work is needed to set a virtual path B. the network architecture is simplified C.

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EXAM Estructura 8.1 - Miniprueba A Verbos Complete the chart with the correct verb forms. infinitivo seguir (1) [removed] yo (2) [removed] morí tú seguiste (3) [removed] nosotras seguimos (4) [removed] ellos (5) [removed] murieron Completar Fill in the blanks with the correct preterite forms of the verbs in parentheses. Diego y Javier [removed] (conseguir) un mapa. Esta mañana usted [removed] (despedirse) de los estudiantes. Tú [removed] (sentirse) mal ayer. La semana pasada yo no [removed] (dormir) bien. Amparo [removed] (preferir) comer en casa. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo Edgar / preferir / pollo asado Edgar prefirió el pollo asado. Álvaro y yo / servir / los entremeses [removed] ¿quién / repetir / las instrucciones? [removed] ayer / yo / despedirse / de / mis sobrinos [removed] ustedes / dormirse / a las diez [removed] La cena Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used. abrir conseguir escoger leer mirar pedir preferir probar repetir sentirse servir vestirse Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros (1) [removed] este lugar porque Jorge (2) [removed] una reseña ( review ) en Internet que decía ( said ) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros (3) [removed] de bluejeans. De verdad, en Mi Tierra mis amigos y yo (4) [removed] como ( like ) en casa. El camarero que nos (5) [removed] fue muy amable. Para empezar, Jorge e Iván (6) [removed] tamales, pero yo (7) [removed] esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto ( so much ) que no (8) [removed] nada de postre ( dessert ). ¡Fue una cena deliciosa! .

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Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John. Choose two of the following questions to answer as part of your initial post. What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed? What were some of the barriers John faced in accessing medical care and mental health care? How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair? The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John? In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking? Please include at least three scholarly sources within your initial post. Rubric: Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understandin.

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Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Also include how ethical considerations might impact your treatment plan and communication with clients. BACKGROUND The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month. Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit. During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so. She currently weighs .

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Examination of Modern Leadership Module 1: Leadership: History, Fundamentals, and the Modern Context Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development. Learning Outcomes 1. Compare and contrast historical leadership concepts against modern and postmodern organization needs. 2. Analyze leadership approaches using a critical framework. 3. Construct a personal leadership biography. For Your Success & Readings A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce. Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success. In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory. Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study. Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity! Required · Introduction and Chapters 1 & 2 in Leadership: A Critical Text · Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31. · Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203 · Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224. · Blom, M. .

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Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others. (1) identify the key organizational behavior issues facing management, (2) what impact the international environment has on these issues, (3) strategies management should use to overcome these issues, (4) how these strategies will impact the overall organizational operations, and (5) identify the potential costs and risks to the organizations of implementing the newly developed strategies. Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work. APA format, Times New Roman (12), 20-25 pages, No plagiarism. .

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate- level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. Executive Program Practical Connection Assignment At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and kn.

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. .

Executive Program Practical Connection Assignment Component .docx

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Executive Program Group Project Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.   Criteria Excellent Satisfactory Less than Satisfactory Not Completed Log Completion 4 points Food logs are complete with detailed food/beverage items 3 points Food logs are complete but lack some detail on food/beverage items (3 pts) 2 points Food logs are complete are missing substantial detail on food/beverage items 0 points Student did not complete this component of the project. / 4 Por.

Executive Program Group Project Assignment Component Profi.docx

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Executive Practical Connection Activity it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: · Provide a 500 word (or 2 pages double spaced) minimum reflection. · Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. · Share a personal connection that identifies specific knowledge and theories from this course. · Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. · You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. MY ROLE: BIGDATA/KAFKA ADMIN Need Plagiarism report for this Assignement. ****Directions Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information. 1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus). 2. Describe the type of healthcare policy you would advocate for in an effort to change this issue. 3. What type of campaign would you need to launch in order to gather a network of support? 4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise. 1. NR708HealthPol Retweeted Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele #NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter … Helping Vulnerable People Before Disasters Strike | Campaign for Action Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year campaignforaction.org 13h · · 2. NR708HealthPol Retweeted Diana Mason@djmasonrn By @AmyAnderso.

Executive Practical Connection Activityit is a priority that stu.docx

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Executive FunctionThe Search for an Integrated AccountMari.docx

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Executive Compensation and Incentives Martin J. Conyon* Executive Overview The objective of a properly designed executive compensation package is to attract, retain, and motivate CEOs and senior management. The standard economic approach for understanding executive pay is the principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that boards and compensation committees have become more independent over time. In addition, we demonstrate that compensation committees containing affiliated directors do not set greater pay or fewer incentives. Introduction E xecutive compensation is a complex and con- troversial subject. For many years, academics, policymakers, and the media have drawn attention to the high levels of pay awarded to U.S. chief executive officers (CEOs), questioning whether they are consistent with shareholder interests.1 Some academics have further argued that flaws in CEO pay arrangements and deviations from shareholders’ interests are widespread and considerable.2 For example, Lucian Bebchuk and Jesse Fried provide a lucid account of the managerial power view and accompanying evidence.3 Marianne Bertrand and Sendhil Mullainathan too provide an analysis of the ‘skimming view’ of CEO pay.4 In contrast, John Core et al. present an economic contracting approach to executive pay and incentives, assessing whether CEOs receive inefficient pay without performance.5 In this paper, we show what has happened to CEO pay in the United States. We do not claim to distinguish between the contracting and managerial power views of executive pay. Instead, we document the pattern of executive pay and incentives in the United States, investigating whether this pattern is consistent with economic theory. The Context: Who Sets Executive Pay? B efore examining the empirical evidence presented in this paper, it is important to consider the pay-setting process and who sets executive pay. The standard economic theory of executive compensation is the principal-agent model.6 The theory maintains that firms seek to design the most efficient compensation packages possible in order to attract, retain, and motivate CEOs, executives, and managers.7 In the agency model, shareholders set pay. In practice, however, the compensation com- mittee of the board determines pay on behalf of shareholders. A principal (shareholder) designs a contract and makes an offer to an agent (CEO/ manager). Executive compensation ameliorates a moral hazard problem (i.e., manager opportunism) arising from low firm ownership. By using stock options, restricted stock, and long-term contracts, shareholders motivate the CEO to maximize firm value. In other words, shareholders try to design optimal compensation packages .

Executive Compensation and IncentivesMartin J. ConyonEx.docx

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Executing the Strategy Learning Objectives After reading this chapter, you should be able to: • Distinguish good operational plans from weak ones. • Detail the value of tracking progress on all operational plans. • Discuss why emergent strategies occur and how they might affect an organization’s current strategy. • Implement the ten basic steps of a generic strategic formulation process. • Manage, improve, and evaluate an existing strategic management process. Chapter 9 Neil Webb/Ikon Images/Getty Images spa81202_09_c09.indd 247 1/16/14 10:08 AM CHAPTER 9Section 9.1 Managing Operational Plans Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across a calm pond on a sunny day, but rather like crossing from one bank of a raging river to the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the way. While it is not impossible to reach the other bank (the goal), the task often becomes one of overcoming obstacles and making constant adjustments without losing sight of the goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot be implemented. This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted to assessing, improving, and managing the strategy formulation process itself. 9.1 Managing Operational Plans The process for obtaining board approval of operational plans is covered in this chapter. Exactly what is it that gets approved? An operational plan is a document that specifies the projects or tasks that must be accomplished to achieve particular operational objectives. Many of these plans will contain activities that are ongoing. Some will include plans for enhanced or new services. Details specified in operational plans include the names of those who will be involved and the individual responsible for each one, what equipment will be needed, when each will start and end, and the estimated costs for each activity. Given the level of detail required, it should come as no surprise that an operational plan for a large functional unit, such as the nursing department in a hospital, can run to many pages, as there are lots of activities to be detailed. Operational plans for small HSOs such as physi- cian clinics and community health centers may be just a few pages long unless new strategic initiatives are to be undertaken. It takes contributions from everyone who will be involved in that HSO’s operations to create such plans. They will make sure that continuing current operations are included in the plans, which is easily done. What adds a level of complexity and difficulty is incorporating additional tasks demanded by a change in strategy. Consider the following scenarios, which illustrate the difficulty in creating operational plans that involve more than simply repeating what was done the previous year: Javier Larrea/age fotostock/Getty Ima.

Executing the StrategyLearning ObjectivesAfter reading.docx

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Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages Requirements: 1. An al yz e Fe d era l E x pre ss ’ s v a lu e cr e atio n f r ont i e r , a n d deter m in e w h i ch o f th e f ou r bu i l d i ngb l oc k s o f c o m pet i t i v e a d v a nta g e t h e co m pa n y n eed s i n orde r t o con t i n u e t o m a i n t a i n a b o v e-a v er a g e pro f ita b i l i t y . Provi d ea ra ti o n aletosup p orttheresponse. 2. Deter m i n e th e m a i n aspe ct o f produc t d i ff erent i atio n a n d capac i t y c o ntr o l t h a t Fe d era l E x pre s s c oul d us e i n or d e r t o m a i n t a i n a n ed g eo v e r i tsr i v a l s .J u st i f y t h er e sp on se. 3. A ss es s th e e f f i c i en c y o f Federa l E x pre ss ’ s c ur r en t bu s i ne ss m odel , a n d reco m m en d o n e (1 ) ne w bu s i n es s -leve l stra t e g y t h a t gi v e s t h e co m pa n ya co m p et i t i ve a dvant a g e ove r it s r i v a l s. P r o v i d earat i o n ale f o rthereco m m enda ti on. 4. E x a m in e th e m anne r i n wh i c h overa l l g l o b a l co m pet i t i o n m a y i m pa ct th e n e w bu s i ne ss strate g y tha t y o u re c o m m ende d i n Que s t i o n 3 . Next , su g ge st on e (1 ) si g n i f i c an t w a y t ha t Feder a l E x pre s s m a y c on f r on t i ts g l ob a lc o m pet it i o n .

Executing Strategies in a Global Environment Examining the Case of .docx

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1. Category Exceeds Standard: A Meets Standard: B Below Standard: C Does not meet Standard: F Reflect personal learning in concert experience Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details. Relates learning with research and project, personal and general reflections included, uses concrete language. Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail. Little or no explanation or reflection on learning, no or few details to support reflection. Evidence All claims and statements are backed up with concrete evidence Most claims and statements are backed up with concrete evidence Claims are vaguely backed up with evidence Little or no evidence presented Voice Writing appropriate and engaging for audience Writing appropriate for audience Writing unclear for audience Writing unsuitable for audience Organization- Structural Development of the Idea Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to

2. enhance organization. Includes engaging introduction and conclusion Paragraph development present but not perfected. Introduction and Conclusion present Hazy organization; organization of ideas not fully developed. Introduction and conclusion vague, dull. No evidence of structure or organization, conclusion or introduction. Mechanics No errors in punctuation, capitalization and spelling. No contractions Almost no errors in punctuation, capitalization and spelling. Some contractions. Many errors in punctuation, capitalization and spelling. Many contractions. Numerous and distracting errors in punctuation, capitalization and spelling. Numerous Contractions. Usage No errors in sentence structure, flow and word usage Few errors in sentence structure, flow and word usage Many errors in sentence structure, flow and word usage Numerous and distracting errors in sentence structure and word usage. Appearance Creative and attractive title; clear font and formatting; header with name, date; bibliography/citation list (if needed) Title; clear font and formatting; header with name, date; bibliography/citation list (if needed) One to two elements missing Multiple elements missing Ability to incorporate feedback (if constructive feedback is

3. received) Constructive feedback successfully incorporated into revised paper Constructive feedback mostly successfully incorporated into revised paper Constructive feedback largely ignored Constructive feedback completely ignored Academic Honesty No plagiarism or collusion with other students appears. Citations are properly formatted in MLA or APA style. Plagiarism of any kind: AUTOMATIC FAILURE OF ASSIGNMENT

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