PHSC 210Comparative Essay Grading RubricCriteriaLevels of Ac.docx
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PHSC 210 Comparative Essay Grading Rubric Criteria Levels of Achievement Good/Excellent Fair/Competent Deficient Points Earned Length of Paper 9 to 10 points Paper falls within the 1,000–1,500-word parameter. 7 to 8 points Paper is between 800–1,000 or 1,500–1,700 words. 0 to 6 points Paper is fewer than 800 words or greater than 1,700 words. Principle Content 81 to 90 points · The old-earth viewpoint related to the topic and the young-earth viewpoint related to the topic are addressed clearly and are well-supported. · Old-earth and young-earth perspectives are compared and contrasted with obvious evidence of analysis and critical thinking. · Content and purpose of the writing is clear. · The audience is clear and appropriate for the topic. · Supportive information is strong and addresses the writing focus. 61 to 80 points · The old-earth viewpoint related to the topic and the young-earth viewpoint related to the topic are addressed; however, there is a lack of support and/or idea development. · Old-earth and young-earth perspectives are compared and contrasted; however, there is insufficient depth of analysis and/or little evidence of critical thinking. · Content is inconsistent (lack of clear purpose and /or clarity). · Supportive information needs strengthening or does not address writing concepts. 0 to 60 points · The old-earth viewpoint related to the topic and/or the young-earth viewpoint related to the topic is/are not addressed. · Old-earth and young-earth perspectives are not compared and/or not contrasted with one another. · Content has unsatisfactory purpose, focus, and clarity. · Supportive information is missing. Criteria Good/Excellent Fair/Competent Deficient Points Earned Organization and Structure (CCLO #1) 14 to 15 points · Writing is well-structured, clear, and easy-to-follow. · Introduction compellingly forecasts the topic and thesis. · Each paragraph is unified and has a clear central idea. · Transitional wording is present throughout the writing. · Conclusion is a logical end to the writing. 11 to 13 points · The writing is adequately organized with some areas difficult to follow. · The introduction needs to provide a stronger gateway into the writing. · Some paragraphs lack unity. · Better transitions are needed to provide fluency of ideas. · Conclusion is trite or barely serves its purpose. 0 to 10 points · Organization and structure detract from the writer’s message. · The introduction and/or conclusion is incomplete or missing. · Paragraphs are not unified (more than 1 topic/missing or inadequate controlling and concluding sentences). · Transitions are missing. · Conclusion, if present, fails to serve its purpose. Grammar and Diction (CCLO # 1, 3) 14 to 15 points · The writing reflects grammatical, punctuation, and spelling standards. · Language is accurate, appropriate, and effective. · Writing’s tone is appropriate and highly effective. 11 to 13 points · The writing contains some grammatical, punctuation, an.
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EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Limited Government and Balanced Budget Research Paper RubricCr.docx
Limited Government and Balanced Budget Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is ina ...
Recording Audio In PowerPoint1. With the PowerPoint presenta.docx
Recording Audio In PowerPoint
1. With the PowerPoint presentation open, click on Slide Show on the main menu bar.
Recording Audio In PowerPoint| Page 1 of 1
©Liberty University 7/22/13 | Bb 9.1.11
2. Click Record Slide Show, then choose to start
recording from the current slide you are on or
from the first slide of the presentation.
3. A Record Slide Show pop up will appear notify-
ing you of two options. Both options should be
checked. Once Start Recording is clicked, the
audio begins recording.
4. A small Recording menu will appear in the top
left corner. This menu has the options to pause
recording, repeat, or move to the next slide.
Note: For high sound quality, headset use is
recommended.
a. Repeat: Restarts the current slide’s recording, and deletes the previous audio.
b. Pause: Pauses the current audio recording. Click Resume Recording to resume.
c. Next: Moves to the next slide and starts recording on it.
5. Press “Esc” at any time
during the recording to stop the
recording. If Next is clicked
during the last slide, the record-
ing will stop.
Note: There will be an icon like this ( ) at the bottom right of each slide once there is audio
recorded on the slide. You can also review the audio using this icon. If you select this item,
you can remove the audio of that slide by pressing delete.
Federal Research Paper or Presentation Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points ar ...
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
Recommended
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Limited Government and Balanced Budget Research Paper RubricCr.docx
Limited Government and Balanced Budget Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is ina ...
Recording Audio In PowerPoint1. With the PowerPoint presenta.docx
Recording Audio In PowerPoint
1. With the PowerPoint presentation open, click on Slide Show on the main menu bar.
Recording Audio In PowerPoint| Page 1 of 1
©Liberty University 7/22/13 | Bb 9.1.11
2. Click Record Slide Show, then choose to start
recording from the current slide you are on or
from the first slide of the presentation.
3. A Record Slide Show pop up will appear notify-
ing you of two options. Both options should be
checked. Once Start Recording is clicked, the
audio begins recording.
4. A small Recording menu will appear in the top
left corner. This menu has the options to pause
recording, repeat, or move to the next slide.
Note: For high sound quality, headset use is
recommended.
a. Repeat: Restarts the current slide’s recording, and deletes the previous audio.
b. Pause: Pauses the current audio recording. Click Resume Recording to resume.
c. Next: Moves to the next slide and starts recording on it.
5. Press “Esc” at any time
during the recording to stop the
recording. If Next is clicked
during the last slide, the record-
ing will stop.
Note: There will be an icon like this ( ) at the bottom right of each slide once there is audio
recorded on the slide. You can also review the audio using this icon. If you select this item,
you can remove the audio of that slide by pressing delete.
Federal Research Paper or Presentation Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points ar ...
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docx
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
Rubric For The Evaluation Of History of Judaism” PaperCRITERIA.docx
Rubric For The Evaluation Of “History of Judaism” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· A summary of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· An example of how this person's story helped to develop the ideas of Jewish ethics
Format your paper consistent with APA guidelines.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper about _____________. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization ...
BUSI 505Research Project (Final Document Draft) Grading Rubric
BUSI 505
Research Project (Final Document Draft)
Grading Rubric (75 Points)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Abstract
10 points
Points: 10
· All required information is included.
· No extraneous information is included; formatting is correct.
Points: 7-9
· All required information is included.
· Some extraneous information is included; formatting is correct.
Points: 1-6
· Some required information is included.
· Extraneous information is included; formatting is not correct.
Points: 0
· Not Present
Introduction
7 points
Points: 7
· Background information is engaging and leads to a clear purpose/thesis statement.
· Relevance to course/topic is articulated well.
· Research question(s) or purpose statement is clear and concise.
· Two or 3 main discussion points of the literature review are clearly identified in the purpose statement.
Points: 6
· Background information is at times unclear or uninteresting.
· Relevance to course/topic could be more clearly articulated.
· Research question(s) or purpose statement could be stated more clearly and concisely.
· Main discussion points could be more clearly articulated.
Points: 5 to 1
· Background information is not clearly articulated.
· Relevance to course/topic is unclear.
· Research question(s) or purpose statement is unidentifiable.
· Main discussion points are not identified in the purpose statement.
Points: 0
· Not Present
Content
7 points
Points: 7
· Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement.
· Focus is on research findings.
· Gaps and controversies that exist in the literature are clearly discussed.
Points: 6
· Comparison and contrast of the findings are provided but lack thoroughness.
· Discussion of findings could relate better to the main discussion points in the purpose statement.
· Gaps and controversies in the literature are discussed, but clarity could be enhanced.
Points: 5 to 1
· Comparison and contrast of findings are lacking.
· Discussion of findings does not relate well to the main discussion points in the purpose statement.
· Gaps (what is unknown and needs to be researched) and controversies that exist in the literature are not discussed.
Points: 0
· Not Present
Conclusion
7 points
Points: 7
· A summary of the main points is clearly articulated.
· Implications or conclusions related to business practice(s) are logical, relevant, and clear.
· Areas of future research are clearly identified.
Points: 6
· A summary of the main points is presented, but clarity could be enhanced.
· Implications or conclusions related to business practice(s) are included but lack logic, relevance, or clarity.
· Areas of future research are identified but lack clarity.
Points: 5 to 1
· A summary of the main points is not clearly presented.
· Implications or c ...
BUSI 610Literature Review Abstract Rubric(20 Points)Cr.docx
BUSI 610
Literature Review
Abstract Rubric
(20 Points)
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not Present
Abstract: Content
13 to 14 points
All key components of the Abstract are present. The Abstract for the Literature Review is clearly articulated. The Abstract has a clear, logical flow.
12 points
Most of the components of the Abstract are present. The Abstract for the Literature Review is presented in a clear manner. The Abstract flow can be followed.
1 to 11 points
The Abstract does not include all the components. The Abstract is unclear or confusing.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Abstract: Grammar and Spelling, APA formatting
(30%)
6 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
The paragraph contains appropriately varied sentence structures. The Abstract is formatted per APA. A cover sheet is present that is formatted per APA.
5 points
Spelling and grammar has some errors. Sentences are presented as well. The paragraph contains some varied sentence structures. Some APA formatting issues are present. A cover sheet is present that is formatted per APA.
1 to 4 points
Spelling and grammar errors distract. Sentences are incomplete or unclear. The Paragraph is poorly formed. APA formatting is not used. There is not a cover sheet present.
0 points
Not present
BUSI 610
Literature Review
Annotated Bibliography Rubric
(80 Points)
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not present
Annotated Bibliography: Content
52 to 56 points
All key components of the Annotated bibliography are present. The bibliography contains the fifteen scholarly sources that are three years old or less. The sources are current and relevant to the topic. An annotation exists for each source listed. Each annotation correctly summarizes/describes the corresponding source and demonstrates critical thinking skills regarding interpretation and application of material.
47 to 51 points
Most of the components of the Annotated bibliography are present. The bibliography contains at least 14 scholarly sources that are three years old or less. All the sources are current and relevant to the topic. An annotation exists for each source listed. Each annotation correctly summarizes/describes the corresponding source and demonstrates critical thinking skills regarding interpretation and application of material.
1 to 46 points
The Annotated bibliography does not include all the components. The bibliography contains less than 14 scholarly sources that are three years old or less. An annotation does not exist for each source. Each annotation does not correctly summarizes/describes the corresponding source or demonstrates critical thinking skills regarding interpretation and application of material.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not present
Annotated Bibliography: Gra.
Rubric For The Evaluation Of Understanding Islam” PaperCRITERIA.docx
Rubric For The Evaluation Of “Understanding Islam” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· Brief summary of the history of Islam (ie. Muhammad's life, early growth and later expansion, present day).
· Explain the importance of these elements for Muslims:
· Qur'an
· Five Pillars
· Sharia Law and Islamic ethics
· Describe significant differences and similarities in how the branches of Islam (Sunni, Shiite, and Sufi) practice their traditions.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all of the objectives of the assignment with this ___ word paper. You had a section on...
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do not ...
Application Assignment Rubric REQUIRED CONTENTEVAL.docx
Application Assignment Rubric
REQUIRED CONTENT
EVALUATION
EXCELLENT
EVALUATION
GOOD
EVALUATION
FAIR
EVALUATION
POOR
SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student inc.
EDUC 701Course Project Final Paper Grading RubricCriteriaLe
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
Research or Interview Paper Grading Rubric CriteriaLevels of.docx
Research or Interview Paper Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Introduction
(10 pints)
10 to 9 points
State the topic the author is going to address.
The introduction provide a clear overview of the paper’s contents.
8 to 7 points
State the topic the author is going to address.
The introduction provides an overview of the paper’s contents.
6 to 1 points
State the topic the author is going to address.
The introduction seems to provide an overview of the paper’s contents.
0 point
Does not state the topic the author is going to address.
The introduction does not provide an overview of the paper’s contents.
Analysis
(50 pints)
50 to 45 points
The issues raised in the topic are properly treated. Different viewpoints have been considered, analyzed, and treated. The author provides personal inputs
44 to 35points
The issues raised in the topic are not properly treated. Different viewpoints have been considered, analyzed, and treated. The author provides personal inputs.
34 to 1 points
The issues raised in the topic are not properly treated. Different viewpoints have been considered, analyzed, and treated. The author does not provide personal inputs.
0 point
The author does not provide any analysis.
Conclusion
(10 pints)
10 to 9 points
The conclusion offers a good summary of issues treated in the paper and does offer suggestions for future study
8 to 7points
The conclusion offers a good summary of issues treated in the paper, but does not offer any suggestions for future study
6 to 1 points
The conclusion offers a brief summary of issues treated in the paper, but does not offer any suggestions for future study
0 point
There is no conclusion
Structure
Advanced
Proficient
Developing
Not present
Headings and transitions
(10 points)
10 to 9 points
The transitions between paragraphs and sections are clear. Proper headings are used.
8 to 7 points
The transitions between paragraphs and sections are clear. Proper headings are not used.
6 to 1 points
The transitions between paragraphs and sections are not clear. Proper headings are not used.
0 point
No transitions between paragraphs and sections. Headings are not used.
Spelling and grammar
(10 points)
10 to 9 points
There are no more than three spelling or grammar errors.
8 to 7 points
There are four or five spelling or grammar errors.
6 to 1 points
There are six or seven spelling or grammar errors.
0 point
There are eight or more spelling or grammar errors.
Bibliography and APA style
(10 point)
10 to 9 points
The bibliography contains at least 3 scholarly sources. The paper is in current APA style.
8 to 7 points
The bibliography contains less than 3 scholarly sources. The paper is in current APA style.
6 to 1 points
The bibliography contains less than 3 scholarly sources. The paper is not in current APA style.
0 point
The bibliography does not contain any scholarly sources. The paper is not in current APA style.
.
ENGL 102Poetry Essay Grading RubricCriteriaLevels of Achieve.docx
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent and lacks clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
31 to 38 points
· Writing is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
5 to 10 points
· Writing follows most formatting guidelines, but some flaws are detected.
· Parentheti.
ENGL 102Poetry Essay Grading RubricCriteriaLevels of Achieve.docx
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent and lacks clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
31 to 38 points
· Writing is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
5 to 10 points
· Writing follows most formatting guidelines, but some flaws are detected.
· Parentheti ...
PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
PADM 620Assignment 2 Statesmanship and Ethics Grading RubricC.docx
PADM 620
Assignment 2: Statesmanship and Ethics Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not Present
Points Earned
Analysis of Material
32 to 35 points
All elements of the assigned topic are clearly and completely addressed in light of 5–7-page requirement. Analyses flow in a logical and effective manner, address all elements of the assignment thoroughly, and reach the nuances of the issues raised. Complex issues are navigated with precision, clarity, and detail.
29 to 31 points
Major elements of the assigned topic are discussed in a meaningful way, but the paper would benefit from additional clarity, depth, or detail. Analyses are generally well constructed and complex issues are recognized.
1 to 28 points
Some elements of the assigned topic are mentioned, but the discussion is incomplete, unclear, superficial, or otherwise does not meet expectations. Analyses are general and lacking in depth. Complex issues and nuances are overlooked.
0 points
Assigned elements are not discussed.
Organization
32 to 35 points
The paper is focused and well organized. The paper has a clear thesis, and a clear and substantive introduction and conclusion. The paper effectively uses headings and subheadings, as appropriate, to focus and deepen analyses.
29 to 31 points
The paper is reasonably well organized and follows a logical path from idea to idea and section to section. The paper includes an adequate introduction and conclusion.
1 to 28 points
The paper is in need of additional organization and clarity. Ideas and/or sections of the paper either do not flow logically, or are in need of fundamental improvement. The paper is lacking an adequate introduction and/or conclusion.
0 points
The paper lacks an introduction, conclusion, and meaningful organization.
Content
Advanced
Proficient
Developing
Not Present
Points Earned
Evaluation, Synthesis, and Adequate Use of Sources
32 to 35 points
Sources, concepts and ideas are evaluated critically and synthesized in a manner that moves beyond restatement and makes a valuable contribution to the assigned topic.
29 to 31 points
Sources are used correctly and support the paper’s analyses and conclusions. Concepts and ideas are understood and linked in a reasonable way that supports the paper’s conclusions. Paper reflects a good familiarity with the major ideas, but would benefit from greater critical evaluation and synthesis.
1 to 28 points
Some sources are used, but are not critically evaluated and/or are not used in an effective manner. Paper would benefit from a more substantive use of sources, more appropriate reliance on sources, and/or better skill in evaluating, synthesizing, or applying ideas, concepts, or sources.
0 points
Sources are not used; ideas and concepts from sources are not evaluated or synthesized.
Structure
Advanced
Proficient
Developing
Not Present
Points Earned
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present. Writing is ...
Centre based child misses out parent child interactionHudach 1C.docx
Centre based child misses out parent child interaction Hudach 1
CENTRE BASED CHILD MISSES OUT PARENT CHILD INTERACTION. Comment by Natascha Gast: APA formatting is required since the paper comes closest to APA style. Follow the formatting requirements here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0008.html
My feedback is in the margins of the essay. If I note an issue once, remember that it applies throughout the essay (and I may not have noted every example of the issue). For instance, if I mark once that passive voice should be avoided or that a more persuasive rather than informative tone should be used, then that comment applies throughout the paper and not just in the specific place(s) that I indicated.
Despite my personal views on issues, I always assume the opposite perspective to your argument if some in your audience might have that perspective. Thinking about audience, and their potential objections, is the foundation of developing an effective persuasive argument for that audience!
As always, email me if you can’t see the feedback, but first try one of the methods previously mentioned in feedback and announcements for viewing margin comments.
For a higher grade, you may revise ONE of the three essays and message it to me as an attached file before Saturday, March 7, midnight. This is a completely OPTIONAL revision opportunity. Final grades will be posted the evening of March 8.
Natascha
ENGL102 AssignmentRubric
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Points Earned
Purpose and Audience
(20 Points)
18-20: The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. The cover letter provides a thoughtful reflection on the writing process used in the assignment.
16-17: The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. The cover letter is present.
14-15: The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. The cover letter is present but with some incomplete or inadequate responses.
13 or below: The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. The cover letter is absent or substantially incomplete.
15/20
Thesis and Support
(20 Points)
18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Main ideas are not lost in surrounding supporting evidence.
16-17: The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear. Main ideas can be di ...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system?
3. How can fragmentation and tunneling be overcome?
4. What is important to consider when using a data-driven approach to decision making?
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, ...
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system?
3. How can fragmentation and tunneling be overcome?
4. What is important to consider when using a data-driven approach to decision making?
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, ...
1. what is the role of federalism in framing youth issues2. wha
1. what is the role of federalism in framing youth issues2. wha
1. Citation Written in APA format. For more help.docx
1. Citation:
Written in APA format. For more help with formatting, see APA handout.
1. Summary:
What is purpose of the source, review article, original research? What topics are covered? This is generally 1 -3 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources.
1. Assessment:
After summarizing the article (or research paper or book) it is necessary to evaluate it and also where you found it – its source (e.g. journal, website, etc). Briefly answer the following questions:
What is the format or type of source. How reliable is the information in the article and how credible is the source and the author(s)? Is this article biased or objective?
For more help, see this handout on evaluating resources.
1. Critique
Once you've summarized and assessed a source, you need to ask how it fits into your research. Why is this source relevant to your research paper and how can you use this source in your research project? What are the strengths and weaknesses? It is biased in any way? Compare the source with other sources in your bibliography.
Source 1- http://www.mslifelines.com/what-is-ms?cmp=M_WhatIsMS_MSLLGuideToMS_Google_PS&gclid=COrwht6_ns0CFdU7gQodi7MHjg
Source 2- http://www.nationalmssociety.org/What-is-MS
Source 3- http://www.healthline.com/health/multiple-sclerosis/early-signs
Source 4- http://www.medicalnewstoday.com/articles/37556.php
Source 5- http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1069023/
Assignment 4: Research Paper Rubric
Evaluation Criteria
Excellent
Good
Fair
Poor
Points Earned
Abstract
TOTAL: (15 points)
(10 points)
Minimum criteria:
· Topic Sentence
· Five main topics introduced: Statistics/Epidemiology, Financial Costs, Anatomy & Physiology/ Etiology, Diagnosis/Treatments/ Prognosis,
· Conclusions and Findings, Future Directions/Research
Response to Assignment 3 Feedback
(5 points)
Minimum criteria:
· Did student respond to and fix issues identified in the instructor feedback for Assignments 3?
10 points
Abstract contains all of the required criteria.
Abstract introduces the profile and outlines main topics and briefly presents conclusions.
5 points
Student responded to and fixed issues identified by the instructor feedback for
Assignment 3
~or~ There were no issues in the instructor feedback for the student to respond to in Assignment 3
~or~ Assignment 3 was not submitted by the student
9 - 8 points
Abstract contains four of the required criteria.
Abstract introduces the profile and outlines main topics and presents conclusions.
7 - 6 points
Abstract contains three of the required criteria.
Abstract is lacking in introduction sentence, information, and/or conclusion statement.
< 6 points
Abstract contains two or less of the required criteria.
Abstract is not present. (0 points)
0 points
Student did not address all the issues identified in the instructor feedback for Assignment 3
Main Body Content
TOTAL: (50 ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
BUSI 511Research Project (Final Document Draft) Grading Rubric (
BUSI 511
Research Project (Final Document Draft) Grading Rubric (60 Points)
Criteria
Levels of Achievement
Total Points
Content 70%
Advanced
Proficient
Developing
Not Present
Abstract
6 points
Points: 6
· All required information is included.
· No extraneous information is included; formatting is correct.
Points: 5
· All required information is included.
· Some extraneous information is included; formatting is correct.
Points: 1 to 4
· Some required information is included.
· Extraneous information is included; formatting is not correct.
Points: 0
· Not Present
Introduction
6 points
Points: 6
· Background information is engaging and leads to a clear purpose/thesis statement.
· Relevance to course/topic is articulated well.
· Research question(s) or purpose statement is clear and concise.
· Two or 3 main discussion points of the literature review are clearly identified in the purpose statement.
Points: 5
· Background information is at times unclear or uninteresting.
· Relevance to course/topic could be more clearly articulated.
· Research question(s) or purpose statement could be stated more clearly and concisely.
· Main discussion points could be more clearly articulated.
Points: 1 to 4
· Background information is not clearly articulated.
· Relevance to course/topic is unclear.
· Research question(s) or purpose statement is unidentifiable.
· Main discussion points are not identified in the purpose statement.
Points: 0
· Not Present
Content
6 points
Points: 6
· Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement.
· Focus is on research findings.
· Gaps and controversies that exist in the literature are clearly discussed.
Points: 5
· Comparison and contrast of the findings are provided but lack thoroughness.
· Discussion of findings could relate better to the main discussion points in the purpose statement.
· Gaps and controversies in the literature are discussed, but clarity could be enhanced.
Points: 1 to 4
· Comparison and contrast of findings are lacking.
· Discussion of findings does not relate well to the main discussion points in the purpose statement.
· Gaps (what is unknown and needs to be researched) and controversies that exist in the literature are not discussed.
Points: 0
· Not Present
Conclusion
6 points
Points: 6
· A summary of the main points is clearly articulated.
· Implications or conclusions related to business practice(s) are logical, relevant, and clear.
· Areas of future research are clearly identified.
Points: 5
· A summary of the main points is presented, but clarity could be enhanced.
· Implications or conclusions related to business practice(s) are included but lack logic, relevance, or clarity.
· Areas of future research are identified but lack clarity.
Points: 1 to 4
· A summary of the main points is not clearly presented.
· Implications or conclusions related to business practice(s) are absent, illogical, i ...
you will evaluate the history of cryptography from its origins. Ana.docx
you will evaluate the history of cryptography from its origins. Analyze how cryptography was used and describe how it grew within history. Look at reasons why cryptography was used and how it developed over the years. Was it used or implemented differently in varying cultures?
need it in two pages.
No plagarism
.
You will do this project in a group of 5 or less. Each group or in.docx
You will do this project in a group of 5 or less. Each group or individual will sign up to present on a public health issue and intervention of their choice. They will provide background information on the public health issue and explain why it is relevant and/or prevalent. They will also determine if some of the factors discussed throughout the course (i.e. urbanization, vulnerable populations, health disparities, social determinants of health, public health ethics, health literacy, etc.) were major factors in the development and implementation of the intervention that they choose to highlight. The groups or individuals will prepare a presentation of their information as well as a paper to depict their findings. The presentation can be in any form including, but not limited to, a PowerPoint presentation, a Prezi, a website, a video recording, etc.
My assigned part.
vulnerable populations Morolake
health disparities Morolake
social determinants of health, public health ethics Morolake
PPT
THE IMPLEMENTATION PLAN THAT WAS USED TO FORMULATE THE COMMUNICATION CAMPAIGN
3 slides excluding the references
.
you will discuss the use of a tool for manual examination of a .docx
you will discuss the use of a tool for manual examination of a phone:
Example tools used
Hardware tools
1.Project-A-Phone
2. Fernico ZRT
3. Eclipse Screen Capture Tool
4.Cellebrite USB camera
Software solution tools
1. ScreenHunter
2. Snagit
Select one of the tools mentioned in the text and describe the tools functionality and process used in an examination of a device.
Using the Internet, research the web for an article related to the tool and answer the following questions:
What are some of the advantages or disadvantages of the tool?
Discuss the tools setup
Appraise the value of the tool in gathering evidence for the prosecution
.
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Rubric For The Evaluation Of History of Judaism” PaperCRITERIA.docx
Rubric For The Evaluation Of “History of Judaism” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· A summary of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· An example of how this person's story helped to develop the ideas of Jewish ethics
Format your paper consistent with APA guidelines.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all/most/some of the objectives of the assignment with this ___ word paper about _____________. You had a section on …
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization ...
BUSI 505Research Project (Final Document Draft) Grading Rubric
BUSI 505
Research Project (Final Document Draft)
Grading Rubric (75 Points)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Abstract
10 points
Points: 10
· All required information is included.
· No extraneous information is included; formatting is correct.
Points: 7-9
· All required information is included.
· Some extraneous information is included; formatting is correct.
Points: 1-6
· Some required information is included.
· Extraneous information is included; formatting is not correct.
Points: 0
· Not Present
Introduction
7 points
Points: 7
· Background information is engaging and leads to a clear purpose/thesis statement.
· Relevance to course/topic is articulated well.
· Research question(s) or purpose statement is clear and concise.
· Two or 3 main discussion points of the literature review are clearly identified in the purpose statement.
Points: 6
· Background information is at times unclear or uninteresting.
· Relevance to course/topic could be more clearly articulated.
· Research question(s) or purpose statement could be stated more clearly and concisely.
· Main discussion points could be more clearly articulated.
Points: 5 to 1
· Background information is not clearly articulated.
· Relevance to course/topic is unclear.
· Research question(s) or purpose statement is unidentifiable.
· Main discussion points are not identified in the purpose statement.
Points: 0
· Not Present
Content
7 points
Points: 7
· Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement.
· Focus is on research findings.
· Gaps and controversies that exist in the literature are clearly discussed.
Points: 6
· Comparison and contrast of the findings are provided but lack thoroughness.
· Discussion of findings could relate better to the main discussion points in the purpose statement.
· Gaps and controversies in the literature are discussed, but clarity could be enhanced.
Points: 5 to 1
· Comparison and contrast of findings are lacking.
· Discussion of findings does not relate well to the main discussion points in the purpose statement.
· Gaps (what is unknown and needs to be researched) and controversies that exist in the literature are not discussed.
Points: 0
· Not Present
Conclusion
7 points
Points: 7
· A summary of the main points is clearly articulated.
· Implications or conclusions related to business practice(s) are logical, relevant, and clear.
· Areas of future research are clearly identified.
Points: 6
· A summary of the main points is presented, but clarity could be enhanced.
· Implications or conclusions related to business practice(s) are included but lack logic, relevance, or clarity.
· Areas of future research are identified but lack clarity.
Points: 5 to 1
· A summary of the main points is not clearly presented.
· Implications or c ...
BUSI 610Literature Review Abstract Rubric(20 Points)Cr.docx
BUSI 610
Literature Review
Abstract Rubric
(20 Points)
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not Present
Abstract: Content
13 to 14 points
All key components of the Abstract are present. The Abstract for the Literature Review is clearly articulated. The Abstract has a clear, logical flow.
12 points
Most of the components of the Abstract are present. The Abstract for the Literature Review is presented in a clear manner. The Abstract flow can be followed.
1 to 11 points
The Abstract does not include all the components. The Abstract is unclear or confusing.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Abstract: Grammar and Spelling, APA formatting
(30%)
6 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
The paragraph contains appropriately varied sentence structures. The Abstract is formatted per APA. A cover sheet is present that is formatted per APA.
5 points
Spelling and grammar has some errors. Sentences are presented as well. The paragraph contains some varied sentence structures. Some APA formatting issues are present. A cover sheet is present that is formatted per APA.
1 to 4 points
Spelling and grammar errors distract. Sentences are incomplete or unclear. The Paragraph is poorly formed. APA formatting is not used. There is not a cover sheet present.
0 points
Not present
BUSI 610
Literature Review
Annotated Bibliography Rubric
(80 Points)
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not present
Annotated Bibliography: Content
52 to 56 points
All key components of the Annotated bibliography are present. The bibliography contains the fifteen scholarly sources that are three years old or less. The sources are current and relevant to the topic. An annotation exists for each source listed. Each annotation correctly summarizes/describes the corresponding source and demonstrates critical thinking skills regarding interpretation and application of material.
47 to 51 points
Most of the components of the Annotated bibliography are present. The bibliography contains at least 14 scholarly sources that are three years old or less. All the sources are current and relevant to the topic. An annotation exists for each source listed. Each annotation correctly summarizes/describes the corresponding source and demonstrates critical thinking skills regarding interpretation and application of material.
1 to 46 points
The Annotated bibliography does not include all the components. The bibliography contains less than 14 scholarly sources that are three years old or less. An annotation does not exist for each source. Each annotation does not correctly summarizes/describes the corresponding source or demonstrates critical thinking skills regarding interpretation and application of material.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not present
Annotated Bibliography: Gra.
Rubric For The Evaluation Of Understanding Islam” PaperCRITERIA.docx
Rubric For The Evaluation Of “Understanding Islam” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(6 Points)
Write a 700- to 1,050-word paper that includes the following:
· Brief summary of the history of Islam (ie. Muhammad's life, early growth and later expansion, present day).
· Explain the importance of these elements for Muslims:
· Qur'an
· Five Pillars
· Sharia Law and Islamic ethics
· Describe significant differences and similarities in how the branches of Islam (Sunni, Shiite, and Sufi) practice their traditions.
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 2.4 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
2.5 to 5.4 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
5.5 to 7 points
Comments on Content
? of 7 points
You have fulfilled all of the objectives of the assignment with this ___ word paper. You had a section on...
ORGANIZATION
( 2 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .5 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.6 to 1 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.1 to 1.5 points
Comments on Organization
? of 1.5 points
You do/do not have a clear organizational flow. You do/do not ...
Application Assignment Rubric REQUIRED CONTENTEVAL.docx
Application Assignment Rubric
REQUIRED CONTENT
EVALUATION
EXCELLENT
EVALUATION
GOOD
EVALUATION
FAIR
EVALUATION
POOR
SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student inc.
EDUC 701Course Project Final Paper Grading RubricCriteriaLe
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
Research or Interview Paper Grading Rubric CriteriaLevels of.docx
Research or Interview Paper Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Introduction
(10 pints)
10 to 9 points
State the topic the author is going to address.
The introduction provide a clear overview of the paper’s contents.
8 to 7 points
State the topic the author is going to address.
The introduction provides an overview of the paper’s contents.
6 to 1 points
State the topic the author is going to address.
The introduction seems to provide an overview of the paper’s contents.
0 point
Does not state the topic the author is going to address.
The introduction does not provide an overview of the paper’s contents.
Analysis
(50 pints)
50 to 45 points
The issues raised in the topic are properly treated. Different viewpoints have been considered, analyzed, and treated. The author provides personal inputs
44 to 35points
The issues raised in the topic are not properly treated. Different viewpoints have been considered, analyzed, and treated. The author provides personal inputs.
34 to 1 points
The issues raised in the topic are not properly treated. Different viewpoints have been considered, analyzed, and treated. The author does not provide personal inputs.
0 point
The author does not provide any analysis.
Conclusion
(10 pints)
10 to 9 points
The conclusion offers a good summary of issues treated in the paper and does offer suggestions for future study
8 to 7points
The conclusion offers a good summary of issues treated in the paper, but does not offer any suggestions for future study
6 to 1 points
The conclusion offers a brief summary of issues treated in the paper, but does not offer any suggestions for future study
0 point
There is no conclusion
Structure
Advanced
Proficient
Developing
Not present
Headings and transitions
(10 points)
10 to 9 points
The transitions between paragraphs and sections are clear. Proper headings are used.
8 to 7 points
The transitions between paragraphs and sections are clear. Proper headings are not used.
6 to 1 points
The transitions between paragraphs and sections are not clear. Proper headings are not used.
0 point
No transitions between paragraphs and sections. Headings are not used.
Spelling and grammar
(10 points)
10 to 9 points
There are no more than three spelling or grammar errors.
8 to 7 points
There are four or five spelling or grammar errors.
6 to 1 points
There are six or seven spelling or grammar errors.
0 point
There are eight or more spelling or grammar errors.
Bibliography and APA style
(10 point)
10 to 9 points
The bibliography contains at least 3 scholarly sources. The paper is in current APA style.
8 to 7 points
The bibliography contains less than 3 scholarly sources. The paper is in current APA style.
6 to 1 points
The bibliography contains less than 3 scholarly sources. The paper is not in current APA style.
0 point
The bibliography does not contain any scholarly sources. The paper is not in current APA style.
.
ENGL 102Poetry Essay Grading RubricCriteriaLevels of Achieve.docx
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent and lacks clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
31 to 38 points
· Writing is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
5 to 10 points
· Writing follows most formatting guidelines, but some flaws are detected.
· Parentheti.
ENGL 102Poetry Essay Grading RubricCriteriaLevels of Achieve.docx
ENGL 102
Poetry Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent and lacks clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
31 to 38 points
· Writing is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
5 to 10 points
· Writing follows most formatting guidelines, but some flaws are detected.
· Parentheti ...
PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
PADM 620Assignment 2 Statesmanship and Ethics Grading RubricC.docx
PADM 620
Assignment 2: Statesmanship and Ethics Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not Present
Points Earned
Analysis of Material
32 to 35 points
All elements of the assigned topic are clearly and completely addressed in light of 5–7-page requirement. Analyses flow in a logical and effective manner, address all elements of the assignment thoroughly, and reach the nuances of the issues raised. Complex issues are navigated with precision, clarity, and detail.
29 to 31 points
Major elements of the assigned topic are discussed in a meaningful way, but the paper would benefit from additional clarity, depth, or detail. Analyses are generally well constructed and complex issues are recognized.
1 to 28 points
Some elements of the assigned topic are mentioned, but the discussion is incomplete, unclear, superficial, or otherwise does not meet expectations. Analyses are general and lacking in depth. Complex issues and nuances are overlooked.
0 points
Assigned elements are not discussed.
Organization
32 to 35 points
The paper is focused and well organized. The paper has a clear thesis, and a clear and substantive introduction and conclusion. The paper effectively uses headings and subheadings, as appropriate, to focus and deepen analyses.
29 to 31 points
The paper is reasonably well organized and follows a logical path from idea to idea and section to section. The paper includes an adequate introduction and conclusion.
1 to 28 points
The paper is in need of additional organization and clarity. Ideas and/or sections of the paper either do not flow logically, or are in need of fundamental improvement. The paper is lacking an adequate introduction and/or conclusion.
0 points
The paper lacks an introduction, conclusion, and meaningful organization.
Content
Advanced
Proficient
Developing
Not Present
Points Earned
Evaluation, Synthesis, and Adequate Use of Sources
32 to 35 points
Sources, concepts and ideas are evaluated critically and synthesized in a manner that moves beyond restatement and makes a valuable contribution to the assigned topic.
29 to 31 points
Sources are used correctly and support the paper’s analyses and conclusions. Concepts and ideas are understood and linked in a reasonable way that supports the paper’s conclusions. Paper reflects a good familiarity with the major ideas, but would benefit from greater critical evaluation and synthesis.
1 to 28 points
Some sources are used, but are not critically evaluated and/or are not used in an effective manner. Paper would benefit from a more substantive use of sources, more appropriate reliance on sources, and/or better skill in evaluating, synthesizing, or applying ideas, concepts, or sources.
0 points
Sources are not used; ideas and concepts from sources are not evaluated or synthesized.
Structure
Advanced
Proficient
Developing
Not Present
Points Earned
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present. Writing is ...
Centre based child misses out parent child interactionHudach 1C.docx
Centre based child misses out parent child interaction Hudach 1
CENTRE BASED CHILD MISSES OUT PARENT CHILD INTERACTION. Comment by Natascha Gast: APA formatting is required since the paper comes closest to APA style. Follow the formatting requirements here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_s1-0008.html
My feedback is in the margins of the essay. If I note an issue once, remember that it applies throughout the essay (and I may not have noted every example of the issue). For instance, if I mark once that passive voice should be avoided or that a more persuasive rather than informative tone should be used, then that comment applies throughout the paper and not just in the specific place(s) that I indicated.
Despite my personal views on issues, I always assume the opposite perspective to your argument if some in your audience might have that perspective. Thinking about audience, and their potential objections, is the foundation of developing an effective persuasive argument for that audience!
As always, email me if you can’t see the feedback, but first try one of the methods previously mentioned in feedback and announcements for viewing margin comments.
For a higher grade, you may revise ONE of the three essays and message it to me as an attached file before Saturday, March 7, midnight. This is a completely OPTIONAL revision opportunity. Final grades will be posted the evening of March 8.
Natascha
ENGL102 AssignmentRubric
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Points Earned
Purpose and Audience
(20 Points)
18-20: The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. The cover letter provides a thoughtful reflection on the writing process used in the assignment.
16-17: The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. The cover letter is present.
14-15: The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. The cover letter is present but with some incomplete or inadequate responses.
13 or below: The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. The cover letter is absent or substantially incomplete.
15/20
Thesis and Support
(20 Points)
18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Main ideas are not lost in surrounding supporting evidence.
16-17: The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear. Main ideas can be di ...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system?
3. How can fragmentation and tunneling be overcome?
4. What is important to consider when using a data-driven approach to decision making?
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, ...
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues?
2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system?
3. How can fragmentation and tunneling be overcome?
4. What is important to consider when using a data-driven approach to decision making?
CJUS 702
Activity Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Question Content
18.5 to 20 points:
· Major points are stated clearly and are supported by valid evidence and logical reasoning.
· Objective, reasoned analysis is employed.
· An authoritative and persuasive voice is used.
· Resonates Christian world view supporting your themes throughout your writing.
· Four fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 2 peer-reviewed scholarly references along with course materials/texts.
16.75 to 18.25 points:
· Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support.
· Some improvements to objective tone/perspective may be required.
· Further interpretation and/or support for Christian world view needed.
· Less than 4 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· Use of 1 peer-reviewed scholarly references along with course materials/texts.
1 to 16.5 points:
· Major points require significant clarification and scholarly or Christian world view support.
· Significant improvements to objective tone/perspective are required.
· Less than 3 fully developed pages of content excluding the title-page, abstract, and reference page (s).
· No external peer-reviewed scholarly references other than course materials/texts.
0 points
Not present
Opposing Viewpoints
18.5 to 20 points:
Opposing viewpoints are sufficiently acknowledged and critically evaluated.
16.75 to 18.25 points:
Opposing viewpoints are acknowledged but may require greater evaluation.
1 to 16.5 points:
Opposing viewpoints are not adequately acknowledged and/or addressed.
0 points
Not present
Conclusion
11.5 to 12.5 points:
The conclusion logically derives from the paper’s ideas.
10.5 to 11.25 points:
The conclusion does not fully derive from the paper’s ideas.
1 to 10.25 points:
Conclusion does not derive logically from the paper’s main ideas.
0 points
Not present
Structure (30%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not present
Total
Grammar, Spelling, & Format
13.75 to 15 points:
Minimal to no errors in grammar or spelling. Formatted in current APA format.
12.5 to 13.5 points:
Minor errors in spelling and grammar. Minor adjustments needed in APA format.
1 to 12.25 points:
Numerous errors in spelling or grammar. Not formatted in current APA format.
0 points
Not present
Page Length
7 to 7.5 points:
Required page length of 4 pages is met. This does not include title-page, ...
1. what is the role of federalism in framing youth issues2. wha
1. what is the role of federalism in framing youth issues2. wha
1. Citation Written in APA format. For more help.docx
1. Citation:
Written in APA format. For more help with formatting, see APA handout.
1. Summary:
What is purpose of the source, review article, original research? What topics are covered? This is generally 1 -3 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources.
1. Assessment:
After summarizing the article (or research paper or book) it is necessary to evaluate it and also where you found it – its source (e.g. journal, website, etc). Briefly answer the following questions:
What is the format or type of source. How reliable is the information in the article and how credible is the source and the author(s)? Is this article biased or objective?
For more help, see this handout on evaluating resources.
1. Critique
Once you've summarized and assessed a source, you need to ask how it fits into your research. Why is this source relevant to your research paper and how can you use this source in your research project? What are the strengths and weaknesses? It is biased in any way? Compare the source with other sources in your bibliography.
Source 1- http://www.mslifelines.com/what-is-ms?cmp=M_WhatIsMS_MSLLGuideToMS_Google_PS&gclid=COrwht6_ns0CFdU7gQodi7MHjg
Source 2- http://www.nationalmssociety.org/What-is-MS
Source 3- http://www.healthline.com/health/multiple-sclerosis/early-signs
Source 4- http://www.medicalnewstoday.com/articles/37556.php
Source 5- http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1069023/
Assignment 4: Research Paper Rubric
Evaluation Criteria
Excellent
Good
Fair
Poor
Points Earned
Abstract
TOTAL: (15 points)
(10 points)
Minimum criteria:
· Topic Sentence
· Five main topics introduced: Statistics/Epidemiology, Financial Costs, Anatomy & Physiology/ Etiology, Diagnosis/Treatments/ Prognosis,
· Conclusions and Findings, Future Directions/Research
Response to Assignment 3 Feedback
(5 points)
Minimum criteria:
· Did student respond to and fix issues identified in the instructor feedback for Assignments 3?
10 points
Abstract contains all of the required criteria.
Abstract introduces the profile and outlines main topics and briefly presents conclusions.
5 points
Student responded to and fixed issues identified by the instructor feedback for
Assignment 3
~or~ There were no issues in the instructor feedback for the student to respond to in Assignment 3
~or~ Assignment 3 was not submitted by the student
9 - 8 points
Abstract contains four of the required criteria.
Abstract introduces the profile and outlines main topics and presents conclusions.
7 - 6 points
Abstract contains three of the required criteria.
Abstract is lacking in introduction sentence, information, and/or conclusion statement.
< 6 points
Abstract contains two or less of the required criteria.
Abstract is not present. (0 points)
0 points
Student did not address all the issues identified in the instructor feedback for Assignment 3
Main Body Content
TOTAL: (50 ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
BUSI 511Research Project (Final Document Draft) Grading Rubric (
BUSI 511
Research Project (Final Document Draft) Grading Rubric (60 Points)
Criteria
Levels of Achievement
Total Points
Content 70%
Advanced
Proficient
Developing
Not Present
Abstract
6 points
Points: 6
· All required information is included.
· No extraneous information is included; formatting is correct.
Points: 5
· All required information is included.
· Some extraneous information is included; formatting is correct.
Points: 1 to 4
· Some required information is included.
· Extraneous information is included; formatting is not correct.
Points: 0
· Not Present
Introduction
6 points
Points: 6
· Background information is engaging and leads to a clear purpose/thesis statement.
· Relevance to course/topic is articulated well.
· Research question(s) or purpose statement is clear and concise.
· Two or 3 main discussion points of the literature review are clearly identified in the purpose statement.
Points: 5
· Background information is at times unclear or uninteresting.
· Relevance to course/topic could be more clearly articulated.
· Research question(s) or purpose statement could be stated more clearly and concisely.
· Main discussion points could be more clearly articulated.
Points: 1 to 4
· Background information is not clearly articulated.
· Relevance to course/topic is unclear.
· Research question(s) or purpose statement is unidentifiable.
· Main discussion points are not identified in the purpose statement.
Points: 0
· Not Present
Content
6 points
Points: 6
· Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement.
· Focus is on research findings.
· Gaps and controversies that exist in the literature are clearly discussed.
Points: 5
· Comparison and contrast of the findings are provided but lack thoroughness.
· Discussion of findings could relate better to the main discussion points in the purpose statement.
· Gaps and controversies in the literature are discussed, but clarity could be enhanced.
Points: 1 to 4
· Comparison and contrast of findings are lacking.
· Discussion of findings does not relate well to the main discussion points in the purpose statement.
· Gaps (what is unknown and needs to be researched) and controversies that exist in the literature are not discussed.
Points: 0
· Not Present
Conclusion
6 points
Points: 6
· A summary of the main points is clearly articulated.
· Implications or conclusions related to business practice(s) are logical, relevant, and clear.
· Areas of future research are clearly identified.
Points: 5
· A summary of the main points is presented, but clarity could be enhanced.
· Implications or conclusions related to business practice(s) are included but lack logic, relevance, or clarity.
· Areas of future research are identified but lack clarity.
Points: 1 to 4
· A summary of the main points is not clearly presented.
· Implications or conclusions related to business practice(s) are absent, illogical, i ...
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1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues2. Wha
1. What is the role of federalism in framing youth issues2. Wha
1. what is the role of federalism in framing youth issues2. wha
1. what is the role of federalism in framing youth issues2. wha
1. Citation Written in APA format. For more help.docx
1. Citation Written in APA format. For more help.docx
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
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you will evaluate the history of cryptography from its origins. Analyze how cryptography was used and describe how it grew within history. Look at reasons why cryptography was used and how it developed over the years. Was it used or implemented differently in varying cultures?
need it in two pages.
No plagarism
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You will do this project in a group of 5 or less. Each group or individual will sign up to present on a public health issue and intervention of their choice. They will provide background information on the public health issue and explain why it is relevant and/or prevalent. They will also determine if some of the factors discussed throughout the course (i.e. urbanization, vulnerable populations, health disparities, social determinants of health, public health ethics, health literacy, etc.) were major factors in the development and implementation of the intervention that they choose to highlight. The groups or individuals will prepare a presentation of their information as well as a paper to depict their findings. The presentation can be in any form including, but not limited to, a PowerPoint presentation, a Prezi, a website, a video recording, etc.
My assigned part.
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Hardware tools
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2. Fernico ZRT
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4.Cellebrite USB camera
Software solution tools
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Module/Week 5 Essay
Discuss the following:
· Define governance.
· What are some of the connotations of the term governance as well?
· What is meant by “good” governance?
· Provide a Biblical perspective on governance in the public administration context.
Essay Paper Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
94-100%
Proficient
88-93%
Developing
1-87%
Not present
Total
Content
42.5 to 45 points
:
· Thoroughly answers each assigned question.
· Provides a well-reasoned synthesis of key ideas.
39.5 to 42 points
:
· Answers each assigned question.
· Provides some synthesis of key ideas.
1 to 39 points
:
· Fails to answer one or more questions.
· Largely fails to provide a meaningful synthesis of key ideas.
0 points
Not present
Research & Support
42.5 to 45 points
:
· Goes beyond required reading to provide an in-depth, researched discussion of the assigned questions.
· Supports assertions with research and numerous citations from all required reading, presentations, and scholarly source material.
39.5 to 42 points
:
· For the most part, goes beyond required reading to provide a discussion of the assigned questions.
· For the most part, supports assertions with research and citations.
1 to 39 points
:
· Largely fails to go beyond the required reading to answer questions.
· Limited use of research and citations to support assertions.
0 points
Not present
Biblical Integration
30.5 to 32.5 points
:
Provides a nuanced discussion of Biblical concepts as related to the content and assigned questions.
28.5 to 30 points
:
For the most part, provides a discussion of Biblical concepts as related to the content and assigned questions.
1 to 28 points
:
Provides only a limited discussion of Biblical concepts as related to the content and assigned questions.
0 points
Not present
Structure (30%)
Advanced
94-100%
Proficient
88-93%
Developing
1-87%
Not present
Total
Sources & Citations
19 to 20 points:
· All required readings and presentations from the current and prior modules must be cited.
· At least 15 scholarly sources are used.
17.5 to 18.5 points:
· Most of the required readings and present.
You will develop a proposed public health nursing intervention to me.docx
You will develop a proposed public health nursing intervention to meet an identified need and/ or gap in your own community. This must be within the scope of the staff level public health/ community health nurse. (Note: you cannot propose building facilities or purchasing a mobile health van). The intervention should demonstrate your application of previous learning in the program related to process improvement and evidence based nursing practice. Quality peer reviewed references are required to support the need as well as the structure, elements, and evaluation of the intervention.Focus on your own local community. You will use resources found in CANVAS, FSW library, and the web to develop this project. Note that census and other epidemiological data is not available down to zip codes or census tracts in Florida- only by county and/ or city & state.
Community Data Collection Survey – THIS IS THE FIRST STEP IN TO COMPLETE YOUR FINAL PAPER. Community Data Collection Survey
Collect relevant data about your community covering the required areas in the survey tool. References are required to support the data. The final part of the Survey is your summary of the identified gap/ need that will be the focus of a targeted public health nursing intervention in your Community Assessment Project. The Data Assessment Form is in Course Resources in Modules. The form is a tool to assist you collect your data and information.
This is a scholarly paper with appropriate use of tables (see APA Manual for how to format and label tables).
Utilize the resources and web sites located in Course Resources in Canvas. In addition, Community Health Assessments are usually published by your county and/ city with relevant information. The data is usually based on county and/ city information. You can also look at Robert Wood Johnson Foundation information on public health issues that may be applicable to your area. Many resources are provided in Course Resources as a starting point for your data collection. DO NOT Submit the tool... this is a paper.
NUR 4636C Community Health Nursing Assessment Tool v2-1.docx
PAPER CONTENT:
Community Being Assessed
Vital Statistics
Births
Deaths
Causes of mortality and morbidity
Leading infectious diseases
Number of healthy days
3. Social Determinants of Health
Access to health care
Housing
Employment
Environment -Water and Air quality, pollution
Safety- police, fire
Education systems
Recreation
Government role in health access/ provision
Issue/ need identified.
includes at least 5 references from current peer-reviewed nursing journals and /or textbook or reliable education, government or organizational website.
This is for the Lee county area.
.
You will develop a comprehensive literature search strategy. After r.docx
You will develop a comprehensive literature search strategy. After reviewing Chapter 5 in
How To Do A Systematic Literature Review In Nursing: A Step-By-Step Guide
(Bettany-Saltikov, 2012), address the following:
Identify each step involved in the comprehensive literature search strategy
Outline each step as it applies to your capstone
Next, you will locate two existing scholarly articles that are Attached and show evidence of (1) properly paraphrasing and citing the abstract, and (2) directly quoting two sentences from the abstract
(with proper attribution). Be sure to include a reference list that corresponds with your general citation and direct quote citation. You do
not
need a title page.
Please keep in mind that I am looking for evidence of understanding the difference between properly
paraphrasing conten
t and a
direct quote
. Both require its respective in-text citation.
In two diferent paragraph give your personal opinion to Jordan Paltani and Felita Daniel-sacagiu
Jordan Paltani
Write What is Right
Each step involved in the comprehensive literature search strategy include evaluating references to help find ideas of sources to use, searching by hand to avoid bias, reading “grey” conference proceedings and/or PhD theses, and contacting authors to get access to unpublished literature.
Each step as it applies to my capstone would be first looking at references from the online article
Study: the kidney shortage kills more than 40,000 people a year
, searching in library books starting with organ donation and leading to the shortage of organs, finding doctors who specialize in kidney transplant and see what their PhD thesis was based up, and contacting Dr. Pasavento who wrote the article
Facing Organ Donor Shortage, Patients Forced to Get Creative
.
The article
The Organ Shortage Crisis in America : Incentives, Civic Duty, and Closing the Gap
discusses how the cadaveric kidney donors are becoming insufficient to meet the needs of those in need of a transplant. The author states
“Nearly 120,000 people are in need of healthy organs in the United States (Flescher, 2018).”
It explains how they are trying to increase living donors to donate to those in need either related or unrelated (Flescher, 2018). The author states,
“Every ten minutes a new name is added to the list, while on average twenty people die each day waiting for an organ to become available.”
With that being said, some ideas include paying those for their kidneys or having them just spend a day at dialysis with a patient.
The article
Relieving the kidney donor shortage
, discusses how kidney transplantation is the only treatment for kidney failure. Having a kidney transplant is cheaper than dialysis, which is only a Band-Aid for kidney failure. Financial incentives are currently an idea to have the amount of living donors increase. This can be beneficial for both the donor and the recipient. The autho.
You will develop a formal information paper that addresses the l.docx
You will develop a formal information paper that addresses the legal basis of current Department of Homeland Security jurisdiction, mission, and responsibilities. You will need to specifically analyze hazards, to include manmade or technological and naturally occurring hazards, and terrorism, domestic and foreign, in the information paper.
You are an action officer in your local jurisdiction's Office of Homeland Security. This is a recently created office. As a medium-size jurisdiction, the city manager's office has dual responsibilities in many of the leadership and management positions. This is often referred to as being dual-hatted. The chief of police has been assigned as the director of the Office of Homeland Security for the city. She has no prior experience or knowledge of the requirements involved in homeland security and has asked you to provide a formal report on the topic. The chief intends to share this report with other office managers, city department heads, the city manager, and the elected officials of the city (mayor and city council).
Your report is an information paper and should be formatted as such. The report should address the following items:
The legal basis of current Department of Homeland Security jurisdiction, mission, and responsibilities
Legal definitions of hazards, to include manmade or technological and naturally occurring hazards
Legal definitions of terrorism, domestic and foreign
Review of state law and statutes (using your home or residency state) as it applies to hazards
Review of state law and statutes (using your home or residency state) as it applies to terrorism
Summarize your top 5 key points
Provide any recommendations that you may have to your city's leadership concerning homeland security issues
Reference all source material and citations using APA 6th edition
.
You will design a patient education tool that can be used by nurses .docx
You will design a patient education tool that can be used by nurses for teaching patients
using computer applications
. You will then present your tool to the class and explain the purpose, how you created it, reasoning for your choice of applications, and provide current evidence of the effectiveness of this patient education. This presentation is 5-10 minutes.
Assignment File(s)
Patient Education Project and Presentation
[Word Document]
Rubric
NM 208 Patient Education Project Tool
NM 208 Patient Education Project ToolCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeUse of Computer Applications
20.0
to >17.0
ptsHigh ProficiencyCreative, innovative, effective use of computer applications17.0
to >14.0
ptsModerately High ProficiencyEffective use of computer applications14.0
to >10.0
ptsProficient PointsIneffective use of computer use of applications10.0
to >0
ptsLow-Level Proficiency/Non-ProficientLacking use of computer applications
20.0 pts
This criterion is linked to a Learning OutcomeOrganization
20.0
to >17.0
ptsHigh ProficiencyExtremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project17.0
to >14.0
ptsModerately High ProficiencyWell organized; logical format that was easy to follow; flowed smoothly from one idea to another and conveyed; the organization enhanced the effectiveness of the project14.0
to >10.0
ptsProficient PointsSomewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience10.0
to >0
ptsLow-Level Proficiency/Non-ProficientChoppy and confusing; format was difficult to follow transitions of ideas were abrupt and seriously distracted the audience
20.0 pts
This criterion is linked to a Learning OutcomeContent Accuracy
20.0
to >17.0
ptsHigh Proficiency100 % of the facts are accurate17.0
to >14.0
ptsModerately High Proficiency99-90% of the facts are accurate14.0
to >10.0
ptsProficient Points89-80% of the facts are accurate10.0
to >0
ptsLow-Level Proficiency/Non-ProficientFewer than 80% of facts are accurate
20.0 pts
This criterion is linked to a Learning OutcomeResearch
20.0
to >17.0
ptsHigh ProficiencyWent above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized variety of resources to make project effective17.0
to >14.0
ptsModerately High ProficiencyDid a very good job of researching; utilized materials provided to their full potential; solicited adequate resources to enhance project; at time took the initiative to find information outside of school.14.0
to >10.0
ptsProficient PointsUsed the material provided in an acceptable manner, but did not consult any additional resources10.0
to >0
ptsLow-Level Proficiency/Non-ProficientDid not utilize resources effectively.
You will design a patient education tool that can be used by nur.docx
You will design a patient education tool that can be used by nurses for teaching patients
using computer applications.
You will then present your tool to the class and explain the purpose, how you created it, reasoning for your choice of applications, and provide current evidence of the effectiveness of this patient education. This presentation is 5-10 minutes.
DUE DATE:
Total Points: 200
Patient Education Project Tool Rubric - 100 points
Points
18-20
14-17
10-16
0
Comments
Use of Computer Applications
Creative, innovative, effective use of computer applications
Effective use of computer applications
Ineffective use of computer use of applications
Lacking use of computer applications
Organization
Extremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project
Well organized; logical format that was easy to follow; flowed smoothly from one idea to another and conveyed; the organization enhanced the effectiveness of the project
Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience
Choppy and confusing; format was difficult to follow transitions of ideas were abrupt and seriously distracted the audience
Content Accuracy
100 % of the facts are accurate
99-90% of the facts are accurate
89-80% of the facts are accurate
Fewer than 80% of facts are accurate
Research
Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized variety of resources to make project effective
Did a very good job of researching; utilized materials provided to their full potential; solicited adequate resources to enhance project; at time took the initiative to find information outside of school.
Used the material provided in an acceptable manner, but did not consult any additional resources
Did not utilize resources effectively; did little or no fact gathering on the topic
Creativity
Was extremely clever and presented with originality; a unique approach that truly enhanced the project
Was clever at times; thoughtfully and uniquely presented
Added a few original touches to enhance the project but did not incorporate them throughout
Little creative energy used during this project; was bland, predictable, and lacked “zip”
Patient Education Project Class Presentation Rubric: 100 points
Points
18-20
14-17
10-13
5-9
0-4
Comments
Voice
Speaker uses appropriate pitch, volume, and rate of speaking. Articulation excellent.
Hasty conversational style; does not interfere with volume or articulation. Communication is unhampered.
Low volume; hasty conversational style compromises artic.
You will create an entire Transformational Change Management Plan fo.docx
You will create an entire Transformational Change Management Plan for a medium-sized public company that has lost business to a competitor that has chosen to outsource much of its production operations. The company has been based in a small Midwestern town, it is one of the largest employers, and it has an excellent reputation for employee welfare. It is now planning to do the very same offshoring, which will involve large layoffs of long-term employees.
week 4: Communication Plan (100–150 words)
Include the following context in the communication plan:
What stakeholders require communication?
What will be communicated to them?
Who will send the communication?
What communication medium will be used?
.
You will create an Access School Management System Database that can.docx
You will create an Access School Management System Database that can be used to store, retrieve update and delete the staff/student.
Design an Access database to maintain information about school staff and students satisfying the following properties:
1. The staff should have the following: ID#, name, and classes they are teaching
2. The student should have the following: ID#, name, section, class
3. Create a module containing the section, subject and teacher information
4. Create a module containing student fee information
5. Create a module containing the instructors salary
6. Create a module with the classroom assignments (be mindful that each class/lab should not have the same information as another class)
.
You will create a 13 slide powerpoint presentation (including your r.docx
You will create a 13 slide powerpoint presentation (including your reference page) about advocating for adoption.
Be creative in developing a presentation that will highlight an issue, choice/decision, or life altering event that may impact someone's life.
You need to have at least 7 credible references
These will need to be noted within the presentation and at the end of the presentation.
.
You will create a 10 minute virtual tour of a cultural museum” that.docx
You will create a 10 minute virtual tour of a “cultural museum” that teaches your audience about a particular culture. The museum that you select must be within the United States. For example, The United States Holocaust Memorial Museum, Art Institute of Chicago, Ellis Island, Charles H. Wright African American Museum, etc. You will create a “virtual tour” of the museum by creating a PowerPoint presentation with at least one slide dedicated to each “room” of the museum. You must provide the history of the museum through the use of visual imagery. You might choose to display some of the objects/artifacts that would be included in the museum, audio or video clips related to the spaces, or text that might appear on the displays or signs at the museum. Be sure you have a title slide with the name of the museum you chose on it. Your final product should be very creative AND very realistic. You will have to do extensive research on the museum that you choose. Your audience should walk away from your presentation with the feeling that they have just left the museum. The audience should also gain new information about the culture that they did not know before your presentation. You will also need to submit a reference page using APA format. This should be primarily a visual tour. Please limit any text on slides to short headings and/or bullet points. I do not require any citations for images/photos.
.
You will continue the previous discussion by considering the sacred.docx
You will continue the previous discussion by considering the sacred/secular divide that is often seen within society today. After watching the presentation titled The Sacred/Secular Divide, interact with your classmates by discussing the following questions:
How does the tendency to push religion away from the public arena effect the Christian’s ability to engage culture?
What are the areas within your own life that depict the sacred/secular divide?
How can the sacred/secular divide be eliminated within your sphere of influence?
In your discussion, indicate to which of the points of the Sacred/Secular Divide you are responding throughout your post.
.
You will craft individual essays in response to the provided prompts.docx
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5
7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
You will complete the Aquifer case,Internal Medicine 14 18-year.docx
You will complete the Aquifer case,
Internal Medicine 14: 18-year-old female for pre-college physical
,
focusing on the
“Revisit three months later”
for this assignment.
After completing the Aquifer case, you will present the case and supporting evidence in a PowerPoint presentation with the following components:
Slide 1: Title, Student Name, Course, Date
Slide 2: Summary or synopsis of Judy Pham's case
Slide 3: HPI
Slide 4: Medical History
Slide 5: Family History
Slide 6: Social History
Slide 7: ROS
Slide 8: Examination
Slide 9: Labs (In-house)
Slide 10: Primary Diagnosis and 3 Differential Diagnoses – ranked in priority
Primary Diagnosis should be supported by data in the patient’s history, exam, and lab results.
Slide 11: Management Plan: medication (dose, route, frequency), non-medication treatment, tests ordered, education, follow-up/referral.
Slide 12-16: An evaluation of 5 evidence-based articles applicable to Ms. Pham’s case: evaluate 1 article per slide.
Include title, author, and year of article
Brief summary/purpose of the study
How did the study support Ms. Pham’s case?
Course texts will not count as a scholarly source. If using data from websites you must go back to the literature source for the information; no secondary sources are allowed, e.g. Medscape, UptoDate, etc.
Slide 17: Reference List
You will submit the PowerPoint presentation in the
Submissions Area by the due date assigned. Name your Case Study Presentation SU_NSG6430_W7_A2_lastname_firstinitial.doc
.
You will complete the Aquifer case,Internal Medicine 14 18-.docx
You will complete the Aquifer case,
Internal Medicine 14: 18-year-old female for pre-college physical
,
focusing on the
“Revisit three months later”
for this assignment.
After completing the Aquifer case, you will present the case and supporting evidence in a PowerPoint presentation with the following components:
Slide 1: Title, Student Name, Course, Date
Slide 2: Summary or synopsis of Judy Pham's case
Slide 3: HPI
Slide 4: Medical History
Slide 5: Family History
Slide 6: Social History
Slide 7: ROS
Slide 8: Examination
Slide 9: Labs (In-house)
Slide 10: Primary Diagnosis and 3 Differential Diagnoses – ranked in priority
Primary Diagnosis should be supported by data in the patient’s history, exam, and lab results.
Slide 11: Management Plan: medication (dose, route, frequency), non-medication treatment, tests ordered, education, follow-up/referral.
Slide 12-16: An evaluation of 5 evidence-based articles applicable to Ms. Pham’s case: evaluate 1 article per slide.
Include title, author, and year of article
Brief summary/purpose of the study
How did the study support Ms. Pham’s case?
Course texts will not count as a scholarly source. If using data from websites you must go back to the literature source for the information; no secondary sources are allowed, e.g. Medscape, UptoDate, etc.
Slide 17: Reference List
You will submit the PowerPoint presentation in the
Submissions Area by the due date assigned. Name your Case Study Presentation SU_NSG6430_W7_A2_lastname_firstinitial.doc
.
You will complete several steps for this assignment.Step 1 Yo.docx
You will complete several steps for this assignment.
Step 1:
You will become familiar with an assessment tool (AChecker) to examine Web accessibility for a couple Web sites. This is a freely available tool that you can learn about by reviewing the tutorial found
here
.
Step 2:
Select two Web sites that are somewhat similar in functionality. Find one that you think is good and one that you think is bad. Whether or not the Web site is good or bad is based upon your own personal perspective.
Step 3:
Examine the Web sites regarding your suggestions as to how they might be improved.
Step 4:
Create a PowerPoint presentation that includes 10–12 slides with voice recording that presents your recommended improvements. Discuss the good and bad factors of each Web site. Discuss how a sample task is supported on each of the Web sites. Describe how the Web site can be redesigned or revised to achieve better results.
The requirements for the presentation are as follows:
Title slide
Introduction to the 2 Web sites
Comparison of the 2 Web sites
A summary of AChecker's findings for each site
Explanation of how to improve the sample task
Listing of recommended improvements
Information regarding anticipated localization and globalization factors
Summary and conclusions
At least 3–5 references
Be sure to consider the following:
Patterns
Wizards
Interactivity
Animation
Transitions
.
You will compile a series of critical analyses of how does divorce .docx
You will compile a series of critical analyses of "how does divorce effect the wellness of children?" through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. Using the four lenses, explain "how does divorce effect the wellness of children?" within wellness has or has not influenced modern society.
.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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- 1. PHSC 210 Comparative Essay Grading Rubric Criteria Levels of Achievement Good/Excellent Fair/Competent Deficient Points Earned Length of Paper 9 to 10 points Paper falls within the 1,000–1,500-word parameter. 7 to 8 points Paper is between 800–1,000 or 1,500–1,700 words. 0 to 6 points Paper is fewer than 800 words or greater than 1,700 words. Principle Content 81 to 90 points · The old-earth viewpoint related to the topic and the young- earth viewpoint related to the topic are addressed clearly and are well-supported. · Old-earth and young-earth perspectives are compared and contrasted with obvious evidence of analysis and critical thinking. · Content and purpose of the writing is clear. · The audience is clear and appropriate for the topic. · Supportive information is strong and addresses the writing focus. 61 to 80 points · The old-earth viewpoint related to the topic and the young- earth viewpoint related to the topic are addressed; however, there is a lack of support and/or idea development. · Old-earth and young-earth perspectives are compared and
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