College of Engineering and ScienceNEF4101 Research Proje.docx
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College of Engineering and Science NEF4101 Research Project 1 Report part A: Project Proposal [70%] [7,000 words equivalent. Please consult your project supervisor about the specific structure and length of the project proposal that best suit your project.] Project title: Student Name: Student ID: Supervisor: Date submitted: _____________________________________________________________________________________ 1. Background / Introduction / Significance [10 marks] HD (High-Distinction) D (Distinction) C (Credit) P (Pass) F (Fail) Clear introduction and definition of the project and its practical significance. Detailed discussion provided on background information and theory relevant to research project. (8 - 10 points) Clear introduction and definition of the project and its practical significance. Discussion provided on background information and theory relevant to research project. (7 points) Clear introduction and definition of the project and its practical significance. Discussion provided on background information relevant to research project. (6 points) Clear introduction and definition of the project. Discussion provided on background information relevant to research project. (5 points) Unclear introduction and definition of the project. Limited discussion provided on background information relevant to research project. (0 - 4 points) 2. Literature Review [30 marks] HD (High-Distinction) D (Distinction) C (Credit) P (Pass) F (Fail) Critical review of relevant literature with identification of projects contribution to knowledge and additional knowledge gaps. Extremely extensive survey of literature and demonstration of ability to consolidate relevant knowledge. Demonstration of advanced understanding in field of study through identification of limitations with existing knowledge. (24 - 30 points) Critical review of relevant literature with identification of projects contribution to knowledge. Deep survey of literature and demonstration of ability to consolidate relevant knowledge. Demonstration of advanced understanding in field of study through identification of limitations with existing knowledge. (21 - 23 points) Review of relevant literature to a commendable level with discussion detailing projects contribution to knowledge. Detailed survey of literature demonstrating the ability to consolidate relevant knowledge. (18 - 20 points) Review of relevant literature to a satisfactory level with some discussion detailing projects contribution to knowledge. Survey of literature contains discussion of some irrelevant information. (15 - 17 points) No critical thinking demonstrated in literature review. Limited survey of literature, or review of irrelevant literature. (0 - 14 points) 3. Aim(s) and Scope of the Project [5 marks] HD (High-Distinction) D (Distinction) C (Credit) P (Pass) F (Fail) Research aims, project scope and limitati.
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![College of Engineering and Science
NEF4101 Research Project 1
Report part A: Project Proposal [70%]
[7,000 words equivalent. Please consult your project supervisor
about the specific structure and length of the project proposal
that best suit your project.]
Project title:
Student Name:
Student ID:
Supervisor:
Date submitted:
_____________________________________________________
________________________________
1. Background / Introduction / Significance [10 marks]
HD (High-Distinction)](https://image.slidesharecdn.com/collegeofengineeringandsciencenef4101researchproje-230116125154-c9211962/85/College-of-Engineering-and-ScienceNEF4101-Research-Proje-docx-1-320.jpg)
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An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
College of Engineering and Science
NEF4101 Research Project 1
Report part A: Project Proposal [70%]
[7,000 words equivalent. Please consult your project supervisor about the specific structure and length of the project proposal that best suit your project.]
Project title:
Student Name:
Student ID:
Supervisor:
Date submitted:
_____________________________________________________________________________________
1. Background / Introduction / Significance [10 marks]
HD (High-Distinction)
D (Distinction)
C (Credit)
P (Pass)
F (Fail)
Clear introduction and definition of the project and its practical significance.
Detailed discussion provided on background information and theory relevant to research project.
(8 - 10 points)
Clear introduction and definition of the project and its practical significance.
Discussion provided on background information and theory relevant to research project.
(7 points)
Clear introduction and definition of the project and its practical significance.
Discussion provided on background information relevant to research project.
(6 points)
Clear introduction and definition of the project.
Discussion provided on background information relevant to research project.
(5 points)
Unclear introduction and defi ...
Technical presentation
This document outlines the guidelines for a technical presentation and defense. It details the objectives, structure, grading criteria and deliverables. The presentation should be 10-15 minutes introducing the background, problem, objectives, methodology and significance of the study. This is followed by a 30-minute defense where the student must demonstrate mastery of the topic and answer all questions. The grading system evaluates aspects of the introduction, presentation and ability to communicate the proposal effectively with visual aids. Students must submit 4 copies of their full paper proposal and other required documents by the specified deadline.
Organisational Analysis Individual (20 Points)Organisation.docx
Organisational Analysis Individual (20 Points)
Organisational Analysis Individual (20 Points)
Criteria
Ratings
Points
Analyse and responding to project requirements
view longer description
2 to >1.58 pts
Advanced (HD) and Self Developing
In addition to possessing the level of competence, the work shows evidence of highly original or insightful selection of information. The work demonstrates curiousity in approach to enquiry and critical analysis.
1.58 to >1.38 pts
Advanced (Dist)
Respond to questions/t asks required by & implicit in a closed inquiry. Competence in choose from several provided structures to clarify questions, terms, requirements, expectations & ECST issues. Evidence of selection of information for relevance and appropriateness to the task.
1.38 to >1.18 pts
Competent (CR)
Evidence of selection of information for the task but it is not always relevant or fully discussed. Has understood and addressed the task requirements. Able to work independently from highly structured directions and modelling from educator prompted researching,
1.18 to >0.98 pts
Satisfactory (PA)
Adequate response to the task, but is limited in expression of ideas and selection of information. Shows some understanding of the task but may not have addressed all requirements. Demonstrates ability to improve after structured directions and modelling from educator prompted researching,
0.98 to >0 pts
Unsatisfactory (NN)
Inadequate response to the task, and limited in expression of ideas and selection of information. Shows inadequate understanding of the task and may not have addressed all requirements. Unable to demonstrate ability to improve after structured directions and modelling from educator prompted researching, Neglecting to follow submission processes, neglecting to submit final report or to Turnitin.
1 / 2 pts
Analyse context of problem and solutions
view longer description
4 to >3.16 pts
Advanced (HD) and Self Developing
In addition to possessing the level of competence, a wide variety of source types has been selected to critically improve the response to the task that demonstrates a critical awareness of research concentrations and contributions.
3.16 to >2.76 pts
Advanced (Dist)
A wide variety of source types has been selected to critically improve the response to the task. Developed competence in collecting and recording appropriate research from self-selected sources where information is not obvious. Reflects insightfully on the research process. Illustrates clarity in the enquiry approach.
2.76 to >2.36 pts
Competent (CR)
Locates and records data/information from more than the prescribed number of sources. A variety of source types has been selected to improve the response to the task. Demonstrates a satisfactory ability to collect and records appropriate research from self-selected sources. Satisfactory ability to reflect on the research process.
2.36 to >1.96 pts
Satisfactory (PA)
Locates and records data/information from a prescribed numbe.
OTL520 Portfolio Project Rubric Criteria Meets Expectatio.docx
OTL520: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements The Portfolio
includes all of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but one
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but two
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but
three of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Content Demonstrates
strong or adequate
knowledge of
instructional
design. All
information is
clear, appropriate,
and correct.
Some significant
but not major
errors or omissions
in demonstration
of knowledge of
instructional
design.
Major errors or
omissions in
demonstration of
knowledge of
instructional
design.
Fails to
demonstrate
knowledge of
instructional
design.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Some significant
but not major
errors or omissions
in synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Major errors or
omissions in
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Fails to
demonstrate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Presentation and
Project Style
Strong evidence of
preparation,
organization and
creativity. The
overall blueprint is
professional,
polished, and
original.
Some evidence of
preparation,
organization, and
creativity. The
overall blueprint is
well crafted.
Evidence of
preparation,
organization, and
creativity is limited.
The overall
blueprint appears
to have limited
thought or effort
toward details and
neatness.
No evidence of
preparation,
organization or
creativity. The
overall blueprint is
inadequate in
thought, effort,
and neatness.
OTL520: Portfolio Project Rubric
33-40 Points 25-32 Points 17-24 Points 9-16 Points
Professional
Reflection
Demonstrates
strong or adequate
professional
reflection on
blueprint design
process and
practical
applications.
Some significant
but not major
errors or omissions
in professional
reflection.
Major errors or
omissions in
professional
reflection.
Fails to
demonstrate
professional
reflection.
13-15 Points 10-12 Points 7-9 Poin.
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
Sem 2 project rubrics lead
This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
The presentation rubric evaluates organization, visual aids, verbal techniques, attire, subject knowledge, and confidence. Areas are scored from 1-4.
Tesol proposal webinar
Davi Reis's Webinar on Writing Good Proposals. Sponsored by the NNEST-Interest Section. May 16, 2011, Monday
PresentationsIn a professional career, one may be called upo.docx
Presentations
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 presentations.
· 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
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
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 element.
Recommended
Pediatric depressionTherapy for Pediatric Clients with Mood Diso.docx
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
College of Engineering and Science
NEF4101 Research Project 1
Report part A: Project Proposal [70%]
[7,000 words equivalent. Please consult your project supervisor about the specific structure and length of the project proposal that best suit your project.]
Project title:
Student Name:
Student ID:
Supervisor:
Date submitted:
_____________________________________________________________________________________
1. Background / Introduction / Significance [10 marks]
HD (High-Distinction)
D (Distinction)
C (Credit)
P (Pass)
F (Fail)
Clear introduction and definition of the project and its practical significance.
Detailed discussion provided on background information and theory relevant to research project.
(8 - 10 points)
Clear introduction and definition of the project and its practical significance.
Discussion provided on background information and theory relevant to research project.
(7 points)
Clear introduction and definition of the project and its practical significance.
Discussion provided on background information relevant to research project.
(6 points)
Clear introduction and definition of the project.
Discussion provided on background information relevant to research project.
(5 points)
Unclear introduction and defi ...
Technical presentation
This document outlines the guidelines for a technical presentation and defense. It details the objectives, structure, grading criteria and deliverables. The presentation should be 10-15 minutes introducing the background, problem, objectives, methodology and significance of the study. This is followed by a 30-minute defense where the student must demonstrate mastery of the topic and answer all questions. The grading system evaluates aspects of the introduction, presentation and ability to communicate the proposal effectively with visual aids. Students must submit 4 copies of their full paper proposal and other required documents by the specified deadline.
Organisational Analysis Individual (20 Points)Organisation.docx
Organisational Analysis Individual (20 Points)
Organisational Analysis Individual (20 Points)
Criteria
Ratings
Points
Analyse and responding to project requirements
view longer description
2 to >1.58 pts
Advanced (HD) and Self Developing
In addition to possessing the level of competence, the work shows evidence of highly original or insightful selection of information. The work demonstrates curiousity in approach to enquiry and critical analysis.
1.58 to >1.38 pts
Advanced (Dist)
Respond to questions/t asks required by & implicit in a closed inquiry. Competence in choose from several provided structures to clarify questions, terms, requirements, expectations & ECST issues. Evidence of selection of information for relevance and appropriateness to the task.
1.38 to >1.18 pts
Competent (CR)
Evidence of selection of information for the task but it is not always relevant or fully discussed. Has understood and addressed the task requirements. Able to work independently from highly structured directions and modelling from educator prompted researching,
1.18 to >0.98 pts
Satisfactory (PA)
Adequate response to the task, but is limited in expression of ideas and selection of information. Shows some understanding of the task but may not have addressed all requirements. Demonstrates ability to improve after structured directions and modelling from educator prompted researching,
0.98 to >0 pts
Unsatisfactory (NN)
Inadequate response to the task, and limited in expression of ideas and selection of information. Shows inadequate understanding of the task and may not have addressed all requirements. Unable to demonstrate ability to improve after structured directions and modelling from educator prompted researching, Neglecting to follow submission processes, neglecting to submit final report or to Turnitin.
1 / 2 pts
Analyse context of problem and solutions
view longer description
4 to >3.16 pts
Advanced (HD) and Self Developing
In addition to possessing the level of competence, a wide variety of source types has been selected to critically improve the response to the task that demonstrates a critical awareness of research concentrations and contributions.
3.16 to >2.76 pts
Advanced (Dist)
A wide variety of source types has been selected to critically improve the response to the task. Developed competence in collecting and recording appropriate research from self-selected sources where information is not obvious. Reflects insightfully on the research process. Illustrates clarity in the enquiry approach.
2.76 to >2.36 pts
Competent (CR)
Locates and records data/information from more than the prescribed number of sources. A variety of source types has been selected to improve the response to the task. Demonstrates a satisfactory ability to collect and records appropriate research from self-selected sources. Satisfactory ability to reflect on the research process.
2.36 to >1.96 pts
Satisfactory (PA)
Locates and records data/information from a prescribed numbe.
OTL520 Portfolio Project Rubric Criteria Meets Expectatio.docx
OTL520: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements The Portfolio
includes all of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but one
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but two
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but
three of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Content Demonstrates
strong or adequate
knowledge of
instructional
design. All
information is
clear, appropriate,
and correct.
Some significant
but not major
errors or omissions
in demonstration
of knowledge of
instructional
design.
Major errors or
omissions in
demonstration of
knowledge of
instructional
design.
Fails to
demonstrate
knowledge of
instructional
design.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Some significant
but not major
errors or omissions
in synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Major errors or
omissions in
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Fails to
demonstrate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Presentation and
Project Style
Strong evidence of
preparation,
organization and
creativity. The
overall blueprint is
professional,
polished, and
original.
Some evidence of
preparation,
organization, and
creativity. The
overall blueprint is
well crafted.
Evidence of
preparation,
organization, and
creativity is limited.
The overall
blueprint appears
to have limited
thought or effort
toward details and
neatness.
No evidence of
preparation,
organization or
creativity. The
overall blueprint is
inadequate in
thought, effort,
and neatness.
OTL520: Portfolio Project Rubric
33-40 Points 25-32 Points 17-24 Points 9-16 Points
Professional
Reflection
Demonstrates
strong or adequate
professional
reflection on
blueprint design
process and
practical
applications.
Some significant
but not major
errors or omissions
in professional
reflection.
Major errors or
omissions in
professional
reflection.
Fails to
demonstrate
professional
reflection.
13-15 Points 10-12 Points 7-9 Poin.
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
Sem 2 project rubrics lead
This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
The presentation rubric evaluates organization, visual aids, verbal techniques, attire, subject knowledge, and confidence. Areas are scored from 1-4.
Tesol proposal webinar
Davi Reis's Webinar on Writing Good Proposals. Sponsored by the NNEST-Interest Section. May 16, 2011, Monday
PresentationsIn a professional career, one may be called upo.docx
Presentations
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 presentations.
· 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
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
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 element.
Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
AHS619SeminarSpring2020ProgramPlanning&Coordination.docx
This document provides a grading rubric for a final program plan assignment in an AHS 619 seminar course. It outlines the content, formatting, and organization required for the final program plan. Students must include elements such as an introduction, needs assessment with primary and secondary data, goals and objectives, collaborators, logic model, program strategies, budget, and barriers. The rubric evaluates students on inclusion of required content, quality of writing, APA format, and overall impression. A separate rubric is provided to grade an accompanying PowerPoint presentation on program content, creativity, APA format, organization, and overall impression.
Assignment4
The document provides the assignment requirements for a sponsorship proposal. Students are asked to assume the role of a sports entity and create a full sponsorship proposal for a potential sponsor identified in a previous week. The proposal must include an executive summary, team background, marketing opportunities, sponsorship activation ideas, a pitch, and outcomes/evaluation. Students are advised to consider who they are as an organization, the benefits for the sponsor, and how goals will be fulfilled and measured. The assignment will be graded based on content, evidence, presentation, completeness, organization, and coherence.
Project 2 Field InterviewInstructionsNo directly quoted ma.docx
Project 2: Field Interview
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 2—Field Interview: Overview
As part of your role as a system-based advocate, you have been asked to assess the officers’ and other community based partners’ understanding of crime victims’ rights through conducting various surveys and individual interviews of cadets that have recently completed the academy. For your Project 2 you will be interviewing one person in the allowable categories and providing a narrative summary of your analysis of the interviewee’s understanding of the crime victims’ rights movement and the history and evolution of this movement over time. This analysis will be provided in a 3-5 page paper that addresses the required questions and analysis below.
Project 2—Field Interview: Description
Allowable interviewee categories:
• Representative of a victim service organization (can include a victim advocate, case manager, or crime victims’ rights attorney);
• Prosecutor (within the civilian criminal justice system);
• Law Enforcement (within the civilian criminal justice system);
• Judicial Officer (requires that they oversee a criminal docket); or
• Defense Attorney (within the civilian criminal justice system).
It is important that the candidate you select has enough consistent interaction with crime victims to offer you enough information for your analysis.
Following your interview, write a narrative paper that explains your assessment of the person’s work and perspective/knowledge of victims’ rights. Include analysis on where their perspective is victim centered or could be improved. A large part of this project is for you to see what service providers and system players do on a day-to day-basis and analyze how it impacts their perceptions of victims and/or changes their interactions with victims. You must include at least five (5) citations to instructional course materials/reading assignments that you have accessed in the course. Incorporating these supportive references into your analysis is key to demonstrating what you are learning in the course and how it helped shaped your analysis during and after the interview.
Required information to be included in the paper:
• Agency name
• Contact information for the agency
• Date the interview was conducted
• Agency mission/goals
• Name of person(s) interviewed
• Type of agency, type/number of staff, and status, e.g., nonprofit, government, faith-based
• Type of clients served
• Geographic area served
• General services provided by agency
• Challenges the agency faces
• The representative's interaction with victims and the point at which she or he comes in contact with victims
• Agency activities during a "normal day"
Required analysis to include in the paper:
The required information is offered for you to use as the starting point for yo ...
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
The document discusses the ethical debate around stem cell research. It notes the potential medical benefits of stem cell research to cure diseases like Alzheimer's and Parkinson's, but also acknowledges opponents' concerns that it devalues human life and could lead to human cloning. The debate involves differing views on when human life begins and the morality of destroying embryos for research. The document also outlines the four main principles of medical ethics - autonomy, justice, beneficence, and nonmaleficence - and notes that for a medical practice to be considered ethical, it must respect all four principles.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 1/3
Close
Print RubricSU MHA6999 Week 5 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Student did not
submit assignment.
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment.
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 2/3
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment.
Does not interpret,
apply, and
synthesize concepts
and strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to sup ...
Assignment 2 Proposal.pdf
1) The document provides instructions for a group project to develop a communication training proposal for a case study organization, Opal-Mart. Students must submit both a group proposal and individual peer/self evaluations.
2) The proposal must include an executive summary, background on the rationale and scope of the training, and a training plan that illustrates the philosophy, contents, benefits, and value proposition. Supporting documents like references and appendices can also be included.
3) The proposal will be evaluated based on the executive summary, structure, language/writing, visual design, and ability to develop a persuasive value proposition to meet the organization's needs. Peer feedback must also be incorporated.
Turnitin software.docx
The document provides information about an assignment to analyze the 2008 Beijing Olympic Games. Students are asked to write a 3,000 word report analyzing the historical development of the Games including planning, funding, economic and social legacy, sports participation, and use as a catalyst for development. Sources must be cited using Harvard referencing style. The assignment criteria, learning outcomes, and grading rubric are also outlined.
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.
EDUC 637Unit Portfolio Grading RubricCriteriaLevels of Ach
EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards and SOLs.
8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics connected to the central theme of ...
Assignment 3 e-portfolio
This document provides instructions for students to create an e-portfolio as part of an English course assignment. The e-portfolio involves reflecting on assignments completed throughout the semester and demonstrating learning outcomes. Students are asked to provide reflective entries on each graded assignment, discussing aims, accomplishments, strengths, weaknesses and learning strategies. They must also upload photos or media with 150-200 word descriptions related to a compare/contrast essay and research project. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language quality and clarity of presented information. A rubric is provided to evaluate e-portfolios on written language, reflections, multimedia use, navigation, layout and meeting objectives.
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.
COM300 Portfolio Project Rubric Criteria Meets Expectatio.docx
This rubric outlines the criteria and point values for evaluating a portfolio project in a COM300 course. It evaluates the project on content, research, analysis, requirements, purpose, body, plan, sources, application of sources, organization, grammar/style, and proper use of APA format. Point values are assigned for meeting expectations, approaching expectations, below expectations, and limited evidence based on demonstration of the criteria. The total points possible for the project are 350.
Proposal Writing Basics10.08
Proposal Writing Basics10.08Grants Collection: Enoch Pratt Free Library / State Library Resource Center
This document provides an overview of the basics of proposal writing. It discusses getting started with planning, researching potential funders, and gathering information. It outlines the key components of an effective proposal, including the statement of need, project description, budget, and information about your organization. It also covers writing style and tips, packaging and submitting the proposal, and following up after submitting. The overall purpose is to convince the funder that there is a need your organization can address through the proposed project or program.PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable ...
NR631 Concluding Graduate Experience - Scope Project Managemen.docx
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
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.
COM2006 Week 2 Project RubricCourse COM2006-Interpersonal C
COM2006 Week 2 Project Rubric
Course: COM2006-Interpersonal Communication SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Explained how
one character
from your
chosen film or
television
show
demonstrated
interpersonal
communicatio
n skills
/ 10Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectations
with minimal
depth;
demonstrates a
limited
understanding of
the assignment
concepts
Assignment
meets
expectations
with all
components
being addressed;
demonstrates
the ability to
evaluate and
apply key
assignments
concepts
Assignment
exceeds
expectations
with exceptional
depth; presents
all requirements
of the
assignment;
demonstrates
the ability to
evaluate, apply
and synthesize
key assignment
concepts
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Described the
character’s
listening style
and how he or
she adapted to
others from
different
cultures
/ 10Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectations
with minimal
depth;
demonstrates a
limited
understanding of
the assignment
concepts.
Assignment
meets
expectations
with all
components
being addressed;
demonstrates
the ability to
evaluate and
apply key
assignments
concepts
Assignment
exceeds
expectations
with exceptional
depth; presents
all requirements
of the
assignment;
demonstrates
the ability to
evaluate, apply
and synthesize
key assignment
concepts
Criteria
No Submission
0 points
Emerging (F
through D Range)
(12-14)
14 points
Satisfactory (C
Range) (14-16)
16 points
Proficient (B
Range) (16-18)
18 points
Exemplary (A
Range) (18-20)
20 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(12-14)
14 points
Satisfactory (C
Range) (14-16)
16 points
Proficient (B
Range) (16-18)
18 points
Exemplary (A
Range) (18-20)
20 points
Criterion Score
Applied the
principles of
communicatio
n
accommodatio
n theory to an
analysis of the
character’s
behavior in the
selected movie
or television
show
/ 20Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectatio ...
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
· Beyond Bullet Points: The Better Way to Use PowerPoint
· 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.
Presentation RubricIn a professional career, one may be ca.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
· Beyond Bullet Points: The Better Way to Use PowerPoint
· 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.
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
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Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
AHS619SeminarSpring2020ProgramPlanning&Coordination.docx
This document provides a grading rubric for a final program plan assignment in an AHS 619 seminar course. It outlines the content, formatting, and organization required for the final program plan. Students must include elements such as an introduction, needs assessment with primary and secondary data, goals and objectives, collaborators, logic model, program strategies, budget, and barriers. The rubric evaluates students on inclusion of required content, quality of writing, APA format, and overall impression. A separate rubric is provided to grade an accompanying PowerPoint presentation on program content, creativity, APA format, organization, and overall impression.
Assignment4
The document provides the assignment requirements for a sponsorship proposal. Students are asked to assume the role of a sports entity and create a full sponsorship proposal for a potential sponsor identified in a previous week. The proposal must include an executive summary, team background, marketing opportunities, sponsorship activation ideas, a pitch, and outcomes/evaluation. Students are advised to consider who they are as an organization, the benefits for the sponsor, and how goals will be fulfilled and measured. The assignment will be graded based on content, evidence, presentation, completeness, organization, and coherence.
Project 2 Field InterviewInstructionsNo directly quoted ma.docx
Project 2: Field Interview
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 2—Field Interview: Overview
As part of your role as a system-based advocate, you have been asked to assess the officers’ and other community based partners’ understanding of crime victims’ rights through conducting various surveys and individual interviews of cadets that have recently completed the academy. For your Project 2 you will be interviewing one person in the allowable categories and providing a narrative summary of your analysis of the interviewee’s understanding of the crime victims’ rights movement and the history and evolution of this movement over time. This analysis will be provided in a 3-5 page paper that addresses the required questions and analysis below.
Project 2—Field Interview: Description
Allowable interviewee categories:
• Representative of a victim service organization (can include a victim advocate, case manager, or crime victims’ rights attorney);
• Prosecutor (within the civilian criminal justice system);
• Law Enforcement (within the civilian criminal justice system);
• Judicial Officer (requires that they oversee a criminal docket); or
• Defense Attorney (within the civilian criminal justice system).
It is important that the candidate you select has enough consistent interaction with crime victims to offer you enough information for your analysis.
Following your interview, write a narrative paper that explains your assessment of the person’s work and perspective/knowledge of victims’ rights. Include analysis on where their perspective is victim centered or could be improved. A large part of this project is for you to see what service providers and system players do on a day-to day-basis and analyze how it impacts their perceptions of victims and/or changes their interactions with victims. You must include at least five (5) citations to instructional course materials/reading assignments that you have accessed in the course. Incorporating these supportive references into your analysis is key to demonstrating what you are learning in the course and how it helped shaped your analysis during and after the interview.
Required information to be included in the paper:
• Agency name
• Contact information for the agency
• Date the interview was conducted
• Agency mission/goals
• Name of person(s) interviewed
• Type of agency, type/number of staff, and status, e.g., nonprofit, government, faith-based
• Type of clients served
• Geographic area served
• General services provided by agency
• Challenges the agency faces
• The representative's interaction with victims and the point at which she or he comes in contact with victims
• Agency activities during a "normal day"
Required analysis to include in the paper:
The required information is offered for you to use as the starting point for yo ...
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
The document discusses the ethical debate around stem cell research. It notes the potential medical benefits of stem cell research to cure diseases like Alzheimer's and Parkinson's, but also acknowledges opponents' concerns that it devalues human life and could lead to human cloning. The debate involves differing views on when human life begins and the morality of destroying embryos for research. The document also outlines the four main principles of medical ethics - autonomy, justice, beneficence, and nonmaleficence - and notes that for a medical practice to be considered ethical, it must respect all four principles.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 1/3
Close
Print RubricSU MHA6999 Week 5 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Student did not
submit assignment.
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment.
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 2/3
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment.
Does not interpret,
apply, and
synthesize concepts
and strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to sup ...
Assignment 2 Proposal.pdf
1) The document provides instructions for a group project to develop a communication training proposal for a case study organization, Opal-Mart. Students must submit both a group proposal and individual peer/self evaluations.
2) The proposal must include an executive summary, background on the rationale and scope of the training, and a training plan that illustrates the philosophy, contents, benefits, and value proposition. Supporting documents like references and appendices can also be included.
3) The proposal will be evaluated based on the executive summary, structure, language/writing, visual design, and ability to develop a persuasive value proposition to meet the organization's needs. Peer feedback must also be incorporated.
Turnitin software.docx
The document provides information about an assignment to analyze the 2008 Beijing Olympic Games. Students are asked to write a 3,000 word report analyzing the historical development of the Games including planning, funding, economic and social legacy, sports participation, and use as a catalyst for development. Sources must be cited using Harvard referencing style. The assignment criteria, learning outcomes, and grading rubric are also outlined.
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.
EDUC 637Unit Portfolio Grading RubricCriteriaLevels of Ach
EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards and SOLs.
8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics connected to the central theme of ...
Assignment 3 e-portfolio
This document provides instructions for students to create an e-portfolio as part of an English course assignment. The e-portfolio involves reflecting on assignments completed throughout the semester and demonstrating learning outcomes. Students are asked to provide reflective entries on each graded assignment, discussing aims, accomplishments, strengths, weaknesses and learning strategies. They must also upload photos or media with 150-200 word descriptions related to a compare/contrast essay and research project. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language quality and clarity of presented information. A rubric is provided to evaluate e-portfolios on written language, reflections, multimedia use, navigation, layout and meeting objectives.
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COM300 Portfolio Project Rubric Criteria Meets Expectatio.docx
This rubric outlines the criteria and point values for evaluating a portfolio project in a COM300 course. It evaluates the project on content, research, analysis, requirements, purpose, body, plan, sources, application of sources, organization, grammar/style, and proper use of APA format. Point values are assigned for meeting expectations, approaching expectations, below expectations, and limited evidence based on demonstration of the criteria. The total points possible for the project are 350.
Proposal Writing Basics10.08
Proposal Writing Basics10.08Grants Collection: Enoch Pratt Free Library / State Library Resource Center
This document provides an overview of the basics of proposal writing. It discusses getting started with planning, researching potential funders, and gathering information. It outlines the key components of an effective proposal, including the statement of need, project description, budget, and information about your organization. It also covers writing style and tips, packaging and submitting the proposal, and following up after submitting. The overall purpose is to convince the funder that there is a need your organization can address through the proposed project or program.PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable ...
NR631 Concluding Graduate Experience - Scope Project Managemen.docx
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
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.
COM2006 Week 2 Project RubricCourse COM2006-Interpersonal C
COM2006 Week 2 Project Rubric
Course: COM2006-Interpersonal Communication SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Explained how
one character
from your
chosen film or
television
show
demonstrated
interpersonal
communicatio
n skills
/ 10Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectations
with minimal
depth;
demonstrates a
limited
understanding of
the assignment
concepts
Assignment
meets
expectations
with all
components
being addressed;
demonstrates
the ability to
evaluate and
apply key
assignments
concepts
Assignment
exceeds
expectations
with exceptional
depth; presents
all requirements
of the
assignment;
demonstrates
the ability to
evaluate, apply
and synthesize
key assignment
concepts
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Described the
character’s
listening style
and how he or
she adapted to
others from
different
cultures
/ 10Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectations
with minimal
depth;
demonstrates a
limited
understanding of
the assignment
concepts.
Assignment
meets
expectations
with all
components
being addressed;
demonstrates
the ability to
evaluate and
apply key
assignments
concepts
Assignment
exceeds
expectations
with exceptional
depth; presents
all requirements
of the
assignment;
demonstrates
the ability to
evaluate, apply
and synthesize
key assignment
concepts
Criteria
No Submission
0 points
Emerging (F
through D Range)
(12-14)
14 points
Satisfactory (C
Range) (14-16)
16 points
Proficient (B
Range) (16-18)
18 points
Exemplary (A
Range) (18-20)
20 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(12-14)
14 points
Satisfactory (C
Range) (14-16)
16 points
Proficient (B
Range) (16-18)
18 points
Exemplary (A
Range) (18-20)
20 points
Criterion Score
Applied the
principles of
communicatio
n
accommodatio
n theory to an
analysis of the
character’s
behavior in the
selected movie
or television
show
/ 20Student did not
submit
assignment
Work does not
meet assignment
expectations;
shows little or no
understanding of
assignment
concepts
Assignment
partially meets
expectatio ...
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
· Beyond Bullet Points: The Better Way to Use PowerPoint
· 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.
Presentation RubricIn a professional career, one may be ca.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
· Beyond Bullet Points: The Better Way to Use PowerPoint
· 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.
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Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docx
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docx
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docx
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docx
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docx
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docx
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docx
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docx
Code switching involves alternating between languages or language varieties based on context. The document asks for a 175+ word response about a personal experience with code switching, including why it was done and potential benefits and consequences, as well as the outcome.
Code of Ethics for the Nutrition and Dietetics Pr.docx
This document presents the Code of Ethics for the Nutrition and Dietetics Profession, which establishes the principles and ethical standards that guide nutrition and dietetics practitioners. It contains 4 main principles: competence, integrity, professionalism, and social responsibility. The code applies general ethical guidelines and standards for common practice situations to protect clients, patients, and the public. It also requires practitioners to abide by the code and report any perceived violations.
Code of Ethics for Engineers 4. Engineers shall act .docx
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name Rebecca Oquendo .docx
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx
CNL-530 Topic 2: Sexual Response Cycle Chart
Masters and Johnson's Human Sexual Response Cycle
Kaplan's Three Stages of Sexual Response
Detailed Description of Phases:
Detailed Description of Phases:
Similarities:
Differences:
© 2017. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
.
Code#RE00200012002020MN2DGHEType of Service.docx
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docx
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docx
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
Code of EthicsThe Code of Ethical Conduct and Statement of Com.docx
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals:
1. To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training
2. To develop relationships of mutual trust and create partnerships with the families served
3. To welcome all family members and encourage them to participate in the program (See Figure 4-14.)
4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children
5. To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs
6. To acknowledge families’ child-rearing values and their right to make decisions for their children
7. To share information about children’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood education profession
8. To help family members enhance their understanding of their children and support the continuing development of their skills as parents
9. To participate in building support networks for families by giving them opportunities to interact with program staff, other families, community resources, and professional services (NAEYC, 2005, 2011)
Figure 4-14.
© Cengage Learning®
One of the ideals of the revised code of ethics is to welcome all family members and encourage them to participate in their children’s school.
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s
Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a
section of ethical responsibilities to families, articulating 15 specific principles governing
actions and the following nine ideals:
1.
To be familiar with the knowledg
e base related to working effectively with families
and to stay informed through continuing education and training
2.
To develop relationships of mutual trust and create partnerships with the families
served
3.
To welcome all family members and
encourage them to participate in the program
(See Figure 4
-
14.)
4.
To listen to families, acknowledge and build on their strengths and competencies, and
learn from families as we support them in their task of nurturing children
5.
To respect the dignity and pref
erences of each family and to make an effort to learn
about its structure, culture, language, customs, and beliefs
6.
To acknowledge families’ child
-
rearing values and their right to make decisions for
their children
7.
To share information about children’s educ
ation and development with families and
to help them.
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