100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
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100.0 %Criteria 30.0 %Flowchart Content The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination. 40.0 %Legal Issues Analysis A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 5.0 %Rationale Organization The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. 5.0 %Overall Flowchart Presentation The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. 100 %Total Weightage .
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40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary.
40.0 %Conclusions and Applications to Future Practice
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
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100 %Total Weightage
.
Top of Formment Project Phase I1Unsatisfactory0.002.docx
Top of Form
ment Project: Phase I
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
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A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid ...
What shaped Western culture in the period 1300–1550 more the Blac.docx
What shaped Western culture in the period 1300–1550 more: the Black Death’s emphasis on the afterlife (the hereafter) or the Renaissance’s emphasis on human achievement (the here and now)?
Start with a statement identifying your choice; this is your thesis. Then, support your choice with specific examples from at least three of the following categories:
· significant individuals (e.g., political or religious leaders, innovators, explorers);
· characteristics of worldview (e.g., philosophy, religion);
· social institutions (e.g., social mores, practices, hierarchies);
· patronage (discuss the patrons, their motives, influence, and resulting products or artifacts);
· the economies (e.g., changes, different economic systems, impact); and
· politics (e.g., forms of governance, power distributions, contests).
This assignment provides you with an opportunity to practice prioritizing and using specific data to support your choice. Your example may touch on several of the above categories at once, but there should be at minimum three separate examples for which their connection to your choice is explained.
Your essay must be a minimum of 500 words. Be sure to include an introduction; if necessary, review the Unit III Scholarly Activity instructions, which explain how to draft an introduction.
You must use two sources written by historians in history books or journals from the CSU Online Library in addition to the textbook and the study guide. All content must follow APA guidelines, including all sources used, which must be cited and referenced according to APA standards.
Benchmark - Research Proposal
write a Research Proposal (2,000-2,500 words) on a topic relevant to the course. To complete the Research Proposal, do the following:
Review the attached document "Research Proposal Guidelines", as well as the rubric all attached to " complete the assignment.
1. Introductory section: Include hypothesis and a review of the literature.
2. Method section: Include subsections on Participants, Apparatus/Materials/Instruments, Procedure, and Design.
3. Results section: Include statistic, critical values, degrees of freedom, and alpha level.
4. Discussion section: Include interpretation of results, ethical concerns, limitations of study, and suggestions for future research.
5. Figures and Tables section: Include a minimum of two (either two figures, two tables, or a figure and a table).
Include at least 8-10 scholarly references.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark - Research Proposal
write a Research Proposal (2,000-2,500 words) on a topic relevant to the course. To complete the Research Proposal, do the following:
Review the attached document "Research Proposal Guidelines", as well as the rubric all attached to " complete the assignment.
1. Introductory section: Include hypothesis and a review of the literature.
2. Method ...
1Unsatisfactory0.002Less than Satisfactory74.003.docx
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5
Target
100.00%
100.0 %Criteria
15.0 %History of Special Education
Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
15.0 %Court Cases
Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
25.0 %Legal Trend Resources
Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
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40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
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Top of Formment Project Phase I1Unsatisfactory0.002.docx
Top of Form
ment Project: Phase I
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74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
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A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
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A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid ...
What shaped Western culture in the period 1300–1550 more the Blac.docx
What shaped Western culture in the period 1300–1550 more: the Black Death’s emphasis on the afterlife (the hereafter) or the Renaissance’s emphasis on human achievement (the here and now)?
Start with a statement identifying your choice; this is your thesis. Then, support your choice with specific examples from at least three of the following categories:
· significant individuals (e.g., political or religious leaders, innovators, explorers);
· characteristics of worldview (e.g., philosophy, religion);
· social institutions (e.g., social mores, practices, hierarchies);
· patronage (discuss the patrons, their motives, influence, and resulting products or artifacts);
· the economies (e.g., changes, different economic systems, impact); and
· politics (e.g., forms of governance, power distributions, contests).
This assignment provides you with an opportunity to practice prioritizing and using specific data to support your choice. Your example may touch on several of the above categories at once, but there should be at minimum three separate examples for which their connection to your choice is explained.
Your essay must be a minimum of 500 words. Be sure to include an introduction; if necessary, review the Unit III Scholarly Activity instructions, which explain how to draft an introduction.
You must use two sources written by historians in history books or journals from the CSU Online Library in addition to the textbook and the study guide. All content must follow APA guidelines, including all sources used, which must be cited and referenced according to APA standards.
Benchmark - Research Proposal
write a Research Proposal (2,000-2,500 words) on a topic relevant to the course. To complete the Research Proposal, do the following:
Review the attached document "Research Proposal Guidelines", as well as the rubric all attached to " complete the assignment.
1. Introductory section: Include hypothesis and a review of the literature.
2. Method section: Include subsections on Participants, Apparatus/Materials/Instruments, Procedure, and Design.
3. Results section: Include statistic, critical values, degrees of freedom, and alpha level.
4. Discussion section: Include interpretation of results, ethical concerns, limitations of study, and suggestions for future research.
5. Figures and Tables section: Include a minimum of two (either two figures, two tables, or a figure and a table).
Include at least 8-10 scholarly references.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark - Research Proposal
write a Research Proposal (2,000-2,500 words) on a topic relevant to the course. To complete the Research Proposal, do the following:
Review the attached document "Research Proposal Guidelines", as well as the rubric all attached to " complete the assignment.
1. Introductory section: Include hypothesis and a review of the literature.
2. Method ...
1Unsatisfactory0.002Less than Satisfactory74.003.docx
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
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5
Target
100.00%
100.0 %Criteria
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Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
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Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
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Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
OL 645 Article Analysis Instructions and Rubrics Ove.docx
OL 645: Article Analysis Instructions and Rubrics
Overview
This course includes three Article Analyses. These exercises are designed to actively involve you in HR considerations and decision making, and help you
understand how the concepts covered in the course apply to complex real-world situations. These exercises also provide practice communicating your reasoning
in a professional manner.
3-3 HR Article Analysis: Crisis Management
Students will demonstrate their knowledge of HR’s role in and influence on legal and environmental risk mitigation, as well as the integration of ethical practices.
Read the article:
“Crisis Management: Prevention, Diagnosis and Intervention” by Toby J. Kash and John R. Darling (SNHU Library online)
http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/226915167?accountid=3783
Write a 3- to 5-page analysis (approximately 3,000 words) on the companies in the assigned case study. In your analysis, do the following:
a. Briefly summarize the article (1-3 paragraphs).
b. Identify 3 different companies in the article.
c. Discuss whether the risk management approach taken by each company was a preventive or intervention measure.
d. Consider whether or not the risks change when events are addressed in a proactive manner instead of a reactive manner. Explain your reasoning.
e. Compare the different types of leadership approaches, and suggest how an HR department might implement strategies to mitigate risk or manage a
crisis event.
f. Discuss ethical ways for mitigating risks with key stakeholders, considering practical implications to executive leaders.
Guidelines
The article analysis must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA citations. Page length
requirements: 3-5 pages, not including cover page and references.
http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/226915167?accountid=3783
http://libguides.snhu.edu/content.php?pid=228237&sid=1909323
Rubric for Article Analysis One/Module Three
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Summary of the
article
N/A Includes a brief summary of the
article (100%)
N/A Does not include a summary
of the article (0%)
5
3 different
companies
N/A Identifies 3 different companies
in the article (100%)
Identifies 1 or 2 different companies
in the article (70%)
Does not identify any
companies in the article (0%)
5
Preventive or
intervention
Submission meets
“Proficient” and extends
explanation to include
supporting evidence from
scholarly resources (100%)
Evaluates whether the risk
management approach was a
preventive or intervention
measure and clearly explains
why (90%)
Evaluates whether the risk
management approach was a
preventive or intervention measure,
but is not correct, or does not clearly
explain why (70%)
Does not evaluate whether
the risk .
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal Point.docx
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECE-501ECE-501-O500Philosophers in the Classroom100.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Description of Educational Philosophies25.0%Not addressed.Description of each philosophy is inadequate, unconvincing, and does not include all of the components required (origin, proponents, and main tenets).Description of each philosophy is vague, cursory, and includes most of the components required (origin, proponents, and main tenets).Description of each philosophy is logical, reasonable, and includes all of the components required (origin, proponents, and main tenets).Description of each philosophy is comprehensive, detailed, and includes all of the components required (origin, proponents, and main tenets).Associated Philosopher and Timeframe25.0%Not addressed.Description of the philosopher associated with each philosopher and the timeframe in which it was developed is inadequate and unconvincing. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is cursory and vague. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is reasonable and logical. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is comprehensive and detailed. Philosophy Alignment with NAEYC Standards and the Child-Centered Approach25.0%Not addressed.Inadequate and unconvincing explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Vague and cursory explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Logical and reasonable explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Thorough and detailed explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Organization10.0%Not addressed.An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.The content could be organized better even though it provides the audience with a sense of the main idea.The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.The content is well organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.Research Citations and Format5.0%Not addressed.Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspect ...
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Communit.docx
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Community Prevention Project250.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Community Related Health Concerns: Identify Vector-Related Diseases Affecting Community20.0%Diseases are not vector-related; vector-related diseases presented are not relevant to the local community health concerns.Vector-related diseases are presented and relevant to the local community; evidence is not presented to support claims; evidence used is not substantiated using information from state public health and environmental quality departments for the local community health concerns.Vector-related diseases presented are relevant to the local community. Claims are partially substantiated using information from state public health and environmental quality departments for the local community health concerns. More relevant evidence is needed for support. Vector-related diseases presented are relevant to the local community. Claims are generally substantiated using information from state public health and environmental quality departments for the local community health concerns. Vector-related diseases are relevant to the local community. Claims are strongly substantiated using information from state public health and environmental quality departments for the local community health concerns.Identify Current Environmental Risk Assessment Methods Applicable to Public Health Issues20.0%Current environmental risk methods applicable to public health issues are not identified.Some environmental risk methods are referenced; the environmental risk methods are not current, or are not applicable to public health issues.General environmental risk methods applicable to public health issues are identified; most environmental risk methods are current and applicable to public health issues.Environmental risk methods applicable to public health issues are identified; environmental risk methods are current and applicable to public health issues, but more supporting detail is needed. Environmental risk methods applicable to public health issues are clearly identified; environmental risk methods are current, applicable and highly relevant to public health issues.Propose Modifier, New Prevention or Intervention Program 20.0%No modifier, new prevention or intervention program is suggested.Reference is made to a modifier, new prevention or intervention program. No evidence or details are offered for support.A modifier, new prevention or intervention program is suggested. Some evidence is provided for support, but suggestion lacks support to demonstrate relevance to local public health issue presented.A modifier, new prevention or intervention program is suggested. Evidence is provided that generally demonstrates support and relevance to local public health issue presented.A modifier, new prevention or intervention program.
Due Date Sep 30, 2015 235959 Max Points 190Details.docx
Due Date: Sep 30, 2015 23:59:59 Max Points: 190
Details:
The human experience is composed of an endless series of decisions. Humans make thousands of conscious and unconscious decision every day. This assignment will allow you to research some of the factors that influence decision making.
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.
Directions:
Write a paper of 1,000-1,250 words in which you discuss the effects of categorization and social influences on decision making. Include the following:
1. A summary of the cognitive processes used to understand ourselves and others.
2. A discussion of how categorization specifically influences individual decision making.
3. A discussion of how social influences specifically affect individual decision making.
Factors that Influence Decision Making
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Summary of the Cognitive Processes Used to Understand Ourselves and Others Benchmarks C 3.5: Analyze cognitive processes used to understand ourselves and others.
No summary of the cognitive processes used to understand ourselves and others is presented.
A vague summary of the cognitive processes used to understand ourselves and others is presented, but information presented is not based on scholarly sources.
A cursory summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from scholarly though dated sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from current scholarly sources.
20.0 %Discussion of How Categorization Specifically Influences Individual Decision Making
No discussion of how categorization specifically influences individual decision making is presented.
A vague discussion of how categorization specifically influences individual decision making is presented, but information presented is not based on scholarly sources.
A cursory discussion of how categorization specifically influences individual decision making is presented. Information presented is fro ...
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Benchmark - Capstone Project Change Proposal In this assignment,
Benchmark - Capstone Project Change Proposal
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
RUBRIC
Attempt Start Date:
11-May-2020 at 12:00:00 AM
Due Date:
17-May-2020 at 11:59:59 PM
Maximum Points:
300.0
Benchmark - Capstone Project Change Proposal - Rubric
No of Criteria: 16 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory 0-71%0.00 %Less Than Satisfactory 72-75%75.00 %Satisfactory 76-79%79.00 %Good 80-89%89.00 %Excellent 90-100%100.00 %Content60.0
Background5.0Background section is not present.Background section is present, but incomplete or otherwise lacking in required detail.Background section is present. Some minor details or elements are missing but the omission(s) do not impede understanding.Background section is present and complete. The submission provides the basic information required.Background section is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.Problem Statement5.0Problem statement is not present.Problem statement is present, but incomplete or otherwise lacking in required detail.Problem statement is present. Some minor details or elements are missing but the omission(s) do not impede understanding.Problem statement is present and complete. The submission ...
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Communicating and Leading for Change and InnovationA key functio.docx
Communicating and Leading for Change and Innovation
A key function of leadership is to facilitate change that acknowledges the present and embraces the future. Behn (as cited by Van Wart, 2013, p. 558) offers a reminder that environments within organizations are constantly changing, meaning the roles of their leaders must also adjust to ensure changes will be instituted as they become necessary.
After observing and interacting with the Riverbend City: Communicating and Leading for Change and Innovation scenario, and using the unit readings and media, address the following:
· Analyze two leadership models and corresponding communication skills that drive innovation.
· Describe the communication strategies you would use to introduce the proposed changes to your work team.
· Describe the organizational culture and its readiness for team creativity and innovation.
· Explain the causes of resistance to the changes and the corresponding tactics you would use to address each cause.
· Describe the manner in which the changes will be implemented, applying the 8-Step Process for Leading Change (see pages 262–263 in Leading With Communication).
Requirements
The assignment you submit is expected to meet the following requirements:
· Submit this assignment to Turnitin, and include a copy of the report as an attachment in the assignment area.
· Written communication: Written communication is free of errors that detract from the overall message.
· APA style and formatting: Resources and citations are formatted according to APA (current edition) style and formatting standards.
· Cited resources: Include a minimum of three scholarly sources outside of our course text. All literature cited should be current, with publication dates within the past five years.
· Length of paper: 4–6 pages, double spaced.
· Due date: Assignment must be submitted to your instructor in the courseroom no later than 11:59 p.m. on Sunday of this week.
Reference
Van Wart, M. (2013). Lessons from leadership theory and the contemporary challenges of leaders. Public Administration Review, 73(4), 553–565.
Textbook
From the Leading With Communication: A Practical Approach to Leadership Communication text by Gamble and Gamble, read:
· Chapter 14, "Innovating," pages 259–270.
Capella Library
· Read Lutz Allen, Smith, and Da Silva's 2013 article, "Leadership Style in Relation to Organizational Change and Organizational Creativity: Perceptions From Nonprofit Organizational Members," in Nonprofit Management & Leadership, volume 24, issue 1, pages 23–42.
Multimedia
· Click Riverbend City: Communicating and Leading for Change and Innovation to view the scenario. Your assignment due in this unit will be based on your interactions in and observations of this scenario.
1. Within the Riverbend City: Communicating and Leading for Change and Innovation scenario, click the tab titled John Kotter's 8-Step Process for Leading Change to review the process of change.
· Click Eight Steps for Successful, L ...
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Heal.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Health Organization Case Study200.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade30.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is not provided.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered; however, relevant information is missing as indicated in the assignment instructions. Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets the basic criteria for the assignment as indicated in the assignment instructions.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets all criteria for the assignment, as indicated in the assignment instructions, and is offered in detail.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to network growth10.0%Case study including a strategic plan that addresses issues pertaining to network growth is not provided.Case study including a strategic plan that addresses issues pertaining to network growth is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets the basic criteria for the assignment as indicated by the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.Case study including a strategic plan that addresses issues pertaining to network growth; is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to nurse staffing10.0%Case study including a strategic plan that addresses issues pertaining to nurse staffing is not offered.Case study including a strategic plan that addresses issues pertaining to nurse staffing is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to nurse staffing mee.
Business Model and Strategic Plan Part II SWOTT Analysis Paper .docx
Business Model and Strategic Plan Part II: SWOTT Analysis Paper Grading Guide
BUS/475 Version 5
1
Individual Assignment: Business Model and Strategic Plan, Part II: SWOTT Analysis Paper
Purpose of Assignment
Students gain experience conducting an internal and external environmental analysis (including the supply chain) for their proposed new division and its business model.
Resources Required
· University of Phoenix Material: Business Model and Strategic Planning Outline
· University Library: IBISWorld, Mergent Online, Hoover’s databases
· Strategic Management, Ch. 7, 8, & 9
· Crafting and Executing Strategy, Ch. 5, 6, 7, & 8
Grading Guide
Content
70 Percent
Met
Partially Met
Not Met
Comments:
Create a SWOTT table summarizing findings. The environmental analysis should consider, at a minimum, the following factors. For each factor, identify the one primary strength, weakness, opportunity, threat, and trend, and include it in the table.
· External forces and trends considerations:
· Legal and regulatory
· Global
· Economic
· Technological
· Innovation
· Social
· Environmental
· Competitive analysis
· Internal forces and trends considerations:
· Strategy
· Structures
· Processes and systems
· Resources
· Goals
· Strategic capabilities
· Culture
· Technologies
· Innovations
· Intellectual property
· Leadership
Develop a synopsis that analyzes relevant forces and trends from the above list. Analysis must include the following:
· Include economic and legal and regulatory forces and trends.
· Critique how well the organization adapts to change.
· Analyze and explain the supply chain of the new division of the existing business. Share your plans to develop and leverage core competencies and resources within the supply chain in an effort to make a positive impact on the business model and the various stakeholders.
· Identify issues and/or opportunities:
· Identify the major issues and/or opportunities that the company faces based on analysis.
· Generate a hypothesis surrounding each issue and research questions to use for conducting analysis.
· Identify the circumstances surrounding each issue; classify the circumstances; attribute the importance of each classification; and test the accuracy of the importance for each classification.
The paper is no more than 1,050 words in length.
Total Available
Total Earned
4.9
#/4.9
Writing Guidelines
30 Percent
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Tot ...
Critical Task 2 Rubric Critical Elements Exemplary (1.docx
Critical Task 2 Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Main Elements Includes all of the main
elements and requirements
and cites ample appropriate
support to illustrate each
element
Includes most of the main
elements and requirements
and cites appropriate support
to illustrate each element
Includes some of the main
elements and requirements
Does not include any of the
main elements and
requirements
25
Inquiry and Analysis Explores multiple reasons and
offers accurate and in-depth
analysis of the argument in its
structural form
Explores some reasons and
offers somewhat accurate and
in-depth analysis of the
argument in its structural form
Explores minimal reasons and
offers minimally accurate
analysis of the argument in its
structural form
Does not explore reasons and
analysis of evidence and does
not offer accurate analysis of
the argument in its structural
form
20
Integration and
Application
All of the course concepts are
correctly applied
Most of the course concepts
are correctly applied
Some of the course concepts
are correctly applied
Does not correctly apply any of
the course concepts
10
Critical Thinking Demonstrates comprehensive
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates moderate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates minimal
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Does not demonstrate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
20
Research Incorporates a pertinent
scholarly resource (the
editorial) that fulfills the
requirements and effectively
reflects research
Incorporates a somewhat
pertinent scholarly resource
that fulfills the requirements
and effectively reflects research
Incorporates a minimally
pertinent scholarly resource
that somewhat fulfills the
requirements and minimally
reflects research
Does not incorporate a
pertinent scholarly resource, or
does not include a resource
that fulfills the requirements
15
Writing
(Mechanics/Citations)
No errors related to
organization, grammar and
style, and citations
Minor errors related to
organization, grammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
10
Earned Total 100%
MSL 5080, Methods of Analysis for Business Operations 1
Course Description
Practical examination of quantitative analysis techniques in strategic business decision making and the management of
production and service operations. Introduces tools such as forecasting, decision analysis simulation, linear .
CLC Group Values Part -1 (What do we need to do to ensure ou.docx
CLC Group Values Part -1
(What do we need to do to ensure our team’s success?)
What each team member agrees to do
Why this is important to the team
Check into the CLC regularly to review progress on the assignment
Contribute ideas and feedback to the group from initial discussions throughout project completion
Communicate with all CLC members as soon as a problem or issue arises
Maintain respectful communications with all team members
Complete assigned tasks by the deadlines set by the CLC members
Take a leadership role in CLC assignments
Make sure to cite and reference all sources of information used in completing tasks
Other:
Other:
Project Management Specifics Part -2
(What needs to be undertaken to complete the CLC project?)
CLC Group Member’s Name
Task to be completed by this team member
Due date for completing the task for the CLC to review
My part
Contributing one or more ideas for how the project should be completed
My part
Outlining the CLC project
Assigning tasks to CLC members
Performing research on assigned topics and writing it up for CLC members to review
Making sure everyone meets their assigned deadlines for tasks
Proofreading and editing the paper
Submitting the paper via the Assignments feature by the due date deadline
Other:
Other:
CLC Group Interaction Guidelines- part 3
(How can we anticipate and deal with group conflict when it arises?)
What could happen to impede our teamwork
What we will do if this happens
A CLC member doesn’t provide project ideas or feedback to other team members
A CLC member doesn’t complete his or her task at all
A CLC member completes his or her task, but turns it in after the agreed-upon due date
Other:
Other:
CLC Group Review Process –part 4
(What makes a CLC effective?)
What did our CLC do well this time?
What can we do to be a more effective CLC next time?
· Created by GCU Faculty Training and Development
March 15, 2013 Page 4 of 4
CLC - Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development - Case Study
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Current Appraisal Methods
The description does not include the current appraisal method.
The description includes the current appraisal method, but it is incomplete or lacks details.
The description includes the current appraisal method and briefly identifies roles and performance ratings of employees.
The description includes a detailed current appraisal method and identifies roles and performance ratings of employees with at least one example of current practices.
The description includes a comprehensive appraisal method to include all required elements within the assignment with at least one example of current practices.
25.0 %Changes or Strategies for Telespazio
The description does not include changes or strategies for the company.
The description includes some changes or stra ...
Page 1 of 6 [377] COM7005D Info.docx
Page 1 of 6
[377]
COM7005D
Information Security Strategy
Development
Assignment: Part 1
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 6
[377]
Assignment Brief
As part of the formal assessment for the programme you are required to submit an
Information Security Strategy Development assignment. 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 basic external and internal threats to electronic assets and
countermeasures to thwart such threats by utilising relevant standards and best
practice guidelines.
2) Analyse the legalities of computer forensics phases and the impact of the legal
requirements on the overall information security policy.
3) Critically assess the boundaries between the different service models (SaaS, PaaS,
IaaS) and operational translations (i.e. cloud computing) and to identify the associated
risks.
4) Critically investigate a company information security strategy to provide consultation
and coaching through reporting and communication.
5) Assess, compare and judge computer media for evidentiary purposes and/or root
cause analysis.
6) Apply relevant standards, best practices and legal requirements for information security
to develop information security policies.
7) Lifelong Learning: Manage employability, utilising the skills of personal development
and planning in different contexts to contribute to society and the workplace.
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 Arden University (AU) Harvard 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: 2,500 words
Please note that exceeding the word count will result in a reduction in grade proportionate to
the number of words used in excess of the permitted limit.
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 6
[377]
Assignment Task: Part 1
This assignment is worth 50% of the total marks for the module.
Using your current or previous workplace1 as the case study, please answer the
following:
1) Critically analyse the different types of software acquisition models and try to relate that
to those systems you are u.
Assignment 2 LASA Research ProposalSubmit your final research
Assignment 2: LASA: Research Proposal
Submit your final research paper to the
Submissions Area
by the
due date assigned.
It should include a cover page, an abstract, an introduction, a literature review, a methodology, and a reference page.
Your final paper should be double-spaced, 8–10 pages in length, and properly edited.
Please use the following outline:
Introduction (2–3 pages)
Introduction (including the statement of the problem)
Purpose of the study
Research question and hypotheses
Theoretical framework
Operational definitions
Literature review (3 pages)
Introduction
Review of research topic (as covered by the literature)
Conclusion
Methodology (3–4 pages)
Introduction
Research design
Participants
Instruments
Procedures
Data analysis
Limitations of the study (i.e., threats to validity)
Ethical issues
Dissemination strategy
Summary
Reference page
All written assignments and responses should follow APA rules for attributing sources.
Submission Details:
By the due date assigned,
save your document as M5_A2_Lastname_Firstname.doc and submit it to the
Submissions Area
.
This LASA is worth 300 points and will be graded according to the following rubric.
Assignment Component
Proficient
Maximum Points Possible
Articulate the problem to be researched, purpose of the study, the research question and hypotheses in operational terms aligned with the theoretical framework of the research. States the research question in operational terms that make the question measurable, but neglects to articulate the primary hypothesis and the null hypothesis in operational terms or the relationship between them.
Addresses the importance of the research with limited examples of appropriate scholarly support.
Mentions the theoretical but only superficially developed. 40 Presents a comprehensive literature review in support of the proposed research question. Presents and defines the research design.
Presents limited scholarly research to support the selected research design. 40 Identify and define all relevant variables (e.g., participants).
Present procedures for obtaining informed consent. States most appropriate variables with the appropriate statistical research questions for each variable.
Provides a general description of informed consent. 40 Present a systematic description of the methodology to be used in the proposed research. States the type of data being collected.
Partially defines how that data would be collected.
Addresses some limitations, but neglected others. 40 Identify and discuss the assessment instruments to be administered and rationale. Present the empirical support for the assessments you have suggested. Stated tests or assessment procedures proposed to address forensic issues are accurate based on the information provided in the vignette and empirically supported, but underdeveloped.
Accurate but incomplete description of how these tests woul ...
DetailsMitigating biases, stereotypes, and heuristics is a topic .docx
Details:
Mitigating biases, stereotypes, and heuristics is a topic of much research including the creation of methods to measure the extent of these behaviors. In this assignment, you will evaluate the methods used to measure biases, stereotypes, and heuristics.
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.
Directions:
Write a paper of 1,000-1,250 words in which you evaluate the methods used to measure biases, stereotypes, and heuristics. Include the following in your paper:
1. An evaluative summary of the properties of psychometrically sound measures
2. An evaluation of the methods used to measure biases, stereotypes, and heuristics. Do these methods conform to psychometrically sound measurement principles? Why or why not?
Measuring Biases, Stereotypes, and Heuristics
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
35.0 %
Evaluative Summary of the Properties of Psychometrically Sound Measures Benchmarks C 3.3: Evaluate and identify properties of psychometrically sound measures.
No evaluative summary of the properties of psychometrically sound measures is presented.
A vague evaluative summary of the properties of psychometrically sound measures is presented, but information presented is not based on scholarly sources.
A cursory evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from scholarly though dated sources.
A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from current scholarly sources.
30.0 %
Evaluation of the Methods Used to Measure Biases, Stereotypes, and Heuristics
No evaluation of the methods used to measure biases, stereotypes, and heuristics is presented.
A vague evaluation of the methods used to measure biases, stereotypes, and heuristics is presented, but information presented is not based on scholarly sources.
A cursory evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. Information presented is from both nonscholarly and scholarly sources.
A thorou.
（No Plagiarism） Explain the statement Although many leading organi.docx
（No Plagiarism） Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docx
What made you choose this career path?
What advice do you have for those hoping to enter this career path?
What were some obstacles you faced upon graduating from college?
Does your career require graduate school? What programs would be acceptable?
Is there anything you wish you would have done differently?
Is it difficult to find a job in this area?
What is a typical work week like?
Etcetera, depending on the field and what you’re interested in.
.
Patient Population The student will describe the patient populati.docx
Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution. Proposed
Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docx
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docx
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docx
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docx
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
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OL 645 Article Analysis Instructions and Rubrics Ove.docx
OL 645: Article Analysis Instructions and Rubrics
Overview
This course includes three Article Analyses. These exercises are designed to actively involve you in HR considerations and decision making, and help you
understand how the concepts covered in the course apply to complex real-world situations. These exercises also provide practice communicating your reasoning
in a professional manner.
3-3 HR Article Analysis: Crisis Management
Students will demonstrate their knowledge of HR’s role in and influence on legal and environmental risk mitigation, as well as the integration of ethical practices.
Read the article:
“Crisis Management: Prevention, Diagnosis and Intervention” by Toby J. Kash and John R. Darling (SNHU Library online)
http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/226915167?accountid=3783
Write a 3- to 5-page analysis (approximately 3,000 words) on the companies in the assigned case study. In your analysis, do the following:
a. Briefly summarize the article (1-3 paragraphs).
b. Identify 3 different companies in the article.
c. Discuss whether the risk management approach taken by each company was a preventive or intervention measure.
d. Consider whether or not the risks change when events are addressed in a proactive manner instead of a reactive manner. Explain your reasoning.
e. Compare the different types of leadership approaches, and suggest how an HR department might implement strategies to mitigate risk or manage a
crisis event.
f. Discuss ethical ways for mitigating risks with key stakeholders, considering practical implications to executive leaders.
Guidelines
The article analysis must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA citations. Page length
requirements: 3-5 pages, not including cover page and references.
http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/226915167?accountid=3783
http://libguides.snhu.edu/content.php?pid=228237&sid=1909323
Rubric for Article Analysis One/Module Three
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Summary of the
article
N/A Includes a brief summary of the
article (100%)
N/A Does not include a summary
of the article (0%)
5
3 different
companies
N/A Identifies 3 different companies
in the article (100%)
Identifies 1 or 2 different companies
in the article (70%)
Does not identify any
companies in the article (0%)
5
Preventive or
intervention
Submission meets
“Proficient” and extends
explanation to include
supporting evidence from
scholarly resources (100%)
Evaluates whether the risk
management approach was a
preventive or intervention
measure and clearly explains
why (90%)
Evaluates whether the risk
management approach was a
preventive or intervention measure,
but is not correct, or does not clearly
explain why (70%)
Does not evaluate whether
the risk .
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal Point.docx
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECE-501ECE-501-O500Philosophers in the Classroom100.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Description of Educational Philosophies25.0%Not addressed.Description of each philosophy is inadequate, unconvincing, and does not include all of the components required (origin, proponents, and main tenets).Description of each philosophy is vague, cursory, and includes most of the components required (origin, proponents, and main tenets).Description of each philosophy is logical, reasonable, and includes all of the components required (origin, proponents, and main tenets).Description of each philosophy is comprehensive, detailed, and includes all of the components required (origin, proponents, and main tenets).Associated Philosopher and Timeframe25.0%Not addressed.Description of the philosopher associated with each philosopher and the timeframe in which it was developed is inadequate and unconvincing. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is cursory and vague. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is reasonable and logical. Description of the philosopher associated with each philosopher and the timeframe in which it was developed is comprehensive and detailed. Philosophy Alignment with NAEYC Standards and the Child-Centered Approach25.0%Not addressed.Inadequate and unconvincing explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Vague and cursory explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Logical and reasonable explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Thorough and detailed explanation of how each philosophy aligns or does not align with the NAEYC standards and the child-centered approach.Organization10.0%Not addressed.An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.The content could be organized better even though it provides the audience with a sense of the main idea.The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.The content is well organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.Research Citations and Format5.0%Not addressed.Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspect ...
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Communit.docx
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Community Prevention Project250.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Community Related Health Concerns: Identify Vector-Related Diseases Affecting Community20.0%Diseases are not vector-related; vector-related diseases presented are not relevant to the local community health concerns.Vector-related diseases are presented and relevant to the local community; evidence is not presented to support claims; evidence used is not substantiated using information from state public health and environmental quality departments for the local community health concerns.Vector-related diseases presented are relevant to the local community. Claims are partially substantiated using information from state public health and environmental quality departments for the local community health concerns. More relevant evidence is needed for support. Vector-related diseases presented are relevant to the local community. Claims are generally substantiated using information from state public health and environmental quality departments for the local community health concerns. Vector-related diseases are relevant to the local community. Claims are strongly substantiated using information from state public health and environmental quality departments for the local community health concerns.Identify Current Environmental Risk Assessment Methods Applicable to Public Health Issues20.0%Current environmental risk methods applicable to public health issues are not identified.Some environmental risk methods are referenced; the environmental risk methods are not current, or are not applicable to public health issues.General environmental risk methods applicable to public health issues are identified; most environmental risk methods are current and applicable to public health issues.Environmental risk methods applicable to public health issues are identified; environmental risk methods are current and applicable to public health issues, but more supporting detail is needed. Environmental risk methods applicable to public health issues are clearly identified; environmental risk methods are current, applicable and highly relevant to public health issues.Propose Modifier, New Prevention or Intervention Program 20.0%No modifier, new prevention or intervention program is suggested.Reference is made to a modifier, new prevention or intervention program. No evidence or details are offered for support.A modifier, new prevention or intervention program is suggested. Some evidence is provided for support, but suggestion lacks support to demonstrate relevance to local public health issue presented.A modifier, new prevention or intervention program is suggested. Evidence is provided that generally demonstrates support and relevance to local public health issue presented.A modifier, new prevention or intervention program.
Due Date Sep 30, 2015 235959 Max Points 190Details.docx
Due Date: Sep 30, 2015 23:59:59 Max Points: 190
Details:
The human experience is composed of an endless series of decisions. Humans make thousands of conscious and unconscious decision every day. This assignment will allow you to research some of the factors that influence decision making.
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.
Directions:
Write a paper of 1,000-1,250 words in which you discuss the effects of categorization and social influences on decision making. Include the following:
1. A summary of the cognitive processes used to understand ourselves and others.
2. A discussion of how categorization specifically influences individual decision making.
3. A discussion of how social influences specifically affect individual decision making.
Factors that Influence Decision Making
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Summary of the Cognitive Processes Used to Understand Ourselves and Others Benchmarks C 3.5: Analyze cognitive processes used to understand ourselves and others.
No summary of the cognitive processes used to understand ourselves and others is presented.
A vague summary of the cognitive processes used to understand ourselves and others is presented, but information presented is not based on scholarly sources.
A cursory summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from scholarly though dated sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from current scholarly sources.
20.0 %Discussion of How Categorization Specifically Influences Individual Decision Making
No discussion of how categorization specifically influences individual decision making is presented.
A vague discussion of how categorization specifically influences individual decision making is presented, but information presented is not based on scholarly sources.
A cursory discussion of how categorization specifically influences individual decision making is presented. Information presented is fro ...
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Benchmark - Capstone Project Change Proposal In this assignment,
Benchmark - Capstone Project Change Proposal
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
RUBRIC
Attempt Start Date:
11-May-2020 at 12:00:00 AM
Due Date:
17-May-2020 at 11:59:59 PM
Maximum Points:
300.0
Benchmark - Capstone Project Change Proposal - Rubric
No of Criteria: 16 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory 0-71%0.00 %Less Than Satisfactory 72-75%75.00 %Satisfactory 76-79%79.00 %Good 80-89%89.00 %Excellent 90-100%100.00 %Content60.0
Background5.0Background section is not present.Background section is present, but incomplete or otherwise lacking in required detail.Background section is present. Some minor details or elements are missing but the omission(s) do not impede understanding.Background section is present and complete. The submission provides the basic information required.Background section is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.Problem Statement5.0Problem statement is not present.Problem statement is present, but incomplete or otherwise lacking in required detail.Problem statement is present. Some minor details or elements are missing but the omission(s) do not impede understanding.Problem statement is present and complete. The submission ...
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Communicating and Leading for Change and InnovationA key functio.docx
Communicating and Leading for Change and Innovation
A key function of leadership is to facilitate change that acknowledges the present and embraces the future. Behn (as cited by Van Wart, 2013, p. 558) offers a reminder that environments within organizations are constantly changing, meaning the roles of their leaders must also adjust to ensure changes will be instituted as they become necessary.
After observing and interacting with the Riverbend City: Communicating and Leading for Change and Innovation scenario, and using the unit readings and media, address the following:
· Analyze two leadership models and corresponding communication skills that drive innovation.
· Describe the communication strategies you would use to introduce the proposed changes to your work team.
· Describe the organizational culture and its readiness for team creativity and innovation.
· Explain the causes of resistance to the changes and the corresponding tactics you would use to address each cause.
· Describe the manner in which the changes will be implemented, applying the 8-Step Process for Leading Change (see pages 262–263 in Leading With Communication).
Requirements
The assignment you submit is expected to meet the following requirements:
· Submit this assignment to Turnitin, and include a copy of the report as an attachment in the assignment area.
· Written communication: Written communication is free of errors that detract from the overall message.
· APA style and formatting: Resources and citations are formatted according to APA (current edition) style and formatting standards.
· Cited resources: Include a minimum of three scholarly sources outside of our course text. All literature cited should be current, with publication dates within the past five years.
· Length of paper: 4–6 pages, double spaced.
· Due date: Assignment must be submitted to your instructor in the courseroom no later than 11:59 p.m. on Sunday of this week.
Reference
Van Wart, M. (2013). Lessons from leadership theory and the contemporary challenges of leaders. Public Administration Review, 73(4), 553–565.
Textbook
From the Leading With Communication: A Practical Approach to Leadership Communication text by Gamble and Gamble, read:
· Chapter 14, "Innovating," pages 259–270.
Capella Library
· Read Lutz Allen, Smith, and Da Silva's 2013 article, "Leadership Style in Relation to Organizational Change and Organizational Creativity: Perceptions From Nonprofit Organizational Members," in Nonprofit Management & Leadership, volume 24, issue 1, pages 23–42.
Multimedia
· Click Riverbend City: Communicating and Leading for Change and Innovation to view the scenario. Your assignment due in this unit will be based on your interactions in and observations of this scenario.
1. Within the Riverbend City: Communicating and Leading for Change and Innovation scenario, click the tab titled John Kotter's 8-Step Process for Leading Change to review the process of change.
· Click Eight Steps for Successful, L ...
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Heal.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Health Organization Case Study200.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade30.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is not provided.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered; however, relevant information is missing as indicated in the assignment instructions. Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets the basic criteria for the assignment as indicated in the assignment instructions.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets all criteria for the assignment, as indicated in the assignment instructions, and is offered in detail.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to network growth10.0%Case study including a strategic plan that addresses issues pertaining to network growth is not provided.Case study including a strategic plan that addresses issues pertaining to network growth is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets the basic criteria for the assignment as indicated by the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.Case study including a strategic plan that addresses issues pertaining to network growth; is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to nurse staffing10.0%Case study including a strategic plan that addresses issues pertaining to nurse staffing is not offered.Case study including a strategic plan that addresses issues pertaining to nurse staffing is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to nurse staffing mee.
Business Model and Strategic Plan Part II SWOTT Analysis Paper .docx
Business Model and Strategic Plan Part II: SWOTT Analysis Paper Grading Guide
BUS/475 Version 5
1
Individual Assignment: Business Model and Strategic Plan, Part II: SWOTT Analysis Paper
Purpose of Assignment
Students gain experience conducting an internal and external environmental analysis (including the supply chain) for their proposed new division and its business model.
Resources Required
· University of Phoenix Material: Business Model and Strategic Planning Outline
· University Library: IBISWorld, Mergent Online, Hoover’s databases
· Strategic Management, Ch. 7, 8, & 9
· Crafting and Executing Strategy, Ch. 5, 6, 7, & 8
Grading Guide
Content
70 Percent
Met
Partially Met
Not Met
Comments:
Create a SWOTT table summarizing findings. The environmental analysis should consider, at a minimum, the following factors. For each factor, identify the one primary strength, weakness, opportunity, threat, and trend, and include it in the table.
· External forces and trends considerations:
· Legal and regulatory
· Global
· Economic
· Technological
· Innovation
· Social
· Environmental
· Competitive analysis
· Internal forces and trends considerations:
· Strategy
· Structures
· Processes and systems
· Resources
· Goals
· Strategic capabilities
· Culture
· Technologies
· Innovations
· Intellectual property
· Leadership
Develop a synopsis that analyzes relevant forces and trends from the above list. Analysis must include the following:
· Include economic and legal and regulatory forces and trends.
· Critique how well the organization adapts to change.
· Analyze and explain the supply chain of the new division of the existing business. Share your plans to develop and leverage core competencies and resources within the supply chain in an effort to make a positive impact on the business model and the various stakeholders.
· Identify issues and/or opportunities:
· Identify the major issues and/or opportunities that the company faces based on analysis.
· Generate a hypothesis surrounding each issue and research questions to use for conducting analysis.
· Identify the circumstances surrounding each issue; classify the circumstances; attribute the importance of each classification; and test the accuracy of the importance for each classification.
The paper is no more than 1,050 words in length.
Total Available
Total Earned
4.9
#/4.9
Writing Guidelines
30 Percent
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Tot ...
Critical Task 2 Rubric Critical Elements Exemplary (1.docx
Critical Task 2 Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Main Elements Includes all of the main
elements and requirements
and cites ample appropriate
support to illustrate each
element
Includes most of the main
elements and requirements
and cites appropriate support
to illustrate each element
Includes some of the main
elements and requirements
Does not include any of the
main elements and
requirements
25
Inquiry and Analysis Explores multiple reasons and
offers accurate and in-depth
analysis of the argument in its
structural form
Explores some reasons and
offers somewhat accurate and
in-depth analysis of the
argument in its structural form
Explores minimal reasons and
offers minimally accurate
analysis of the argument in its
structural form
Does not explore reasons and
analysis of evidence and does
not offer accurate analysis of
the argument in its structural
form
20
Integration and
Application
All of the course concepts are
correctly applied
Most of the course concepts
are correctly applied
Some of the course concepts
are correctly applied
Does not correctly apply any of
the course concepts
10
Critical Thinking Demonstrates comprehensive
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates moderate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates minimal
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Does not demonstrate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
20
Research Incorporates a pertinent
scholarly resource (the
editorial) that fulfills the
requirements and effectively
reflects research
Incorporates a somewhat
pertinent scholarly resource
that fulfills the requirements
and effectively reflects research
Incorporates a minimally
pertinent scholarly resource
that somewhat fulfills the
requirements and minimally
reflects research
Does not incorporate a
pertinent scholarly resource, or
does not include a resource
that fulfills the requirements
15
Writing
(Mechanics/Citations)
No errors related to
organization, grammar and
style, and citations
Minor errors related to
organization, grammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
10
Earned Total 100%
MSL 5080, Methods of Analysis for Business Operations 1
Course Description
Practical examination of quantitative analysis techniques in strategic business decision making and the management of
production and service operations. Introduces tools such as forecasting, decision analysis simulation, linear .
CLC Group Values Part -1 (What do we need to do to ensure ou.docx
CLC Group Values Part -1
(What do we need to do to ensure our team’s success?)
What each team member agrees to do
Why this is important to the team
Check into the CLC regularly to review progress on the assignment
Contribute ideas and feedback to the group from initial discussions throughout project completion
Communicate with all CLC members as soon as a problem or issue arises
Maintain respectful communications with all team members
Complete assigned tasks by the deadlines set by the CLC members
Take a leadership role in CLC assignments
Make sure to cite and reference all sources of information used in completing tasks
Other:
Other:
Project Management Specifics Part -2
(What needs to be undertaken to complete the CLC project?)
CLC Group Member’s Name
Task to be completed by this team member
Due date for completing the task for the CLC to review
My part
Contributing one or more ideas for how the project should be completed
My part
Outlining the CLC project
Assigning tasks to CLC members
Performing research on assigned topics and writing it up for CLC members to review
Making sure everyone meets their assigned deadlines for tasks
Proofreading and editing the paper
Submitting the paper via the Assignments feature by the due date deadline
Other:
Other:
CLC Group Interaction Guidelines- part 3
(How can we anticipate and deal with group conflict when it arises?)
What could happen to impede our teamwork
What we will do if this happens
A CLC member doesn’t provide project ideas or feedback to other team members
A CLC member doesn’t complete his or her task at all
A CLC member completes his or her task, but turns it in after the agreed-upon due date
Other:
Other:
CLC Group Review Process –part 4
(What makes a CLC effective?)
What did our CLC do well this time?
What can we do to be a more effective CLC next time?
· Created by GCU Faculty Training and Development
March 15, 2013 Page 4 of 4
CLC - Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development - Case Study
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Current Appraisal Methods
The description does not include the current appraisal method.
The description includes the current appraisal method, but it is incomplete or lacks details.
The description includes the current appraisal method and briefly identifies roles and performance ratings of employees.
The description includes a detailed current appraisal method and identifies roles and performance ratings of employees with at least one example of current practices.
The description includes a comprehensive appraisal method to include all required elements within the assignment with at least one example of current practices.
25.0 %Changes or Strategies for Telespazio
The description does not include changes or strategies for the company.
The description includes some changes or stra ...
Page 1 of 6 [377] COM7005D Info.docx
Page 1 of 6
[377]
COM7005D
Information Security Strategy
Development
Assignment: Part 1
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 6
[377]
Assignment Brief
As part of the formal assessment for the programme you are required to submit an
Information Security Strategy Development assignment. 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 basic external and internal threats to electronic assets and
countermeasures to thwart such threats by utilising relevant standards and best
practice guidelines.
2) Analyse the legalities of computer forensics phases and the impact of the legal
requirements on the overall information security policy.
3) Critically assess the boundaries between the different service models (SaaS, PaaS,
IaaS) and operational translations (i.e. cloud computing) and to identify the associated
risks.
4) Critically investigate a company information security strategy to provide consultation
and coaching through reporting and communication.
5) Assess, compare and judge computer media for evidentiary purposes and/or root
cause analysis.
6) Apply relevant standards, best practices and legal requirements for information security
to develop information security policies.
7) Lifelong Learning: Manage employability, utilising the skills of personal development
and planning in different contexts to contribute to society and the workplace.
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 Arden University (AU) Harvard 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: 2,500 words
Please note that exceeding the word count will result in a reduction in grade proportionate to
the number of words used in excess of the permitted limit.
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 6
[377]
Assignment Task: Part 1
This assignment is worth 50% of the total marks for the module.
Using your current or previous workplace1 as the case study, please answer the
following:
1) Critically analyse the different types of software acquisition models and try to relate that
to those systems you are u.
Assignment 2 LASA Research ProposalSubmit your final research
Assignment 2: LASA: Research Proposal
Submit your final research paper to the
Submissions Area
by the
due date assigned.
It should include a cover page, an abstract, an introduction, a literature review, a methodology, and a reference page.
Your final paper should be double-spaced, 8–10 pages in length, and properly edited.
Please use the following outline:
Introduction (2–3 pages)
Introduction (including the statement of the problem)
Purpose of the study
Research question and hypotheses
Theoretical framework
Operational definitions
Literature review (3 pages)
Introduction
Review of research topic (as covered by the literature)
Conclusion
Methodology (3–4 pages)
Introduction
Research design
Participants
Instruments
Procedures
Data analysis
Limitations of the study (i.e., threats to validity)
Ethical issues
Dissemination strategy
Summary
Reference page
All written assignments and responses should follow APA rules for attributing sources.
Submission Details:
By the due date assigned,
save your document as M5_A2_Lastname_Firstname.doc and submit it to the
Submissions Area
.
This LASA is worth 300 points and will be graded according to the following rubric.
Assignment Component
Proficient
Maximum Points Possible
Articulate the problem to be researched, purpose of the study, the research question and hypotheses in operational terms aligned with the theoretical framework of the research. States the research question in operational terms that make the question measurable, but neglects to articulate the primary hypothesis and the null hypothesis in operational terms or the relationship between them.
Addresses the importance of the research with limited examples of appropriate scholarly support.
Mentions the theoretical but only superficially developed. 40 Presents a comprehensive literature review in support of the proposed research question. Presents and defines the research design.
Presents limited scholarly research to support the selected research design. 40 Identify and define all relevant variables (e.g., participants).
Present procedures for obtaining informed consent. States most appropriate variables with the appropriate statistical research questions for each variable.
Provides a general description of informed consent. 40 Present a systematic description of the methodology to be used in the proposed research. States the type of data being collected.
Partially defines how that data would be collected.
Addresses some limitations, but neglected others. 40 Identify and discuss the assessment instruments to be administered and rationale. Present the empirical support for the assessments you have suggested. Stated tests or assessment procedures proposed to address forensic issues are accurate based on the information provided in the vignette and empirically supported, but underdeveloped.
Accurate but incomplete description of how these tests woul ...
DetailsMitigating biases, stereotypes, and heuristics is a topic .docx
Details:
Mitigating biases, stereotypes, and heuristics is a topic of much research including the creation of methods to measure the extent of these behaviors. In this assignment, you will evaluate the methods used to measure biases, stereotypes, and heuristics.
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.
Directions:
Write a paper of 1,000-1,250 words in which you evaluate the methods used to measure biases, stereotypes, and heuristics. Include the following in your paper:
1. An evaluative summary of the properties of psychometrically sound measures
2. An evaluation of the methods used to measure biases, stereotypes, and heuristics. Do these methods conform to psychometrically sound measurement principles? Why or why not?
Measuring Biases, Stereotypes, and Heuristics
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
35.0 %
Evaluative Summary of the Properties of Psychometrically Sound Measures Benchmarks C 3.3: Evaluate and identify properties of psychometrically sound measures.
No evaluative summary of the properties of psychometrically sound measures is presented.
A vague evaluative summary of the properties of psychometrically sound measures is presented, but information presented is not based on scholarly sources.
A cursory evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from scholarly though dated sources.
A thorough evaluative summary of the properties of psychometrically sound measures is presented. Information presented is from current scholarly sources.
30.0 %
Evaluation of the Methods Used to Measure Biases, Stereotypes, and Heuristics
No evaluation of the methods used to measure biases, stereotypes, and heuristics is presented.
A vague evaluation of the methods used to measure biases, stereotypes, and heuristics is presented, but information presented is not based on scholarly sources.
A cursory evaluation of the methods used to measure biases, stereotypes, and heuristics is presented. Information presented is from both nonscholarly and scholarly sources.
A thorou.
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CLC Group Values Part -1 (What do we need to do to ensure ou.docx
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DetailsMitigating biases, stereotypes, and heuristics is a topic .docx
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be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.
1 Mass Communication, Culture, and
Media Literacy
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Learning Objectives
Mass communication, mass media, and the culture that shapes us (and that we shape) are
inseparable. After studying this chapter, you should be able to
̖ Our experiences of the world are increasingly mass mediated.
© Sean Gallup/Getty Images
Define communication, mass communication, mass media, and cu
lture.
Describe the relationships among communication, mass communi
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cation, culture, and those who live in the culture.
Evaluate the impact of technology and economics on those relation
ships.
List the components of media literacy.
Identify key skills required for developing media literacy.
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YOUR SMARTPHONE’S RADIO ALARM SINGS YOU AWAKE. It’s Sam
Smith, the last few bars of “Stay With Me.” The laughing deejay shouts at you that it’s
7:41 and you’d better get going. But before you do, he adds, listen to a few words from your
friends at Best Buy electronics, home of fast, friendly, courteous service—“Buyer be happy!”
In the living room, you find your roommate has left the television on. You stop for a moment
and listen: The economy is showing stronger signs of rebounding, brightening the employment
picture for new college grads; several states are considering providing free high-speed Internet
to all students to improve their access to the digital world; democratic chaos continues to sweep
across the Middle East; and you deserve a break today at McDonald’s. As you head toward the
bat.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docx
100.0 %Criteria
10.0 %Part 1: PLAAFP
The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues.
10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described.
15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5]
The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement.
10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4]
Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics.
15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]
The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information.
10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4]
Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
10.0 %Organization
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropria.
100635307FLORIDABUILDINGCODE Sixth Edition(2017).docx
100635307
FLORIDA
BUILDING
CODE Sixth Edition(2017)
Building
Item No. 5601L17
Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License
Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A
VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER.
100635307
Florida Building Code, Building, 6th Edition (2017)
First Printing: July 2017
ISBN: 978-1-60983-687-0
COPYRIGHT © 2017
by
INTERNATIONAL CODE COUNCIL, INC.
ALL RIGHTS RESERVED. This Florida Building Code, Building, 6th Edition (2017) contains substantial copyrighted materi-
als from the 2015 International Building Code®, 3rd printing, which is a copyrighted work owned by the International Code
Council, Inc., that is © 2015 International Code Council, Inc. ALL RIGHTS RESERVED. Without advance written permission
from the copyright owner, no part of this work may be reproduced, distributed or transmitted in any form or by any means,
including, without limitation, electronic, optical or mechanical means (by way of example, and not limitation, photocopying, or
recording by or in an information storage retrieval system). For information on use rights and permissions, please contact: Publi-
cations, 4051 Flossmoor Road, Country Club Hills, IL 60478. Phone 1-888-ICC-SAFE (422-7233).
The following trademarks: “International Code Council,” the “International Code Council” logo, “ICC,” the “ICC” logo, the
“International Building Code,” and the “IBC” are trademarks of the International Code Council, Inc., and may not be used with-
out permission.
PRINTED IN THE U.S.A.
Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License
Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A
VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER.
100635307
FLORIDA BUILDING CODE — BUILDING, 6th EDITION (2017) iii
PREFACE
History
The State of Florida first mandated statewide building codes during the 1970s at the beginning of
the modern construction boom. The first law required all municipalities and counties to adopt and
enforce one of the four state-recognized model codes known as the “state minimum building
codes.” During the early 1990s a series of natural disasters, together with the increasing complexity
of building construction regulation in vastly changed markets, led to a comprehensive review of the
state building code system. The study revealed that building code adoption and enforcement was
inco.
1003Violence Against WomenVolume 12 Number 11Novembe.docx
1003
Violence Against Women
Volume 12 Number 11
November 2006 1003-1018
© 2006 Sage Publications
10.1177/1077801206293328
http://vaw.sagepub.com
hosted at
http://online.sagepub.com
Conflict and Control
Gender Symmetry and Asymmetry
in Domestic Violence
Michael P. Johnson
The Pennsylvania State University, University Park
Four types of individual partner violence are identified based on the dyadic control
context of the violence. In intimate terrorism, the individual is violent and controlling,
the partner is not. In violent resistance, the individual is violent but not controlling; the
partner is the violent and controlling one. In situational couple violence, although the
individual is violent, neither the individual nor the partner is violent and controlling.
In mutual violent control, the individual and the partner are violent and controlling.
Evidence is presented that situational couple violence dominates in general surveys,
intimate terrorism and violent resistance dominate in agency samples, and this is the
source of differences across studies with respect to the gender symmetry of partner vio-
lence. An argument is made that if we want to understand partner violence, intervene
effectively in individual cases, or make useful policy recommendations, we must make
these distinctions in our research.
Keywords: gender symmetry; intimate terrorism; mutual violent control; situational
couple violence; violent resistance
The central argument of this article is that there are four major types of intimatepartner violence and that the failure to distinguish among them has left us with
a domestic violence literature that, to a large extent, may be uninterpretable. The
types of domestic violence (situational couple violence, intimate terrorism, violent
resistance, and mutual violent control) are defined conceptually in terms of the con-
trol motives of the violent member(s) of the couple, motives that are identified oper-
ationally by patterns of controlling behavior that indicate an attempt to exercise
general control over one’s partner. With respect to implications for the question of
gender symmetry, these types of domestic violence differ dramatically. In hetero-
sexual relationships, intimate terrorism is perpetrated almost exclusively by men,
whereas violent resistance is found almost exclusively among women. The other two
types are gender symmetric. With respect to the general importance of distinguish-
ing among types of violence, I believe that they have different causes, different pat-
terns of development, different consequences, and that they require different forms
of intervention.
1004 Violence Against Women
Resolving the Gender Symmetry Debate
The long-standing argument in the family literature regarding the gender symmetry
of intimate partner violence takes the form of a disagreement about the nature of het-
erosexual intimate partner violence, as if heterosexual partner violence were a single
phenomenon. One side of t.
102120151De-Myth-tifying Grading in Sp.docx
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
100 words agree or disagree to eac questions Q 1.As her .docx
100 words agree or disagree to eac questions
Q 1.
As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney.
New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html
Q 2.
My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.
101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docx
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Post: dis 4
Author:
Posted Date: October 9, 2018 8:50 PM
Status: Published
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(Post is Read)
Brian Mcleod
I would say that for them to move the work and still be ethical defensible are work conditions,
respect for labor laws of the parent company, and job opportunities for the long-term
employees.
To expand on this would be the work conditions. The conditions that the workers have to work
under should be the same conditions that workers in the US have to work under. This involves
safety and environmental protection for the workers.
Labor laws of the host country and “most” of the internally recognized laws must be observed.
Overtime and child labor are a couple of items.
The long-term employees should be given the opportunity to move to another US based plant if
possible or to the new country.
Sometimes because of the state of the industry companies do have to make these decisions or
face possible bankruptcy. This alternative may not be the perfect solution but better than
bankrupting a company that still has operation in the US.
← OK
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Thread: DB4
Post: DB4
Author:
Posted Date: October 10, 2018 8:51 PM
Status: Published
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(Post is Read)
Christina Lacroix
It is ethically defensible to outsource production when the outcome of not outsourcing
would negatively impact stakeholders. Organizations define their most important
stakeholders, often the shareholders, as they invested capital. While some risk is
assumed by shareholders as a fiduciary managers have an obligation to the
shareholders to protect their interest when possible. A company risks shareholder
investment (access to capital) and jeopardizes all other stakeholders such as
employees, suppliers, and creditors. An organization cannot risk itself and the other
stakeholders depending upon in order to save employees.
The organization should do its due diligence in securing its outso.
100 words per question, no references needed or quotations. Only a g.docx
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
.
100A 22 4 451A 1034 51B 1000 101C 1100 11D 112.docx
100A 2
2 4 4
5
1A 1034 5
1B 1000 10
1C 1100 1
1D 1123 20
1E 1210 5
20 10 10
7
1A 2180 20
1B 1283 20
1C 3629 5
1D 3649 3
1E 4051 15
1F 4211 1
1G 5318 5
100B 1
2 4 1
3
1A 2180 10
1B 1283 10
1C 3629 5
100C 2
0 0 0
3
1A 6774 5
1B 6869 5
1C 6879 2
0 0 0
4
1A 6774 2
1B 6869 5
1C 6879 1
1D 7555 10
100D 1
10 5 3
3
1A 2180 5
1B 3649 2
1C 4211 3
Self-care and Residency Reflection Paper Scoring Rubric -
Content
80 Points
Points Earned
Additional Comments:
All key elements of the assignment are covered in a substantive way.
Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment.
Consider the following questions when writing your reflection:
a) What have you learned about yourself during residency?
b) What have you learned about yourself as a counselor-in-training during residency?
c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects?
d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects?
e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references.
f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies?
g) How will you know when you are experiencing burnout? What can you do to prevent this?
The content is comprehensive, accurate, and /or persuasive.
The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper.
Major points are stated clearly and are supported by specific details, examples, or analysis.
Organization / Development
35 Points
Points Earned
Additional Comments:
The paper has a structure that is clear, logical, and easy to follow.
The paper develops a central theme or idea, directed toward the appropriate audience.
The introduction provides sufficient background on the topic and previews major points.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment.
Mechanics
35 Points
Points Earned
Additional Comments:
The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format.
Citations of original works within the body of the paper follow APA guidelines.
The paper is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied.
Spelling is correct.
.
10122018Week 5 Required Reading and Supplementary Materials - .docx
10/12/2018
Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188)
https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View
/2
Required Readings:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717).
From Other websites:
Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html
Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html
Supplementary Materials:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
Follow these steps to find this video:
Go to http://sites.umuc.edu/library/index.cfm
Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search."
Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.)
Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search."
Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent
subjects"
Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article.
Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.
101416 526 PMAfter September 11 Our State of Exception by .docx
10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books
Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true
After September 11: Our State of Exception
Mark Danner OCTOBER 13, 2011 ISSUE
We are in a fight for our principles, and our first responsibility is to live by them.
—George W. Bush, September 20, 2001
1.
We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will
end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since
been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid
black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other
side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming
flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the
whirlwind.
To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together,
into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown
accustomed to these changes and think little of them now, certain words still appear often enough in the news—
Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this
strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or
so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency?
None of these expressions, familiar as they may be to other peoples, falls naturally from American lips.
What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,”
writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken
of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as
they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics
—with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term
that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it
transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position
at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the
political.”
Call it, then, the s.
100 words per question, no references needed or quotations. Only.docx
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
Edit question's body
.
4 America on the World StageSuperStockEverett Collection.docx
4 America on the World Stage
SuperStock/Everett Collection
This illustration from 1900 shows Uncle Sam standing
between departing American soldiers and American
missionaries who are arriving to Westernize the Filipino
people. The United States annexed the Philippines as
part of the treaty ending the Spanish–American War.
bar82063_04_c04_101-130.indd 101 12/15/14 8:45 AM
American Lives: Liliuokalani
Pre-Test
1. U.S. imperialism resulted in the annexation or control of Puerto Rico, Hawaii, and the
Philippines. T/F
2. Though Secretary of State John Hay called the Spanish–American War a “splendid little
war” in which the United States won, it resulted in no significant land gains for the
nation. T/F
3. The main commodity traded between the United States and Cuba was cotton. T/F
4. The American Anti-Imperialist League managed to prevent the United States from
annexing territory after the Spanish–American War. T/F
5. William Randolph Hearst and Joseph Pulitzer provoked American support for
intervention in Cuba with the publication of sensational newspaper articles about
atrocities in Cuba. T/F
Answers can be found at the end of the chapter.
Learning Objectives
By the end of this chapter, you should be able to:
• Define imperialism and explain its significance in the late 19th century.
• Discuss how issues of race influenced how some Americans and Europeans perceived
imperialism.
• Understand how the Monroe Doctrine shaped U.S. foreign policy.
• Explore the different ways the United States practiced imperialism.
• Consider the ways that new technology and means of communication influenced
U.S. imperialism.
• Explore how American interactions on the world stage changed or developed once the
nation possessed an “empire.”
American Lives: Queen Liliuokalani
European explorers had visited Hawaii on numerous occasions during the age of exploration,
discovering a lush paradise and a native population of Polynesian descent. British adventurer
James Cook dubbed the island chain the Sandwich Islands after his sponsor, the Earl of Sand-
wich, and published multiple accounts of his visits in 1778 and 1779. Early in the 19th century,
American missionaries arrived. They established schools and, working among the local inhabit-
ants, brought Western culture and customs to the nation located about 2,000 miles southwest of
the U.S. mainland. In many ways American cultural imperialism, the policy of extending power
and influence, touched Hawaii long before the age of expansion in the late 19th century.
Americans also held dominant economic and political interests in the islands that evolved into
almost total control by 1890. Starting in the 1840s some saw Hawaii as a natural Pacific outpost
for America, and in 1842 President John Tyler declared that the United States would protect its
independence against foreign threats. Significant production of cane sugar made the islands an
important trading partner. By 18 ...
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