Exemplary37-40 pointsProficient30-36 pointsDevelop.docx
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Exemplary 37-40 points Proficient 30-36 points Developing 23-29 points Beginning 16-22 points Inadequate 0-15 points Comprehension of Assignment (20% of grade) Addressed the question completely and thoroughly. Provided additional supporting evidence, demonstrating a full comprehension of subject matter. Addressed the question(s) completely and thoroughly. Addressed the majority of the question(s). Addressed minimal portions of the question (s). Did not address the question(s). Application of Course Knowledge and Content (20% of grade) Thorough technical application of course knowledge and content in a complete and concise manner. Technical application of course knowledge and content is mostly accurate, concise and complete. Technical application of course knowledge and content is partially accurate, concise and complete. Technical application of course knowledge and content is minimally accurate, concise and complete. Technical application of course knowledge and content is inaccurate and incomplete. Organization of Ideas (20% of grade) Original ideas are effectively developed and presented in a logical, sequential order throughout the entire assignment. Includes adequate and appropriate supporting evidence. Original ideas are effectively developed and presented in a logical, sequential order within a majority of the assignment. Includes acceptable supporting evidence Original ideas are partially developed and presented in a somewhat logical, sequential order. Inadequate supporting evidence. Original ideas are not present and/or not presented in a logical, sequential order. Organization is difficult to follow throughout the assignment. Lacks supporting evidence. Little to no original ideas or organization present throughout the entire assignment. Lacks supporting evidence. Writing Skills (20% of grade) Mechanics (spelling, grammar, and punctuation) are flawless, including proficient demonstration of citations and formatting throughout the entire assignment. *Minimum 12 written pages Mechanics (spelling, grammar, and punctuation) are accurate including demonstration of citations and formatting within a majority of the assignment. Partial errors with mechanics (spelling, grammar, and punctuation) including demonstration of citations and formatting within minimal portions of the assignment. Multiple errors with mechanics (spelling, grammar, and punctuation), inaccurate demonstration of citations and formatting. Assignment is incomprehensible due to multiple errors with mechanics (spelling, grammar, and punctuation). No demonstration of citations or formatting present. Research Skills (20% of grade) Accurate and applicable use of resources relevant to the subject matter that enhance the overall assignment. **Minimum – 8 credible resources Appropriate use of ...
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TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docx
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docx
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
BUSI 730Thematic Integration of Faith and Learning Paper Grading
This document outlines the grading rubric for a thematic integration of faith and learning paper assignment in a BUSI 730 course. It evaluates students on several criteria in 3-4 sentence paragraphs, including content synthesis of knowledge, focus/thesis, foundation of knowledge, application of knowledge, organization of ideas/format, writing skill, and research skill. Students can earn up to 200 total points across these categories. The assignment instructions require a paper with several components: an overview of the course significance, discussion of critical questions, integration of course concepts with the Bible and other sources, and a minimum of 10 recent scholarly references.
Rubric Detail Select Grid View or List View to change the r
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Discussion_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Main Posting
Points:
Points Range:
45 (45%) - 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
40 (40%) - 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
35 (35%) - 39 (39%)
Responds to some of the Discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Feedback:
Points:
Points Range:
0 (0%) - 34 (34%)
Does not respond to the Discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Feedback:
Main Post: Timeliness
Points:
Points Range:
10 (10%) - 10 (10%)
Posts main post by Day 3.
Feedback:
Points:
Points Range:
0 (0%) - 0 (0%)
N/A
Feedback:
Points:
...
BUSI 730Real World Applications Paper Grading RubricCriteria.docx
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Week 29(2) (3).pptx
This document provides guidance for assessments in the module "Leading Change and Innovation". It outlines two assessments - a group video presentation worth 20% due May 5th, and an individual exam worth 80% to be completed May 17th-18th.
For the group presentation, students will plan and attempt an organizational change, and produce a 15-minute video explaining what happened using course theories. The change can fail but the presentation will be marked on theoretical explanation.
The individual exam will be an online seen exam requiring answers to two of three questions. Answers must demonstrate knowledge, application and critical analysis of course concepts and theories through essay format. The exam aims to assess understanding of organizational change and innovation.
Clinical Field Experience A Social Studies Observation Pa.docx
Clinical Field Experience A: Social Studies Observation
Part 1: Observation
Grade Level:
Description of Social Studies Lesson:
Describe the environment: Warm and inviting? Cold and strict?
Describe any additional academic content areas that were present in the lesson.
How were the expectations communicated to the class?
How were students communicating with one another during the lesson?
How did the classroom arrangement contribute to student motivation/engagement?
How were students assessed throughout the lesson? Did all students participate?
How were students assessed at the end of the lesson/unit? (If applicable)
Part 2: Collaboration Summary
© 2018. Grand Canyon University. All Rights Reserved.
Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Ten, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate.
Reference scholarly or peer-reviewed sources to support your discussion
points, as appropriate (using proper citation methods for your discipline).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post
thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Ten, complete the response posts by Sunday at
11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating “I agree” or
“You are wrong.” Guidance is provided for you in each discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness ...
Recommended
TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docx
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docx
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
BUSI 730Thematic Integration of Faith and Learning Paper Grading
This document outlines the grading rubric for a thematic integration of faith and learning paper assignment in a BUSI 730 course. It evaluates students on several criteria in 3-4 sentence paragraphs, including content synthesis of knowledge, focus/thesis, foundation of knowledge, application of knowledge, organization of ideas/format, writing skill, and research skill. Students can earn up to 200 total points across these categories. The assignment instructions require a paper with several components: an overview of the course significance, discussion of critical questions, integration of course concepts with the Bible and other sources, and a minimum of 10 recent scholarly references.
Rubric Detail Select Grid View or List View to change the r
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Discussion_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Main Posting
Points:
Points Range:
45 (45%) - 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
40 (40%) - 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
35 (35%) - 39 (39%)
Responds to some of the Discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Feedback:
Points:
Points Range:
0 (0%) - 34 (34%)
Does not respond to the Discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Feedback:
Main Post: Timeliness
Points:
Points Range:
10 (10%) - 10 (10%)
Posts main post by Day 3.
Feedback:
Points:
Points Range:
0 (0%) - 0 (0%)
N/A
Feedback:
Points:
...
BUSI 730Real World Applications Paper Grading RubricCriteria.docx
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Week 29(2) (3).pptx
This document provides guidance for assessments in the module "Leading Change and Innovation". It outlines two assessments - a group video presentation worth 20% due May 5th, and an individual exam worth 80% to be completed May 17th-18th.
For the group presentation, students will plan and attempt an organizational change, and produce a 15-minute video explaining what happened using course theories. The change can fail but the presentation will be marked on theoretical explanation.
The individual exam will be an online seen exam requiring answers to two of three questions. Answers must demonstrate knowledge, application and critical analysis of course concepts and theories through essay format. The exam aims to assess understanding of organizational change and innovation.
Clinical Field Experience A Social Studies Observation Pa.docx
Clinical Field Experience A: Social Studies Observation
Part 1: Observation
Grade Level:
Description of Social Studies Lesson:
Describe the environment: Warm and inviting? Cold and strict?
Describe any additional academic content areas that were present in the lesson.
How were the expectations communicated to the class?
How were students communicating with one another during the lesson?
How did the classroom arrangement contribute to student motivation/engagement?
How were students assessed throughout the lesson? Did all students participate?
How were students assessed at the end of the lesson/unit? (If applicable)
Part 2: Collaboration Summary
© 2018. Grand Canyon University. All Rights Reserved.
Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Ten, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate.
Reference scholarly or peer-reviewed sources to support your discussion
points, as appropriate (using proper citation methods for your discipline).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post
thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Ten, complete the response posts by Sunday at
11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating “I agree” or
“You are wrong.” Guidance is provided for you in each discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness ...
ASSESSMENT DETAILSIndividual Portfolio (3000 words)1- Ide.docx
ASSESSMENT DETAILS
Individual Portfolio (3000 words)
1- Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
2- Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
3- Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
4- Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.
Additional information on the assessment:
You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.
This assessment will be graded using the following criteria:
(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)
(ii) Critical application of leadership and management of change models/theories to analyze the context in question (30%)
(iii) Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
(iv) Presentation, structure, grammar and referencing (10%)
The following Learning Outcomes are demonstrated via this assessment Knowledge
1. Discuss the nature and roots of competitive advantage
2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy
3. Critically evaluate different models/theories and perspectives on leadership and the management of change
4. Discuss the dilemmas inherent in strategy development and change management Thinking skills
5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills
6. Determine the appropriate leadership and change management approach for a particular organisational context
7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)
8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences
Assessment Criteria
GENERIC Command of the Subject DESCRIPTORS
Subject Specific Skills Scholarly and
& Practices Professional Skills &
Attributes
90-100%
Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques
Goes beyond the material displayi.
Experimenting with Alternative Assessments
COTESOL 2013 presentation by Sara Bergerson and Kirby Stein. Presented on Friday November 8th, 2013 in Denver, CO.
CriteriaExemplary20 pointsAccomplished17 pointsDevelopin
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
Student exhibit ...
U.S. Department of Homeland Security Washington, D.C. 20528 .docx
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
Paco 617
This document outlines the grading rubric for a comparison paper assignment in a PACO 617 course. The rubric evaluates papers on their content, structure, and technical presentation. For content, papers are graded on the conciseness of their summary, the strength of their evaluation of the topic's strengths and weaknesses, the level of personal reflection and application, and the quality of their conclusion. For structure, papers are evaluated on their organization, formatting adherence to APA style, and use of headings. Technical presentation is also assessed through evaluations of spelling, grammar, and adherence to the assigned page length. Papers can earn up to 150 total points across these various evaluation criteria.
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docx
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
Disciplinary Assignment Part 1 Grading RubricCriteriaLevels.docx
Disciplinary Assignment: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Answer Specificity
23 to 25 points:
All key components of the question are thoroughly answered in the paper.
21 to 22.5 points:
All key components of the question is largely answered in the paper with few exceptions.
1 to 20.5 points:
Key portions of assigned questions are left unanswered.
0 points
Not present
Logic & Clarity
23 to 25 points:
Clear, logical flow to paper; major points are stately clearly.
21 to 22.5 points:
Clear logical flow to paper; major points are stated clearly for the most part.
1 to 20.5 points:
Lack of clarity and failure to logically explain and communicate answers is the norm.
0 points
Not present
Research & Support
18.5 to 20 points:
Major points are thoroughly supported by the following:
1.Lecture material or Scripture
2.Good examples (pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concept)
16.5 to 18 points:
Major points are largely supported by the following:
1.Lecture material or
Scripture
2.Good examples (pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concept)
1 to 16 points:
Major points are lacking substantial support by the following:
1.Lecture material or
Scripture
2.Good examples
(pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering
assumptions,
analyzing implications,
comparing/contrasting
concept)
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Spelling, Grammar & APA
18.5 to 20 points:
Little to no errors in spelling, grammar and APA
16.5 to 18 points:
Some errors in spelling, grammar & APA
1 to 16 points:
Numerous errors in spelling, grammar & APA
0 points
Not present
Sufficient Length
9.25 to 10 points:
2.5 pages of content and a title page (reference page if needed)
8.25 to 9 points:
Paper runs a bit long or a bit short of page requirements
1 to 8 points:
Paper is more than three pages or less than two pages.
0 points
Not present
Professor Comments:
Total:
/100
.
Criteria for Grading Midterm Exam A B C F Points Ea.docx
This document outlines the criteria for grading a midterm exam across four categories: quality of content, quality of research, organization and mechanics, and APA formatting. Points are awarded on a scale for each category based on criteria such as demonstrating knowledge, integrating research, logical organization, and correct formatting. An overall total points earned out of 100 is calculated and additional comments can be provided.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
OTL531 Portfolio Project Rubric Criteria Meets Expectati.docx
OTL531: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Personal
Approaches and
Examples
Provides strong or
adequate
description of
personal
approaches and
well developed
personal examples
in support of
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Major errors or
omissions in
description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Fails to describe
personal
approaches or
provide personal
examples in
support of creating
a personal
philosophy of
education.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
course concepts in
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in synthesis and
evaluation.
Major errors or
omissions in
synthesis and
evaluation.
Fails to
demonstrate
synthesis and
evaluation.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Sources
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Fails to cite or
integrate credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
OTL531: Portfolio Project Rubric
support of
learner’s response
to all guidelines or
questions posed in
the assignment.
support of
learner’s response
to not all, but at
least 60% of
guidelines or
questions posed in
the assignment.
support of
learner’s response
to 30% to 60% of
guidelines or
questions posed in .
Assignment Rubric-Review of the LiteratureBeginning De.docx
Assignment Rubric-Review of the Literature
Beginning
Developing
Accomplished
Exemplary
Score
Introduction to the Problem (20%)
Introduces clinical issue or concern with reference to data to support the need for change
Lacking a problem statement or significant background information to support the problem. No data present to support the issue.
0-11 points
Problem statement present, but unclear. Some background information present, but does not full elaborate on the clinical issue.
Minimal data, or data not from a scholarly source.
12-15 points
Provides a problem statement of the clinical issue to be research and provides some background to the topic. There is some data provided to support the need to examine possible interventions.
16-17 points
Provides a clear statement of the clinical issue to be researched and provides thorough background to the topic . Data provided to support need to examine possible interventions.
18-20 points
PICOT Question and Search Strategy (15 %)
Asks a relevant clinical inquiry in proper PICOT format
PICOT question only includes 1 or 2 components required. Minimal or no discussion of search strategy, only discusses 1 of the required components.
0-9 points
PICOT question correctly worded with 2 or 3 components included (T is optional). Search strategy is discussed, but missing 2 of the required components.
10-11 points
PICOT question correctly worded with 3 or 4 components included( T is optional). Search strategy is clear, but missing 1 of the following: key words, limiters, or total number of articles used.
12-13 points
PICOT question correctly worded with all 4 or 5 components present (T is optional). Clearly stated search technique stated.
14- 15 points
EBP Summary (25%)
Summarized the body of literature surrounding chosen issue
Minimal information regarding the findings of the literature review regarding problem is presented. Information unclear regarding recommendations, levels of evidence not provided.
0-16 points
Summary of findings is unclear or summary of effectiveness of recommendationsare unclear or did not include levels of evidence.
17-19 points
Major summary findings related to the problem statement and recommendations are presented. Included levels of evidence for each articles.
20-21 points
Summmary of findings related to the problem statement and recommendations are clearly articulated. Included levels of evidence for articles.
23-25 points
Recommendations for Practice (20%)
Applies information gained from literature review to current practices
Makes incorrect assumptions on applicability of findings into clinical practice or there is no discussion of clinical applicability
0-11 points
Very limited discussion of findings as related to clinical practice, does not consider clinical/patient factors.
12-15 points
Some discussion of findings and their applicability to clinical practice.
16-17 points
Analyzes findings from the l ...
Assignment ComponentUnsatisfactoryEmergingProficientExempl.docx
Assignment Component
Unsatisfactory
Emerging
Proficient
Exemplary
Score
Content Knowledge: Understanding
Communicates understanding of how to synthesize IKEA’s marketing function to explain its target customers, products/services, market position, etc.
CO 1
MSM PO: 2, 4, 5
MBA PO: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3
ILO 1, 3, 6
Response does not incorporate analysis or synthesis of central concepts of the assigned topic.
Response reflects lack of understanding of the specific topic within the discipline.
Response provides inaccurate supporting details and irrelevant examples.
Response incorporates minimal analysis and synthesis of central concepts of the assigned topic.
Response reflects a superficial understanding of the specific topic within the discipline.
Response provides few details and examples.
Response incorporates analysis and synthesis of central concepts of the assigned topic.
Response reflects understanding of the nature of the specific topic within the discipline and its applications in contemporary times.
Response provides necessary details and specific examples.
Response incorporates in-depth analysis and synthesis of central concepts of the assigned topic leading to new conclusions and recommendations.
Response reflects a thorough understanding of the nature of the specific topic within the discipline and its applications in contemporary times.
Response provides a variety of insightful details and specific examples that consider different perspectives.
Unsatisfactory: <28
Emerging: 28-31
Proficient: 31-34
Exemplary: 35-36
______ / 36 pts
Comments
Content Knowledge: Application Component 1
Communicates the ability to synthesize IKEA’s three sources of value in its value chain to explain its relation to wants and needs of customers, value proposition and focus of customer value in its supply chain.
CO: 3
MSM PO: 2, 4
MBA PO: 2.1, 2.2, 2.3, 3.3
ILO: 1, 2, 3, 6
Response exhibits substantial gaps in knowledge of the disciplinary content knowledge.
Response provides a minimal explanation of the specific issue within the context of the topic area.
Response fails to provide supporting details or examples.
Response exhibits some gaps in knowledge of the disciplinary content knowledge.
Response discusses the specific issue superficially within the context of the topic area using a few details.
Response relates the specific aspect of the issue to applicable areas within the discipline.
Response is supported by current literature, but is not consistently done.
.
Response demonstrates a working command of the disciplinary content knowledge.
Response examines the specific issue within the context of the topic area using relevant details and examples.
Response analyzes the specific aspect of the issue to applicable areas within the discipline and their relevance to real world contexts.
Response is adequately supported by current and relevant literature.
Response demonstrates an exemplary understanding o ...
MSN-FNP Discussion Rubric 1 Criteria Does Not Meet (0-) Approaches ( (1).docx
MSN-FNP Discussion Rubric
1
Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%)
0
The student does not provide coverage of the discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied
12 The student provides partial coverage of the discussion topic (s), does not provide clarity on the key concepts, the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the
16 The student provides complete coverage of the discussion topic (s) and clarifies the critical concepts demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to detail with some redundancy. The posting applies course concepts without examples learned from the material provided during the
20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses critical issues, questions, or problems related to the topic of discussion. The posting applies course concepts with examples learned from the material provided
MSN-FNP Discussion Rubric
2
knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking.
clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts.
weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas about the discussion topic (no use of example). The student's initial thread response reflects critical thinking and contains thought, insight, and analysis.
during the weekly reading or other relevant examples from the clinical practice; the student shows applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Criteria for Grading Organizational Development ProposalA.docx
This document outlines the criteria for grading an organizational development proposal. It provides the point breakdown and assessment criteria in four key areas: quality of content, quality of research, organization and mechanics, and APA formatting. For each area, it describes the standards for earning an A, B, C or F grade. The proposal instructions ask students to apply organizational development theories and concepts learned in the course to propose solutions for an organizational change initiative. The paper should include an introduction describing the organization and issue, an analysis of the need for change including barriers, and recommended solutions.
Create a Disability Cheat Sheet to deliver to teachers at the begi
Create a Disability Cheat Sheet to deliver to teachers at the beginning of the school year.
You may choose ANY disability that you would like to use for this project. Please be creative and really focus on how this may be helpful to a general education teacher that has little to no understanding of this disability.
You will have sections as follows:
Section 1 (40 points) Provide the specifics of the disability as far as description and impact on academic success.
Section 21 (40 points) How should a teacher provide support to parents of students with this disability?
Section 3 (40 points) what should this student’s support look like within an inclusion setting?
Section 4 (40 points) what types of accommodations might a student with this disability need? Section 5 (40 points)
What social and behavioral challenges appear in relation to this disability?
(You may add any additional support for students with this disability that would add value to the project for any that “need to know more” about the disability.
This could include famous people that have been successful in spite of this disability; quotes and encouraging sayings; statistics... etc.
Please design this as a handout in a newsletter format or in a bulleted list – just make sure it is easy to follow and understand. This project is designed to highlight all information gleaned from participation in this course.
Please apply all that you have learned from the course for a shareworthy project. Submit your Capstone Project in Canvas. Your finished product should be created in any format but should be uploaded as a PDF.
Please make your plan visually appealing. It should include all of the above elements.
Create a Disability Cheat Sheet to deliver to teachers at the beginning of the
school
year.
You may choose ANY disability that you would like to use for this project.
Please
be creative and really focus on how this may be helpful to a general
education teacher
that has little to no understanding of this disability
.
You will have sections as
follows:
Section
1 (40 points
) Provide
the specifics of the disability as far as
description and impact on academic
success.
Section 21 (40 points
) How
should a teacher provide support to parents of
students with this disability?
Section 3 (40 points
)
what
should t
his student’s support look like within an
inclusion setting?
Section 4 (40 points
)
what
types of accommodations might a student with this
disability need?
Section 5 (40 points
)
What social and behavioral challenges appear in relation to this disability?
(You
may add any additional support for students with this disability that would
add
value to the project for any that “need to know more” about the disability.
This could
include famous people that have been successful in spite of this
disability; quotes and
encouraging sayings; statistics... etc.
Please
design this as a ha
ndout in a
newsletter format or in a bulleted ...
Explore the Issue PapersYou will choose a topic from the Complet.docx
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
Experimental and Quasi-Experimental DesignsChapter 5.docx
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docx
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docx
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docx
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
More Related Content
Similar to Exemplary37-40 pointsProficient30-36 pointsDevelop.docx
ASSESSMENT DETAILSIndividual Portfolio (3000 words)1- Ide.docx
ASSESSMENT DETAILS
Individual Portfolio (3000 words)
1- Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
2- Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
3- Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
4- Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.
Additional information on the assessment:
You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.
This assessment will be graded using the following criteria:
(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)
(ii) Critical application of leadership and management of change models/theories to analyze the context in question (30%)
(iii) Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
(iv) Presentation, structure, grammar and referencing (10%)
The following Learning Outcomes are demonstrated via this assessment Knowledge
1. Discuss the nature and roots of competitive advantage
2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy
3. Critically evaluate different models/theories and perspectives on leadership and the management of change
4. Discuss the dilemmas inherent in strategy development and change management Thinking skills
5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills
6. Determine the appropriate leadership and change management approach for a particular organisational context
7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)
8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences
Assessment Criteria
GENERIC Command of the Subject DESCRIPTORS
Subject Specific Skills Scholarly and
& Practices Professional Skills &
Attributes
90-100%
Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques
Goes beyond the material displayi.
Experimenting with Alternative Assessments
COTESOL 2013 presentation by Sara Bergerson and Kirby Stein. Presented on Friday November 8th, 2013 in Denver, CO.
CriteriaExemplary20 pointsAccomplished17 pointsDevelopin
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
Student exhibit ...
U.S. Department of Homeland Security Washington, D.C. 20528 .docx
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
Paco 617
This document outlines the grading rubric for a comparison paper assignment in a PACO 617 course. The rubric evaluates papers on their content, structure, and technical presentation. For content, papers are graded on the conciseness of their summary, the strength of their evaluation of the topic's strengths and weaknesses, the level of personal reflection and application, and the quality of their conclusion. For structure, papers are evaluated on their organization, formatting adherence to APA style, and use of headings. Technical presentation is also assessed through evaluations of spelling, grammar, and adherence to the assigned page length. Papers can earn up to 150 total points across these various evaluation criteria.
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docx
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
Disciplinary Assignment Part 1 Grading RubricCriteriaLevels.docx
Disciplinary Assignment: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Answer Specificity
23 to 25 points:
All key components of the question are thoroughly answered in the paper.
21 to 22.5 points:
All key components of the question is largely answered in the paper with few exceptions.
1 to 20.5 points:
Key portions of assigned questions are left unanswered.
0 points
Not present
Logic & Clarity
23 to 25 points:
Clear, logical flow to paper; major points are stately clearly.
21 to 22.5 points:
Clear logical flow to paper; major points are stated clearly for the most part.
1 to 20.5 points:
Lack of clarity and failure to logically explain and communicate answers is the norm.
0 points
Not present
Research & Support
18.5 to 20 points:
Major points are thoroughly supported by the following:
1.Lecture material or Scripture
2.Good examples (pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concept)
16.5 to 18 points:
Major points are largely supported by the following:
1.Lecture material or
Scripture
2.Good examples (pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering assumptions,
analyzing implications,
comparing/contrasting
concept)
1 to 16 points:
Major points are lacking substantial support by the following:
1.Lecture material or
Scripture
2.Good examples
(pertinent
conceptual or personal
examples
3.Thoughtful analysis
(considering
assumptions,
analyzing implications,
comparing/contrasting
concept)
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Spelling, Grammar & APA
18.5 to 20 points:
Little to no errors in spelling, grammar and APA
16.5 to 18 points:
Some errors in spelling, grammar & APA
1 to 16 points:
Numerous errors in spelling, grammar & APA
0 points
Not present
Sufficient Length
9.25 to 10 points:
2.5 pages of content and a title page (reference page if needed)
8.25 to 9 points:
Paper runs a bit long or a bit short of page requirements
1 to 8 points:
Paper is more than three pages or less than two pages.
0 points
Not present
Professor Comments:
Total:
/100
.
Criteria for Grading Midterm Exam A B C F Points Ea.docx
This document outlines the criteria for grading a midterm exam across four categories: quality of content, quality of research, organization and mechanics, and APA formatting. Points are awarded on a scale for each category based on criteria such as demonstrating knowledge, integrating research, logical organization, and correct formatting. An overall total points earned out of 100 is calculated and additional comments can be provided.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
OTL531 Portfolio Project Rubric Criteria Meets Expectati.docx
OTL531: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Personal
Approaches and
Examples
Provides strong or
adequate
description of
personal
approaches and
well developed
personal examples
in support of
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Major errors or
omissions in
description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Fails to describe
personal
approaches or
provide personal
examples in
support of creating
a personal
philosophy of
education.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
course concepts in
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in synthesis and
evaluation.
Major errors or
omissions in
synthesis and
evaluation.
Fails to
demonstrate
synthesis and
evaluation.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Sources
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Fails to cite or
integrate credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
OTL531: Portfolio Project Rubric
support of
learner’s response
to all guidelines or
questions posed in
the assignment.
support of
learner’s response
to not all, but at
least 60% of
guidelines or
questions posed in
the assignment.
support of
learner’s response
to 30% to 60% of
guidelines or
questions posed in .
Assignment Rubric-Review of the LiteratureBeginning De.docx
Assignment Rubric-Review of the Literature
Beginning
Developing
Accomplished
Exemplary
Score
Introduction to the Problem (20%)
Introduces clinical issue or concern with reference to data to support the need for change
Lacking a problem statement or significant background information to support the problem. No data present to support the issue.
0-11 points
Problem statement present, but unclear. Some background information present, but does not full elaborate on the clinical issue.
Minimal data, or data not from a scholarly source.
12-15 points
Provides a problem statement of the clinical issue to be research and provides some background to the topic. There is some data provided to support the need to examine possible interventions.
16-17 points
Provides a clear statement of the clinical issue to be researched and provides thorough background to the topic . Data provided to support need to examine possible interventions.
18-20 points
PICOT Question and Search Strategy (15 %)
Asks a relevant clinical inquiry in proper PICOT format
PICOT question only includes 1 or 2 components required. Minimal or no discussion of search strategy, only discusses 1 of the required components.
0-9 points
PICOT question correctly worded with 2 or 3 components included (T is optional). Search strategy is discussed, but missing 2 of the required components.
10-11 points
PICOT question correctly worded with 3 or 4 components included( T is optional). Search strategy is clear, but missing 1 of the following: key words, limiters, or total number of articles used.
12-13 points
PICOT question correctly worded with all 4 or 5 components present (T is optional). Clearly stated search technique stated.
14- 15 points
EBP Summary (25%)
Summarized the body of literature surrounding chosen issue
Minimal information regarding the findings of the literature review regarding problem is presented. Information unclear regarding recommendations, levels of evidence not provided.
0-16 points
Summary of findings is unclear or summary of effectiveness of recommendationsare unclear or did not include levels of evidence.
17-19 points
Major summary findings related to the problem statement and recommendations are presented. Included levels of evidence for each articles.
20-21 points
Summmary of findings related to the problem statement and recommendations are clearly articulated. Included levels of evidence for articles.
23-25 points
Recommendations for Practice (20%)
Applies information gained from literature review to current practices
Makes incorrect assumptions on applicability of findings into clinical practice or there is no discussion of clinical applicability
0-11 points
Very limited discussion of findings as related to clinical practice, does not consider clinical/patient factors.
12-15 points
Some discussion of findings and their applicability to clinical practice.
16-17 points
Analyzes findings from the l ...
Assignment ComponentUnsatisfactoryEmergingProficientExempl.docx
Assignment Component
Unsatisfactory
Emerging
Proficient
Exemplary
Score
Content Knowledge: Understanding
Communicates understanding of how to synthesize IKEA’s marketing function to explain its target customers, products/services, market position, etc.
CO 1
MSM PO: 2, 4, 5
MBA PO: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3
ILO 1, 3, 6
Response does not incorporate analysis or synthesis of central concepts of the assigned topic.
Response reflects lack of understanding of the specific topic within the discipline.
Response provides inaccurate supporting details and irrelevant examples.
Response incorporates minimal analysis and synthesis of central concepts of the assigned topic.
Response reflects a superficial understanding of the specific topic within the discipline.
Response provides few details and examples.
Response incorporates analysis and synthesis of central concepts of the assigned topic.
Response reflects understanding of the nature of the specific topic within the discipline and its applications in contemporary times.
Response provides necessary details and specific examples.
Response incorporates in-depth analysis and synthesis of central concepts of the assigned topic leading to new conclusions and recommendations.
Response reflects a thorough understanding of the nature of the specific topic within the discipline and its applications in contemporary times.
Response provides a variety of insightful details and specific examples that consider different perspectives.
Unsatisfactory: <28
Emerging: 28-31
Proficient: 31-34
Exemplary: 35-36
______ / 36 pts
Comments
Content Knowledge: Application Component 1
Communicates the ability to synthesize IKEA’s three sources of value in its value chain to explain its relation to wants and needs of customers, value proposition and focus of customer value in its supply chain.
CO: 3
MSM PO: 2, 4
MBA PO: 2.1, 2.2, 2.3, 3.3
ILO: 1, 2, 3, 6
Response exhibits substantial gaps in knowledge of the disciplinary content knowledge.
Response provides a minimal explanation of the specific issue within the context of the topic area.
Response fails to provide supporting details or examples.
Response exhibits some gaps in knowledge of the disciplinary content knowledge.
Response discusses the specific issue superficially within the context of the topic area using a few details.
Response relates the specific aspect of the issue to applicable areas within the discipline.
Response is supported by current literature, but is not consistently done.
.
Response demonstrates a working command of the disciplinary content knowledge.
Response examines the specific issue within the context of the topic area using relevant details and examples.
Response analyzes the specific aspect of the issue to applicable areas within the discipline and their relevance to real world contexts.
Response is adequately supported by current and relevant literature.
Response demonstrates an exemplary understanding o ...
MSN-FNP Discussion Rubric 1 Criteria Does Not Meet (0-) Approaches ( (1).docx
MSN-FNP Discussion Rubric
1
Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%)
0
The student does not provide coverage of the discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied
12 The student provides partial coverage of the discussion topic (s), does not provide clarity on the key concepts, the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the
16 The student provides complete coverage of the discussion topic (s) and clarifies the critical concepts demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to detail with some redundancy. The posting applies course concepts without examples learned from the material provided during the
20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses critical issues, questions, or problems related to the topic of discussion. The posting applies course concepts with examples learned from the material provided
MSN-FNP Discussion Rubric
2
knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking.
clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts.
weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas about the discussion topic (no use of example). The student's initial thread response reflects critical thinking and contains thought, insight, and analysis.
during the weekly reading or other relevant examples from the clinical practice; the student shows applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Criteria for Grading Organizational Development ProposalA.docx
This document outlines the criteria for grading an organizational development proposal. It provides the point breakdown and assessment criteria in four key areas: quality of content, quality of research, organization and mechanics, and APA formatting. For each area, it describes the standards for earning an A, B, C or F grade. The proposal instructions ask students to apply organizational development theories and concepts learned in the course to propose solutions for an organizational change initiative. The paper should include an introduction describing the organization and issue, an analysis of the need for change including barriers, and recommended solutions.
Create a Disability Cheat Sheet to deliver to teachers at the begi
Create a Disability Cheat Sheet to deliver to teachers at the beginning of the school year.
You may choose ANY disability that you would like to use for this project. Please be creative and really focus on how this may be helpful to a general education teacher that has little to no understanding of this disability.
You will have sections as follows:
Section 1 (40 points) Provide the specifics of the disability as far as description and impact on academic success.
Section 21 (40 points) How should a teacher provide support to parents of students with this disability?
Section 3 (40 points) what should this student’s support look like within an inclusion setting?
Section 4 (40 points) what types of accommodations might a student with this disability need? Section 5 (40 points)
What social and behavioral challenges appear in relation to this disability?
(You may add any additional support for students with this disability that would add value to the project for any that “need to know more” about the disability.
This could include famous people that have been successful in spite of this disability; quotes and encouraging sayings; statistics... etc.
Please design this as a handout in a newsletter format or in a bulleted list – just make sure it is easy to follow and understand. This project is designed to highlight all information gleaned from participation in this course.
Please apply all that you have learned from the course for a shareworthy project. Submit your Capstone Project in Canvas. Your finished product should be created in any format but should be uploaded as a PDF.
Please make your plan visually appealing. It should include all of the above elements.
Create a Disability Cheat Sheet to deliver to teachers at the beginning of the
school
year.
You may choose ANY disability that you would like to use for this project.
Please
be creative and really focus on how this may be helpful to a general
education teacher
that has little to no understanding of this disability
.
You will have sections as
follows:
Section
1 (40 points
) Provide
the specifics of the disability as far as
description and impact on academic
success.
Section 21 (40 points
) How
should a teacher provide support to parents of
students with this disability?
Section 3 (40 points
)
what
should t
his student’s support look like within an
inclusion setting?
Section 4 (40 points
)
what
types of accommodations might a student with this
disability need?
Section 5 (40 points
)
What social and behavioral challenges appear in relation to this disability?
(You
may add any additional support for students with this disability that would
add
value to the project for any that “need to know more” about the disability.
This could
include famous people that have been successful in spite of this
disability; quotes and
encouraging sayings; statistics... etc.
Please
design this as a ha
ndout in a
newsletter format or in a bulleted ...
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Evaluation Criteria for Applications and Formal Papers Level.docx
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OTL531 Portfolio Project Rubric Criteria Meets Expectati.docx
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Assignment Rubric-Review of the LiteratureBeginning De.docx
Assignment ComponentUnsatisfactoryEmergingProficientExempl.docx
Assignment ComponentUnsatisfactoryEmergingProficientExempl.docx
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More from elbanglis
Explore the Issue PapersYou will choose a topic from the Complet.docx
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
Experimental and Quasi-Experimental DesignsChapter 5.docx
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docx
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docx
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docx
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docx
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docx
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docx
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docx
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19 Motivation 1 EXP4304.521F19 Motivatio.docx
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docx
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docx
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docx
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor D.docx
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure Outline
© Festo Didactic 86368-00 11
Figure 9. Voltage waveform at the output of a PWM inverter with and without overmodulation
(after filtering).
The Procedure is divided into the following sections:
Setup and connections
Measurement of the rms value of the fundamental-frequency component
in the voltage (unfiltered) at the output of a three-phase PWM inverter
Overmodulation
Effect of the frequency on the induction motor speed and magnetizing
current
Operation at motor nominal frequency. Operation at 4/3 the motor
nominal frequency. Operation at 1/2 the motor nominal frequency.
Saturation curves
High voltages are present in this laboratory exercise. Do not make or modify any
banana jack connections with the power on unless otherwise specified.
Setup and connections
In this part of the exercise, you will set up and connect the equipment.
1. Refer to the Equipment Utilization Chart in Appendix A to obtain the list of
equipment required to perform the exercise.
Install the equipment in the Workstation.
Mechanically couple the Four-Pole Squirrel Cage Induction Motor to the
Four-Quadrant Dynamometer/Power Supply using a timing belt.
PROCEDURE OUTLINE
PROCEDURE
Voltage waveform without overmodulation
Voltage waveform with overmodulation
Sine wave modulating the duty
cycle (with overmodulation)
/2
duty cycle = 100%
/2
duty cycle = 0%
Time
V
o
lta
g
e
a
t
th
e
o
u
tp
u
t
o
f
a
t
h
re
e
-p
h
a
se
P
W
M
in
ve
rt
e
r
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure
12 © Festo Didactic 86368-00
2. Make sure that the ac and dc power switches on the Power Supply are set to
the O (off) position, then connect the Power Supply to a three-phase
ac power outlet.
Make sure that the main power switch on the Four-Quadrant Dynamometer/
Power Supply is set to the O (off) position, then connect its Power Input to an
ac power outlet.
3. Connect the Power Input of the Data Acquisition and Control Interface to
a 24 V ac power supply.
Connect the Low Power Input of the Chopper/Inverter to the Power Input of
the Data Acquisition and Control Interface. Turn the 24 V ac power supply
on.
4. Connect the USB port of the Data Acquisition and Control Interface to a
USB port of the host computer.
Connect the USB port of the Four-Quadrant Dynamometer/Power Supply to
a USB port of the host computer.
5. Turn the Four-Quadrant Dynamometer/Power Supply on, then set the
Operating Mode switch to Dynamometer.
6. Turn the host computer on, then start the LVDAC-EMS software.
In the LVDAC-EMS Start-Up window, make sure that the Data Acquisition
and Control Interface and the Four-Quadrant Dynamometer/Power Supply
are detected. Make sure that the Computer-Based Instrumentation and
Chopper/Inverter Control functions for the Data Acquisition and Control
Inter ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docx
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docx
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
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 considered the Learning Resources and colleague postings.
7–8 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.
4–6 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.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 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.
9 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.
7–8 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.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
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Exemplary37-40 pointsProficient30-36 pointsDevelop.docx
- 1. Exemplary 37-40 points Proficient 30-36 points Developing 23-29 points Beginning 16-22 points Inadequate 0-15 points Comprehension of Assignment (20% of grade) Addressed the question completely and thoroughly. Provided additional supporting evidence, demonstrating a full comprehension of subject matter. Addressed the question(s) completely and
- 2. thoroughly. Addressed the majority of the question(s). Addressed minimal portions of the question (s). Did not address the question(s). Application of Course Knowledge and Content (20% of grade) Thorough technical application of course knowledge and content in a complete and concise manner. Technical application of course knowledge and content is mostly accurate, concise and complete. Technical
- 3. application of course knowledge and content is partially accurate, concise and complete. Technical application of course knowledge and content is minimally accurate, concise and complete. Technical application of course knowledge and content is inaccurate and incomplete. Organization of Ideas (20% of grade) Original ideas are effectively developed and presented in a logical, sequential order throughout the entire assignment.
- 4. Includes adequate and appropriate supporting evidence. Original ideas are effectively developed and presented in a logical, sequential order within a majority of the assignment. Includes acceptable supporting evidence Original ideas are partially developed and presented in a somewhat logical, sequential order. Inadequate supporting evidence. Original ideas are not present and/or not presented in a logical, sequential order.
- 5. Organization is difficult to follow throughout the assignment. Lacks supporting evidence. Little to no original ideas or organization present throughout the entire assignment. Lacks supporting evidence. Writing Skills (20% of grade) Mechanics (spelling, grammar, and punctuation) are flawless, including proficient demonstration of citations and formatting throughout the entire assignment. *Minimum 12 written pages Mechanics (spelling, grammar, and
- 6. punctuation) are accurate including demonstration of citations and formatting within a majority of the assignment. Partial errors with mechanics (spelling, grammar, and punctuation) including demonstration of citations and formatting within minimal portions of the assignment. Multiple errors with mechanics (spelling, grammar, and punctuation), inaccurate demonstration of citations and formatting. Assignment is incomprehensible due to multiple errors with mechanics
- 7. (spelling, grammar, and punctuation). No demonstration of citations or formatting present. Research Skills (20% of grade) Accurate and applicable use of resources relevant to the subject matter that enhance the overall assignment. **Minimum – 8 credible resources Appropriate use of resources relevant to the subject matter. Adequate use of resources, not all resources relevant to the subject matter. Minimal use of resources relevant to the
- 8. subject matter. No evidence of resources apparent. Module 8: Assignment: Business Strategy Plan Grading Criteria: Exemplary 37-40 points Proficient 30-36 points Developing 23-29 points Beginning 16-22 points Inadequate 0-15 points Comprehension of Assignment (20% of grade) Addressed the question completely and thoroughly. Provided additional
- 9. supporting evidence, demonstrating a full comprehension of subject matter. Addressed the question(s) completely and thoroughly. Addressed the majority of the question(s). Addressed minimal portions of the question (s). Did not address the question(s). Application of Course Knowledge and Content (20% of grade) Thorough technical application of course knowledge and content in a complete and concise manner.
- 10. Technical application of course knowledge and content is mostly accurate, concise and complete. Technical application of course knowledge and content is partially accurate, concise and complete. Technical application of course knowledge and content is minimally accurate, concise and complete. Technical application of course knowledge and content is inaccurate and incomplete. Organization of Ideas
- 11. (20% of grade) Original ideas are effectively developed and presented in a logical, sequential order throughout the entire assignment. Includes adequate and appropriate supporting evidence. Original ideas are effectively developed and presented in a logical, sequential order within a majority of the assignment. Includes acceptable supporting evidence Original ideas are partially developed and presented in a somewhat logical, sequential order. Inadequate
- 12. supporting evidence. Original ideas are not present and/or not presented in a logical, sequential order. Organization is difficult to follow throughout the assignment. Lacks supporting evidence. Little to no original ideas or organization present throughout the entire assignment. Lacks supporting evidence. Writing Skills (20% of grade) Mechanics (spelling, grammar, and punctuation) are flawless, including proficient demonstration of citations and formatting
- 13. throughout the entire assignment. *Minimum 12 written pages Mechanics (spelling, grammar, and punctuation) are accurate including demonstration of citations and formatting within a majority of the assignment. Partial errors with mechanics (spelling, grammar, and punctuation) including demonstration of citations and formatting within minimal portions of the assignment. Multiple errors with mechanics (spelling, grammar, and punctuation), inaccurate
- 14. demonstration of citations and formatting. Assignment is incomprehensible due to multiple errors with mechanics (spelling, grammar, and punctuation). No demonstration of citations or formatting present. Research Skills (20% of grade) Accurate and applicable use of resources relevant to the subject matter that enhance the overall assignment. **Minimum – 8 credible resources Appropriate use of resources relevant to the subject matter. Adequate use
- 15. of resources, not all resources relevant to the subject matter. Minimal use of resources relevant to the subject matter. No evidence of resources apparent. Module 8: Assignment: Business Strategy Plan Grading Criteria: