1
Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATION
Expectations: Student work at the graduate level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
BUSINESS PROGRAM CONTENT
PROFESSIONAL MASTERY AND
KNOWLEDGE
ACQUISITION/MANAGEMENT
Functional areas include, where
applicable:
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
All requirements of
the assignment are
included in the
response.
Demonstrates sound or
accomplished mastery
of content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
EFFECTIVE COMMUNICATION
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation
and Delivery (where applicable)
Demonstrates
outstanding or
exemplary application of
written, visual, or oral
skills.
Demonstrates
outstanding expression
of topic, main idea, and
purpose.
Audience is addressed
appropriately.
Language clearly and
effectively
communicates ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Demonstrates sound or
accomplished application
of written, visual, or oral
skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, but
do not distract.
Organization is apparent
Demonstrates adequate
or proficient application
of written, visual, or oral
skills.
Demonstrates adequate ...
1 Graduate Program Rubric— Master of Healthcare Manageme.docxhoney725342
This document provides a rubric for evaluating student work in a Master of Healthcare Management graduate program. It outlines criteria for evaluating students' mastery of content knowledge, effective communication skills, critical analysis abilities, research and information literacy, and overall format and presentation. Performance is scored on a scale from exemplary to unacceptable based on demonstration of skills, inclusion of assignment requirements, and relevance to learning outcomes. Areas of evaluation include healthcare management functional areas, approach and style, evaluative and problem-solving thinking, and selection and use of credible sources.
Bachelors Program Rubric— Bachelors of Healthcare Management.docxrock73
Bachelors Program Rubric— Bachelors of Healthcare Management
Expectations: Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and the relevant terminal
course objectives and program learning outcomes.
Many requirements of the assignment are included in the response.
Demonstrates inadequate or partially proficient mastery of content, appropriate
to the assignment and
the relevant terminal course objectives and program learning outcomes.
Some requirements of the assignment are included in the response.
Demonstrates unacceptable mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Few or no requirements of the assignment are included in the response.
EFFECTIVE COMMUNICATION Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation and Delivery (where applicable)
Written communication should be logical and subject specific. Style of the work should be professional in tone using an academic format (e.g. journal style, APA).
Demonstrates outstanding or exemplary application of written, visual, or oral skills.
Demonstrates outstanding expression of topic, main idea, and purpose.
Audience is addressed appropriately.
Language clearly and effectively communicates ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are minimal.
Organization is clear. Format is consistently
appropriate to assignment (APA format).
Presentation and delivery are confident and persuasive (where applicable).
Demonstrates sound or accomplished application of written, visual, or oral skills.
Demonstrates sound or accomplished expression of topic, main idea, and purpose.
Audience is usually addressed appropriately.
Language does not interfere with the communication of ideas and content relevant to the assignment.
Errors ...
One of the risks you anticipated for the project was the late delive.docxMadonnaJacobsenfp
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
Functional areas include, where applicable:
Leadership, management, innovation, and teambuilding
Operations and Marketing Finance
Economics
Qualitative and quantitative
tools
Technology and Internet Ethical and legal issues International issues
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and th.
In a paper, discuss the implications related to risk with patients, .docxgordienaysmythe
In a paper, discuss the implications related to risk with patients, staff, and organizations with a focus on mitigating such risk through management practices. Include the following:
Interpret an existing operation, or identify typical issues you might find in a health care organization, with indications of the potential risk.
Describe methods for monitoring and analyzing identified potential areas of risk.
Document 5 key strategies for addressing identified potential areas of risk and how they will be implemented.
Document how you will assess the value of the programs implemented in reducing risk.
The paper should be
4–6 pages,
excluding cover page, abstract page, and reference page. Students need to support their work with at least 4 academic or professional peer-reviewed sources published within the past 5 years.
For a resource guide on using the online library to search for references, click
here
.
Please submit your assignment.
Your assignment will be graded in accordance with the following criteria. Click
here
to view the grading rubric.
Individual Project Rubric:
Grading Criteria
Percentage
Deliverable requirements addressed; understanding of material and writer's message and intent are clear
35%
Scholarly research which supports writer's position properly acknowledged and cited direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s). Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences.
20%
Critical thinking: position is well justified; logical flow; examples
20%
Structure: includes introduction and conclusion; proper paragraph format and reads as a polished, academic paper or professional presentation, as appropriate for the required assignment deliverable
10%
Mechanical - no spelling, grammatical or punctuation errors
10%
APA - deliverable is cited properly according to the APA Publication Manual (6th Ed.)
5%
Bachelors Program Rubric
—
Bachelors of Healthcare Management
Expectations:
Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the resp.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxjoyjonna282
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
MED Program Version 11212014 Page 1 MASTER’S DEGREE I.docxARIV4
This document provides a grading rubric for assignments in the Master's Degree in Education program. It is divided into four sections that make up 30% of the grade each: Purpose of Assignment and Content Development, Organization Grammar and Presentation, Information Literacy and Research, and Critical Analysis. Each section includes criteria for Exemplary, Accomplished, Proficient, Partially Proficient, and Unacceptable performance levels.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxShiraPrater50
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
Motivation of BehaviorView RubricDue Date Jul 15, 2015 235.docxjacmariek5
Motivation of Behavior
View Rubric
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. .
1 Graduate Program Rubric— Master of Healthcare Manageme.docxhoney725342
This document provides a rubric for evaluating student work in a Master of Healthcare Management graduate program. It outlines criteria for evaluating students' mastery of content knowledge, effective communication skills, critical analysis abilities, research and information literacy, and overall format and presentation. Performance is scored on a scale from exemplary to unacceptable based on demonstration of skills, inclusion of assignment requirements, and relevance to learning outcomes. Areas of evaluation include healthcare management functional areas, approach and style, evaluative and problem-solving thinking, and selection and use of credible sources.
Bachelors Program Rubric— Bachelors of Healthcare Management.docxrock73
Bachelors Program Rubric— Bachelors of Healthcare Management
Expectations: Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and the relevant terminal
course objectives and program learning outcomes.
Many requirements of the assignment are included in the response.
Demonstrates inadequate or partially proficient mastery of content, appropriate
to the assignment and
the relevant terminal course objectives and program learning outcomes.
Some requirements of the assignment are included in the response.
Demonstrates unacceptable mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Few or no requirements of the assignment are included in the response.
EFFECTIVE COMMUNICATION Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation and Delivery (where applicable)
Written communication should be logical and subject specific. Style of the work should be professional in tone using an academic format (e.g. journal style, APA).
Demonstrates outstanding or exemplary application of written, visual, or oral skills.
Demonstrates outstanding expression of topic, main idea, and purpose.
Audience is addressed appropriately.
Language clearly and effectively communicates ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are minimal.
Organization is clear. Format is consistently
appropriate to assignment (APA format).
Presentation and delivery are confident and persuasive (where applicable).
Demonstrates sound or accomplished application of written, visual, or oral skills.
Demonstrates sound or accomplished expression of topic, main idea, and purpose.
Audience is usually addressed appropriately.
Language does not interfere with the communication of ideas and content relevant to the assignment.
Errors ...
One of the risks you anticipated for the project was the late delive.docxMadonnaJacobsenfp
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
Functional areas include, where applicable:
Leadership, management, innovation, and teambuilding
Operations and Marketing Finance
Economics
Qualitative and quantitative
tools
Technology and Internet Ethical and legal issues International issues
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and th.
In a paper, discuss the implications related to risk with patients, .docxgordienaysmythe
In a paper, discuss the implications related to risk with patients, staff, and organizations with a focus on mitigating such risk through management practices. Include the following:
Interpret an existing operation, or identify typical issues you might find in a health care organization, with indications of the potential risk.
Describe methods for monitoring and analyzing identified potential areas of risk.
Document 5 key strategies for addressing identified potential areas of risk and how they will be implemented.
Document how you will assess the value of the programs implemented in reducing risk.
The paper should be
4–6 pages,
excluding cover page, abstract page, and reference page. Students need to support their work with at least 4 academic or professional peer-reviewed sources published within the past 5 years.
For a resource guide on using the online library to search for references, click
here
.
Please submit your assignment.
Your assignment will be graded in accordance with the following criteria. Click
here
to view the grading rubric.
Individual Project Rubric:
Grading Criteria
Percentage
Deliverable requirements addressed; understanding of material and writer's message and intent are clear
35%
Scholarly research which supports writer's position properly acknowledged and cited direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s). Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences.
20%
Critical thinking: position is well justified; logical flow; examples
20%
Structure: includes introduction and conclusion; proper paragraph format and reads as a polished, academic paper or professional presentation, as appropriate for the required assignment deliverable
10%
Mechanical - no spelling, grammatical or punctuation errors
10%
APA - deliverable is cited properly according to the APA Publication Manual (6th Ed.)
5%
Bachelors Program Rubric
—
Bachelors of Healthcare Management
Expectations:
Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the resp.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxjoyjonna282
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
MED Program Version 11212014 Page 1 MASTER’S DEGREE I.docxARIV4
This document provides a grading rubric for assignments in the Master's Degree in Education program. It is divided into four sections that make up 30% of the grade each: Purpose of Assignment and Content Development, Organization Grammar and Presentation, Information Literacy and Research, and Critical Analysis. Each section includes criteria for Exemplary, Accomplished, Proficient, Partially Proficient, and Unacceptable performance levels.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxShiraPrater50
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
Motivation of BehaviorView RubricDue Date Jul 15, 2015 235.docxjacmariek5
Motivation of Behavior
View Rubric
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. .
Due Date Jul 15, 2015 235959 Max Points 270Det.docxtheresiarede
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thoughtful, thorough discussion of all required elements. Discussion demonstrates a deep and thorough understanding and insight of human motivation for learning.
30.0 %Discussion of the Modern-Day Ap.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
RubricsTop of FormCLC - Health Care Literacy Presentation .docxSUBHI7
This rubric outlines the criteria and scoring for a health care literacy presentation. It evaluates five areas: selection of two health literacy strategies (30%), development of an intervention for a specific population (35%), presentation of content (8%), layout (7%), and language/audience awareness (10%). Additional criteria include mechanics (5%), documentation (5%), and overall presentation (100%). Performance is scored on a scale of 1 to 5, with 1 being unsatisfactory and 5 being excellent. Descriptors provide details on what is required to meet each level of performance.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
You are now ready to start representing your system integration proj.docxlaquandabignell
You are now ready to start representing your system integration project by utilizing a system integration framework, which you researched as part of your Discussion Board assignment. You will also decide which components you might want to acquire and which components you want develop internally.
Assignment Guidelines
For this week’s assignment, you will be providing detail on the overall system integration architecture and the implementation framework.
New Content (Week 4)
Proposed System Integration Components Architecture
Thoroughly describe the architecture of the proposed integrated system, including all interfaces and components for the system integration and deployment.
Represent this architecture diagrammatically.
Discuss which components and interfaces could be acquired and those that need to be developed from scratch.
Implementation Framework
Select and describe in detail the framework that you used to define and implement the system integration project.
Define the project in terms of the selected framework.
Discuss advantages for using the selected framework.
Discuss integration challenges that were highlighted by defining the framework.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
This assignment will also be assessed using additional criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to ass ...
The document provides instructions for a 10-12 slide presentation on the role of scientist-practitioners. The presentation should include:
- A title slide and description of the key knowledge, skills, and abilities required of effective scientist-practitioners.
- An explanation of how research reports are an essential component for scientist-practitioners.
- A discussion of why data management and presentation are key aspects of research reports.
The presentation should have references, speaker notes, and follow APA style guidelines. It will be graded based on content, organization, language and mechanics.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docxbunyansaturnina
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
Requirements for Sociology4 chapters of the sociology book wil.docxdebishakespeare
Requirements for Sociology
4 chapters of the sociology book will be summarized in individual power point presentations and will answer the following questions. Making a total of 4 presentations to submit this term.
The Power points for each chapter will answer the following question as well as provide a brief summary of the chapter.
1. What stood out most and why?
2. What confused you most and why?
3. What made you angry or bored or not in agreement with and why?
The format for the chapter power point presentations is the 10/20/30 rule
10 slides – 15 maximum
20 minutes maximum for reader/viewer to go through presentation
30 font
The submission will include a 1-2 page max reflection paper on the learning submitted from the chapters and how the learning applies to the world of business. No APA style required for the paper.
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATIO ...
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
This document outlines the task brief and rubrics for a marketing plan assignment. Students will be assigned an industrial product and must develop a 10-point marketing plan covering areas like the product description, segmentation strategies, and key decision makers. The marketing plan must be 2,000 words following Harvard referencing style. It will be graded on criteria like knowledge of marketing concepts, critical thinking, and communication skills. The assignment is worth 40% of the total grade and is due in week 6.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docxjeanettehully
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
Rubric for Final ProjectCriterion Exceptional Proficient M.docxtoddr4
Rubric for Final Project
Criterion Exceptional Proficient Marginal Unacceptable
Completeness
[5%]
You fulfill the length
requirement for the
assignment, thoroughly
address all assignment criteria,
and fully develop and explore
concepts.
You fulfill the length
requirement for the assignment
and sufficiently address
assignment criteria and explore
concepts.
You do not fulfill the length
requirement for the assignment
and/or incompletely address
assignment criteria and explore
concepts.
You do not fulfill the length
requirement for the assignment
and/or inadequately address
assignment criteria and explore
concepts.
Characteristics
[12%]
You comprehensively describe
the characteristics of the
observed culture.
You describe the characteristics
of the observed culture in
sufficient detail.
You incompletely describe the
characteristics of the observed
culture.
You barely and/or inaccurately
describe the characteristics of the
observed culture, providing few (if
any) details.
Stereotypes or prejudices
[12%]
You introspectively outline the
stereotypes or prejudices you
had about this culture before
you began the project.
You outline the stereotypes or
prejudices you had about this
culture before you began the
project.
You partially outline the
stereotypes or prejudices you
had about this culture before you
began the project.
You incoherently outline the
stereotypes or prejudices you had
about this culture before you began
the project.
Values
[12%]
You exhaustively explain how
the culture's values are similar
and dissimilar to your own.
You explain how the culture's
values are similar and dissimilar
to your own.
You somewhat explain how the
culture's values are similar and
dissimilar to your own.
You barely explain how the
culture's values are similar and
dissimilar to your own.
Preconceived ideas
[12%]
You insightfully explore the
preconceived ideas you had
about the culture that were
wrong.
You explore the preconceived
ideas you had about the culture
that were wrong.
You loosely explore the
preconceived ideas you had
about the culture that were
wrong.
You illogically explore the
preconceived ideas you had about
the culture that were wrong.
Rubric for Final Project
Criterion Exceptional Proficient Marginal Unacceptable
Steps to take
[12%]
You convincingly and
completely examine the steps
you would take in the
workplace to be effective in
communicating with the people
of this culture.
You examine the steps you
would take in the workplace to
be effective in communicating
with the people of this culture.
You superficially or incompletely
examine the steps you would
take in the workplace to be
effective in communicating with
the people of this culture.
You unconvincingly and/or
inadequately examine the steps
you would take in the workplace to
be effective in communicating with
the people of this culture.
Purpose
[5%]
You introdu.
Eberly Center for Teaching Excellence, Carnegie Mellon Univers.docxtidwellveronique
This document provides a grading rubric for essays and research papers. It evaluates papers across several categories, including overall impression, argument, evidence, sources, citations, organization, clarity and style. For each category, it provides descriptors to evaluate papers as excellent, good, needs improvement or poor. For example, in the overall impression category, an excellent paper directly addresses the main question and adds new insight, while a poor paper does not address the question and shows the author did not retain information from the course. The rubric provides a detailed way to assess the quality of essays and research papers.
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
This document provides an overview of a workshop on academic writing skills for assignments at the postgraduate level. The workshop covers:
1) Tips for planning and mapping research ideas for assignments, including expectations for academic style.
2) How to structure academic papers and use sources appropriately when demonstrating arguments.
3) Guidance on introductions, conclusions, writing style, referencing conventions, and the editing process.
The workshop aims to help students improve their assignment writing skills through activities and examples related to planning, reading, structuring written work, and acknowledging sources.
Click here to refer to the instructions for the unit 2 lab tasks..docxvernettacrofts
Click here to refer to the instructions for the unit 2 lab tasks.
Can-D is a fairly large company headquartered in Orlando, Florida. There are 3,000 employees located at their headquarters. The company produces canned video content for popular entertainment ventures. Recently, they partnered with another local company (Video-Cam Corporation) who will be setting up an office at Can-D headquarters. There are some concerns regarding access to information between the various departments involved. As the network administrator, it is your responsibility to develop and propose a solution to address these security concerns. What specific security mechanisms would you use to secure information on the network, and why?
Prepare a 2-3 page Word document that summarizes your proposal to address security concerns. Explain the technologies appropriate for this situation, describe your reasons for using them, and explain configuration issues.
Be sure to cite all references using APA style.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does ...
Page 1 of 4 Midterm Project Assignment Select a .docxkarlhennesey
This document provides instructions for a midterm project assignment. Students are asked to select a term related to cross-cultural education/counseling and conduct a literature search to answer questions about the term's definition and use. The assignment should be 2 pages maximum and follow APA formatting guidelines. It will be graded based on introduction, focus, ideas/support, conclusion, structure/organization, and other writing elements.
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
More Related Content
Similar to 1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
Due Date Jul 15, 2015 235959 Max Points 270Det.docxtheresiarede
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thoughtful, thorough discussion of all required elements. Discussion demonstrates a deep and thorough understanding and insight of human motivation for learning.
30.0 %Discussion of the Modern-Day Ap.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
RubricsTop of FormCLC - Health Care Literacy Presentation .docxSUBHI7
This rubric outlines the criteria and scoring for a health care literacy presentation. It evaluates five areas: selection of two health literacy strategies (30%), development of an intervention for a specific population (35%), presentation of content (8%), layout (7%), and language/audience awareness (10%). Additional criteria include mechanics (5%), documentation (5%), and overall presentation (100%). Performance is scored on a scale of 1 to 5, with 1 being unsatisfactory and 5 being excellent. Descriptors provide details on what is required to meet each level of performance.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
You are now ready to start representing your system integration proj.docxlaquandabignell
You are now ready to start representing your system integration project by utilizing a system integration framework, which you researched as part of your Discussion Board assignment. You will also decide which components you might want to acquire and which components you want develop internally.
Assignment Guidelines
For this week’s assignment, you will be providing detail on the overall system integration architecture and the implementation framework.
New Content (Week 4)
Proposed System Integration Components Architecture
Thoroughly describe the architecture of the proposed integrated system, including all interfaces and components for the system integration and deployment.
Represent this architecture diagrammatically.
Discuss which components and interfaces could be acquired and those that need to be developed from scratch.
Implementation Framework
Select and describe in detail the framework that you used to define and implement the system integration project.
Define the project in terms of the selected framework.
Discuss advantages for using the selected framework.
Discuss integration challenges that were highlighted by defining the framework.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
This assignment will also be assessed using additional criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to ass ...
The document provides instructions for a 10-12 slide presentation on the role of scientist-practitioners. The presentation should include:
- A title slide and description of the key knowledge, skills, and abilities required of effective scientist-practitioners.
- An explanation of how research reports are an essential component for scientist-practitioners.
- A discussion of why data management and presentation are key aspects of research reports.
The presentation should have references, speaker notes, and follow APA style guidelines. It will be graded based on content, organization, language and mechanics.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docxbunyansaturnina
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
Requirements for Sociology4 chapters of the sociology book wil.docxdebishakespeare
Requirements for Sociology
4 chapters of the sociology book will be summarized in individual power point presentations and will answer the following questions. Making a total of 4 presentations to submit this term.
The Power points for each chapter will answer the following question as well as provide a brief summary of the chapter.
1. What stood out most and why?
2. What confused you most and why?
3. What made you angry or bored or not in agreement with and why?
The format for the chapter power point presentations is the 10/20/30 rule
10 slides – 15 maximum
20 minutes maximum for reader/viewer to go through presentation
30 font
The submission will include a 1-2 page max reflection paper on the learning submitted from the chapters and how the learning applies to the world of business. No APA style required for the paper.
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATIO ...
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
This document outlines the task brief and rubrics for a marketing plan assignment. Students will be assigned an industrial product and must develop a 10-point marketing plan covering areas like the product description, segmentation strategies, and key decision makers. The marketing plan must be 2,000 words following Harvard referencing style. It will be graded on criteria like knowledge of marketing concepts, critical thinking, and communication skills. The assignment is worth 40% of the total grade and is due in week 6.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docxjeanettehully
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
Rubric for Final ProjectCriterion Exceptional Proficient M.docxtoddr4
Rubric for Final Project
Criterion Exceptional Proficient Marginal Unacceptable
Completeness
[5%]
You fulfill the length
requirement for the
assignment, thoroughly
address all assignment criteria,
and fully develop and explore
concepts.
You fulfill the length
requirement for the assignment
and sufficiently address
assignment criteria and explore
concepts.
You do not fulfill the length
requirement for the assignment
and/or incompletely address
assignment criteria and explore
concepts.
You do not fulfill the length
requirement for the assignment
and/or inadequately address
assignment criteria and explore
concepts.
Characteristics
[12%]
You comprehensively describe
the characteristics of the
observed culture.
You describe the characteristics
of the observed culture in
sufficient detail.
You incompletely describe the
characteristics of the observed
culture.
You barely and/or inaccurately
describe the characteristics of the
observed culture, providing few (if
any) details.
Stereotypes or prejudices
[12%]
You introspectively outline the
stereotypes or prejudices you
had about this culture before
you began the project.
You outline the stereotypes or
prejudices you had about this
culture before you began the
project.
You partially outline the
stereotypes or prejudices you
had about this culture before you
began the project.
You incoherently outline the
stereotypes or prejudices you had
about this culture before you began
the project.
Values
[12%]
You exhaustively explain how
the culture's values are similar
and dissimilar to your own.
You explain how the culture's
values are similar and dissimilar
to your own.
You somewhat explain how the
culture's values are similar and
dissimilar to your own.
You barely explain how the
culture's values are similar and
dissimilar to your own.
Preconceived ideas
[12%]
You insightfully explore the
preconceived ideas you had
about the culture that were
wrong.
You explore the preconceived
ideas you had about the culture
that were wrong.
You loosely explore the
preconceived ideas you had
about the culture that were
wrong.
You illogically explore the
preconceived ideas you had about
the culture that were wrong.
Rubric for Final Project
Criterion Exceptional Proficient Marginal Unacceptable
Steps to take
[12%]
You convincingly and
completely examine the steps
you would take in the
workplace to be effective in
communicating with the people
of this culture.
You examine the steps you
would take in the workplace to
be effective in communicating
with the people of this culture.
You superficially or incompletely
examine the steps you would
take in the workplace to be
effective in communicating with
the people of this culture.
You unconvincingly and/or
inadequately examine the steps
you would take in the workplace to
be effective in communicating with
the people of this culture.
Purpose
[5%]
You introdu.
Eberly Center for Teaching Excellence, Carnegie Mellon Univers.docxtidwellveronique
This document provides a grading rubric for essays and research papers. It evaluates papers across several categories, including overall impression, argument, evidence, sources, citations, organization, clarity and style. For each category, it provides descriptors to evaluate papers as excellent, good, needs improvement or poor. For example, in the overall impression category, an excellent paper directly addresses the main question and adds new insight, while a poor paper does not address the question and shows the author did not retain information from the course. The rubric provides a detailed way to assess the quality of essays and research papers.
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
This document provides an overview of a workshop on academic writing skills for assignments at the postgraduate level. The workshop covers:
1) Tips for planning and mapping research ideas for assignments, including expectations for academic style.
2) How to structure academic papers and use sources appropriately when demonstrating arguments.
3) Guidance on introductions, conclusions, writing style, referencing conventions, and the editing process.
The workshop aims to help students improve their assignment writing skills through activities and examples related to planning, reading, structuring written work, and acknowledging sources.
Click here to refer to the instructions for the unit 2 lab tasks..docxvernettacrofts
Click here to refer to the instructions for the unit 2 lab tasks.
Can-D is a fairly large company headquartered in Orlando, Florida. There are 3,000 employees located at their headquarters. The company produces canned video content for popular entertainment ventures. Recently, they partnered with another local company (Video-Cam Corporation) who will be setting up an office at Can-D headquarters. There are some concerns regarding access to information between the various departments involved. As the network administrator, it is your responsibility to develop and propose a solution to address these security concerns. What specific security mechanisms would you use to secure information on the network, and why?
Prepare a 2-3 page Word document that summarizes your proposal to address security concerns. Explain the technologies appropriate for this situation, describe your reasons for using them, and explain configuration issues.
Be sure to cite all references using APA style.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does ...
Page 1 of 4 Midterm Project Assignment Select a .docxkarlhennesey
This document provides instructions for a midterm project assignment. Students are asked to select a term related to cross-cultural education/counseling and conduct a literature search to answer questions about the term's definition and use. The assignment should be 2 pages maximum and follow APA formatting guidelines. It will be graded based on introduction, focus, ideas/support, conclusion, structure/organization, and other writing elements.
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
Similar to 1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx (20)
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
According to Ronald Story and Bruce Laurie, The dozen years between.docxaryan532920
Conservatives came to dominate American politics between 1968 and 1980 by capitalizing on social unrest and challenging the New Deal coalition. They embraced ideas and policies that emphasized free markets, deregulation, and tax cuts. These policies shaped American society into the 21st century by promoting economic growth while also increasing inequality.
According to Kirk (2016), most of your time will be spent work with .docxaryan532920
According to Kirk (2016), most of your time will be spent work with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions performed in that action group.
Reference: Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design (p. 50). SAGE Publications.
.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
According to Kirk (2016), most of our time will be spent working.docxaryan532920
According to Kirk (2016), most of our time will be spent working with our data. The four following group actions were mentioned by Kirk (2016):
Book: Kirk, A. (2016). Data visualisation a handbook for data driven design. Los Angeles, CA: Sage.
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Kirk (2016), most of your time will be spent working wi.docxaryan532920
According to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Davenport (2014) the organizational value of healthcare.docxaryan532920
According to Davenport (2014) the organizational value of healthcare analytics, both determination and importance, provide a potential increase in annual revenue and ROI based on the value and use of analytics. To complete this assignment, research and evaluate the challenges faced in the implementation of healthcare analytics in the Health Care Organization (HCO) or health care industry using the following tools:
The paper must also address the following:
Application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in your research.
The paper:
Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
According to the authors, privacy and security go hand in hand; .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
Q: From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
.
According to Gilbert and Troitzsch (2005), Foundations of Simula.docxaryan532920
According to Gilbert and Troitzsch (2005), Foundations of Simulation Modeling, a simulation model is a computer program that captures the behavior of a real-world system and its input and possible output processes.
Briefly explain what the simulation modeling relies upon?
-500 words at least.
-No Plagiarism.
-APA Format.
.
According to Klein (2016), using ethical absolutism and ethical .docxaryan532920
According to Klein (2016), using ethical absolutism and ethical relativism in ethical decision making can lead to different outcomes. How can moral reasoning about a specific situation differ based on relativism or absolutism? Can you provide an illustration or example of an accounting procedure/situation whose outcome may differ based on absolutism or relativism? Is ethical relativism a more suitable standard within a global IFRS Environment? Why or why not?
at least 250 words
.
According to Franks and Smallwood (2013), information has become.docxaryan532920
Social media differs from email in its functionality due to social media's immaturity compared to the stability of email. Specifically, social media allows for a greater volume of information to be shared and exchanged through newer tools like blogs, microblogs, and wikis which have increased the lifeblood of information for many businesses. Additionally, research has documented key differences in how social media is used compared to the more established email.
According to the Council on Social Work Education, Competency 5.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages): (In The States California. The Good Seed is a Drop-In center for 18-25 years!
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the authors, privacy and security go hand in hand; and .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to recent surveys, China, India, and the Philippines are t.docxaryan532920
According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper. Be sure to use your own words.
Must be in APA format with references and citations.
.
According to the authors, countries that lag behind the rest of the .docxaryan532920
According to the authors, countries that lag behind the rest of the world’s ICT capabilities encounter difficulties at various levels. Discuss specific areas, both within and outside, eGovernance, in which citizens living in a country that lags behind the rest of the world in ICT capacity are lacking. Include in your discussion quality of life, sustainability, safety, affluence, and any other areas that you find of interest. Use at least 8-10 sentences to discuss this topic.
.
According to Peskin et al. (2013) in our course reader, Studies on .docxaryan532920
According to Peskin et al. (2013) in our course reader, "Studies on early health risk factors, including prenatal nicotine/alcohol exposure, birth complications, and minor physical anomalies have found that these risk factors significantly increase the likelihood of anti-social and criminal behavior throughout life." What policy changes might you suggest to help curtail the occurrence or effects of these risk factors? Remember to think about public health policy, not just criminal policy.
.
According to Franks and Smallwood (2013), information has become the.docxaryan532920
According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media, and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q: Please identify and clearly state what the difference is?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to Ang (2011), how is Social Media management differen.docxaryan532920
According to Ang (2011), how is Social Media management different than traditional Customer Relationship Management (CRM)? Define the four pillars of social media (connectivity, conversations, content creation and collaboration) and analyze how each pillar can be used to aid Social Media management. Identify the benefits Social Media management. Provide examples to illustrate each point.
The paper must be 1-2 pages in length (excluding title and reference page) and in APA (6th edition) format. The paper must include the Ang (2011) article in correct APA format.
.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
1. 1
Graduate Program Rubric—MASTER OF BUSINESS
ADMINISTRATION
Expectations: Student work at the graduate level is expected to
focus on mastery of advanced discipline-specific frameworks,
professional practices, and tools.
Criteria Exemplary (A)) Accomplished (B) Proficient (C)
Partially Proficient (D) Unacceptable (F)
BUSINESS PROGRAM CONTENT
PROFESSIONAL MASTERY AND
KNOWLEDGE
ACQUISITION/MANAGEMENT
Functional areas include, where
applicable:
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
2. outstanding or
exemplary mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
All requirements of
the assignment are
included in the
response.
Demonstrates sound or
accomplished mastery
of content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
3. Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
4. EFFECTIVE COMMUNICATION
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation
and Delivery (where applicable)
Demonstrates
outstanding or
exemplary application of
written, visual, or oral
skills.
Demonstrates
outstanding expression
of topic, main idea, and
purpose.
Audience is addressed
appropriately.
Language clearly and
effectively
communicates ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Demonstrates sound or
5. accomplished application
of written, visual, or oral
skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, but
do not distract.
Organization is apparent
Demonstrates adequate
or proficient application
of written, visual, or oral
skills.
Demonstrates adequate
expression of topic, main
idea, and purpose.
Audience is generally
addressed appropriately.
6. Language is adequate,
generally communicating
ideas and content
relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are present and
sometimes distract from
meaning or presentation.
Organization is adequate,
Demonstrates
inadequate or partially
proficient application of
written, visual, or oral
skills.
Demonstrates
inadequate or partial
expression of topic,
main idea, and purpose.
Audience is often not
addressed appropriately.
Language often impedes
the communication of
ideas and content
relevant to the
assignment.
Errors in grammar,
7. spelling, and sentence
structure are frequent
and often distract from
Demonstrates
unacceptable application
of written, visual, or oral
skills.
Demonstrates
unacceptable, unclear
expression of topic, main
idea, and purpose.
Audience is not
addressed appropriately.
Language does not
clearly and effectively
communicate ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are pervasive
and consistently
distracting.
2
Criteria Exemplary (A)) Accomplished (B) Proficient (C)
Partially Proficient (D) Unacceptable (F)
8. Format is consistently
appropriate to
assignment.
Presentation and
delivery are confident
and persuasive (where
applicable).
and mostly clear.
Format is appropriate to
assignment, but not
entirely consistent.
Presentation and delivery
are mostly confident and
persuasive (where
applicable).
though confusing or
unclear at times.
Format is adequate, but
inconsistent.
Presentation and delivery
are adequate, with
evident lack of
confidence and
persuasive power (where
applicable).
meaning or
presentation.
9. Organization is
inadequate, confusing,
and distracting.
Format is inadequate
and obscures meaning.
Presentation and
delivery are inadequate,
lacking confidence and
persuasive power
(where applicable).
Format is absent or
consistently appropriate
to assignment.
Organization is not
apparent and completely
inadequate.
Presentation and
delivery are
unacceptable, with little
or no confidence and
persuasive power
(where applicable).
CRITICAL ANALYSIS
Evaluative, Integrative, Creative
Thinking
Demonstrates
outstanding or
10. exemplary ability to
evaluate, integrate,
and critique a wide
range of opinions,
beliefs, abstract ideas,
and data to inform
judgment, identify and
solve problems and,
where appropriate,
propose new
hypotheses.
Demonstrates sound or
accomplished ability to
evaluate, integrate, and
critique a variety of
opinions, beliefs,
abstract ideas, and data
to inform judgment,
identify and solve
problems, and, where
appropriate, propose
new hypotheses.
Demonstrates adequate
or proficient ability to
evaluate, integrate, and
critique some opinions,
beliefs, abstract ideas,
and data to inform
judgment, identify and
solve problems, and,
where appropriate,
propose new
hypotheses. Shows
11. some weaknesses in
evaluation and
problem-solving.
Demonstrates
inadequate or partially
proficient ability to
evaluate, integrate,
and critique some
opinions, beliefs,
abstract ideas, and
data to inform
judgment, identify and
solve problems, and,
where appropriate,
propose new
hypotheses. Shows
many weaknesses in
evaluation and
problem-solving.
Demonstrates
unacceptable ability to
evaluate, integrate,
and critique opinions,
beliefs, abstract ideas,
and data to inform
judgment, identify and
solve problems, and,
where appropriate,
propose new
hypotheses. Shows
pervasive weaknesses
in evaluation and
problem-solving.
12. RESEARCH AND INFORMATION
LITERACY
Sources and Support for
Assignment
Demonstrates
outstanding selection
and use of high
quality, credible, and
relevant sources to
develop ideas that are
appropriate to the
assignment.
Sources are
consistently cited
Demonstrates sound
selection and use of
credible, relevant
sources to support
ideas that are
appropriate to the
assignment.
Sources are generally
cited according to
required
Demonstrates adequate
selection and use of
credible and/or
relevant sources to
13. support ideas that are
appropriate to the
assignment.
Sources are cited
according to required
documentation (e.g.,
Demonstrates
inadequate selection
and use of sources to
support ideas in the
assignment.
Sources are
inconsistently cited
according to required
documentation (e.g.,
APA), with frequent
Demonstrates
unacceptable selection
and use of sources to
support ideas in the
assignment.
Sources are not cited
according to required
documentation (e.g.,
APA).
3
Criteria Exemplary (A)) Accomplished (B) Proficient (C)
14. Partially Proficient (D) Unacceptable (F)
according to required
documentation (e.g.,
APA), with almost no
errors.
documentation (e.g.,
APA), with few errors.
APA), with some errors. errors.
Sept. 10, 2004 -- When U.S. forces toppled Saddam Hussein’s
regime, some American policymakers were unprepared for the
intensity of the resistance that ensued. John Judis’ latest book,
The Folly of Empire: What George W. Bush Could Learn from
Theodore Roosevelt and Woodrow Wilson, finds the postwar
developments in Iraq entirely unsurprising.
Judis, senior editor for The New Republic offers a survey of
U.S. foreign policy since the late 19th century—and finds that
the Bush administration has failed to learn from past attempts at
American imperialism.
Book Excerpt: The Folly of Empire
At noon, October 18, 2003, President George W. Bush landed in
Manila as part of a six-nation Asian tour. Because officials were
concerned about a terrorist attack on the embattled islands, the
presidential airplane, Air Force One, was shepherded into
Philippine air space by F-15s. Bush’s speech to the Philippine
15. Congress was delayed by what one reporter described as
“undulating throngs of demonstrators who lined his motorcade
route past rows of shacks.” Outside the Philippine House of
Representatives, several thousand more demonstrators greeted
Bush, and several Philippine legislators staged a walkout during
his twenty-minute speech.
In his speech, Bush took credit for America transforming the
Philippines into “the first democratic nation in Asia.” Said
Bush, “America is proud of its part in the great story of the
Filipino people. Together our soldiers liberated the Philippines
from colonial rule. Together we rescued the islands from
invasion and occupation.” And he drew an analogy between
America’s attempt to create democracy in the Philippines and
its attempt to create a democratic Middle East through invading
and occupying Iraq in the spring of 2003: “Democracy always
has skeptics. Some say the culture of the Middle East will not
sustain the institutions of democracy. The same doubts were
once expressed about the culture of Asia. These doubts were
proven wrong nearly six decades ago, when the Republic of the
Philippines became the first democratic nation in Asia.”
After a state dinner, Bush and his party were bundled back onto
Air Force One and shunted off to the president’s next stop,
Thailand. The Secret Service had warned Bush that it was not
safe for him to remain overnight in the “first Democratic nation
in Asia.”
As many Philippine commentators remarked afterward, Bush’s
rendition of Philippine-American history bore very little
relation to fact. True, the United States Navy under Admiral
George Dewey had ousted Spain from the Philippines in the
Spanish-American War of 1898. But instead of creating a
Philippine democracy, President William McKinley annexed the
country and installed a colonial administrator. The United
States then fought a brutal war against the same Philippine
16. independence movement it had encouraged to fight Spain. The
war dragged on for fourteen years. Before it was over, about
120,000 American troops were deployed and more than 4,000
died; more than 200,000 Filipino civilians and soldiers were
killed. And the resentment against American policy was still
evident a century later during George W. Bush’s visit.
The Filipinos were not the only ones to rue the American
occupation. Before he was assassinated in September 1901,
McKinley himself had come to have doubts about it. He told a
friend, “If old Dewey had just sailed away when he smashed
that Spanish fleet, what a lot of trouble he would have saved
us.” By 1907, Theodore Roosevelt, who had earlier championed
the war and occupation, recognized the United States had made
a mistake in annexing the Philippines. After Woodrow Wilson
became president, he and the Democrats backed Philippine
independence, but were thwarted by Republicans who still
nurtured dreams of American empire. Only in 1946, after
reconquering the Philippines from Japan, did the United States
finally grant independence—and even then it retained military
bases and special privileges for American corporations.
As for the Philippines’ democracy, the United States can take
little credit for what exists, and some blame for what doesn’t.
The Philippines were not the first Asian country to hold
elections. And the electoral machinery the U.S. designed in
1946 provided a veneer of democratic process beneath which a
handful of families, allied to American investors and addicted
to payoffs and kickbacks, controlled Philippine land, economy,
and society. The tenuous system broke down in 1973 when
Ferdinand Marcos had himself declared president for life.
Marcos was finally overthrown in 1986, but even today
Philippine democracy is more dream than reality. Three months
before Bush’s visit, beleaguered Philippine president Gloria
Macapagal Arroyo had survived a military coup; and with
Islamic radicals and communists roaming the countryside, the
17. Philippines are perhaps the least stable of Asian nations. If the
analogy between America’s “liberation” of the Philippines and
of Iraq were to hold true, the United States can look forward to
four decades of occupation, culminating in an outcome that is
still far from satisfactory. Such an outcome would not redound
to the credit of the Bush administration, but instead to the
“skeptics” who charged that the Bush administration had
undertaken the invasion of Baghdad with its eyes wide shut.
Politicians often rewrite history to their own purposes, but, as
Bush’s analogy to Iraq suggested, there was more than passing
significance to his revision of the history of the Spanish-
American War. It reflected not just a distorted picture of a
critical episode in American foreign policy but a seeming
ignorance of the important lessons that Americans drew from
this brief and unhappy experiment in creating an overseas
empire. If Bush had applied these lessons to the American plans
for invading Iraq and transforming the Middle East, he might
have proceeded far more cautiously. But as his rendition of
history showed, he was either unaware of them or had chosen to
ignore them.
The Spanish-American War and its aftermath represented a
turning point in American foreign policy. Until the 1890s, the
United States had adhered to George Washington and Thomas
Jefferson’s advice to stay out of “foreign entanglements.”
America had expanded over the continent and sought to prevent
new foreign incursions into the hemisphere, but it had avoided
Europe’s growing struggle for empire in Asia and Africa. Now,
by going to war against Spain in the Pacific and the Caribbean,
and by establishing what it thought of as a stepping-stone to the
China market, the United States had abandoned its own splendid
isolation and thrown itself into the worldwide struggle.
To take this momentous step, the United States had discarded its
historic opposition to imperialism. Founded as a result of an
18. anti-colonial war against the British, the United States had
sought to expand westward by adding new states and citizens
that enjoyed equal rights with those that existed. Americans had
stood firmly against acquiring overseas people and territories
that would be ruled from afar. But by taking over the Spanish
empire, America had become the kind of imperial power it had
once denounced. It was now vying with Great Britain, France,
Germany, Russia, and Japan for what Theodore Roosevelt called
“the domination of the world.”
American proponents of imperialism argued that the country
needed colonies to bolster its military power and to find
markets for its capital, but they also believed that by expanding
overseas, the United States was fulfilling its historic mission to
transform the world in its image. The United States had been
founded by descendants of emigrants from Protestant Britain
and Holland who viewed their new land as a “city on a hill” that
would initiate the “new Israel” and the Kingdom of God on
Earth. Well after the glow of Puritan conviction dimmed,
Americans still believed that they had a unique or special
millennial role in transforming the world—not necessarily into
a replica of early Christian communities, but into states and
countries that shared America’s commitment to liberty and
democracy.
Roosevelt, McKinley, and the other proponents of an American
imperialism insisted that by annexing other countries,
Americans would, in McKinley’s words, “civilize and
Christianize” them. Said McKinley of the Philippines in
October 1900, “Territory sometimes comes to us when we go to
war in a holy cause, and whenever it does the banner of liberty
will float over it and bring, I trust, blessings and benefits to all
people.” Their convictions were echoed by a prominent
historian who had recently become president of Princeton. In
1901, Woodrow Wilson wrote in defense of the annexation of
the Philippines:
19. The East is to be opened and transformed, whether we will it or
not; the standards of the West are to be imposed upon it; nations
and peoples who have stood still the centuries through are to be
quickened and to be made part of the universal world of
commerce and of ideas which has so steadily been a-making by
the advance of European power from age to age.
America, the proponents of imperialism argued, would acquire
an overseas empire of its own, and through careful
administration and the defeat of backward, or “savage,”
resistance movements, lay the basis for the spread of liberty and
democracy throughout the world. “God’s hand,” Indiana senator
Albert Beveridge declared in 1900, “is in...the movement of the
American people toward the mastery of the world.”
The two presidents who figured out that America’s experiment
with imperialism wasn’t working were, ironically, Theodore
Roosevelt and Woodrow Wilson. Roosevelt was an enthusiastic
supporter not only of the Spanish-American War, in which he
enlisted, but of the subsequent American takeover of the
Spanish empire. Said Roosevelt in April 1899, “If we do our
duty aright in the Philippines, we will add to that national
renown which is the highest and finest part of national life, and
will greatly benefit the people of the Philippine islands, and
above all, we will play our part well in the great work of
uplifting mankind.” Yet after he became president in September
1901, his enthusiasm for overseas expansion noticeably waned.
Urged to take over the Dominican Republic, he quipped, “As for
annexing the island, I have about the same desire to annex it as
a gorged boa constrictor might have to swallow a porcupine
wrong-end-to.” Under Roosevelt, America’s colonial holdings
actually shrunk. And after the Russo-Japanese War in 1904,
Roosevelt changed America’s diplomatic posture from
competitor with the other imperialist powers in dominating the
world to mediator in their growing conflicts.
20. Woodrow Wilson had initially cheered the American takeover of
the Spanish empire, although not as lustily as Roosevelt and
McKinley. When he became president in 1913, he boasted that
he could transform Latin America, if not the rest of the world,
into constitutional democracies in America’s image.
Proclaiming his opposition to Mexican dictator Victoriano
Huerta, Wilson promised that he was “going to teach the South
American republics to elect good men.” But Wilson discovered
in Mexico that attempts to instill American-style constitutional
democracy and capitalism through force were destined to fail.
And not just to fail, but to spark a nationalist, anti-American
backlash that would threaten American security during World
War I. In Mexico, Wilson came to understand in practice what
he had written in his theories of government—that “self-
government is not a thing that can be ‘given’ to any people.”
Like Roosevelt, and many European leaders, Wilson had also
believed that imperialism was contributing to a higher, more
pacific civilization by bringing not only capitalist industry but
also higher standards of morality and education to what had
been barbarous regions. Wars would be fought, but primarily
between uncivilized nations, or between them and civilized
countries. Eventually, war would disappear. But as Wilson
learned from the outbreak of World War I, the struggle for
colonies had precipitated a savage and destructive war between
the imperial powers themselves.
World War I turned Wilson not only against German militarism
but against the structure of world politics and economics that
the imperial struggle for colonies had sustained. The only way
to prevent future war, he concluded, was to dismantle the
structure itself. During the war and in the peace negotiations
that followed, Wilson attempted to put America and the world
on a new footing—one that would prevent future wars. Wilson’s
plan included self-determination for former colonies, an open
trading system to discourage economic imperialism,
21. international arms reduction, and a commitment to collective
security through international organizations—what is now
sometimes referred to as “multilateralism.” Wilson continued to
believe that the United States had a special role to play in the
world. But he now believed that it could best play that role by
getting other nations to work with it to effect a global
transformation.
Wilson failed to get either the other victors from World War I
or the Republican-controlled Senate in the United States to
agree to his plan for a new world order. His Republican
successors organized international disarmament conferences but
ignored the structure of imperialism that was fueling a new
arms race. They called for an “open door” in world markets, but
protected America’s prosperity behind high tariff walls. They
played a small, but real, part in fulfilling the prediction of a
new world war that Wilson had made in Pueblo, Colorado, in
September 1919, on the eve of the vote on the League of
Nations.
Franklin Roosevelt, who had served under Wilson, saw the
onset of World War II as a vindication of Wilson’s approach.
Roosevelt and Harry Truman attempted to craft a new
“community of power” based upon Wilsonian principles. It was
embodied in organizations such as the United Nations and the
International Monetary Fund and in treaties such as the General
Agreement on Tariffs and Trade. This approach helped prevent
a new world war and depression, but it did not succeed exactly
as Wilson, Roosevelt, or Truman initially envisaged. After the
war, the British and French refused to give up their colonies
without a fight, and the Soviet Union fueled a Cold War by
attempting to restore, and build upon, the older czarist empire
in eastern Europe and southern and western Asia.
During the Cold War, the United States used Wilson’s approach
to create a “community of power” against the Soviet Union—
22. chiefly through the creation of the North Atlantic Treaty
Organization (NATO), a new type of alliance that encouraged
the defense and spread of democratic principles. That aspect of
American foreign policy proved to be remarkably successful.
But outside of western Europe and Japan, American policy-
makers often believed that they had to choose between
maintaining America’s opposition to imperialism and
colonialism and opposing the Soviet Union in the Cold War.
They opposed anti-imperialist movements in southeast Asia, the
Mideast, and Latin America because they believed that their
victory would aid the Soviet Union. That led to the catastrophic
war in Vietnam and to serious setbacks in the Caribbean,
Central America, and the Mideast. American policy-makers
discovered once more that when America took the side of the
imperial powers or acted itself as an imperial power, it courted
disaster and even defeat.
The end of the Cold War created the conditions for finally
realizing the promise of Wilson’s foreign policy. With the
collapse of the Soviet empire and the dissolution of western
Europe’s empires, one key aspect of the age of empire—the
struggle for world domination among great powers—was over.
What remained were the conflicts that imperialism had
instigated or suppressed in the regions that the great powers had
dominated. These were evident in the Mideast, South Asia, the
Taiwan Straits, the Korean peninsula, the Balkans, and the
Caribbean. The great powers could now, as Wilson had hoped,
form a “community of power” to manage and resolve these
remaining conflicts.
The administrations of George H. W. Bush and Bill Clinton
understood the new opportunity that existed. When Iraq invaded
and annexed Kuwait in August 1990, Bush built a powerful
coalition through the United Nations Security Council to drive
Saddam Hussein’s forces out of the Gulf kingdom. Clinton
worked through NATO to protect the independence of Bosnia
23. and the autonomy of Kosovo from a Serbia bent upon
reestablishing its own version of hegemony over peoples that
had suffered centuries of ethnic conflict under the Ottoman and
Austro-Hungarian empires. Under Clinton, the nations of the
world also founded a new World Trade Organization to move
toward open markets.
These years represented a triumph of Wilsonianism and of the
lessons that America had learned from the Spanish-American
War, two world wars, and the Vietnam War. But these lessons
were entirely lost on the administration of George W. Bush that
took office in January 2001. Like the Republicans of the 1920s,
the Bush Republicans were determined to forget rather than
build upon the past. The new Bush administration was
composed primarily of two factions that were deeply hostile to
the tradition of Wilson, Franklin Roosevelt, and Truman. The
nationalists, as they were called, were only willing to support
American overseas intervention when it met a strict test of
national interest and didn’t involve ceding control to
international organizations or coalitions. Their policies, wrote
Condoleezza Rice, who would become George W. Bush’s
national security adviser, “proceed from the firm ground of the
national interest, not from the interests of an illusory
international community.”
The neoconservatives were the second and third generation of
the former socialists and liberals who had moved to the right
during the 1960s. They declared their admiration for the
Theodore Roosevelt of the 1890s and for America’s first
experiment with imperialism. Some, like Wall Street Journal
editorial page editor Max Boot, called on the United States to
“unambiguously...embrace its imperial role,” while others
preferred terms like “American hegemony.” Like the
nationalists, they scorned international institutions and the
Wilsonian idea of a community of power. But unlike them, they
strongly advocated using America’s military and economic
24. power to transform countries and regions in America’s image.
They were a throwback to the Republican imperialists who had
agitated for the United States to occupy and annex the
Philippines at the turn of the last century.
Well before the September 11, 2001, attack by Osama bin
Laden’s al-Qaeda organization, both factions had advocated
overthrowing Iraq’s Saddam Hussein, but they were restrained
by natural caution and by the public’s reluctance to support a
war against an adversary that didn’t directly threaten the United
States. September 11 provided them with the grounds to
convince the public of a potential Iraqi threat, while America’s
easy victory in Afghanistan in the fall of 2001 nourished an
illusion that America could do whatever it wanted in the world.
Both the nationalists and neoconservatives came to believe that
they could invade Iraq, overthrow Saddam, and quickly install a
regime that was friendly to the United States, while sending a
signal to terrorists and neighboring autocracies that their days
were numbered. The McKinley administration had acquired
similar illusions after its quick victory over Spain in 1898. And
while McKinley had dreamed of civilizing and Christianizing,
the Bush administration dreamed of liberating and
democratizing not just Iraq but the entire Mideast.
Just as in the Philippines in 1900, Mexico in 1913, or South
Vietnam in 1961, things didn’t turn out as American policy-
makers had hoped. America’s invasion and occupation of Iraq—
a perfect imitation of an earlier imperialism—awakened
dormant Iraqi nationalism. After a quick march across the desert
to Baghdad, American forces found themselves besieged in a
bloody and seemingly interminable occupation. In the Middle
East, the invasion and occupation were seen as confirmation of
bin Laden’s charge that the United States was bent on
exploiting the region’s resources and imposing its culture.
Instead of curtailing the “war on terror,” as Bush had promised,
the war in Iraq brought a new wave of recruits. Instead of
25. encouraging a democratic transformation, it reinforced the rule
of neighboring autocracies.
History is not physics. The study of the past doesn’t yield
unalterable laws that allow one to predict the future with the
same certainty that a physicist can chart the trajectory and
velocity of a falling object. But historical experiences do yield
lessons that convince peoples and their leaders to change their
behavior to avoid expected, and undesired, consequences.
America’s initial experiment with imperialism in the late
nineteenth and early twentieth centuries yielded these kinds of
lessons. Under Theodore Roosevelt and Woodrow Wilson, and
later under a succession of presidents from Franklin Roosevelt
to Bill Clinton, these experiences convinced Americans to
change their attitude toward imperial conquest and toward
nationalism in countries like the Philippines and Iraq.
But as America entered the twenty-first century, this history
appeared to have been forgotten or revised in the interests of a
new nationalism and neoconservatism. Only a president deeply
ignorant of the past and what it teaches could journey to the
Philippines in 2003 and declare that a century ago Americans
had “liberated the Philippines from colonial rule.” America’s
decision to invade and occupy Iraq wasn’t, of course, a direct
result of this misreading of the past. If Bush or Vice President
Dick Cheney or Deputy Secretary of Defense Paul Wolfowitz,
the administration’s leading neoconservative, had been aware of
the brutal war America had fought in the Philippines, or of
Wilson’s misadventures in Mexico, or of the blighted history of
Western imperialism in the Mideast, they might still have
invaded Iraq. But they also might have had second or even third
or fourth thoughts about what Bush, echoing Beveridge and the
imperialists of a century ago, would call “a historic opportunity
to change the world.”
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