Discussion Rubric College of Undergraduate StudiesDiscussi.docx
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This document outlines the grading criteria for discussion assignments in an undergraduate college course. It is divided into three sections - initial discussion response, discussion participation, and writing craftsmanship/ethical scholarship. For each section, criteria are provided to evaluate work as unsatisfactory, emerging, proficient, or exemplary. The highest possible score is 40 points.
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Assignment 2 Grading CriteriaMaximum PointsAdequately used dat.docx
Assignment 2 Grading Criteria
Maximum Points
Adequately used data from the Recycling Journal to estimate how much garbage your community can save from the landfill.
36
Examined the process of recycling, providing a thorough explanation of how recycled material is used as well as how one can impact the creation of renewed resources through recycling.
24
Provided appropriate examples and scholarly references in support.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors wer ...
Of Mice and Men EssayEssay PromptDue Friday, February 16thWha.docx
Of Mice and Men Essay
Essay Prompt
Due: Friday, February 16th
What is the role or responsibility of the individual when dealing with the less fortunate in society? Why? To what extent?
Write an essay in which you fully answer all parts of the questions while anticipating alternate viewpoints and utilizing evidence from Of Mice and Men and at least two other sources. See the rubric below for more details.
Essay Rubric
C
C
S
S
4
3
2
1
0
Advanced
Proficient
Progressing
Beginning
No Attempt
O
R
G
A
N
I
Z
A
T
I
O
N
/
P
U
R
P
O
S
E
4
0
%
The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused:
1. claim is introduced, clearly communicated,and the focus is strongly maintained for the purpose and audience
2. consistent use of a variety of transitional strategies to clarify the relationships between and among ideas
3. effective introduction and conclusion
4. logical progression of ideas from beginning to end;strong connections between and among ideas with some syntactic variety
5. alternate and opposing argument(s)are clearly acknowledged or addressed*
The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused:
1. claim is clear, and the focus is mostly maintained for the purpose and audience
2. adequate use of transitional strategies with some variety to clarify relationships between and among ideas
3. adequate introduction and conclusion
4. adequate progression of ideas from beginning to end;
5. adequate connections between and among ideas alternate and opposing argument(s) are adequately acknowledged or addressed*
The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs. The response may have a minor drift in focus:
1. claim may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience
2. inconsistent use of transitional strategies and/or little variety
3. Introduction or conclusion,if present, may be weak
4. uneven progression of ideas from beginning to end; and/or formulaic;inconsistent or unclear connections among ideas
5. alternate and opposing argument(s) may be confusing or not acknowledged*
The response has little or no discernible organizational structure. The response may be related to the claim but may provide little or no focus:
1. claim may be confusing or ambiguous;response may be too brief or the focus may drift from the purpose and/or audience
2. few or no transitional strategies are evident
3. introduction and/or conclusion may be missing .
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK MUST BE COMP.docx
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK
MUST BE COMPLETED IN APA FORMAT
Memory Models
Learning about the structure of memory can improve your study skills. In this assignment, you will discuss the academic applications of memory models and try to apply the principles to yourself. Use the readings for the module and the terminology of the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class and need to prepare a test. You want evidence to show that students know the material well. What kind of test would you prepare? What kind of test do you think requires the most in-depth knowledge? Why?
As Dan took his history test, he could not recollect many of the dates he had studied. Dan had memorized some important dates just before the test. While he was doing this, he was also talking on the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have done something differently to prevent forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could help Dan remember dates for his history test. Explain how they could be used.
Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory, explain why Melissa’s method of studying was not very effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two tasks that could successfully be performed simultaneously (For example, can you listen to music while studying at the same time?). Discuss two other tasks that probably would interfere with each other. Make sure to discuss your answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive.
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
By
Saturday, February 14, 2015
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 18, 2015
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be graded using the discussion rubric.
Discussion Grading Criteria
Maximum
Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
·
Did not relate to the concepts or ideas presented in the discussion topic(s)
·
Claims were not supported.
Initial response:
·
Lacked substance
·
Was not original
·
Relied on personal experience only to support ideas
Initial response was:
·
Original and accurate
·
Substantive
·
Demonst.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
CategoryExceeds Standard AMeets Standard BBelow Standard .docx
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
...
Recommended
Assignment 2 Grading CriteriaMaximum PointsAdequately used dat.docx
Assignment 2 Grading Criteria
Maximum Points
Adequately used data from the Recycling Journal to estimate how much garbage your community can save from the landfill.
36
Examined the process of recycling, providing a thorough explanation of how recycled material is used as well as how one can impact the creation of renewed resources through recycling.
24
Provided appropriate examples and scholarly references in support.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors wer ...
Of Mice and Men EssayEssay PromptDue Friday, February 16thWha.docx
Of Mice and Men Essay
Essay Prompt
Due: Friday, February 16th
What is the role or responsibility of the individual when dealing with the less fortunate in society? Why? To what extent?
Write an essay in which you fully answer all parts of the questions while anticipating alternate viewpoints and utilizing evidence from Of Mice and Men and at least two other sources. See the rubric below for more details.
Essay Rubric
C
C
S
S
4
3
2
1
0
Advanced
Proficient
Progressing
Beginning
No Attempt
O
R
G
A
N
I
Z
A
T
I
O
N
/
P
U
R
P
O
S
E
4
0
%
The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused:
1. claim is introduced, clearly communicated,and the focus is strongly maintained for the purpose and audience
2. consistent use of a variety of transitional strategies to clarify the relationships between and among ideas
3. effective introduction and conclusion
4. logical progression of ideas from beginning to end;strong connections between and among ideas with some syntactic variety
5. alternate and opposing argument(s)are clearly acknowledged or addressed*
The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused:
1. claim is clear, and the focus is mostly maintained for the purpose and audience
2. adequate use of transitional strategies with some variety to clarify relationships between and among ideas
3. adequate introduction and conclusion
4. adequate progression of ideas from beginning to end;
5. adequate connections between and among ideas alternate and opposing argument(s) are adequately acknowledged or addressed*
The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs. The response may have a minor drift in focus:
1. claim may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience
2. inconsistent use of transitional strategies and/or little variety
3. Introduction or conclusion,if present, may be weak
4. uneven progression of ideas from beginning to end; and/or formulaic;inconsistent or unclear connections among ideas
5. alternate and opposing argument(s) may be confusing or not acknowledged*
The response has little or no discernible organizational structure. The response may be related to the claim but may provide little or no focus:
1. claim may be confusing or ambiguous;response may be too brief or the focus may drift from the purpose and/or audience
2. few or no transitional strategies are evident
3. introduction and/or conclusion may be missing .
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK MUST BE COMP.docx
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK
MUST BE COMPLETED IN APA FORMAT
Memory Models
Learning about the structure of memory can improve your study skills. In this assignment, you will discuss the academic applications of memory models and try to apply the principles to yourself. Use the readings for the module and the terminology of the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class and need to prepare a test. You want evidence to show that students know the material well. What kind of test would you prepare? What kind of test do you think requires the most in-depth knowledge? Why?
As Dan took his history test, he could not recollect many of the dates he had studied. Dan had memorized some important dates just before the test. While he was doing this, he was also talking on the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have done something differently to prevent forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could help Dan remember dates for his history test. Explain how they could be used.
Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory, explain why Melissa’s method of studying was not very effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two tasks that could successfully be performed simultaneously (For example, can you listen to music while studying at the same time?). Discuss two other tasks that probably would interfere with each other. Make sure to discuss your answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive.
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
By
Saturday, February 14, 2015
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 18, 2015
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be graded using the discussion rubric.
Discussion Grading Criteria
Maximum
Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
·
Did not relate to the concepts or ideas presented in the discussion topic(s)
·
Claims were not supported.
Initial response:
·
Lacked substance
·
Was not original
·
Relied on personal experience only to support ideas
Initial response was:
·
Original and accurate
·
Substantive
·
Demonst.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
CategoryExceeds Standard AMeets Standard BBelow Standard .docx
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
...
Life Transitions Assignment Assignment Life Transitions As.docx
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
FINAL PROJECT EVALUATION CRITERIA
There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course).
Scoring Instructions
· For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator).
· For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points.
· Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic;
· Lacks in substance, relying more on anecdotal than scholarly evidence;
· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
1 Paper or writing assignment is unresponsi ...
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
Discussion Posting and Response RubricExemplaryProficientP.docx
Discussion Posting and Response Rubric
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
10 points (28%)
Posts exceed requirements of the discussion instructions (e.g., respond to the question being asked; go beyond what is required (i.e., incorporates additional readings outside of the assigned learning resources, and/or shares relevant professional experiences); are substantive, reflective, and refers to learning resources demonstrating that the student has considered the information in learning resources and colleague postings).
10 points
Posts are responsive to and meet the requirements of the discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to learning resources demonstrating that the student has read, viewed, and considered the learning resources and colleague postings.
8–9 points
Posts are somewhat responsive to the requirements of the discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
5–7 points
Posts are unresponsive to the requirements of the discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
0–4 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
10 points (28%)
Posts demonstrate the student's ability to apply, reflect, AND synthesize concepts and issues presented in the weekly learning objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
10 points
Posts demonstrate the student's ability to apply, reflect OR synthesize concepts and issues presented in the weekly learning objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
8–9 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
5–7 points
Posts demonstrate a l.
Univ 2002 global issues take home midterm paper assignment the
Univ 2002 global issues take home midterm paper assignment the
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
HSCO 511
Support Group Paper Grading Rubric
Criteria
Advanced
Proficient
Developing
Below Expectations
Not Present
Points
Earned
Content: 70%
Content
65 to 70 points
· Addresses all required aspects of the topics in sufficient depth & detail.
· Demonstrates course-related understanding, reflection, critical thinking & analysis.
· Meets length parameters.
59 to 64 points
· Addresses most required aspects of the topics in sufficient depth & detail.
· Demonstrates some course-related knowledge, reflection, critical thinking & analysis.
· Length is acceptable.
53 to 58 points
· Addresses some required aspects of the topics; depth & detail may be lacking.
· Some course-related knowledge, reflection & analysis may be implied.
· May violate length parameters.
1 to 52 points
· Addresses required aspects of the topics to a limited extent.
· Course-related knowledge, critical thinking & analysis is lacking.
· May violate length parameters.
0 points
Sources & Support
65 to 70 points
· Provides specific observations & examples.
· Incorporates all required sources in a meaningful way.
· Integrates biblical worldview perspectives.
59 to 64 points
· Provides some observations & examples.
· Incorporates required sources in some way.
· Makes inferences based on a biblical worldview.
53 to 58 points
· Provides a few observations & examples.
· Cites sources, but without meaningful discussion.
· Biblical worldview may be implied.
1 to 52 points
· Observations & examples are vague or missing.
· Required sources may not be incorporated.
· Biblical worldview may not be evident.
0 points
Structure: 30%
Organization
19 to 20 points
· Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points sufficiently developed.
17 to 18 points
· Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points somewhat developed.
15 to 16 points
· May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow.
· Focus may be lacking & main points needing development.
1 to 14 points
· Organization is poor.
· There may be a lack of focus; ideas may be vague, confusing or underdeveloped.
0 points
Grammar &
Mechanics
19 to 20 points
· Spelling, grammar, punctuation, & capitalization is correct.
· Sentences are coherent, complete, clear & varied.
· Choice of words, tense & tone is appropriate.
17 to 18 points
· Spelling, grammar, punctuation, & capitalization is acceptable.
· Sentences are generally coherent, complete & clear.
· Choice of words, tense & tone is acceptable.
15 to 16 points
· Spelling, grammar, punctuation, or capitalization is incorrect.
· Sentence structure needs to be developed.
· Word choice, tense, or tone may be problematic.
1 to 14 points
· Multiple writing, grammar, or sentence structu ...
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
PSYC 221Book Report Grading RubricStudent _____________.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, ...
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docx
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.
Essay Assessment Rubric
This is an essay assessment that I create to use in my online GED essay preparation course.
Criteria Exceeds Expectations Meets Expectat.docx
Criteria
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Needs Significant
Improvement
Engagement
Contributes to
the discussion
with original
ideas that
demonstrate
critical thinking
and intellectual
curiosity and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion
with original
ideas that
require further
development
and critical
thinking; but
demonstrates
interest and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion;
but lacks
originality,
critical
thinking, and
interest and
responsiveness
towards the
subject and the
author’s
position.
Fails to contribute to
the discussion or to
meet the
requirements of the
assignment, and lacks
critical inquiry or
interest towards the
subject and the
author’s position.
Preparedness
Demonstrates an
understanding of
the text, shows
excellent
evidence that
main points
were
understood, and
synthesizes
relevant points.
Demonstrates
some
understanding
of the text,
shows
basic evidence
that main points
were
understood, and
summarizes
some relevant
points.
Demonstrates
confusion
about the thesis
of the text,
shows little
evidence that
main points
were
understood,
and generalizes
or understates
relevant points.
Demonstrates
incomprehension of
the text and lack of
understanding of
most of the main
points.
Research
Incorporates
research from
additional
sources,
includes proper
source
attribution and
citations, and is
respectful
towards
opposing
viewpoints
while also
including
Incorporates
some research
from additional
sources,
includes source
attribution and
citations, and
shows balanced
inclusion of
differing
viewpoints.
Incorporates
examples but
no research
from additional
sources,
insufficient
source
attribution or
lacks citations
and
demonstrates
biased
viewpoint.
Lacks inclusion of
additional research,
source attribution,
and diversity of
viewpoints.
supporting
viewpoints.
Quality of
Writing and
Proofreading
Essay is free of
grammar,
spelling, and
punctuation
errors; and uses
correct diction
and syntax.
Essay has very
few grammar,
spelling,
punctuation,
diction, or
syntax errors.
Essay
has some
grammar,
spelling,
punctuation,
diction, and
syntax errors
that distract the
reader.
Essay has
many grammar,
spelling, punctuation,
diction, and syntax
errors that distract the
reader and do not
demonstrate effective
communication.
Total pts: 90-100% 80-89% 70-79% 69-0%
.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Addisons diseaseYou may use the textbook as one reference a.docx
Addison's disease
You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers.
Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner.
Your initial post should also include the following:
The most common presenting symptoms
The manner in which your disorder is routinely diagnosed
A standard treatment plan
Link(s) to routine screening and treatment guidelines
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several inst.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
Write a page to a page and half for each topic and read each topic a.docx
Write a page to a page and half for each topic and read each topic and there attachment carefully and summarize
1-Mon Oct 28: The Conflict over Religious Authority in Post-Safavid Iran
Attached Files:
Attachment : Momen Akhbari School (1).pdf
Moojan Momen,
An Introduction to Shi’i Islam,
ch.6, 12.
2- Wed Oct 30: Imperial Reform Movements
Attached Files:
Tanzimat Decree (1).pdf
Tobacco Concession (2)pdf
25 Reform Movements (3) pptx
Cleveland,
Modern Middle East,
ch.5-6
Primary Sources:
Gulhane Edict (1839)
Hatt-i Humayun (1856)
Tobacco Concession
3- Fri Nov 1: Social and Intellectual Movements in the Early 20th Century
Attached Files:
alAfghani (1)
Abduh Theology of Unity (2)
.
Write a page discussing why you believe PMI is focusing BA as the fi.docx
Write a page discussing why you believe PMI is focusing BA as the first step in the project management model.
Provide an example and discuss how poor BA effects project success.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
More Related Content
Similar to Discussion Rubric College of Undergraduate StudiesDiscussi.docx
Life Transitions Assignment Assignment Life Transitions As.docx
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
FINAL PROJECT EVALUATION CRITERIA
There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course).
Scoring Instructions
· For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator).
· For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points.
· Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic;
· Lacks in substance, relying more on anecdotal than scholarly evidence;
· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
1 Paper or writing assignment is unresponsi ...
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
Discussion Posting and Response RubricExemplaryProficientP.docx
Discussion Posting and Response Rubric
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
10 points (28%)
Posts exceed requirements of the discussion instructions (e.g., respond to the question being asked; go beyond what is required (i.e., incorporates additional readings outside of the assigned learning resources, and/or shares relevant professional experiences); are substantive, reflective, and refers to learning resources demonstrating that the student has considered the information in learning resources and colleague postings).
10 points
Posts are responsive to and meet the requirements of the discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to learning resources demonstrating that the student has read, viewed, and considered the learning resources and colleague postings.
8–9 points
Posts are somewhat responsive to the requirements of the discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
5–7 points
Posts are unresponsive to the requirements of the discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
0–4 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
10 points (28%)
Posts demonstrate the student's ability to apply, reflect, AND synthesize concepts and issues presented in the weekly learning objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
10 points
Posts demonstrate the student's ability to apply, reflect OR synthesize concepts and issues presented in the weekly learning objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
8–9 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
5–7 points
Posts demonstrate a l.
Univ 2002 global issues take home midterm paper assignment the
Univ 2002 global issues take home midterm paper assignment the
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
HSCO 511
Support Group Paper Grading Rubric
Criteria
Advanced
Proficient
Developing
Below Expectations
Not Present
Points
Earned
Content: 70%
Content
65 to 70 points
· Addresses all required aspects of the topics in sufficient depth & detail.
· Demonstrates course-related understanding, reflection, critical thinking & analysis.
· Meets length parameters.
59 to 64 points
· Addresses most required aspects of the topics in sufficient depth & detail.
· Demonstrates some course-related knowledge, reflection, critical thinking & analysis.
· Length is acceptable.
53 to 58 points
· Addresses some required aspects of the topics; depth & detail may be lacking.
· Some course-related knowledge, reflection & analysis may be implied.
· May violate length parameters.
1 to 52 points
· Addresses required aspects of the topics to a limited extent.
· Course-related knowledge, critical thinking & analysis is lacking.
· May violate length parameters.
0 points
Sources & Support
65 to 70 points
· Provides specific observations & examples.
· Incorporates all required sources in a meaningful way.
· Integrates biblical worldview perspectives.
59 to 64 points
· Provides some observations & examples.
· Incorporates required sources in some way.
· Makes inferences based on a biblical worldview.
53 to 58 points
· Provides a few observations & examples.
· Cites sources, but without meaningful discussion.
· Biblical worldview may be implied.
1 to 52 points
· Observations & examples are vague or missing.
· Required sources may not be incorporated.
· Biblical worldview may not be evident.
0 points
Structure: 30%
Organization
19 to 20 points
· Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points sufficiently developed.
17 to 18 points
· Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points somewhat developed.
15 to 16 points
· May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow.
· Focus may be lacking & main points needing development.
1 to 14 points
· Organization is poor.
· There may be a lack of focus; ideas may be vague, confusing or underdeveloped.
0 points
Grammar &
Mechanics
19 to 20 points
· Spelling, grammar, punctuation, & capitalization is correct.
· Sentences are coherent, complete, clear & varied.
· Choice of words, tense & tone is appropriate.
17 to 18 points
· Spelling, grammar, punctuation, & capitalization is acceptable.
· Sentences are generally coherent, complete & clear.
· Choice of words, tense & tone is acceptable.
15 to 16 points
· Spelling, grammar, punctuation, or capitalization is incorrect.
· Sentence structure needs to be developed.
· Word choice, tense, or tone may be problematic.
1 to 14 points
· Multiple writing, grammar, or sentence structu ...
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
PSYC 221Book Report Grading RubricStudent _____________.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, ...
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
AMH 2042 RVC Spring 2019Essay Paper Grading Rubric Adopted f.docx
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.
Essay Assessment Rubric
This is an essay assessment that I create to use in my online GED essay preparation course.
Criteria Exceeds Expectations Meets Expectat.docx
Criteria
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Needs Significant
Improvement
Engagement
Contributes to
the discussion
with original
ideas that
demonstrate
critical thinking
and intellectual
curiosity and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion
with original
ideas that
require further
development
and critical
thinking; but
demonstrates
interest and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion;
but lacks
originality,
critical
thinking, and
interest and
responsiveness
towards the
subject and the
author’s
position.
Fails to contribute to
the discussion or to
meet the
requirements of the
assignment, and lacks
critical inquiry or
interest towards the
subject and the
author’s position.
Preparedness
Demonstrates an
understanding of
the text, shows
excellent
evidence that
main points
were
understood, and
synthesizes
relevant points.
Demonstrates
some
understanding
of the text,
shows
basic evidence
that main points
were
understood, and
summarizes
some relevant
points.
Demonstrates
confusion
about the thesis
of the text,
shows little
evidence that
main points
were
understood,
and generalizes
or understates
relevant points.
Demonstrates
incomprehension of
the text and lack of
understanding of
most of the main
points.
Research
Incorporates
research from
additional
sources,
includes proper
source
attribution and
citations, and is
respectful
towards
opposing
viewpoints
while also
including
Incorporates
some research
from additional
sources,
includes source
attribution and
citations, and
shows balanced
inclusion of
differing
viewpoints.
Incorporates
examples but
no research
from additional
sources,
insufficient
source
attribution or
lacks citations
and
demonstrates
biased
viewpoint.
Lacks inclusion of
additional research,
source attribution,
and diversity of
viewpoints.
supporting
viewpoints.
Quality of
Writing and
Proofreading
Essay is free of
grammar,
spelling, and
punctuation
errors; and uses
correct diction
and syntax.
Essay has very
few grammar,
spelling,
punctuation,
diction, or
syntax errors.
Essay
has some
grammar,
spelling,
punctuation,
diction, and
syntax errors
that distract the
reader.
Essay has
many grammar,
spelling, punctuation,
diction, and syntax
errors that distract the
reader and do not
demonstrate effective
communication.
Total pts: 90-100% 80-89% 70-79% 69-0%
.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Addisons diseaseYou may use the textbook as one reference a.docx
Addison's disease
You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers.
Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner.
Your initial post should also include the following:
The most common presenting symptoms
The manner in which your disorder is routinely diagnosed
A standard treatment plan
Link(s) to routine screening and treatment guidelines
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
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 understanding of content and/or inadequate preparation.
No references cited.
Missing several inst.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
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Attached Files:
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Moojan Momen,
An Introduction to Shi’i Islam,
ch.6, 12.
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Textbook:
1.
Logical, or formal, statements
are definitions or statements derivable from
definitions, including the entirety of mathematical discourse (e.g., “2
+
2
=
4,”
or “A square has four equal sides”). Such statements can be
verified by a for
-
mal procedure
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that control the rest of the terms of the field in question (i.e., the same axioms
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true a priori
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be correct prior to any examination of the facts of the world, without having to
count up lots of pairs of pairs, just to make sure that 2
+
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2.
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entail each other. As a result they cannot be known a priori, but can be deter
-
mined only
a posteriori, that is, after investigation of the world
. When they
are true, they are
true only contingently, or dependently, as oppo.
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1. I'd like for you to submit both versions of your dialog.
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Write a one page paper on the question belowSome of the current.docx
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Write a one page paper (double spaced) describing and discussing the.docx
write a one page about this topic and provide a reference.Will.docx
write a one page about this topic and provide a reference.Will.docx
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Write a one or more paragraph on the following question below.docx
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Write a one page dialogue in which two characters are arguing but .docx
Write a one page dialogue in which two characters are arguing but .docx
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How to Break the cycle of negative Thoughts
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptx
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
50 ĐỀ LUYỆN THI IOE LỚP 9 - NĂM HỌC 2022-2023 (CÓ LINK HÌNH, FILE AUDIO VÀ ĐÁ...
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Discussion Rubric College of Undergraduate StudiesDiscussi.docx
- 1. Discussion Rubric College of Undergraduate Studies Discussion Grading Criteria Maximum Points Initial Discussion Response 16 Discussion Participation 16 Writing Craftsmanship and Ethical Scholarship 8 Total: 40 Unsatisfactory Emerging Proficient Exemplary Initial Discussion Response * Initial response: · Did not relate to the concepts or ideas presented in the discussion topic(s) · Claims were not supported.
- 2. Initial response: · Lacked substance · Was not original · Relied on personal experience only to support ideas Initial response was: · Original and accurate · Substantive · Demonstrated basic understanding of concepts · Discussed key theories and concepts from the readings Initial response was: · Insightful · Original and accurate · Substantive and · Demonstrated advanced understanding of concepts · Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions. Discussion Participation * Discussion Responses: Were off-topic or irrelevant to discussion. Discussion Responses: Contributed a few points of view but mostly repeats information posted by others. Discussion Responses:
- 3. · Contributed to the discussion offering points of view and/or opinions, · Did not make clear connections between one or more points in the discussion. Discussion Responses: · Offered points of view supported by research · Asked challenging questions that promoted discussion · Drew relationships between one or more points in the discussion. Writing Craftsmanship and Ethical Scholarship * · Demonstrated little attempt to organize thoughts · Writing was not clear, concise and formal. · Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension. · Information from sources was not paraphrased and attribution of sources was lacking. · Demonstrated some attempt to organize thoughts · Writing was not clear, concise and/or formal. · Errors in spelling and grammar somewhat interfered with readability and/or comprehension. · Information from sources was paraphrased and cited, but major errors were present. · Wrote in a clear and organized manner · Writing was not concise or formal in language. · Writing followed conventions of spelling and grammar throughout. Errors were infrequent and did not interfere with readability or comprehension. · Information from sources was paraphrased and cited, but minor errors were present. · Wrote in a clear, concise, formal and organized manner.
- 4. · Responses were error free. · Information from sources was paraphrased appropriately and accurately cited. Page 2 of 2 ©2012 Argosy University Online Programs