Rubric Page 1 of2CriteriaDevelopment of ldeasCriti.docx

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Rubric Page 1 of2 Criteria Development of ldeas Critical Thinking/Analysis Spelling/Gramrnar Pa rtici pation/Timel i ness RUBRIC FOR DISCUSSION QUESTIONS Rubric for responses to discussion questions. Levels of Achievement Accomplished 5 Points Has conveyed well-developed ideas; introduces new ideas; stimulates discussion. Acceptable 3 Points Has demonstrated some idea development; sometimes stimulates discussion. 5 Points Has demonstrated clear evidence of critical thinking, i.e. understands the issue(s) being discussed, applies the course material to the issue(s), analyzes the issue(s), and makes an evaluation (draws a conclusion) based on such analys(es). 5 Points Has, at most, ONE spelling or grammar error- 5 Points Has timely submitted two responses and one reply in accordance with instructions. 3 Points Has shown beginnings of critical thinking; includes some discussion elements that are not on-point; tendency to recite course material without revealing a deeper understanding of same. 3 Points Has, at most, TWO spelling or grammar errors. 3 Points Has timely submitted one response and/or reply that are not in accordance with instructions. Unacceptable 1 Points Has poorly developed ideas that do not encourage discussion. 1 Points Has poorly developed critical thinking/analysis skills. 1 Points Has THREE OR MORE spelling or grammar errors. 0 Foints Has not subrnitted any response or reply. Rubric Name Description Rubric Detail https://ilearn-fsu.r,wnet.edr/webappslbtackboard/execute/rnanageRubrics?dispaich:view&context--course&rubdclF 14828 1.,, 5D9/2014 Rubric Page2 of 2 View Associated ltems Print Close Window https://ileam-fsu.\ vnet.edu/webappstblackboard/execute/manageRubdcs?dispatch=vie\ '&con&xt=ourse&rubricld= 14828 1... 5D9/2014 ...

Education

development; sometimes
stimulates discussion.
5 Points
Has demonstrated clear evidence of
critical thinking, i.e. understands the
issue(s) being discussed, applies the
course material to the issue(s),
analyzes the issue(s), and makes an
evaluation (draws a conclusion)
based on such analys(es).
5 Points
Has, at most, ONE spelling or
grammar error-
5 Points
Has timely submitted two responses
and one reply in accordance with
instructions.
3 Points
Has shown beginnings of critical
thinking; includes some
discussion elements that are not
on-point; tendency to recite
course material without revealing
a deeper understanding of same.
3 Points
Has, at most, TWO spelling or

grammar errors.
3 Points
Has timely submitted one
response and/or reply that are not
in accordance with instructions.
Unacceptable
1 Points
Has poorly
developed ideas that
do not encourage
discussion.
1 Points
Has poorly
developed critical
thinking/analysis
skills.
1 Points
Has THREE OR
MORE spelling or
grammar errors.
0 Foints
Has not subrnitted
any response or
reply.

Rubric
Name
Description
Rubric Detail
https://ilearn-
fsu.r,wnet.edr/webappslbtackboard/execute/rnanageRubrics?disp
aich:view&context--course&rubdclF 14828 1.,, 5D9/2014
Rubric Page2 of 2
View Associated ltems
Print Close Window
https://ileam-fsu.
vnet.edu/webappstblackboard/execute/manageRubdcs?dispatch=
vie '&con&xt=ourse&rubricld= 14828 1... 5D9/2014

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Due Date: 11:59 pm EST Sunday of Unit 1 Points: 100 Overview: A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and threats for a business. This analysis can be used to help in the creation of strategic plans for the future. You will perform a SWOT Analysis for a real-world organization and complete your assignment as a PowerPoint presentation. Instructions: Choose a real-world organization. Perform a SWOT Analysis on the organization, creating a PowerPoint with your results. Follow this format: • Slide 1: Title slide with your name and the organization’s name. • Slide 2: Mission of the company. • Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed). • Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed). • Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed). • Slide 6: Explain 4 to 6 threats for the company (add more slides if needed). • Slide 7: Your conclusion. Provide your opinion on the strategic position of the organization based on the findings of your SWOT. • Slide 8: Reference page. Requirements: • Create a PowerPoint presentation, at least 8 slides. • Include at least 2 valid, credible resources. • Use APA formatting for citations, include in-text citations on slides. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. BUS411 – Business Policy Seminar SWOT Analysis Evaluation Rubric for SWOT Analysis Assignment CRITERIA Deficient Needs Improvement Proficient Exemplary 0-11 points 12-15 points 16-17 points 18-20 points Content Elements of the assignment are not addressed, poorly constructed, lacking critical thought, or difficult to evaluate. Slides somewhat address the elements of the assignment in though not in a clear manner, lacking some critical thinking and research. Slides generally address all elements of the assignment in a clear manner, showing evidence of critical thinking and research. Slides clearly address all elements of the assignment in a thorough and detailed manner. Critical thinking and research are apparent. Overall Organization Content is difficult to follow due to lack of logical structure or flow. Information flow is somewhat logical, may be difficult to follow and lack fluency. Information flow is generally logical and easy to follow but may lack fluency. Information is presented in a logical and interesting sequence that is easy to follow. Topics flow smoothly from one to another with appropriate transitions. Professionali sm Slides are unclear, overloaded, or lack a consistent design style. Slides and supporting notes are presented in a somewhat consistent manner but lack an effective design style, and inconsistencies are present. Slides .

Due Date 1159 pm EST Sunday of Unit 1 Points 10.docx

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Persuasive Essays

West Deptford High School

Addison's disease You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers. Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner. Your initial post should also include the following: The most common presenting symptoms The manner in which your disorder is routinely diagnosed A standard treatment plan Link(s) to routine screening and treatment guidelines If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey. There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic. Rubric Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several inst.

Addisons diseaseYou may use the textbook as one reference a.docx

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Eastern European countries appear to have become dependent on Russian oil originally due to the country being a reliable supplier to the European countries (Bradshaw, 2014, p. 76). Though the countries were allies with the United States, they were trying to become less dependent on the Middle East and saw that Russia was a reliable source. Much of this reliance was due to the “iron curtain” as well as the fact that many of the Eastern European countries were part of the Soviet Union in some way or affiliated with them. It appears that much of the reason as to why these countries reached energy accords with Russia is due to the convenience. There was “limited access to storage and alternative sources of gas supply” (Bradshaw, 2014, p. 77). This pushed these countries to depend more on Russia, which appeared to be an easier access to gas supplies. Another reason might have been due to fear as the Kremlin punished Ukraine for voting for an anti-Moscow government (Bradshaw, 2015, p. 77). This action shows that many of these countries may have reached these accords due to the pressure and encouragement of the Soviet Government. In the 1980’s the dependence of European countries on Russian gas resources was 50-60%. In the 1970’s, many of the Eastern European countries also became reliant on Russia due to a greater demand of oil and gas. The surrounding countries that were providing resources were not able to keep up with the demand and thus these countries sought to get their sources from Russia. It also helped that Russia’s prices appeared to be lower than that of the world market (Bradshaw, 2014, p. 87-88). Due to the price of oil and gas and the availability, Eastern European countries were able to grow and build in gas import and its infrastructure, thus in turn causing it to be dependent on Russia. Bradshaw, M. (2014). Global Energy Dilemmas: Energy Security, Globalization, and Climate Change . Cambridge, UK: Polity Press. Based on your considered review of this module’s readings as well as your reflection upon the first three modules, evaluate the questions below. In retrospect it seems obvious, but exactly how and why did Eastern European countries come to depend on Russian oil and natural gas after World War II? Why did the Western Europeans reach energy accords with the Russians in the 1970s and early 1980s, building large-scale natural gas import infrastructures and increasing their dependence on Russian gas? .

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