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.

1. 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.

2. 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

3. 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)
Describes the health issue using language appropriate for the
audience.
(20 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. The

4. section 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.
(19–20 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. The section includes moderate detail, evidence from
the readings, and discerning ideas.
(17–18 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. The section may be lacking in detail and
specificity and/or may not include sufficient pertinent examples
or provide sufficient evidence from the readings.
(15–16 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.
The section is missing detail and specificity and/or does not
include any pertinent examples or provide sufficient evidence
from the readings.
(0–14 points)
Provides guidance on how to identify websites and resources
with credible information on the issue.
(20 possible points)
This section demonstrates excellence. To achieve a rating of
“excellent” the student must discuss all of the concepts and key

5. points presented in the text/s and Learning Resources. The
section 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.
(19–20 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. The section includes moderate detail, evidence from
the readings, and discerning ideas.
(17–18 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. The section may be lacking in detail and
specificity and/or may not include sufficient pertinent examples
or provide sufficient evidence from the readings.
(15–16 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.
The section is missing detail and specificity and/or does not
include any pertinent examples or provide sufficient evidence
from the readings.
(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable
information on the issue.
(10 possible points)

6. 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. The
section 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. The section 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. The section 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.
The section is missing detail and specificity and/or does not
include any pertinent examples or provide sufficient evidence
from the readings.
(0–6 points)
Writing used in Introduction
(10 possible points)
Paper is well organized, uses scholarly tone, follows APA style,

7. uses original writing and proper paraphrasing, contains very few
or no writing and/or spelling errors, and is fully consistent with
graduate level writing style. Introduction contains multiple,
appropriate and exemplary peer reviewed sources (published
within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is mostly consistent with graduate level writing style.
Paper may have some small or infrequent organization,
scholarly tone, or APA style issues, and/or may contain a few
writing and spelling errors, and/or somewhat less than the
expected number of or type of sources.
(8 points)
Paper is somewhat below graduate level writing style, with
multiple smaller or a few major problems. Paper may be lacking
in organization, scholarly tone, APA style, and/or contain many
writing and/or spelling errors, or shows moderate reliance on
quoting vs. original writing and paraphrasing. Paper may
contain inferior resources (number or quality).
(7 points)
Paper is well below graduate level writing style expectations for
organization, scholarly tone, APA style, and writing, or relies
excessively on quoting. Paper may contain few or no quality
resources.
(0–6 points)
Writing used in Flyer
(20 possible points)
Flyer is well organized, uses a tone appropriate for the

8. audience, uses original writing and proper paraphrasing,
contains very few or no writing and/or spelling errors, and is
fully consistent with a health flyer writing style.
(18–20 points)
Flyer mostly uses a tone appropriate for the intended audience.
Flyer may have some small or infrequent organization, tone
issues, and/or may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is somewhat above or below the
intended audience, with multiple smaller or a few major
problems. Flyer may be lacking in organization, appropriate
tone, and/or contain many writing and/or spelling errors, or
shows moderate reliance on quoting vs. original writing and
paraphrasing.
(14–15 points)
Flyer is well below graduate level work, expectations for
organization, appropriate tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):
points
© 2012 Laureate Education Inc.

9. 1
Ex. 1-1Exercise 1-11.2.3.4.5.6.7.8.9.10.11.12.13.14.15.
Ex. 1-6Exercise 1-6A.B.C.
Ex. 1-12Exercise 1-121.2.3.4.5.6.7.8.9.10.
sol.Exercise 1-14# Incorrect N-box and B-box entries
COUNTIF(A12:Z200,"~*")Name:SOLUTION0Section:# N-box
Incorrects due to blanks COUNTIF(A12:Z200," ")Score:See
student sheet for student's score.0Scoring:ERROR:#REF!# N-
box +B-box corrects COUNTIF(A12:Z200," ")0Total
SUM(AV13:AV15)Instructions
0Answers are entered in the cells with gray
backgrounds.Percentage =(AD8-AD4-AD2)/AD8Cells with
non-gray backgrounds are protected and cannot be
edited.ERROR:#DIV/0!ERROR:#REF!Notes:If number-entry
box is blank (this would be an incorrect answer for N-boxes),
error check returns two spaces, " "If number-entry or blank-
entry box is incorrect, returns "*"If number-entry or blank-entry
box is correct, returns single space, " "MANCINCI
SERVICESUse data verification to set data entry to whole
number >= 0, and use drop-downs for lables and names, so that
students can't enter a space in a box and have it counted as
correct.Income StatementConditional formatting might be used
but wasn't here, to hide some of the error check return symbols.
If A1 = "~*", then font = red, if something else, then font =
background color.For the Month Ended February 29, 2012Fees
earned$ 925,000ERROR:#REF!Supplies
expenseSteps:Operating expenses:Miscellaneous expenseOpen
this sheet and macro sheetWages expense
Craig Pence: List the expenses by size, largest balance to
smallest balance with the exception of miscellaneous expense

10. which should be shown last.
ERROR:#REF!$ 400,000
Craig Pence: List the expenses by size, largest balance to
smallest balance. Enter them as positive
amounts.ERROR:#REF!Net incomeOpen old templated, then
change color palet to this sheet'sRent
expenseERROR:#REF!92,000ERROR:#REF!Wages
expenseInsert new header - change problem number and
reformatSupplies
expenseERROR:#REF!13,000ERROR:#REF!Rent expenseCopy
these formulas (column AD) to new sheet.Miscellaneous
expenseERROR:#REF!25,000ERROR:#REF!Net lossUpdate to
new edition numbersTotal operating expenses530,000
Craig Pence: Enter total expenses as a positive
amount.ERROR:#REF!Copy new error check formulas:Net
incomeERROR:#REF!$
395,000ERROR:#REF!IF(sol.!$C$5="OFF","",IF(G19="","
",IF(AND(G19<>"",G19<>sol.!G19),"*"," ")))Copy Score
formula from this template to new
sheet.IF(sol.!C5="OFF","","Score:")IF(sol.!C5="OFF","",AD10
)VerificationVerify that problem heading is ok (correct problem
number, spacing, etc.)Enter answers from problem, verify
correct scoring and monitor % score upating at top of
sheetCheck that students name box and section box are
unprotected and data can be entered in themClick the "sol." tab
and go to the instructor's sheet. Turn scoring "off" then go back
to student sheet and verify that score and the sentence in red
about asterisks do not display.
Ex. 1-18Exercise 10
Balance sheet items
Exercise 10
Balance sheet items
Exercise 10 Balance Sheet1.2.3.4.5.6.7.8.9.10.

11. Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the
reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality
content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative
ONLY. DO NOT include in the RL the authors you may have
used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in

12. your text. If an author is not cited in your narrative (text), it
should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric;
this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the
goals behind writing a paper is to bring to light information
from research already available.
This RL pertains to your text only, not the handout. Only
citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to
build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association.
Retrieved from
http://www.strokeassociation.org/STROKEORG/AboutStroke/A
bout-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How
do your patients rate? Urology Times, 39(9), 32. Retrieved from
http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from
http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your
paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc…
Instead, use your course material, and if more references are
required, browse the University library to find quality journal
articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D

13. Note: Because of formatting issues, you may find it easier to
place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have
difficulty inserting the handout in your WORD file, you can
save each page of the handout as a JPEG and drag those files in
your work.
That said, there are many ways/programs to design a flyer. It is
your responsibility to find out (Google, YouTube, etc…) how to
insert the handout in your work. I would suggest that you don’t
wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA
1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMATING SAMPLE (Your flyer should
cover a whole page minimum)
Sample, add images about your topic, visually appealing.
_________________
You could add more graphics Add information about your topic.
Maybe a bullet list of tips:
· This is a sample bullet.
· Another sample bullet
____________________

14. This is a second column. You could change this by using the
page Layout menu and selecting columns. Selecting More
Columns will allow you to change the number of columns.
If you right click you image, select Text Wrapping to change
the way text appears near your image.
You could add statistics about your topic.
This column could list the web sites required as a part of the
assignment.
Web sites with healthy information:
http://www.heart.org/HEARTORG/GettingHealthy/NutritionCen
ter/Nutrition-Center_UCM_001188_SubHomePage.jsp
The site above is…….it contains information about…..
You need to include 4-5 sites.