The document discusses the ethical debate around stem cell research. It notes the potential medical benefits of stem cell research to cure diseases like Alzheimer's and Parkinson's, but also acknowledges opponents' concerns that it devalues human life and could lead to human cloning. The debate involves differing views on when human life begins and the morality of destroying embryos for research. The document also outlines the four main principles of medical ethics - autonomy, justice, beneficence, and nonmaleficence - and notes that for a medical practice to be considered ethical, it must respect all four principles.
102621, 732 AM Rubric Assessment - MHA6999-Seminar in HealtSantosConleyha
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 1/2
Close
Print RubricSU MHA6999 Week 1 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Includes all
assignment
components
and meets
graduate level
critical
thinking. A
purpose
statement is
identified for
the response.
/ 15
Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and breath.
Purpose
statement is
vague.
Assignment
meets most of
expectations
with all
components
being addressed
in good depth
and breadth.
Purpose
statement is
present and
appropriate for
the assignment.
Assignment
meets all
expectations
with exceptional
depth and breath.
A comprehensive
purpose
statement
delineates all
requirements of
the assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 15
Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates
the ability to
evaluate and
apply key
assignment
concepts.
Demonstrates
the ability to
evaluate, apply
and integrate key
assignment
concepts.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 2/2
Total / 50
Overall Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 15
Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
concepts and
strategies.
Summarizes
information
gleaned from
sources to
support major
points, but does
not synthesize.
Provides minimal
justification to
support major
topics. Uses one
credible resource
in the
assignment.
...
102621, 732 AM Rubric Assessment - MHA6999-Seminar in HealtBenitoSumpter862
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 1/2
Close
Print RubricSU MHA6999 Week 1 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Includes all
assignment
components
and meets
graduate level
critical
thinking. A
purpose
statement is
identified for
the response.
/ 15
Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and breath.
Purpose
statement is
vague.
Assignment
meets most of
expectations
with all
components
being addressed
in good depth
and breadth.
Purpose
statement is
present and
appropriate for
the assignment.
Assignment
meets all
expectations
with exceptional
depth and breath.
A comprehensive
purpose
statement
delineates all
requirements of
the assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 15
Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates
the ability to
evaluate and
apply key
assignment
concepts.
Demonstrates
the ability to
evaluate, apply
and integrate key
assignment
concepts.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 2/2
Total / 50
Overall Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 15
Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
concepts and
strategies.
Summarizes
information
gleaned from
sources to
support major
points, but does
not synthesize.
Provides minimal
justification to
support major
topics. Uses one
credible resource
in the
assignment.
...
MAT-130 Homework 3 Name:_________________________________
Due Friday, April 2, 2021, no later than 4:45 P.M.
Decide whether each statement is true or false. (1 point each)
1. If ¬(𝑝 ∧ 𝑞) is true, then the truth values of p and q must be both true.
2. p → q is equivalent to ¬ 𝑝 ∨ 𝑞 .
Decide whether each is a statement or is not a statement. Note: a compound statement is still a statement.
(1 point each)
3. 12 − 24 ≤ 12
4. I command you to drive to Houston, Texas.
Write a negation of the following without using a slash symbol. (1 point each)
5. z > −28
6. 𝑧 − 2 ≤ −37
Construct a truth table for the following compound statement. (4 points)
Please show all columns, just as in the class notes.
7. 𝑞 → ¬𝑝 → 𝑞
3/30/2021 Rubric Assessment - MHA6100-Executive Leadership in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 1/2
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Includes all
assignment
components and
meets graduate level
critical thinking. A
purpose statement is
identified for the
response.
/ 15Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and
breath. Purpose
statement is
vague.
Assignment meets most
of expectations with all
components being
addressed in good
depth and breadth.
Purpose statement is
present and appropriate
for the assignment.
Assignment meets all
expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Integrates and
understands
assignments
concepts and
topics.
/ 15Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment concepts.
Demonstrates the
ability to evaluate, apply
and integrate key
assignment concepts.
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range) (14–
15)
15 points
Criterion
Score
Synthesizes,
analyses,
and
evaluates
/ 15Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
Summarizes
informa
MAT-130 Homework 3 Name:_________________________________
Due Friday, April 2, 2021, no later than 4:45 P.M.
Decide whether each statement is true or false. (1 point each)
1. If ¬(𝑝 ∧ 𝑞) is true, then the truth values of p and q must be both true.
2. p → q is equivalent to ¬ 𝑝 ∨ 𝑞 .
Decide whether each is a statement or is not a statement. Note: a compound statement is still a statement.
(1 point each)
3. 12 − 24 ≤ 12
4. I command you to drive to Houston, Texas.
Write a negation of the following without using a slash symbol. (1 point each)
5. z > −28
6. 𝑧 − 2 ≤ −37
Construct a truth table for the following compound statement. (4 points)
Please show all columns, just as in the class notes.
7. 𝑞 → ¬𝑝 → 𝑞
3/30/2021 Rubric Assessment - MHA6100-Executive Leadership in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 1/2
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Includes all
assignment
components and
meets graduate level
critical thinking. A
purpose statement is
identified for the
response.
/ 15Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and
breath. Purpose
statement is
vague.
Assignment meets most
of expectations with all
components being
addressed in good
depth and breadth.
Purpose statement is
present and appropriate
for the assignment.
Assignment meets all
expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Integrates and
understands
assignments
concepts and
topics.
/ 15Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment concepts.
Demonstrates the
ability to evaluate, apply
and integrate key
assignment concepts.
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range) (14–
15)
15 points
Criterion
Score
Synthesizes,
analyses,
and
evaluates
/ 15Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
Summarizes
informa
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 1/3
Close
Print RubricMHC6306 Week 5 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Student did not
submit assignment
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 2/3
Total / 250
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment
Does not interpret,
apply, and
synthesize concepts,
and/or strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to support major
topics. Uses 1
credible resource in
the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses a minimum of
2 credible resources
in the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses 3 credible
resources for the
assignment,
including at least 1
scholarly pe ...
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 1/3
Close
Print RubricMHC6306 Week 5 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Student did not
submit assignment
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 2/3
Total / 250
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment
Does not interpret,
apply, and
synthesize concepts,
and/or strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to support major
topics. Uses 1
credible resource in
the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses a minimum of
2 credible resources
in the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses 3 credible
resources for the
assignment,
including at least 1
scholarly pe ...
111421, 1033 AM Rubric Assessment - PSY2061-Research MethodSantosConleyha
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 1/4
PSY2061 Week 7 Midweek Assignment Rubric
Course: PSY2061-Research Methods Lab SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 2/4
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaini ...
111421, 1033 AM Rubric Assessment - PSY2061-Research MethodBenitoSumpter862
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 1/4
PSY2061 Week 7 Midweek Assignment Rubric
Course: PSY2061-Research Methods Lab SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 2/4
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaini ...
102621, 732 AM Rubric Assessment - MHA6999-Seminar in HealtSantosConleyha
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 1/2
Close
Print RubricSU MHA6999 Week 1 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Includes all
assignment
components
and meets
graduate level
critical
thinking. A
purpose
statement is
identified for
the response.
/ 15
Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and breath.
Purpose
statement is
vague.
Assignment
meets most of
expectations
with all
components
being addressed
in good depth
and breadth.
Purpose
statement is
present and
appropriate for
the assignment.
Assignment
meets all
expectations
with exceptional
depth and breath.
A comprehensive
purpose
statement
delineates all
requirements of
the assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 15
Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates
the ability to
evaluate and
apply key
assignment
concepts.
Demonstrates
the ability to
evaluate, apply
and integrate key
assignment
concepts.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 2/2
Total / 50
Overall Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 15
Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
concepts and
strategies.
Summarizes
information
gleaned from
sources to
support major
points, but does
not synthesize.
Provides minimal
justification to
support major
topics. Uses one
credible resource
in the
assignment.
...
102621, 732 AM Rubric Assessment - MHA6999-Seminar in HealtBenitoSumpter862
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 1/2
Close
Print RubricSU MHA6999 Week 1 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Includes all
assignment
components
and meets
graduate level
critical
thinking. A
purpose
statement is
identified for
the response.
/ 15
Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and breath.
Purpose
statement is
vague.
Assignment
meets most of
expectations
with all
components
being addressed
in good depth
and breadth.
Purpose
statement is
present and
appropriate for
the assignment.
Assignment
meets all
expectations
with exceptional
depth and breath.
A comprehensive
purpose
statement
delineates all
requirements of
the assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 15
Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates
the ability to
evaluate and
apply key
assignment
concepts.
Demonstrates
the ability to
evaluate, apply
and integrate key
assignment
concepts.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
10/26/21, 7:32 AM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426185&evalObjectType… 2/2
Total / 50
Overall Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B
Range) (12–13)
13 points
Exemplary (A
Range) (14–15)
15 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 15
Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
concepts and
strategies.
Summarizes
information
gleaned from
sources to
support major
points, but does
not synthesize.
Provides minimal
justification to
support major
topics. Uses one
credible resource
in the
assignment.
...
MAT-130 Homework 3 Name:_________________________________
Due Friday, April 2, 2021, no later than 4:45 P.M.
Decide whether each statement is true or false. (1 point each)
1. If ¬(𝑝 ∧ 𝑞) is true, then the truth values of p and q must be both true.
2. p → q is equivalent to ¬ 𝑝 ∨ 𝑞 .
Decide whether each is a statement or is not a statement. Note: a compound statement is still a statement.
(1 point each)
3. 12 − 24 ≤ 12
4. I command you to drive to Houston, Texas.
Write a negation of the following without using a slash symbol. (1 point each)
5. z > −28
6. 𝑧 − 2 ≤ −37
Construct a truth table for the following compound statement. (4 points)
Please show all columns, just as in the class notes.
7. 𝑞 → ¬𝑝 → 𝑞
3/30/2021 Rubric Assessment - MHA6100-Executive Leadership in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 1/2
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Includes all
assignment
components and
meets graduate level
critical thinking. A
purpose statement is
identified for the
response.
/ 15Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and
breath. Purpose
statement is
vague.
Assignment meets most
of expectations with all
components being
addressed in good
depth and breadth.
Purpose statement is
present and appropriate
for the assignment.
Assignment meets all
expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Integrates and
understands
assignments
concepts and
topics.
/ 15Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment concepts.
Demonstrates the
ability to evaluate, apply
and integrate key
assignment concepts.
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range) (14–
15)
15 points
Criterion
Score
Synthesizes,
analyses,
and
evaluates
/ 15Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
Summarizes
informa
MAT-130 Homework 3 Name:_________________________________
Due Friday, April 2, 2021, no later than 4:45 P.M.
Decide whether each statement is true or false. (1 point each)
1. If ¬(𝑝 ∧ 𝑞) is true, then the truth values of p and q must be both true.
2. p → q is equivalent to ¬ 𝑝 ∨ 𝑞 .
Decide whether each is a statement or is not a statement. Note: a compound statement is still a statement.
(1 point each)
3. 12 − 24 ≤ 12
4. I command you to drive to Houston, Texas.
Write a negation of the following without using a slash symbol. (1 point each)
5. z > −28
6. 𝑧 − 2 ≤ −37
Construct a truth table for the following compound statement. (4 points)
Please show all columns, just as in the class notes.
7. 𝑞 → ¬𝑝 → 𝑞
3/30/2021 Rubric Assessment - MHA6100-Executive Leadership in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=75828&evalObjectId=377969&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=226982&… 1/2
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Includes all
assignment
components and
meets graduate level
critical thinking. A
purpose statement is
identified for the
response.
/ 15Student did not
submit
assignment.
Work minimally
meets
assignment
expectations. No
purpose
statement is
provided.
Assignment
meets some
expectations
with minimal
depth and
breath. Purpose
statement is
vague.
Assignment meets most
of expectations with all
components being
addressed in good
depth and breadth.
Purpose statement is
present and appropriate
for the assignment.
Assignment meets all
expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1–10)
10 points
Satisfactory (C
Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range)
(14–15)
15 points
Criterion
Score
Integrates and
understands
assignments
concepts and
topics.
/ 15Student did not
submit
assignment.
Shows some
degree of
understanding of
assignment
concepts.
Demonstrates a
clear
understanding of
assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment concepts.
Demonstrates the
ability to evaluate, apply
and integrate key
assignment concepts.
Criteria
No Submission
0 points
Emerging (F
through D
Range) (1–10)
10 points
Satisfactory (C Range)
11 points
Proficient (B Range)
(12–13)
13 points
Exemplary (A Range) (14–
15)
15 points
Criterion
Score
Synthesizes,
analyses,
and
evaluates
/ 15Student did not
submit
assignment.
Does not
interpret, apply,
and synthesize
Summarizes
informa
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 1/3
Close
Print RubricMHC6306 Week 5 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Student did not
submit assignment
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 2/3
Total / 250
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment
Does not interpret,
apply, and
synthesize concepts,
and/or strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to support major
topics. Uses 1
credible resource in
the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses a minimum of
2 credible resources
in the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses 3 credible
resources for the
assignment,
including at least 1
scholarly pe ...
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 1/3
Close
Print RubricMHC6306 Week 5 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Student did not
submit assignment
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
10/18/21, 7:22 PM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415124&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251906&… 2/3
Total / 250
Criteria
No Evidence
0 points
Unsatisfactory
51 points
Satisfactory
59 points
Proficient
66 points
Exemplary
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment
Does not interpret,
apply, and
synthesize concepts,
and/or strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to support major
topics. Uses 1
credible resource in
the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses a minimum of
2 credible resources
in the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses 3 credible
resources for the
assignment,
including at least 1
scholarly pe ...
111421, 1033 AM Rubric Assessment - PSY2061-Research MethodSantosConleyha
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 1/4
PSY2061 Week 7 Midweek Assignment Rubric
Course: PSY2061-Research Methods Lab SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 2/4
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaini ...
111421, 1033 AM Rubric Assessment - PSY2061-Research MethodBenitoSumpter862
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 1/4
PSY2061 Week 7 Midweek Assignment Rubric
Course: PSY2061-Research Methods Lab SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/14/21, 10:33 AM Rubric Assessment - PSY2061-Research Methods Lab SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82596&evalObjectId=420953&evalObjectType… 2/4
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaini ...
Signature Assignments are those assignments chosen by the WNMU Sch.docxmaoanderton
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi.
Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study. Failure to complete a signature assignment in any course will result in automatic failure of the course, and will result in a referral to the Student Performance Committee for possible re-evaluation of School of Social Work admission.
SWK 527 -SIGNATURE ASSIGNMENT: PRACTICE MODEL COMPARISON (2.1.3 a, b, c)
For this assignment, students will apply critical thinking to inform and communicate professional judgments. Students will analyze models of intervention by choosing and comparing two intervention models. In this assignment, students must:
1. Thoroughly describe at least two treatment models, including information about the evidence that supports the use of the model to assist clients with problems.
2. Provide a thorough comparison of the two models, including strengths, criticisms, and potential weaknesses of the models.
3. Provide a thorough description and comparison of the role of the social worker using each model.
4. Provide a thoughtful comparison of the perspective of the human condition (how does each model see people and their problems?), and the approach for problem solving used in each model.
5. Provide a thoughtful comparison of how tasks for improving the client’s problems are assigned or completed.
6. Communicate a preference for a perspective/model/mode of treatment that is based on information learned through this assignment.
Write a paper limited to no more than 6 double spaced pages using Times New Roman 12 point font. In addition to the textbook, in your discussion students must include two scholarly sources for each model.
You must use APA style, including double spaced. Be sure to review the grading rubric before you start writing so you include all the required components. This paper is to be written in APA format with appropriate running head, page numbering, title page (which does not count towards the length of the paper), headers/sub-headers, academic citations and references for this paper.
SWK 527
EPAS 2.1.3: Apply critical thinking to inform and communicate professional judgments
Criteria
18-20 Points
Capstone (A)
16-17 Points
Benchmark (B)
14-15 Points
Emerging Skill (C)
0-13 Points
Not Competent (D/F)
Scoring
APA:
-Title page (2 pts.),
-Running head (2 pts.)
-Page numbers (2 pts.)
-Reference page (4 pts.)
-In text citations (4 pts.)
-Page headings (2 pts.),
-Font (12 pt. Times New Roman) (2pts.)
-Margins and spacing (2 pts.).
Successfully demonstrates maste.
10421, 736 AM Rubric Assessment - MHC6306-Human Resource MaBenitoSumpter862
10/4/21, 7:36 AM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415122&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251905&… 1/3
Associated Learning Objectives
MHC6306.01 HR function related to strategic planning
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
MHC6306.03 Job analysis
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
Close
Print RubricMHC6306 Week 3 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Submission
0 points
Emerging (F through
D range) (1–17)
1 point
Satisfactory (C range)
(18-19)
19 points
Proficient (B range)
(20 - 22)
22 points
Exemplary (A range)
(23-25)
25 points
Criterion Score
EDUCATIONAL
QUALIFICATIONS
: Explain the
education
qualifications
needed for each
position/ role
/ 25
CREDENTIALING
AND LICENSING:
Outline the
requirements for
the identified roles
/ 25
Student did not
submit assignment.
Student attempted to
explain the
educational
qualifications of the
positions, but did not
provide sufficient
understanding in the
explanation
Student explained the
educational
qualifications of each
position using two to
three resources
Student explained the
educational
qualifications for
each position using
two to three scholarly
resources
Student explained the
educational
qualifications for
each position using
three to five scholarly
resources
Student did not
submit assignment.
Student attempted to
outline the
requirements for
licensing and
credentialing for the
positions but did not
demonstrate
sufficient
understanding
Student outlined the
requirements for
licensing and
credentialing using
two to three
resources
Student outlined the
requirements for
licensing and
credentialing using
two to three scholarly
resources
Student outlined the
requirements for
licensing and
credentialing using
three to five scholarly
resources
Criteria
No Submission
0 points
Emerging (F through
D range) (1–20)
20 points
Satisfactory (C range)
(21-23)
23 points
Proficient (B range)
(24-26)
26 points
Exemplary (A range)
(27-30)
30 points
Criterion Score
IMPORTANCE OF
IDENTIFIED
ROLES: Describe
and assess the
importance of
each role and how
it relates to the
organization
/ 30
Student did not
submit assignment.
Student attempted to
describe and assess
the importance of
each role but did not
demonstrate
sufficient
understanding
Student described
and assessed each
role using two to
t ...
10421, 736 AM Rubric Assessment - MHC6306-Human Resource MaSantosConleyha
10/4/21, 7:36 AM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415122&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251905&… 1/3
Associated Learning Objectives
MHC6306.01 HR function related to strategic planning
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
MHC6306.03 Job analysis
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
Close
Print RubricMHC6306 Week 3 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Submission
0 points
Emerging (F through
D range) (1–17)
1 point
Satisfactory (C range)
(18-19)
19 points
Proficient (B range)
(20 - 22)
22 points
Exemplary (A range)
(23-25)
25 points
Criterion Score
EDUCATIONAL
QUALIFICATIONS
: Explain the
education
qualifications
needed for each
position/ role
/ 25
CREDENTIALING
AND LICENSING:
Outline the
requirements for
the identified roles
/ 25
Student did not
submit assignment.
Student attempted to
explain the
educational
qualifications of the
positions, but did not
provide sufficient
understanding in the
explanation
Student explained the
educational
qualifications of each
position using two to
three resources
Student explained the
educational
qualifications for
each position using
two to three scholarly
resources
Student explained the
educational
qualifications for
each position using
three to five scholarly
resources
Student did not
submit assignment.
Student attempted to
outline the
requirements for
licensing and
credentialing for the
positions but did not
demonstrate
sufficient
understanding
Student outlined the
requirements for
licensing and
credentialing using
two to three
resources
Student outlined the
requirements for
licensing and
credentialing using
two to three scholarly
resources
Student outlined the
requirements for
licensing and
credentialing using
three to five scholarly
resources
Criteria
No Submission
0 points
Emerging (F through
D range) (1–20)
20 points
Satisfactory (C range)
(21-23)
23 points
Proficient (B range)
(24-26)
26 points
Exemplary (A range)
(27-30)
30 points
Criterion Score
IMPORTANCE OF
IDENTIFIED
ROLES: Describe
and assess the
importance of
each role and how
it relates to the
organization
/ 30
Student did not
submit assignment.
Student attempted to
describe and assess
the importance of
each role but did not
demonstrate
sufficient
understanding
Student described
and assessed each
role using two to
t ...
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 1/8
SSGS Assignment Rubric 300-400 Level
Course: SCMT498 B001 Fall 2021
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Focus/Thesis / 20Student exhibits
a defined and
clear
understanding of
the assignment.
Thesis is clearly
defined and well-
constructed to
help guide the
reader
throughout the
assignment.
Student builds
upon the thesis
of the
assignment with
well-documented
and exceptional
supporting facts,
figures, and/or
statements.
Establishes a
good
comprehension
of topic and in
the building of
the thesis.
Student
demonstrates an
effective
presentation of
thesis, with most
support
statements
helping to
support the key
focus of
assignment.
Student exhibits
a basic
understanding of
the intended
assignment, but
the thesis is not
fully supported
throughout the
assignment.
While thesis
helps to guide
the development
of the
assignment, the
reader may have
some difficulty in
seeing linkages
between
thoughts. While
student has
included a few
supporting facts
and statements,
this has limited
the quality of the
assignment.
Exhibits a limited
understanding of
the assignment.
Reader is unable
to follow the
logic used for the
thesis and
development of
key themes.
Introduction of
thesis is not
clearly evident,
and reader must
look deeper to
discover the
focus of the
writer. Student’s
writing is weak in
the inclusion of
supporting facts
or statements.
Paragraph
Lato (Recom…
19px …
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 2/8
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Content/Subje
ct Knowledge
/ 20
Student
demonstrates
proficient
command of the
subject matter in
the assignment.
Assignment
shows an
impressive level
of depth of
student’s ability
to relate course
content to
practical
examples and
applications.
Student provides
comprehensive
analysis of
details, facts, and
concepts in a
logical sequence.
Student exhibits
above average
usage of subject
matter in
assignment.
Student provides
above average
ability in relating
course content in
examples given.
Details and facts
presented
provide an
adequate
presentation of
student’s current
level of subject
matter
knowledge.
The assignment
reveals that the
student has a
general,
fundamental
understanding of
the course
material. There
are areas of
some concerning
in the linkages
provided
between facts
and supporting
statements.
Student generally
explains
concepts, but
only meets th ...
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 1/8
SSGS Assignment Rubric 300-400 Level
Course: SCMT498 B001 Fall 2021
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Focus/Thesis / 20Student exhibits
a defined and
clear
understanding of
the assignment.
Thesis is clearly
defined and well-
constructed to
help guide the
reader
throughout the
assignment.
Student builds
upon the thesis
of the
assignment with
well-documented
and exceptional
supporting facts,
figures, and/or
statements.
Establishes a
good
comprehension
of topic and in
the building of
the thesis.
Student
demonstrates an
effective
presentation of
thesis, with most
support
statements
helping to
support the key
focus of
assignment.
Student exhibits
a basic
understanding of
the intended
assignment, but
the thesis is not
fully supported
throughout the
assignment.
While thesis
helps to guide
the development
of the
assignment, the
reader may have
some difficulty in
seeing linkages
between
thoughts. While
student has
included a few
supporting facts
and statements,
this has limited
the quality of the
assignment.
Exhibits a limited
understanding of
the assignment.
Reader is unable
to follow the
logic used for the
thesis and
development of
key themes.
Introduction of
thesis is not
clearly evident,
and reader must
look deeper to
discover the
focus of the
writer. Student’s
writing is weak in
the inclusion of
supporting facts
or statements.
Paragraph
Lato (Recom…
19px …
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 2/8
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Content/Subje
ct Knowledge
/ 20
Student
demonstrates
proficient
command of the
subject matter in
the assignment.
Assignment
shows an
impressive level
of depth of
student’s ability
to relate course
content to
practical
examples and
applications.
Student provides
comprehensive
analysis of
details, facts, and
concepts in a
logical sequence.
Student exhibits
above average
usage of subject
matter in
assignment.
Student provides
above average
ability in relating
course content in
examples given.
Details and facts
presented
provide an
adequate
presentation of
student’s current
level of subject
matter
knowledge.
The assignment
reveals that the
student has a
general,
fundamental
understanding of
the course
material. There
are areas of
some concerning
in the linkages
provided
between facts
and supporting
statements.
Student generally
explains
concepts, but
only meets th ...
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 1/5
PSY2060 Week 2 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaining and
analyzing the
...
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 1/5
PSY2060 Week 2 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaining and
analyzing the
...
APUS Assignment Rubric Lower Level
Undergraduate 300-400 Courses
Updated: June 2017
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge
Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
______________________________________________________________________________
Content/Subject Knowledge – 20 points
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide a.
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 1/5
PSY2060 Week 5 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 135
Student did
not submit
assignment.
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
attempt at
explainin ...
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 1/5
PSY2060 Week 5 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 135
Student did
not submit
assignment.
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
attempt at
explainin ...
TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docxjosies1
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
BUSI 730Real World Applications Paper Grading RubricCriteria.docxfelicidaddinwoodie
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docxhallettfaustina
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa.
11Getting Started with PhoneGapWHAT’S IN THIS CHAPTERSantosConleyha
11
Getting Started with PhoneGap
WHAT’S IN THIS CHAPTER?
! History of PhoneGap
! Di! erences between HTML5 and PhoneGap
! Getting a development environment set up
! Implementing the Derby App
PhoneGap is an open source set of tools created by Nitobi
Solution
s (now part of Adobe)
that enables you to create mobile applications for multiple devices by utilizing the same code.
PhoneGap is a hybrid mobile application framework that allows the use of HTML, CSS,
and JavaScript to write applications that are based on the open standards of the web. These
applications also have access to the native functionality of the device. PhoneGap has been
downloaded more than 600,000 times, and more than 1,000 apps built with PhoneGap are
available in the respective app stores, which makes PhoneGap a viable solution for creating
cross-platform mobile apps.
HISTORY OF PHONEGAP
PhoneGap was started at the San Francisco iPhone Dev Camp in August 2008. iOS was shaping
up to become a popular mobile platform, but the learning curve for Objective-C was more work
than many developers wanted to take on. PhoneGap originally started as a headless browser
implementation for the iPhone. Because of the popularity of HTML/CSS/JavaScript, it was a
goal that this project use technologies with which many developers where already familiar.
Based on the growing popularity of the framework, in October 2008 Nitobi added support
for Android and BlackBerry. PhoneGap was awarded the People’s Choice award at the Web2.0
Expo Launch Pad in 2009, which was the start of developers recognizing PhoneGap as a
valuable mobile development tool. PhoneGap version 0.7.2 was released in April 2009, and
was the fi rst version for which the Android and iPhone APIs were equivalent.
c11.indd 309c11.indd 309 28/07/12 6:08 PM28/07/12 6:08 PM
310 " CHAPTER 11 GETTING STARTED WITH PHONEGAP
In September 2009 Apple approved the use of the PhoneGap platform to build apps for the iPhone
store. Apple required that all PhoneGap apps be built using at least version 0.8.0 of the PhoneGap
software. In July 2011, PhoneGap released version 1.0.0.
WHY USE PHONEGAP?
PhoneGap enables you to leverage your current HTML, CSS, and JavaScript skill sets to create a mobile
application. This can greatly speed up development time. When you develop for multiple platforms
using PhoneGap, you can reuse the majority of the code you have written for the mobile project, further
reducing development costs. It isn’t necessary to learn Java, C#, and Objective-C to create an applica-
tion with PhoneGap that can target iPhone, Android, BlackBerry, and Windows Phone 7.
If you fi nd native functionality missing from PhoneGap, you can extend the functionality of the
PhoneGap platform using native code. With the PhoneGap add-in structure, you can create an add-in
using the native language of the device and a JavaScript API that will call the native plug-in you
created. Cross-platfo ...
11Proposal Part One - Part 1 Influence of Internet on TourismSantosConleyha
11
Proposal Part One - Part 1: Influence of Internet on Tourism Industry
Research Proposal: Influence of Internet on Tourism Industry
Introduction
The tourism industry has been among the best-valued sectors within the nation to generate massive revenue for the government. Besides, the industry is considered among the earliest since it started several decades ago. For an extended period, the industry uses Integrated Marketing Communications to promote their various products and services to the entire world. The introduction of technology in the industry leads to improvements in the sectors. Most individuals without extensive information on the tourism industry can access the data in their comfort zones. It implies that IT and internet technology play a significant role in ensuring effective strategy due to its existence globally.
Most European countries have tried to promote and implement internet technology in ensuring satisfactory delivery of products and services (Kayumovich, 2020). Since it has a custom within the tourism and hotel industry to provide intangible products and services, including but not limited to services alongside comfort, the internet has been an effective method of delivering its messages to the targeted customers. Also, through internet technology, the industry has achieved more customers in the global market, including the European market. The promotion of branding within the European tourism industry has been effective due to the introduction and implementation of internet technology. Thus, the internet is believed to significantly influence the tourism industry in various sectors, including but limited to infrastructure, travel, alongside the marketing sector. Before introducing the internet alongside the IT, travelling of customers was dangerous and unpleasant since travellers had constraint understanding of locations they were visiting.
As a result, the existing vacationers of time had limited knowledge of the cultures and terrain alongside the climate change and patterns necessary to stimulate the travelling issues. Therefore, tourism sectors, including but not limited to tour companies, travel agencies and other like hotels, had developed strategies necessary to promote booking and reservation processes (David-Negre et al. 2018). However, several decades ago, popular sites were visited by tourists. It implies that the tourism sectors within the local or remote area faced challenges of securing sufficient clients as people were could not define the destination. Also, shortage of information on a particular region leads to reduced travelling by visitors. The research involved the utilization of relevant literature review on the subject matter to provide factual information. Therefore, the report offers adequate information on the influence of the internet on the tourism industry. This research would give me the stage to show my finding and view and also propose how the internet can be leveraged to an extend i ...
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SWK 527 -SIGNATURE ASSIGNMENT: PRACTICE MODEL COMPARISON (2.1.3 a, b, c)
For this assignment, students will apply critical thinking to inform and communicate professional judgments. Students will analyze models of intervention by choosing and comparing two intervention models. In this assignment, students must:
1. Thoroughly describe at least two treatment models, including information about the evidence that supports the use of the model to assist clients with problems.
2. Provide a thorough comparison of the two models, including strengths, criticisms, and potential weaknesses of the models.
3. Provide a thorough description and comparison of the role of the social worker using each model.
4. Provide a thoughtful comparison of the perspective of the human condition (how does each model see people and their problems?), and the approach for problem solving used in each model.
5. Provide a thoughtful comparison of how tasks for improving the client’s problems are assigned or completed.
6. Communicate a preference for a perspective/model/mode of treatment that is based on information learned through this assignment.
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You must use APA style, including double spaced. Be sure to review the grading rubric before you start writing so you include all the required components. This paper is to be written in APA format with appropriate running head, page numbering, title page (which does not count towards the length of the paper), headers/sub-headers, academic citations and references for this paper.
SWK 527
EPAS 2.1.3: Apply critical thinking to inform and communicate professional judgments
Criteria
18-20 Points
Capstone (A)
16-17 Points
Benchmark (B)
14-15 Points
Emerging Skill (C)
0-13 Points
Not Competent (D/F)
Scoring
APA:
-Title page (2 pts.),
-Running head (2 pts.)
-Page numbers (2 pts.)
-Reference page (4 pts.)
-In text citations (4 pts.)
-Page headings (2 pts.),
-Font (12 pt. Times New Roman) (2pts.)
-Margins and spacing (2 pts.).
Successfully demonstrates maste.
10421, 736 AM Rubric Assessment - MHC6306-Human Resource MaBenitoSumpter862
10/4/21, 7:36 AM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415122&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251905&… 1/3
Associated Learning Objectives
MHC6306.01 HR function related to strategic planning
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
MHC6306.03 Job analysis
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
Close
Print RubricMHC6306 Week 3 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Submission
0 points
Emerging (F through
D range) (1–17)
1 point
Satisfactory (C range)
(18-19)
19 points
Proficient (B range)
(20 - 22)
22 points
Exemplary (A range)
(23-25)
25 points
Criterion Score
EDUCATIONAL
QUALIFICATIONS
: Explain the
education
qualifications
needed for each
position/ role
/ 25
CREDENTIALING
AND LICENSING:
Outline the
requirements for
the identified roles
/ 25
Student did not
submit assignment.
Student attempted to
explain the
educational
qualifications of the
positions, but did not
provide sufficient
understanding in the
explanation
Student explained the
educational
qualifications of each
position using two to
three resources
Student explained the
educational
qualifications for
each position using
two to three scholarly
resources
Student explained the
educational
qualifications for
each position using
three to five scholarly
resources
Student did not
submit assignment.
Student attempted to
outline the
requirements for
licensing and
credentialing for the
positions but did not
demonstrate
sufficient
understanding
Student outlined the
requirements for
licensing and
credentialing using
two to three
resources
Student outlined the
requirements for
licensing and
credentialing using
two to three scholarly
resources
Student outlined the
requirements for
licensing and
credentialing using
three to five scholarly
resources
Criteria
No Submission
0 points
Emerging (F through
D range) (1–20)
20 points
Satisfactory (C range)
(21-23)
23 points
Proficient (B range)
(24-26)
26 points
Exemplary (A range)
(27-30)
30 points
Criterion Score
IMPORTANCE OF
IDENTIFIED
ROLES: Describe
and assess the
importance of
each role and how
it relates to the
organization
/ 30
Student did not
submit assignment.
Student attempted to
describe and assess
the importance of
each role but did not
demonstrate
sufficient
understanding
Student described
and assessed each
role using two to
t ...
10421, 736 AM Rubric Assessment - MHC6306-Human Resource MaSantosConleyha
10/4/21, 7:36 AM Rubric Assessment - MHC6306-Human Resource Management in Healthcare Organizations SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=81520&evalObjectId=415122&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=251905&… 1/3
Associated Learning Objectives
MHC6306.01 HR function related to strategic planning
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
MHC6306.03 Job analysis
Assessment Method: Score on Criteria - IMPORTANCE OF IDENTIFIED ROLES: Describe and assess the importance of each role and how it relates to the organization
Required Performance: Satisfactory (C range) (21-23)
Close
Print RubricMHC6306 Week 3 Project Rubric
Course: MHC6306-Human Resource Management in Healthcare Organizations SU01
Criteria
No Submission
0 points
Emerging (F through
D range) (1–17)
1 point
Satisfactory (C range)
(18-19)
19 points
Proficient (B range)
(20 - 22)
22 points
Exemplary (A range)
(23-25)
25 points
Criterion Score
EDUCATIONAL
QUALIFICATIONS
: Explain the
education
qualifications
needed for each
position/ role
/ 25
CREDENTIALING
AND LICENSING:
Outline the
requirements for
the identified roles
/ 25
Student did not
submit assignment.
Student attempted to
explain the
educational
qualifications of the
positions, but did not
provide sufficient
understanding in the
explanation
Student explained the
educational
qualifications of each
position using two to
three resources
Student explained the
educational
qualifications for
each position using
two to three scholarly
resources
Student explained the
educational
qualifications for
each position using
three to five scholarly
resources
Student did not
submit assignment.
Student attempted to
outline the
requirements for
licensing and
credentialing for the
positions but did not
demonstrate
sufficient
understanding
Student outlined the
requirements for
licensing and
credentialing using
two to three
resources
Student outlined the
requirements for
licensing and
credentialing using
two to three scholarly
resources
Student outlined the
requirements for
licensing and
credentialing using
three to five scholarly
resources
Criteria
No Submission
0 points
Emerging (F through
D range) (1–20)
20 points
Satisfactory (C range)
(21-23)
23 points
Proficient (B range)
(24-26)
26 points
Exemplary (A range)
(27-30)
30 points
Criterion Score
IMPORTANCE OF
IDENTIFIED
ROLES: Describe
and assess the
importance of
each role and how
it relates to the
organization
/ 30
Student did not
submit assignment.
Student attempted to
describe and assess
the importance of
each role but did not
demonstrate
sufficient
understanding
Student described
and assessed each
role using two to
t ...
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 1/8
SSGS Assignment Rubric 300-400 Level
Course: SCMT498 B001 Fall 2021
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Focus/Thesis / 20Student exhibits
a defined and
clear
understanding of
the assignment.
Thesis is clearly
defined and well-
constructed to
help guide the
reader
throughout the
assignment.
Student builds
upon the thesis
of the
assignment with
well-documented
and exceptional
supporting facts,
figures, and/or
statements.
Establishes a
good
comprehension
of topic and in
the building of
the thesis.
Student
demonstrates an
effective
presentation of
thesis, with most
support
statements
helping to
support the key
focus of
assignment.
Student exhibits
a basic
understanding of
the intended
assignment, but
the thesis is not
fully supported
throughout the
assignment.
While thesis
helps to guide
the development
of the
assignment, the
reader may have
some difficulty in
seeing linkages
between
thoughts. While
student has
included a few
supporting facts
and statements,
this has limited
the quality of the
assignment.
Exhibits a limited
understanding of
the assignment.
Reader is unable
to follow the
logic used for the
thesis and
development of
key themes.
Introduction of
thesis is not
clearly evident,
and reader must
look deeper to
discover the
focus of the
writer. Student’s
writing is weak in
the inclusion of
supporting facts
or statements.
Paragraph
Lato (Recom…
19px …
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 2/8
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Content/Subje
ct Knowledge
/ 20
Student
demonstrates
proficient
command of the
subject matter in
the assignment.
Assignment
shows an
impressive level
of depth of
student’s ability
to relate course
content to
practical
examples and
applications.
Student provides
comprehensive
analysis of
details, facts, and
concepts in a
logical sequence.
Student exhibits
above average
usage of subject
matter in
assignment.
Student provides
above average
ability in relating
course content in
examples given.
Details and facts
presented
provide an
adequate
presentation of
student’s current
level of subject
matter
knowledge.
The assignment
reveals that the
student has a
general,
fundamental
understanding of
the course
material. There
are areas of
some concerning
in the linkages
provided
between facts
and supporting
statements.
Student generally
explains
concepts, but
only meets th ...
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 1/8
SSGS Assignment Rubric 300-400 Level
Course: SCMT498 B001 Fall 2021
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Focus/Thesis / 20Student exhibits
a defined and
clear
understanding of
the assignment.
Thesis is clearly
defined and well-
constructed to
help guide the
reader
throughout the
assignment.
Student builds
upon the thesis
of the
assignment with
well-documented
and exceptional
supporting facts,
figures, and/or
statements.
Establishes a
good
comprehension
of topic and in
the building of
the thesis.
Student
demonstrates an
effective
presentation of
thesis, with most
support
statements
helping to
support the key
focus of
assignment.
Student exhibits
a basic
understanding of
the intended
assignment, but
the thesis is not
fully supported
throughout the
assignment.
While thesis
helps to guide
the development
of the
assignment, the
reader may have
some difficulty in
seeing linkages
between
thoughts. While
student has
included a few
supporting facts
and statements,
this has limited
the quality of the
assignment.
Exhibits a limited
understanding of
the assignment.
Reader is unable
to follow the
logic used for the
thesis and
development of
key themes.
Introduction of
thesis is not
clearly evident,
and reader must
look deeper to
discover the
focus of the
writer. Student’s
writing is weak in
the inclusion of
supporting facts
or statements.
Paragraph
Lato (Recom…
19px …
10/11/21, 4:49 PM Assignment 1 - Research Proposal - SCMT498 B001 Fall 2021 - APEI
https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=140992&grpid=0&isprv=0&bp=0&ou=43179 2/8
Criteria
Exemplary
20 points
Accomplished
15 points
Developing
10 points
Beginning
5 points
Criterion Score
Content/Subje
ct Knowledge
/ 20
Student
demonstrates
proficient
command of the
subject matter in
the assignment.
Assignment
shows an
impressive level
of depth of
student’s ability
to relate course
content to
practical
examples and
applications.
Student provides
comprehensive
analysis of
details, facts, and
concepts in a
logical sequence.
Student exhibits
above average
usage of subject
matter in
assignment.
Student provides
above average
ability in relating
course content in
examples given.
Details and facts
presented
provide an
adequate
presentation of
student’s current
level of subject
matter
knowledge.
The assignment
reveals that the
student has a
general,
fundamental
understanding of
the course
material. There
are areas of
some concerning
in the linkages
provided
between facts
and supporting
statements.
Student generally
explains
concepts, but
only meets th ...
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 1/5
PSY2060 Week 2 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaining and
analyzing the
...
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 1/5
PSY2060 Week 2 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 15
Student did
not submit
assignment
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
10/14/21, 10:07 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420895&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (9-10)
10 points
Satisfactory (C
Range) (11-12)
12 points
Proficient (B
Range) (12-13)
13 points
Exemplary (A
Range) (14-15)
15 points
Criterion
Score
attempt at
explaining and
analyzing the
...
APUS Assignment Rubric Lower Level
Undergraduate 300-400 Courses
Updated: June 2017
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge
Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
______________________________________________________________________________
Content/Subject Knowledge – 20 points
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide a.
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 1/5
PSY2060 Week 5 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 135
Student did
not submit
assignment.
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
attempt at
explainin ...
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 1/5
PSY2060 Week 5 Project Rubric
Course: PSY2060-Research Methods SU01
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
Fulfillment
of
Assignment
Expectation
s
/ 135
Student did
not submit
assignment.
Submission
does not meet
assignment
expectations.
It does not
address all
parts of the
assignment.
Submission
relies on
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions
without
backing
evidence).
Submission
includes
excessive use
of direct
quotations.
Submission
does not
clearly
demonstrate
critical
thinking,
synthesis of
information, or
application of
research and
course
material.
Submission
meets most
assignment
expectations.
It addresses all
parts of the
assignment,
though some
parts may be
more fully
developed
than others.
While
submission
may include
some
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions),
there are also
informed and
validated
conclusions
throughout,
supported
with cited
evidence.
Submission
may have a
few direct
quotations.
However,
there is at
least an
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes
almost no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions);
rather, most of
the submission
has informed
and validated
conclusions
supported
with cited
evidence.
Submission
has no direct
quotations, or
a couple of
quotes may be
used, but they
are explained
and analyzed
in detail to
demonstrate
understanding
of the content.
The required
Submission
meets all
assignment
expectations
and addresses
all parts of the
assignment.
Submission
includes no
unsupported
claims (e.g.,
personal
conjecture,
judging
assertions).
Rather, the
submission
has informed
and validated
conclusions
that
demonstrate
both breadth
and depth of
information
and are
supported by
evidence from
cited sources.
Submission is
completely
original to the
writer, yet
gives credit to
material that
informed the
student on the
11/4/21, 9:16 PM Rubric Assessment - PSY2060-Research Methods SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=82590&evalObjectId=420898&evalObjectType… 2/5
Criteria
No
Submission
0 points
Emerging (F
through D
Range) (81-93)
93 points
Satisfactory (C
Range) (95-
107)
107 points
Proficient (B
Range) (108-
120)
120 points
Exemplary (A
Range) (122-
135)
135 points
Criterion
Score
attempt at
explainin ...
TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docxjosies1
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
BUSI 730Real World Applications Paper Grading RubricCriteria.docxfelicidaddinwoodie
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docxhallettfaustina
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa.
Similar to 112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt (20)
11Getting Started with PhoneGapWHAT’S IN THIS CHAPTERSantosConleyha
11
Getting Started with PhoneGap
WHAT’S IN THIS CHAPTER?
! History of PhoneGap
! Di! erences between HTML5 and PhoneGap
! Getting a development environment set up
! Implementing the Derby App
PhoneGap is an open source set of tools created by Nitobi
Solution
s (now part of Adobe)
that enables you to create mobile applications for multiple devices by utilizing the same code.
PhoneGap is a hybrid mobile application framework that allows the use of HTML, CSS,
and JavaScript to write applications that are based on the open standards of the web. These
applications also have access to the native functionality of the device. PhoneGap has been
downloaded more than 600,000 times, and more than 1,000 apps built with PhoneGap are
available in the respective app stores, which makes PhoneGap a viable solution for creating
cross-platform mobile apps.
HISTORY OF PHONEGAP
PhoneGap was started at the San Francisco iPhone Dev Camp in August 2008. iOS was shaping
up to become a popular mobile platform, but the learning curve for Objective-C was more work
than many developers wanted to take on. PhoneGap originally started as a headless browser
implementation for the iPhone. Because of the popularity of HTML/CSS/JavaScript, it was a
goal that this project use technologies with which many developers where already familiar.
Based on the growing popularity of the framework, in October 2008 Nitobi added support
for Android and BlackBerry. PhoneGap was awarded the People’s Choice award at the Web2.0
Expo Launch Pad in 2009, which was the start of developers recognizing PhoneGap as a
valuable mobile development tool. PhoneGap version 0.7.2 was released in April 2009, and
was the fi rst version for which the Android and iPhone APIs were equivalent.
c11.indd 309c11.indd 309 28/07/12 6:08 PM28/07/12 6:08 PM
310 " CHAPTER 11 GETTING STARTED WITH PHONEGAP
In September 2009 Apple approved the use of the PhoneGap platform to build apps for the iPhone
store. Apple required that all PhoneGap apps be built using at least version 0.8.0 of the PhoneGap
software. In July 2011, PhoneGap released version 1.0.0.
WHY USE PHONEGAP?
PhoneGap enables you to leverage your current HTML, CSS, and JavaScript skill sets to create a mobile
application. This can greatly speed up development time. When you develop for multiple platforms
using PhoneGap, you can reuse the majority of the code you have written for the mobile project, further
reducing development costs. It isn’t necessary to learn Java, C#, and Objective-C to create an applica-
tion with PhoneGap that can target iPhone, Android, BlackBerry, and Windows Phone 7.
If you fi nd native functionality missing from PhoneGap, you can extend the functionality of the
PhoneGap platform using native code. With the PhoneGap add-in structure, you can create an add-in
using the native language of the device and a JavaScript API that will call the native plug-in you
created. Cross-platfo ...
11Proposal Part One - Part 1 Influence of Internet on TourismSantosConleyha
11
Proposal Part One - Part 1: Influence of Internet on Tourism Industry
Research Proposal: Influence of Internet on Tourism Industry
Introduction
The tourism industry has been among the best-valued sectors within the nation to generate massive revenue for the government. Besides, the industry is considered among the earliest since it started several decades ago. For an extended period, the industry uses Integrated Marketing Communications to promote their various products and services to the entire world. The introduction of technology in the industry leads to improvements in the sectors. Most individuals without extensive information on the tourism industry can access the data in their comfort zones. It implies that IT and internet technology play a significant role in ensuring effective strategy due to its existence globally.
Most European countries have tried to promote and implement internet technology in ensuring satisfactory delivery of products and services (Kayumovich, 2020). Since it has a custom within the tourism and hotel industry to provide intangible products and services, including but not limited to services alongside comfort, the internet has been an effective method of delivering its messages to the targeted customers. Also, through internet technology, the industry has achieved more customers in the global market, including the European market. The promotion of branding within the European tourism industry has been effective due to the introduction and implementation of internet technology. Thus, the internet is believed to significantly influence the tourism industry in various sectors, including but limited to infrastructure, travel, alongside the marketing sector. Before introducing the internet alongside the IT, travelling of customers was dangerous and unpleasant since travellers had constraint understanding of locations they were visiting.
As a result, the existing vacationers of time had limited knowledge of the cultures and terrain alongside the climate change and patterns necessary to stimulate the travelling issues. Therefore, tourism sectors, including but not limited to tour companies, travel agencies and other like hotels, had developed strategies necessary to promote booking and reservation processes (David-Negre et al. 2018). However, several decades ago, popular sites were visited by tourists. It implies that the tourism sectors within the local or remote area faced challenges of securing sufficient clients as people were could not define the destination. Also, shortage of information on a particular region leads to reduced travelling by visitors. The research involved the utilization of relevant literature review on the subject matter to provide factual information. Therefore, the report offers adequate information on the influence of the internet on the tourism industry. This research would give me the stage to show my finding and view and also propose how the internet can be leveraged to an extend i ...
11Social Inclusion of Deaf with Hearing CongreSantosConleyha
11
Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting Comment by Stumme, Clifford James (College Applied Studies & Acad Succ): As you review this sample student paper, please keep in mind that there are some flaws in this paper (as with any piece of writing). However, it is one of the best INDS 400 research proposals received to date, so it is an excellent reference point.
Sample Student Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Also, remember that what you are looking at is an example of the overall research proposal, not just the literature review. If you are working on your literature review, refer to the portion marked “literature review” and remember that within that literature review portion, there is a unique introduction, body paragraphs, and conclusion. The first paragraph is the introduction for the proposal as a whole, which is different from the kind of introduction you should write for the literature review itself. Also remember that while this research proposal has an abstract, you do not need one for the literature review.
Liberty University
INDS 400: Knowledge Synthesis for Professional and Personal Development
January 3, 2020
Abstract Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the abstract gives a brief overview of the elements of the research proposal without arguing or getting ahead of itself by predicting results.
Culture can influence how people interact and the level of inclusion of different cultures in a particular setting.While numerous studies have been conducted examining deaf studies and deaf culture, there is a curious lack of research that has specifically considered the level of inclusion of deaf people in evangelical hearing churches. This research proposal includes an interdisciplinary including a literature review that examines a handful of studies on interactions among deaf and hearing populations to consider challenges of hearing and deaf integration. Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf inclusion in ministerial settings. It was found through this literature review that a gap in scholarly research exists in this area. As further research would be necessary to address this gap, the goal of this research proposal is to conduct a qualitative study for further research by petitioning deaf perspective through online interviews utilizing the social media platform of Facebook. Although a low budget would be necessary, the implications of this research would provide a platform to open community conversation to address challenges and provide ideas on integration of deaf and hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide additional information for fellowship, growth and exposure to the Gospel for deaf congr ...
11Mental Health Among College StudentsTomia WillinSantosConleyha
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
11From Introductions to ConclusionsDrafting an EssayIn this chapSantosConleyha
11From Introductions to ConclusionsDrafting an Essay
In this chapter, we describe strategies for crafting introductions that set up your argument. We then describe the characteristics of well-formulated paragraphs that will help you build your argument. Finally, we provide you with some strategies for writing conclusions that reinforce what is new about your argument, what is at stake, and what readers should do with the knowledge you convey
DRAFTING INTRODUCTIONS
The introduction is where you set up your argument. It’s where you identify a widely held assumption, challenge that assumption, and state your thesis. Writers use a number of strategies to set up their arguments. In this section we look at five of them:
· Moving from a general topic to a specific thesis (inverted-triangle introduction)
· Introducing the topic with a story (narrative introduction)
· Beginning with a question (interrogative introduction)
· Capturing readers’ attention with something unexpected (paradoxical introduction)
· Identifying a gap in knowledge (minding-the-gap introduction)
Remember that an introduction need not be limited to a single paragraph. It may take several paragraphs to effectively set up your argument.
Keep in mind that you have to make these strategies your own. That is, we can suggest models, but you must make them work for your own argument. You must imagine your readers and what will engage them. What tone do you want to take? Playful? Serious? Formal? Urgent? The attitude you want to convey will depend on your purpose, your argument, and the needs of your audience.◼ The Inverted-Triangle Introduction
An inverted-triangle introduction, like an upside-down triangle, is broad at the top and pointed at the base. It begins with a general statement of the topic and then narrows its focus, ending with the point of the paragraph (and the triangle), the writer’s thesis. We can see this strategy at work in the following introduction from a student’s essay. The student writer (1) begins with a broad description of the problem she will address, (2) then focuses on a set of widely held but troublesome assumptions, and (3) finally, presents her thesis in response to what she sees as a pervasive problem.
The paragraph reads, “In today’s world, many believe that education’s sole purpose is to communicate information for students to store and draw on as necessary. By storing this information, students hope to perform well on tests. Good test scores assure good grades. Good grades eventually lead to acceptances into good colleges, which ultimately guarantee good jobs. Many teachers and students, convinced that education exists as a tool to secure good jobs, rely on the banking system. In her essay “Teaching to Transgress,” bell hooks defines the banking system as an “approach to learning that is rooted in the notion that all students need to do is consume information fed to them by a professor and be able to memorize and store it” (185). Through the banking s ...
11Groupthink John SmithCampbellsville UnivSantosConleyha
1
1
Groupthink
John Smith
Campbellsville University
BA611 – Organizational Theory
Dr. Jane Corbett
January 17, 2021
Definition
Groupthink is a pattern of thought characterized by self-deception, forced manufacture of consent, and conformity to group values and ethics.
Summary
Valine (2018) discussed how powerful an effect groupthink can have on community and peers. It followed two case studies about JPMorgan Chase and Wells Fargo, which explains how many sources and credentials the author has used. The focus of the article is that circumstances have occurred inside these companies which were able to affect the entire economy as well. Groupthink is usually followed by irrational thinking and decision making which completely ignores alternatives and constantly goes for the primary decision. The large difference between group and groupthink is that the group consists of members of various backgrounds and experiences, while groupthink usually has members of similar ones. Further, there is no way for groupthink to recover from bad decisions mainly because all members have a similar understanding and point of the view towards a certain topic. The illusion of invulnerability is the main characteristic related to groupthink, where teammates ignore the danger, take extreme risks, and act highly optimistic.
Discussion
Groupthink is characterized by incorrect decisions that groups make mainly due to mental efficiency, reality testing, and moral judgment. Many conditions can cause groupthink to occur, and the most frequent ones are collective rationalization, belief in inherent morality, stereotyped views of out-groups, direct pressure on dissenters, and self-censorship.
The collective rationalization explains how different warnings are against the group thinking, so and where those opinions can create a misunderstanding. Belief in inherent morality points out that members ignore the ethical and moral consequences of decisions because they believe the correctness of their cause. The stereotyped views of out-groups are the characters to create a negative feeling about opposition outside the group environment. The direct pressure on dissenters is where team leaders discuss all members that have different opinions and philosophies than the group’s commitments and agreement. Lastly, the self-censorship is where teammates keep their thoughts and opinions without expressing them to others.
The case study about the London Whale explains how JPMC, one of the largest banks in the world, has lost 6.5 billion dollars due to bad and poor investment decisions. Everything occurred in April and May of 2012, where larger trading loss happened in Chase’s Investment Office throughout the London branch. The main transaction that affected Morgan Chase was credit default swaps (CDS) and it was shown that famous trader Bruno Iksil has gathered significant CDS position in the market at that time. Following this case, the internal control has risen o ...
11Sun Coast Remediation Research Objectives, Research QueSantosConleyha
11
Sun Coast Remediation: Research Objectives, Research Questions, and Hypotheses
4
Sun Coast Remediation
Unique R. Simpkins
Southern Columbia University
Course Name Here
Instructor Name
11-2-2021
Research Objectives, Research Questions, and Hypotheses
Based on the information amassed by the former health and safety director, the organization needs to pursue safety-related programs or initiatives to ensure employees' health. It is an appropriate approach to help the firm and the employees achieve goals and inhibit costs arising from injuries and illnesses while on duty. The completion of this task will provide managers with practicable insights on the approach to enhance safety and protect the firm from losses. This task accounts for the objectives, questions, and hypotheses of the research based on the provided statement of the problem.
RO1: Explore the correlation between the size of the Particulate Matter (PM) and the health of the employee.
RQ1: Is there a correlation between the size of the Particulate Matter (PM) and the health of the employee?
Ho1: There is no statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
Ha1: There is statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
RO2: Establish whether safety training is feasible in decreasing the lost-time hours.
RQ2: Is safety training feasible in decreasing the lost-time hours?
Ho2: There is no statistically significant evidence linking safety training and reduction in lost-time hours.
Ha2: There is statistically significant evidence linking safety training and reduction in lost-time hours.
RO3: Establish the effectiveness of predicting the decibels (dB) levels before the employee placement on determining the on-site risk.
RQ3: Is predicting the decibels (dB) levels before the employee placement on determining the on site risk effective?
Ho3: There is no statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
Ha3: There is a statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
RO4: Establish whether the revised training program is more practicable than the initially adopted initiative.
RQ4: Is the revised training program is more practicable than the previously adopted initiative?
Ho4: There is no statistically significant proof that the new training program is more feasible than the old program.
Ha4: There is statistically significant proof that the new training program is more feasible than the old program.
RO5: Determine the blood lead levels variation before and after exposure at the end of the remediation service.
RQ5: Do the blood lead levels before and after exposure at the end of the remediation service va ...
11Me Talk Pretty One Day # By David Sedaris From his bSantosConleyha
11
Me Talk Pretty One Day # By David Sedaris
From his book Me Talk Pretty One Day
At the age of forty-one, I am returning to school and have to think of myself as
what my French textbook calls Ba true debutant.D After paying my tuition, I was issued
a student ID, which allows me a discounted entry fee at movie theaters, puppet shows,
and Festyland, a far-flung amusement park that advertises with billboards picturing a
cartoon stegosaurus sitting in a canoe and eating what appears to be a ham sandwich.
IFve moved to Paris with hopes of learning the language. My school is an easy
ten-minute walk from my apartment, and on the first day of class I arrived early,
watching as the returning students greeted one another in the school lobby. Vacations
were recounted, and questions were raised concerning mutual friends with names like
Kang and Vlatnya. Regardless of their nationalities, everyone spoke what sounded to
me like excellent French. Some accents were better than others, but the students
exhibited an ease and confidence that I found intimidating. As an added discomfort,
they were all young, attractive, and well-dressed, causing me to feel not unlike Pa Kettle
trapped backstage after a fashion show.
The first day of class was nerve-racking because I knew IFd be expected to
perform. ThatFs the way they do it here # itFs everybody into the language pool, sink or
swim. The teacher marched in, deeply tanned from a recent vacation, and proceeded to
rattle off a series of administrative announcements. IFve spent quite a few summers in
Normandy, and I took a monthlong French class before leaving New York. IFm not
completely in the dark, yet I understood only half of what this woman was saying.
BIf you have not meimslsxp or lgpdmurct by this time, then you should not be in
this room. Has everyone apzkiubjxow? Everyone? Good, we shall begin.D She spread
out her lesson plan and sighed, saying, BAll right, then, who knows the alphabet?D
It was startling because (a) I hadnFt been asked that question in a while and (b) I
realized, while laughing, that I myself did not know the alphabet. TheyFre the same
letters, but in France theyFre pronounced differently. I know the shape of the alphabet
but had no idea what it actually sounded like.
BAhh.D The teacher went to the board and sketched the letter a. BDo we have
anyone in the room whose first name commences with an ahh?D
12
Two Polish Annas raised their hands, and the teachers instructed them to present
themselves by stating their names, nationalities, occupations, and a brief list of things
they liked and disliked in this world. The first Anna hailed from an industrial town
outside of Warsaw and had front teeth the size of tombstones. She worked as a
seamstress, enjoyed quiet times with friends, and hated the mosquito.
BOh, really,D the teacher said. BHow very interesting. I thought that everyone
loved the mosquito, but here, in front of all the world, you claim to ...
11Program analysis using different perspectivesSantosConleyha
11
Program analysis using different perspectives
Student's Name
Institution
Course
Professor
Date
TABLE OF CONTENTS
Introduction……………………………………………………………………………………
Program Description/ Analysis of a Classical Liberal perspective…………………………
Program Description/ Analysis of a Radical perspective……………………………………
Program Description/ Analysis of a Conservative perspective……………………………..
Program Description/ Analysis of a Mordern Liberal perspective...………………………
Comparisons of four perspectives……………………………………………………………
Assessment and modifications of the perspectives………………………………………….
Conclusion……………………………………………………………………………………..
Introduction
Program analysis using different perspectives
In a political economy, policies and programs are essential tools that assist in understanding the ongoing struggle for equality and social justice. Although both have an underlying difference, they serve an almost similar purpose. Essentially, understanding the goal of any program or policy can be achieved by analyzing the contending perspectives (Harvey, 2020). This involves the intentional bringing of different perspectives in contrast. They help examine core economic problems or concepts from an orthodox perspective, and others criticize it from a heterodox perspective. The perspectives are essential since both the heterodox and orthodox positions can be examined and reach a consensus.
In the United States, there has been a rise in spending on prescription drugs, which has led to the introduction of a Build Better Program. One proposal is driving down the cost of prescription drugs by allowing Medicare to negotiate with drugmakers over price; starting in 2025-ten drugs (plus insulin) would be on the table the first year, growing to 20 by 2028 (The White House, 2021). Although members of Congress have accepted the proposal, there is a need to analyze it using the different contending perspectives. This paper explores the proposal using the Classical Liberal, The radical, the Conservative Perspective, and the Modern Liberal Perspective. Individuals have the right to pursue their happiness, and proponents of the different political economy perspectives should work hand-in-hand to promote human development within society.
Analysis by Perspective
The Classical Liberal
The political philosophy and ideology belonging to liberalism emphasize securing citizens' freedom by limiting government power. Today, the proponents hold various thoughts and Perspectives, one being Neo-Austrian economics (Clark, 2016). Essentially, the program's main aim is to reduce the overall cost of prescription drugs. From the Perspective of Neo-Austrians, humans are self-interested. They can act autonomously by utilizing their capacity to discover an efficient means of satisfying their desires and basic needs (Harvey, 2020). Also, the government is created by the people to protect their natural rights. At the same time, justice requires safeguarding the people's rights established by the c ...
11Factors that Affect the Teaching and Learning ProcessSantosConleyha
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
11
Criminal Justice: Racial discrimination
Student’s Name:
Institutional Affiliation:
Instructor’s Name:
Course Code:
Due Date:
Racial discrimination
Abstract
When there is justice in society, every person feels satisfied with the way legal actions are carried out in the community. Unfortunately, there are several instances of racial discrimination in the United States. Most of the racial discrimination in the United States ate directed towards black people. Although everyone is required to have equal treatment in the United States, achieving zero discrimination has always been difficult.
Understanding racial discrimination in the USA is vital as it makes it easy for one to identify ways to eliminate the criminal injustices resulting from racial discrimination. This will be essential since it will help to eliminate racial discrimination in the criminal justice system.
Introduction
When there is justice in society, every person feels satisfied with the way legal actions are carried out in society. The criminal justice community is when people are not discriminated against based on their skin color. Laws applicable are carried out uniformly such that every person is treated equally. When the laws are applied equally to every individual, it increases the trust in the criminal justice system. However, when there are biases in applying the laws, the criminal justice system becomes compromised. According to Kovera (2019), there are many disparities in the criminal justice system as black people are discriminated against by police officers based on their race. As a result, black people suffer more as compared to white people when they violate similar laws.
There is a lot of disparity in the criminal justice system of the United States. Many people suffer as a result of racial discrimination in the United States. People are discriminated against a lot in the administration of the policies. According to Donnel (2017), there is racial inequality in how criminal justice is carried out in policymaking. The criminal justice system discriminates against people based on their race. For example, police officers harass black people for minor mistakes which white people are left to walk freely even after making similar mistakes. Black people suffer because of the color of their skin.
Hypothesis/Problem Statement/Purpose Statement
Racial discrimination affects the outcomes of the criminal justice system adversely. How does racial discrimination affect the judicial criminal justice system? The study aims to identify ways in which criminal justice racial discrimination is practiced in the United States. It will also provide insights on the racial discrimination cases, which are helpful in the development of policies that can be helpful in the elimination of racial discrimination in society hence promoting equality among the citizens.
Literature Review and Definitions included in the research
According to Hinton, Henderson, and Reed (2018), there is mu ...
11Communication Plan for Manufacturing PlantStudSantosConleyha
11
Communication Plan for Manufacturing Plant
Student’s Name
Institutional Affiliation
Instructor
Course
Date
Communication Plan of a Manufacturing Plant
Background
In manufacturing companies, organization employees are at the centre of an organization. Most of them are at the front lines with the ability to change strategy into results. At the culmination of the day, the plant employees have the responsibility of ensuring that the operations are conducted smoothly, a product reaches consumers timely, and quality products are manufacture with the appropriate specifications. However, despite the primary role they play, manufacturing plants are disjointed (Adejimola, 2008). That disengagement is embodied with a hefty price which is paying a negative role in the performance of manufacturing plants just as they are being challenged to increase their efficiency and effectiveness to the company compared to previous years. To realize rapid growth around the globe, the manufacturing industry is attempting to standardize operations and continuously leverage operations. Such kind of effort needs a company to possess highly invested employees (Obiekwe, O& Eke, 2019). For this reason, natural communication naturally is primary on the path to more highly engaged and motivated employees. However, it can sometimes be challenging to plant employees due to natural challenges that accompany workplace. Some may not frequently be on Smartphone’s or emails, or they may be having various shifts to manage, and the environment may be less conducive, which makes it challenging for them to have one-on-one conversations.
Policies for Oral, Written, and Non-Verbal Communications
Interpersonal communication in a manufacturing plant is the way employees or people communication with others. It may involve a group of p-people, another person or the members of the public. In some instances, it may encompass non-verbal, written or non-verbal communication. In the manufacturing industry, when an individual is communicating with others, they need to consider the person they are talking to, the type of information they want to deliver and the most appropriate and relevant form of communication change. In some instances, such issues may be determined by the information an individual wants to communication (Obiekwe, O& Eke, 2019). At all times, it is required that the staff members remain polite, respectful to both the clients and one another. At no time should they sear, raise their voice, speak in a way belittling another.
Cultural awareness is also another essential element when communicating in a cultural plant. All individuals working in the plant need to recognize that individuals emerge from varying backgrounds and cultures, and they also accompany various attitudes, different values and beliefs (Obiekwe, O& Eke, 2019). All staffs in the plant need to exercise non-judgmental communication remain respectful and are tolerant of the differences prevalence ...
11CapitalKarl MarxPART I. COMMODITIES AND MONEYCHAPTER I. SantosConleyha
11
Capital
Karl Marx
PART I. COMMODITIES AND MONEY
CHAPTER I. COMMODITIES
Section 1. The two factors of a commodity: use-value and value (the substance of value and the magnitude of value)
The wealth of those societies in which the capitalist mode of production prevails, presents itself as “an immense accumulation of commodities,”1 its unit being a single commodity. Our investigation must therefore begin with the analysis of a commodity.
A commodity is, in the first place, an object outside us, a thing that by its properties satisfies human wants of some sort or another. The nature of such wants, whether, for instance, they spring from the stomach or from fancy, makes no difference.2 Neither are we here concerned to know how the object satisfies these wants, whether directly as means of subsistence, or indirectly as means of production.
Every useful thing, as iron, paper, &c., may be looked at from the two points of view of quality and quantity. It is an assemblage of many properties, and may therefore be of use in various ways. To discover the various uses of things is the work of history.3 So also is the establishment of socially-recognised standards of measure for the quantities of these useful objects. The diversity of these measures has its origin partly in the diverse nature of the objects to be measured, partly in convention.
The utility of a thing makes it a use-value.4 But this utility is not a thing of air. Being limited by the physical properties of the commodity, it has no existence apart from that commodity. A commodity, such as iron, corn, or a diamond, is therefore, so far as it is a material thing, a use-value, something useful. This property of a commodity is independent of the amount of labour required to appropriate its useful qualities. When treating of use-value, we always assume to be dealing with definite quantities, such as dozens of watches, yards of linen, or tons of iron. The use-values of commodities furnish the material for a special study, that of the commercial knowledge of commodities.5 Use-values become a reality only by use or consumption: they also constitute the substance of all wealth, whatever may be the social form of that wealth. In the form of society we are about to consider, they are, in addition, the material depositories of exchange-value.
Exchange-value, at first sight, presents itself as a quantitative relation, as the proportion in which values in use of one sort are exchanged for those of another sort,6 a relation constantly changing with time and place. Hence exchange-value appears to be something accidental and purely relative, and consequently an intrinsic value, i.e., an exchange-value that is inseparably connected with, inherent in commodities, seems a contradiction in terms.7 Let us consider the matter a little more closely.
A given commodity, e.g., a quarter of wheat is exchanged for x blacking, y silk, or z gold, &c.—in short, for other commodities in the most different proportions. Ins ...
1
1
Criminal Justice System
Shambri Chillis
June 11, 2022
Criminal justice system
The criminal justice system is essential to identify and prevent crimes in the community. Various functions of the criminale system now adhere to the development of technology. Modern technology helps the criminal justice system in different ways. It has made the job easier and has assisted in the prevention of crimes.
Role of criminal justice practitioners in the technology development
The Ccriminal justice practitioners are responsible for identifying and analyzing different crimes in the community. They are responsible for developing and implementing the technology in the criminal justice system because they can use it for different purposes. They can introduce the new trends in the criminal justice system like the officers can collect and gather the data through the technology. Human error can be reduced through it. The dataset can be maintained, and it is also essential for criminal justice practitioners to develop the technology to locate the criminals and track their local places through GPS. The technology cannot be developed untill the criminal officers implement it in the routine. The criminal system now has to use robots and cameras that help them get information about the criminals. The practitioners can also implement the technology by guiding the juniors to use it. The training is needed to make them understand the use of advanced technologies and to ensure that they use them in the right direction. The high-performance computer and internet systems are also essential for developing the technology, and it has been seen that the future will be bright regarding implementing technology (John S. Hollywood, 2018).
Controversial issues criminal justice policymakers face when considering an expansion in the use of DNA in criminal justice
Tthere are various controversial issues that criminal justice policymakers must consider while using DNA in the criminal justice system. The first thing that is criticized during the use of DNA is the fundamental human error, and iIt has been observed that there can be errors in the investigation, and people have to suffer. The issue in technology is also referred to as the error in using DNA because it might be possible that the results do not come correct at the first attempt. It involves several people who are not linked to the crimes but have to go for the fingerprinting tests by courts. However, DNA technology in criminal justice is highly advanced and has multiple benefits compared to disadvantages, but it has always faced significant controversy in the criminal justice system. The criminal justice system has to make sure that if DNA technology is being used, it must be error-free. The controversy has two opinions. There are two schools of thought regarding the use of DNA. One of the classes of experts thinks that DNA can be used to catch the different criminals. It is helpful in the family c ...
11American Government and Politics in a Racially DividSantosConleyha
1
1American Government
and Politics in a Racially
Divided World
chap ter
In 2016, Gov. Jack Markell signed a long-awaited resolution officially apologizing for the state’s role
in slavery. The apology for slavery illustrates the long and sometimes painful history of the United
States’ struggle with race, from the time of Thomas Jefferson, a slave owner, to President Barack
Obama, the first Black president of the United States.
01-McClain-Chap01.indd 1 11/24/16 8:34 PM
08/20/2017 - RS0000000000000000000000562545 (Anthony Ratcliff) - American
Government in Black and White
2 CHAPTER 1: AmericAn Government And Politics in A rAciAlly divided World
intro
D
ecember 6, 2015, marked the 150th anniversary of the abolish-
ment of slavery, when the U.S. Congress ratified the Thirteenth
Amendment to the Constitution. There were numerous events
recognizing the end of slavery, including an official White House event
presided over by President Obama. On February 11, 2016, Delaware
joined eight other states to formally apologize for slavery when Gover-
nor Jack Markell (D) signed the state’s joint resolution. Delaware’s reso-
lution acknowledged its participation in 226 years of
slavery first of both Native Americans and Africans in
the mid-1600s; by the close of the 1700s its entire
slave population was of African descent. The resolu-
tion also included acknowledgments that Delaware
criminalized humanitarian attempts to assist slaves
and that in later times Delaware passed and enforced
Jim Crow laws to deny the rights of African American
citizens for much of the twentieth century.1
On July 29, 2008, the U.S. House of Representa-
tives passed a nonbinding resolution, introduced and
championed by Representative Steven Cohen (D-TN),
which offered a formal apology for the government’s
participation in African American slavery and the
establishment of Jim Crow laws. The resolution said, in part, “African
Americans continue to suffer from the consequences of slavery and Jim
Crow—long after both systems were formally abolished—through
enormous damage and loss, both tangible and intangible, including the
loss of human dignity and liberty, the frustration of careers and profes-
sional lives, and the long-term loss of income and opportunity.”2
On June 18, 2009, the U.S. Senate unanimously passed a similar reso-
lution apologizing to African Americans for slavery and Jim Crow. The
Senate resolution said explicitly that the apology could not be used in
support of reparations (or compensation for past wrongs).3
The story of apologies for slavery is a complex one that highlights some of the
underlying dilemmas that face the U.S. political system—how to reconcile its stated
principles of how individuals should be treated with how the government actually
treats and has treated individuals. The apologies are intended to acknowledge the
nation’s complicity in a destructive and immoral institution, at ...
11Cancer is the uncontrollable growth of abnormal cellsSantosConleyha
1
1
Cancer is the uncontrollable growth of abnormal cells in the human body. It is defined by a malfunction in cellular mechanisms that control cell growth. Cells evade checkpoint controls and begin growing uncontrollably which resulting in an increase in abnormal cells, cancer cells. These cancer cells form a mass tissue known as a tumor. In the United States of America, cancer has been determined to be among the leading causes of mortality rates after cardiovascular conditions, where one in every four deaths is caused by cancer. The most common types of cancer include prostate cancer, lung cancer, and breast cancer. Risk factors for cancer include excess smoking, radiation exposure, genetics, and environmental pollution. Colon cancer, or colorectal cancer, affects the distal third of the large intestine, the colon, as well as the rectum, chamber in which feces is stored for elimination. Colorectal cancer is the third leading cause of death in cancer-related issues in the United States in both males and females (Beadnell et al., 2018). This essay explores the physiology and pathophysiology of colon cancer.
Polyps are tissue growths that generally look like small, flat bumps and are generally less than half an inch wide. They are generally non-cancerous growths that can develop with age on the inner wall of the colon or rectum. There are several types of polyps, such as hyperplastic. They are common and have a low risk of turning cancerous. Hyperplastic polyps found in the colon will be removed and biopsied. Pseudo polyps also referred to as inflammatory polyps, usually occur in people suffering from inflammatory bowel disease and are unlike other polyps. This type of polyp occurs due to chronic inflammation as seen in Crohn's disease and ulcerative colitis. However, a polyp cells which can turn out to be malignant. Villous adenoma or tubulovillous adenoma polyps carry a high risk of turning cancerous. They are sessile and develop flat on the tissue lining the organs. They might blend within the organ, making polyps not easily identifiable and difficult to locate for treatment. Adenomatous or tubular adenoma polyps have a high chance of being cancerous. When a polyp is found, it must be biopsied, and then will regular screenings and polyp removal will follow.
An adenocarcinoma is a cancer formed in a gland that lines an organ. This cancer impacts the epithelial cells, which are spread throughout the human body. Adenocarcinomas of the colon and rectum make up ninety-five percent of all colon cancers (Chang, 2020). Colon adenocarcinomas usually begin in the mucous lining the spread to different layers. Two subtypes of adenocarcinomas are mucinous adenocarcinoma and signet ring cells. Mucinous adenocarcinomas contain about sixty percent mucus which can cause cancer cells to spread faster and become more hostile than typical adenocarcinomas. Signet ring cell adenocarcinoma is responsible for less than one percent of all colon cancer. It is g ...
11SENSE MAKING Runze DuChee PiongBUS 700 LSantosConleyha
1
1
SENSE MAKING
Runze Du
Chee Piong
BUS 700 Leadership and Creative
Solution
s Implementation
Feb 14th 2021
SENSE MAKING
Sensemaking refers to an action or a process of making sense where meaning is given to something. Sensemaking is a process through which individuals give meaning to their collective experiences. Sensemaking is also a process of structuring the unknown by inserting stimuli into some framework kinds to enable individuals to understand or comprehend, attribute, to extrapolate and predict the meaning of something. Sensemaking is an activity that allows people to turn the ongoing complexity in the entire world into a situation that can be understood. Sensemaking Therefore, Sensemaking requires articulating the unknown because, in many cases, trying to put meaning to something strange is the only means by which one can understand it. For instance, the occurrence or the origin of COVID-19 in the entire world has been a phenomenon that has disturbed the heads of many trying to understand what it is, where it came from, who caused it, how it can be prevented and how it can be cured. In attempting to understand COVID 19, people came up with the explanations of what it is, what caused it, and that is where the scientists realized that this is a disease that is caused by a virus known as Coronavirus, since the condition merged in the year 2019, the virus was given the name coronavirus 19, and the disease it caused known as COVID 19. This is how sensemaking enables individuals to give meaning to something that can be understood easily by individuals.
The organization that I am familiar with that has experienced a current change in its operations is Starbucks. Starbucks is an American company that is known for its production and sell of coffee products. It was started in 1971 as a coffee selling company where it was majorly involved in roasting, marketing and selling coffee globally. It has more than 300 stores all over the world selling coffee. This organization has sold coffee within its stores since its initiation. However, because of the corona's onset, the management of this organization decided to change its operation to accommodate the changes in the environment depending on the restrictions imposed on businesses by the ministries of health all over the world. Starbucks company reacted to the industry changes brought about by COVID 19, where businesses were required to close their doors to enhance the measures of curbing the spread of coronavirus disease. Thus, the company embraced technology where it introduced Starbucks-pick up only stores that replaced the over 300 stores globally. The new stores required that no one could sit in as they take their coffee. Instead, everyone would be allowed only to take their orders from the store and to avoid congesting people in one place. Starbucks introduced Starbucks pick-up stores that use technology to supply coffee to customers. The business submitted a mobile app ...
119E ECUTIVE BAR AININ CEOS NE OTIATIN THEIR PAWITH EMSantosConleyha
119
E ECUTIVE BAR AININ : CEOS NE OTIATIN THEIR PA
WITH EMPLO EES OR CORPORATE E ICIENC
By Nathan Witkin
I INTRODUCTION
Rising executive pay is a significant problem that points to a structural
flaw in American corporations. This article presents a solution to that flaw
through which Chief Executive Officers (CEOs) negotiate their pay in
company resources with lower-paid employees. Exploring this solution also
unearths an explanation for capitalism s apparent drive toward inequality and
examines the historical development of corporations and trade unions in the
United States.
The problem is that managers and corporate directors will raise pay at the
top so long as that pay-setting process does not consider the pay of average-
and low-wage workers. The solution is that CEOs and other top executives
negotiate their pay in company resources with employees in a process that
determines the pay and bonuses of both sides. Microeconomic theory indicates
that confronting the tradeoffs of raising executive compensation with other
potential corporate expenditures—by negotiating this compensation with
workers from different parts of the company—will make executive
compensation more efficient.1 Also, historical analysis indicates a pattern in
which executive compensation became aligned with public interest only during
the period in which workers had significant power to negotiate their wages and
Master of Public Policy Candidate at eorgetown University s McCourt School of Public
Policy J.D., The Ohio State Moritz College of Law. The Author is an independent researcher,
originator of a variety of social innovations (co-resolution, interest group mediation, consensus
arbitration, dependent advocacy, the popular tax audit, the hostile correction, a partnership
between citizen review boards and community policing, and a two-state/one-land solution to the
Israeli-Palestinian conflict), and author of several ambitious theories (the shift in sovereignty
from land to people under international treaties, the use of impact bonds as a solution to climate
change, and resistance to the accelerating expansion of the universe as the cause of gravitation).
He is also a former solo-practitioner in criminal and family law.
1 N. RE OR MAN IW, PRINCIPLES O MICROECONOMICS ( th ed. 2012) (describing the first
principle of microeconomics as centered on trade-offs). Many basic microeconomic models
involve trade-offs between potential allocations of resources to achieve efficiency. See DAVID
BESAN O RONALD R. BRAEUTI AM, MICROECONOMICS 20 07 (5th ed. 201 ).
120 KAN. J.L. & P B. POL’Y Vol. I :1
benefits. This is not to say that the solution to executive compensation is a
return to unions, which developed as a separate organizational structure with
their own flaws and inefficiencies. Rather, a corporation that synthesizes the
inputs of all its employees will be able to maximize efficiency and
productivity, producing profits for shareholders and growth for the overall
econ ...
11CALIFORNIA MANAGEMENT REVIEW VOL. 51, NO. 4 SUMMER 2009 CMR.BERKELEY.EDU
The Emergence and
Evolution of the
Multidimensional
Organization
J. Strikwerda
J.W. Stoelhorst
“In terms of its impact, not just on economic activity, but also on human life as a
whole, the multidivisional organizational design must rank as one of the major
innovations of the last century.”—John Roberts1
T
he multidivisional, multi-unit, or M-form, is widely acknowledged
as the most successful organization form of the twentieth century.2
Firms that employ the M-form organize their activities in separate
business units and delegate control over the resources needed to
create economic value to the managers of these units. This organization form is
widespread, is central to the “theory in use” of managers, and serves as the basis
of most accounting systems. However, the organization of productive activities
in many contemporary firms violates the principle that is central to the M-form:
that business units are self-contained. The quest for synergies that has been high
on the corporate agenda since the late 1980s has resulted in the widespread
adoption of corporate account management, shared service centers, and matrix
organizations. As a result, most business units now depend at least in part on
resources that are controlled by other units. This raises fundamental questions
about the status of the M-form in contemporary firms.
Questioning the status of the M-form is not merely a theoretical fancy,
but is high on the agenda of managers as well. In this article, we report on
research that was commissioned by the Foundation for Management Stud-
ies, a Dutch organization of management executives. These practical men and
women shared a fundamental uneasiness about structuring their organizations.
On the one hand, many of them experienced problems with the M-form: high
employee costs, internal battles over resources, lack of standardization, lack of
cooperation, and loss of market opportunities. On the other hand, they did not
The Emergence and Evolution of the Multidimensional Organization
UNIVERSITY OF CALIFORNIA, BERKELEY VOL. 51, NO. 4 SUMMER 2009 CMR.BERKELEY.EDU12
see any viable alternatives to the multi-unit organization form. The need to
exploit synergies across business units was widespread, but it was unclear which
organizational designs are most appropriate to achieve this. This led to a research
project to explore the ways in which leading Dutch organizations, including
subsidiaries of foreign multinationals, have adapted the M-form to better exploit
synergies across business units.
As we expected, the results of the study vividly illustrate the fundamen-
tal tension between the need for contemporary firms to exploit synergies and
their need for clear accountability. However, an additional and unexpected
finding was that a number of firms in the study have evolved an organiza-
tional form that signals a new way of res ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
1. 11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in
Healthcare Cases SU01 - South University
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Print RubricSU MHA6999 Week 5 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
2. Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Student did not
submit assignment.
Work minimally
meets assignment
expectations. No
purpose statement
3. is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
4. exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
5. Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment.
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
6. assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in
Healthcare Cases SU01 - South University
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ic/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426
189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId
=260758&… 2/3
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
7. Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
8. resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment.
Does not interpret,
apply, and
synthesize concepts
and strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
9. to support major
topics. Uses one
credible resource in
the assignment.
Synthesizes and
justifies (defends,
explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses a minimum of
two credible
resources in the
assignment.
Synthesizes and
justifies (defends,
10. explains, validates,
confirms)
information gleaned
from sources to
support major
points presented.
Uses three credible
resources for the
assignment,
including at least
one scholarly peer-
reviewed resource.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–17)
17 points
Satisfactory (C
Range) (18–19)
19 points
11. Proficient (B Range)
(20–22)
22 points
Exemplary (A
Range) (23–25)
25 points
Criterion Score
Uses correct
spelling,
grammar, and
professional
vocabulary.
Provides credible
resources using
correct APA
format.
/ 25
Student did not
submit assignment.
Contains many (≥5)
grammar, spelling,
12. punctuation, and
APA errors that
interfere with the
reader’s
understanding.
Contains a few (3–4)
grammar, spelling,
punctuation, and
APA errors.
Uses correct
grammar, spelling,
and punctuation
with no errors.
Contains a few (1–2)
APA format errors.
Uses correct
grammar, spelling,
and punctuation
13. with no errors. Uses
correct APA format
with no errors.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in
Healthcare Cases SU01 - South University
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Total / 250
Overall Score
No Submission
0 points minimum
Emerging (F through D Range)
1 point minimum
Satisfactory (C Range)
175 points minimum
Proficient (B Range)
200 points minimum
Exemplary (A Range)
225 points minimum
14. 11/22/21, 8:17 PM Rubric Assessment - MHA6999-Seminar in
Healthcare Cases SU01 - South University
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Print RubricSUO Discussion Rubric (80 Points) - Version 1.2
Course: MHA6999-Seminar in Healthcare Cases SU01
Response
No Submission
0 points
Emerging (F-D: 1-
27)
27 points
Satisfactory (C: 28-
31)
31 points
Proficient (B: 32-35)
35 points
Exemplary (A: 36-
40)
40 points
Criterion Score
15. Quality of Initial
Posting
/ 40
No initial posting exists
to evaluate.
The information provided
is inaccurate, not focused
on the assignment’s topic,
and/or does not answer
the question(s) fully.
Response demonstrates
incomplete
understanding of the
topic and/or inadequate
preparation.
The information provided
is accurate, giving a basic
understanding of the
16. topic(s) covered. A basic
understanding is when
you are able to describe
the terms and concepts
covered. Despite this
basic understanding,
initial posting may not
include complete
development of all
aspects of the
assignment.
The information provided
is accurate, displaying a
good understanding of
the topic(s) covered. A
good understanding is
when you are able to
explain the terms and
17. topics covered. Initial
posting demonstrates
sincere reflection and
addresses most aspects
of the assignment,
although all concepts may
not be fully developed.
The information provided
is accurate, providing an
in-depth, well thought-
out understanding of the
topic(s) covered. An in-
depth understanding
provides an analysis of
the information,
synthesizing what is
learned from the
course/assigned readings.
19. 13)
13 points
Satisfactory (C: 14-
16)
16 points
Proficient (B: 17-18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion Score
Participation in
Discussion
/ 20
No responses to other
classmates were posted
in this discussion forum.
May include one or more
of the following:
*Comments to only one
other student's post.
*Comments are not
20. substantive, such as just
one line or saying, “Good
job” or “I agree.
*Comments are off topic.
Comments to two or
more classmates’ initial
posts but only on one day
of the week. Comments
are substantive, meaning
they reflect and expand
on what the other
student wrote.
Comments to two or
more classmates’ initial
posts on more than one
day. Comments are
substantive, meaning
they reflect and expand
21. on what the other
student wrote.
Comments to two or
more classmates’ initial
posts and to the
instructor's comment (if
applicable) on two or
more days. Responses
demonstrate an analysis
of peers’ comments,
building on previous
posts. Comments extend
and deepen meaningful
conversation and may
include a follow-up
question.
Writing
No Submission
0 points
23. 13 points
Satisfaction (C: 14-
16)
16 points
Proficient (B: 17-18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion Score
Writing
Mechanics
(Spelling,
Grammar,
Citation Style)
and Information
Literacy
/ 20
No postings for which to
evaluate language and
grammar exist.
24. Numerous issues in any
of the following:
grammar, mechanics,
spelling, use of slang, and
incomplete or missing
citations and references.
If required for the
assignment, did not use
course, text, and/or
outside readings (where
relevant) to support work.
Some spelling,
grammatical, and/or
structural errors are
present. Some errors in
formatting citations and
references are present. If
required for the
25. assignment, utilizes
sources to support work
for initial post but not
comments to other
students. Sources include
course/text readings but
outside sources (when
relevant) include non-
academic/authoritative,
such as Wikis and .com
resources.
Minor errors in grammar,
mechanics, or spelling in
the initial posting are
present. Minor errors in
formatting citations and
references may exist. If
required for the
26. assignment, utilizes
sources to support work
for both the initial post
and some of the
comments to other
students. Sources include
course and text readings
as well as outside sources
(when relevant) that are
academic and
authoritative (e.g., journal
articles, other text books,
.gov Web sites,
professional organization
Web sites, cases,
statutes, or
administrative rules).
Minor to no errors exist
27. in grammar, mechanics,
or spelling in both the
initial post and comments
to others. Formatting of
citations and references
is correct. If required for
the assignment, utilizes
sources to support work
for both the initial post
and the comments to
other students. Sources
include course and text
readings as well as
outside sources (when
relevant) that are
academic and
authoritative (e.g., journal
articles, other text books,
28. .gov Web sites,
professional organization
Web sites, cases,
statutes, or
administrative rules).
11/22/21, 8:17 PM Rubric Assessment - MHA6999-Seminar in
Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=83314&evalObjectId=416
322&evalObjectType=5&userId=4901&groupId=0&rubricId=65
74&d2l_b… 4/4
Overall Score
No Submission
0 points minimum
There was no
submission for this
assignment.
Emerging (F to D Range)
1 point minimum
Satisfactory progress has not been met
29. on the competencies for this
assignment.
Satisfactory (C Range)
56 points minimum
Satisfactory progress has been achieved
on the competencies for this
assignment.
Proficient (B Range)
64 points minimum
Proficiency has been achieved on
the competencies for this
assignment.
Exemplary (A
Range)
72 points minimum
The competencies for this
assignment have been
mastered.
MHA6999 WEEK 5 LECTURE, DISCUSSION, AND PROJECT
INSTRUCTIONSPage | 1
30. Healthcare Ethics (Stem Cell Research)
Technological advances over the past few decades have today
created medical possibilities without boundaries and also
invoked nightmarish science fiction imagery beyond what was
previously imagined.
Even its opponents have not denied the medical benefits of stem
cell research. Stem cell research proponents cite the promise it
holds for curing what are now incurable diseases such as
Alzheimer’s, Parkinson’s, amyotrophic lateral sclerosis (ALS)
or Lou Gehrig’s disease, and multiple sclerosis, as well as
spinal cord injuries (Pozgar, 2016). Opponents of stem cell
research argue that this practice is a slippery slope to
reproductive cloning and fundamentally devalues the worth of a
human being.
The debate surrounding human embryonic stem cell research
plays a crucial role in the culture wars. Those who embrace
post-traditional morality see no ethical problem with the
destruction of human embryos for research and therapies
(Joseph, 2013). There are an estimated hundred million people
worldwide who are afflicted by these medical conditions. As
personalized medicine and patient stratification come to the fore
and therapies are becoming more patient specific, important
questions are being raised regarding whether conclusions gained
from using a single genomic background in a drug screening
assay are globally applicable (Minger, 2013). Stem cells are
thought to hold the possibility of creating human organs, which
will match the cellular structure of the organ recipient.
Opponents of stem cell research declare the use and destruction
of life (or potential life) in the form of embryonic stem cells as
unacceptable. Opponents of embryonic stem cell research draw
a parallel to the experimentation on human beings in the World
War II concentration camps. Because the embryo must be
destroyed to obtain embryonic stem cells, and because many
opponents of stem cell research equate embryonic stem cells
with life, they conclude that such medical breakthroughs cannot
ethically be obtained at the expense of human life. On August 9,
31. 2001, President George W. Bush announced his policy on
research involving human embryonic stem cells and proclaimed
that federal funding would be allocated only to research
involving human embryonic stem cell lines produced prior to
his announcement (Yaniv, 2008).
Medical Ethics
Ideally, for a medical practice to be considered "ethical," it
must respect all the four of these principles: autonomy, justice,
beneficence, and nonmaleficence.
Review each tab to know more.
Autonomy
Description
Requires that the patient have the autonomy of thought,
intention, and action when making decisions regarding
healthcare procedures.
When Does the Ethic Come into Play: Example
A woman enters the emergency room with stomach pain. She
undergoes a CT scan and is diagnosed with an abdominal aortic
aneurysm, a weakening in the wall of the aorta, which causes it
to stretch and bulge. (This is very similar to what led to John
Ritter's death.) The physicians inform her that the only way to
fix the problem is surgically and that the chances of survival are
about 50/50. They also inform her that time is of the essence,
and should the aneurysm burst, she would be dead in a few short
minutes. The woman is an erotic dancer; she worries that the
surgery will leave a scar that will negatively affect her work;
therefore, she refuses any surgical treatment.
Ideal Actions to be Taken to Observe or Conform to Ethic: As
per the Example
The decision-making process must be free of coercion or
coaxing. In order for a patient to make a fully informed
decision, she or he must understand all risks and benefits of the
procedure and the likelihood of success.
Justice
Description
The idea that the burdens and benefits of new or experimental
32. treatments must be distributed equally among all groups in
society.
When Does the Ethic Come into Play: Example
A woman after a bout with uterine cancer had a hysterectomy
(surgical removal of the uterus). Before its removal, however,
she had several eggs removed for possible fertilization in the
future. Now married, the woman wishes to have a child with her
husband. Obviously, she cannot bear the child herself, so the
couple utilizes a company to find a surrogate mother for them.
The husband's sperm is used to fertilize one of the wife's eggs
and is implanted in the surrogate mother. The couple pays all of
the woman's pregnancy-related expenses and an extra $18,000
as compensation for her surrogacy. After all expenses are taken
into account, the couple pays the woman approximately $31,000
and the agency approximately $5,000. Though the surrogate
passed stringent mental testing to ensure she was competent to
carry another couple's child, after carrying the pregnancy to
term, the surrogate says that she has become too attached to
"her" child to give it up to the couple. A legal battle ensues.
Ideal Actions to be Taken to Observe or Conform to Ethic: As
per the Example
Requires that procedures uphold the spirit of existing laws and
are fair to all players involved. The healthcare provider must
consider four main areas when evaluating justice: fair
distribution of scarce resources, competing needs, rights and
obligations, and potential conflicts with established legislation.
Reproductive technologies create ethical dilemmas because
treatment is not equally available to all people.
Beneficence
Description
Requires that the procedure be provided with the intent of doing
good for the patient involved.
When Does the Ethic Come into Play: Example
33. A woman was diagnosed with motor neuron disease (the same
disease that Stephen Hawking had) five years ago. This is a
condition that destroys the motor nerves, making control of
movement impossible, while the mind is virtually unaffected.
People with motor neuron disease normally die within four
years of diagnosis from suffocation due to the inability of the
inspiratory muscles to contract. The woman's condition has
steadily declined. She is not expected to live through the month
and is worried about the pain that she will face in her final
hours. She asks her doctor to give her diamorphine for pain if
she begins to suffocate or choke. This will lessen her pain, but
it will also hasten her death. About a week later, she falls very
ill and is having trouble breathing.
Ideal Actions to be Taken to Observe or Conform to Ethic: As
per the Example
Demands that healthcare providers develop and maintain skills
and knowledge, continually update training, consider individual
circumstances of all patients, and strive for net benefit.
Nonmaleficence
Description
Requires that a procedure does not harm the patient involved or
others in society.
When Does the Ethic Come into Play: Example
A married couple wishes to have a child; however, the thirty-
two-year-old mother knows that she is a carrier for Huntington's
disease (HD). HD is a genetic disorder that begins showing
signs at anywhere from thirty-five to forty-five years of age. Its
symptoms begin with slow loss of muscle control and ends in
loss of speech, large muscle spasms, disorientation, and
emotional outbursts. After fifteen to twenty years of symptoms,
HD ends in death. It is a dominant disorder, which means that
her child will have a 50% chance of contracting the disorder.
Feeling that risking their baby's health would be irresponsible,
the couple decides to use in vitro fertilization to fertilize
several of the wife's eggs (Cases in Medical Ethics, 2005).
Several eggs are harvested, and using special technology, only
34. eggs that do not have the defective gene are kept to be
fertilized. The physician then fertilizes a single egg and
transfers the embryo to the mother. Approximately nine months
later, the couple gives birth to a boy who does not carry the
gene of the disorder.
Ideal Actions to be Taken to Observe or Conform to Ethic: As
per the Example
Infertility specialists operate under the assumption that they are
doing no harm or at least minimizing harm by pursuing the
greater good. However, because assistive reproductive
technologies have limited success rates, the emotional state of
the patient may be impacted negatively. In some cases, it is
difficult for doctors to successfully apply the do-no-harm
principle.
Reference
Cases in Medical Ethics. (2005). Retrieved from
https://www.scu.edu/ethics/focus-
areas/bioethics/resources/cases-in-medical-ethics-student-led-
discussions/
Ethical Issues in Healthcare Research
Ethical norms are so ubiquitous that one might be tempted to
regard them as simple commonsense. On the other hand, if
morality were nothing more than commonsense, there are so
many ethical disputes and issues in our society.
Review each topic to know more.
Adolescent Pregnancy
Example:
A fourteen-year-old requests termination of pregnancy.
35. Placebo Ethics
Example:
Doctors are still in disagreement about whether it is ethical to
proscribe a placebo without the patient's consent.
Intensive Treatment
Example:
The Ethical Acceptability of Limitation of Intensive Treatment:
Controversial issue deals with the ethical acceptability of
withholding or withdrawing intensive care and/or mechanical
ventilation.
References:
Joseph, T. (2013). Human embryonic stem cell research: Its
importance in the culture wars. Christian Bioethics, 19(1), 60–
71. doi:10.1093/cb/cbt001
Minger, S. L. (2013). Developing technologies to unlock the
therapeutic and research potential of human stem cells [Special
issue]. New Biotechnology, 30(4), 378–380.
doi:10.1016/j.nbt.2012.11.006
Pozgar, G. D. (2016). Legal aspects of health care
administration (12th ed.). Burlington, MA: Jones & Bartlett.
Yaniv, H. (2008). On presidents, agencies, and the stem cells
between them: A legal analysis of president Bush's and the
federal government's policy on the funding of research
involving human embryonic stem cells. Administrative Law
Review, 60(1), 65–125.
Additional Materials
From your course textbook, Cases in Health Care Management,
review the following cases:
· Case 74: Ethical Issues over DNR Orders
· Case 75: How Dare You Bring Your Girlfriend to Visit Mom?
· Case 76: Saline Splash
36. Universal Healthcare
Healthcare being regarded as a human right and provided to all
citizens would require the addition of a large amount of
resources. The advantages of universal healthcare for
individuals are that everyone would be provided a set standard
of preventative and recuperative care. Currently many people
are unable to afford preventative check-ups and care causing
people to wait until they are extremely sick to reach out for
help. This could easily cause whatever the issue is to be way
past an easy health solution requiring expensive procedures or
possibly being outside of the scope of help (Worstall, 2017).
Many people believe that regular access to routine check-ups
and education could prevent many negative future health
consequences.
The primary disadvantage for some individuals who are now
able to afford the costs of their healthcare is that they may no
longer be able to purchase better care with their resources. A
single payer system would likely eliminate the ability for
individuals to pay for their own care, leaving them at the mercy
of the national standard of care. Currently many people in other
countries with national healthcare systems come to the U.S.
because they are able to purchase care that they would not be
able to quickly get at home (Belluz, 2017).
A national healthcare system would increase taxes paid by its
citizens and like our current tax system, would ride heavily on
the taxation of the middle class. While the exact percentages
each person would pay, this additional cost could be a burden
for many individuals and employers. As an advantage each and
every person in the U.S. would be granted some standard of care
without seeking out their own complicated health insurance
plan. Instead of directly choosing an insurance plan from the
established insurance marketplaces, the money for each
individual health insurance would be directly pulled from their
earnings or fully subsidized by the government and taxpayer
money.
The current healthcare system is likely unprepared as is to
37. handle the increase in patients that would be created by the
implementation of universal healthcare. Currently many people
go to the ER for rudimentary treatment when they deem their
health situation to be an emergency or when they are without
insurance. This creates an unnecessary burden on the system
and inefficiently uses resources. Requiring all citizens to attend
scheduled medical appointments would help hospitals better
arrange their resources and allow them to develop more
efficient standards and practices to best serve those requiring
treatment.
Types of Universal Healthcare Adopted across the World
Universal healthcare is a system that provides quality medical
services to all citizens. The federal government offers it to
everyone regardless of its ability to pay.
Review each year to know more.
1912
Norway
The Norwegian healthcare system is organized on three levels,
i.e., national, regional, and local levels. The overall
responsibility for the healthcare sector rests at the national
level, with the Ministry of Health and Care Services.
Benefits and Challenges
This system is very generous, and this program also provides
sick pay. The Norwegian system will even pay for “spa
treatments” in some cases.
There are significant waiting times for many procedures. Many
Norwegians go abroad for medical treatments. The average
weight for a hip replacement is more than four months.
1967
Australia
Adopted a two-tier system. The government pays two-thirds,
and the private sector pays one-third. The public universal
system is called Medicare. Everyone receives coverage.
Benefits and Challenges
38. Those who buy private insurance before they reach thirty
receive a lifetime discount. Government regulations protect
seniors, the poor, children, and rural residents.
1966
Canada
Has a single-payer system. The government pays for services
provided by a private delivery system. The government pays for
70 percent of care. Private supplemental insurance pays for
vision, dental care, and prescription drugs. Hospitals are
publicly funded. They provide free care to all residents
regardless of the ability to pay.
Benefits and Challenges
Canada has high survival rates for cancer and low hospital
admission rates for asthma and diabetes. A whopping 56.3
percent of patients waited more than four weeks to see a
specialist. As a result, many patients who can afford it go to the
United States for care.
References:
Castro, E. M., Van Regenmortel, T., Vanhaecht, K., Sermeus,
W., & Van Hecke, A. (2016). Patient empowerment, patient
participation and patient-centeredness in hospital care: A
concept analysis based on a literature review. Patient Education
And Counseling, 99(12), 1923-1939.
doi:10.1016/j.pec.2016.07.026
Kayler DeBrew, J. (2015). Can being ageist harm your older
adult patients?. Nursing, 45(10), 66-67.
doi:10.1097/01.NURSE.0000471428.31828.50
McDonough, J. E. (2017). Prospects for Health Care Reform in
the U.S. Senate. New England Journal Of Medicine, 376(26),
2501-2503. doi:10.1056/NEJMp1706433
Additional Materials
From your course textbook, Cases in Health Care Management,
39. review the following cases:
· Case 77: The Gift Catalog
· Case 78: Unapproved Treatments: Honey on the Wound
· Case 79: When Lunch Is More Than a Meal
The Emergency Medical Treatment and Active Labor Act
(EMTALA)
The purpose of the Emergency Medical Treatment and Active
Labor Act (EMTALA) is to ensure that any individual who
comes to a hospital, through the ER, is cared for, even if he or
she does not have insurance. The ability to give this care may
be threatened by insufficient capacity, inadequate community
resources, and the uninsured and underinsured who have no
other resource. Now, some patients, who do not have insurance,
have taken to use the ER as their primary care physician (The
Ethics Committee, 2005). This is one of the things the
Affordable Care Act addressed by expanding the coverage for
patients under the Medicaid program.
The Act stops hospitals from financially screening patients, but
there is still the practice of “triaging out” patients and treating
patients with true emergencies first (Moffat, 2017). So it’s
difficult for an ER physician to resolve the conflicting
obligations of the patient, the hospital, and the payments that
will be incurred by treating someone without insurance, which
is commonly filtered into the bad debt budget for the
hospital. Those costs can filter out among the rest of the
hospital with increased cost to those who do have insurance
(The Ethics Committee, 2005).
Another ethical question is how financing medical care should
influence individual medical decision making (The Ethics
Committee, 2005). This is when the third parties get
involved. Many times, a physician will want a specific scan
done, e.g., computed tomography (CT) scan and magnetic
resonance imaging (MRI). Many times, the insurance company
won’t allow it until other steps or scans have been done (The
Ethics Committee, 2005) even if the Doctor has documented
40. that the MRI with contrast will show the possible sign of a liver
lesion while the CT scan will show only an unclear
view. Though many times, the insurance will state that the CT
scan should be done, even though it’s inadequate, before they
will approve the MRI. It’s a difficult issue for the ER
physicians as they are ethically bound to help everyone that
comes through the ER doors, but the cost can sometimes be
overwhelming for the institution.
Limitations of the EMTALA Law
Review each tab to know more.
· Ant-Dumping
Example
Designed to prevent private hospitals from transferring
uninsured or underinsured patients to public hospitals,
enforcement and fines seem to come in waves. In 2000,
Congress made EMTALA enforcement a priority with nearly as
much in penalties in that year as in the previous ten years.
EMTALA made national headlines again in 2013 when a Nevada
psychiatric hospital was accused of sending patients to
California by bus without making arrangements for their care.
41. · EMTALA Law Misinterpretation
Example
Some groups are proactive and require all of their physicians to
undergo an annual EMTALA continuing medical education
(CME) course. On the other end of the spectrum, some
emergency room (ER) groups have no written policy about
EMTALA and leave it to the medical director to educate their
staff.
Medical Screening Exams
Example
Under EMTALA, everyone who comes to the emergency
department (ED) and requests medical care has a right to a
medical screening exam. This screening examination should be
reasonably calculated to uncover any emergency medical
condition. The screening examination must also be
nondiscriminatory, meaning that all patients with similar
complaints must receive similar screening exams and/or testing
(Silverman, 2015).
Reference
Silverman, M. (2015). Keeping up with EMTALA—It’s the law,
and it’s good for your patients. Retrieved from
http://epmonthly.com/article/it-s-the-law-oh-and-it-s-good-for-
42. your-patients/
Who Pays the Cost for EMTALA?
EMTALA is, indeed, the central factor in the “free-rider”
phenomenon. The government forces hospitals to care for these
individuals, without financially compensating hospitals for the
cost of doing so.
Hospitals in areas with a high indigent population must shift
more of the cost of unreimbursed care than those in areas of low
unreimbursed care. It’s like increasing the taxes in poor areas
and lowering taxes in affluent areas. Furthermore, since the
bills are different with each patient, some will receive a higher
proportion of shift than others. It’s like raising taxes on the
sickest patients just because they have the ability to pay.
Recent bills that offer to reform the Affordable Care Act have
included provisions for a partial tax credit to emergency
physicians who provide unreimbursed EMTALA mandated care.
The important feature of this provision is that these are tax
credits, not reductions to income such as those received for
charitable giving. Why? Again it goes to treating everyone
equally. If a wealthy tax payer who pays a higher proportion of
this income gives to charity, his or her benefit from charitable
donation is proportionally higher (Plaster, 2015). Thus, lower
income or even taxpayers who already lower their taxable
income through charity will feel a smaller effect from the
reduction of income.
Reference
Plaster, M. L. (2015). Who pays the tab for unfunded
care? Retrieved from http://epmonthly.com/article/who-pays-
the-tab/
References:
The Ethics Committee. (2005). After the medical screening
exam: Non-emergent care and the ethics of access in the
emergency department. Retrieved from American College of
43. Emergency Physicians website: https://www.acep.org/life-as-a-
physician/ethics--legal/ethics/after-the-medical-screening-
exam-non-emergent-care-and-the-ethics-of-access-in-the-
emergency-department/#sm.001mlw54q13oeeaaw0w1a9ljewtf9
Moffat, J. C. (2017). Appendix A: The Emergency Medical
Treatment and Active Labor Act (EMTALA). In The EMTALA
answer book (1–6). Retrieved from EBSCOhost Business Source
Complete research database.
Additional Materials
From your course textbook, Cases in Health Care Management,
review the following cases:
· Case 80: No Good Deed Goes Unpunished
· Case 81: Saint or Fake?
· Case 82: When “Yes” Means “No”
Week 5 Discussion
Supporting Lectures:
Review the following lecture:
· Healthcare Ethics (Stem Cell Research)
Discussion Questions
Before beginning work on this discussion forum, please review
the link “Doing Discussion Questions Right” and any specific
instructions for this topic.
Before the end of the week, begin commenting on at least two
of your classmates’ responses. You can ask technical questions
or respond generally to the overall experience. Be objective,
clear, and concise. Always use constructive language, even in
criticism, to work toward the goal of positive progress. Submit
44. your responses in the Discussion Area.
Introduction:
Case Study Seventy-Four: Ethical Issues over DNR Orders
Mr. Warden, a 93-year-old white male, is admitted to
Centerville Community Hospital from Centerville Estates
Nursing Home. Mr. Warden has had multiple strokes and is only
partially responsive to painful stimuli. He does not recognize or
respond to nursing staff, physicians, or family members. In
addition, he has flexion contractures and a large infected
decubitus ulcer over his left sacral area. Further evaluation
shows Mr. Warden has extremely poor heart function and is in
congestive heart failure. The notes from Centerville Estates
Nursing Home indicate Mr. Warden has had one visitor in the
past six months; that visitor was not a family member.
Tasks:
Discussion Questions
· What are the facts in this situation?
· Autonomy, nonmaleficence, beneficence, and justice are the
cornerstones of ethical decision making. What ethical dilemmas
does this case illustrate?
· Have any principles of ethical decision making been violated
in this case? What ones have been supported? How might our
cultural upbringing, personal assumptions, and opinions
influence our decisions as health care managers? Provide
rationales for your responses.
· Based on what you know from this short case; why do you
think Mr. Warden’s daughter is so insistent on wanting
“everything” done for her father?
· What if Mr. Warden was wealthy and had a large estate?
Would that change your opinion of the son and his responses?
Provide a rationale for your response.
· If the son had no power of attorney, how could this issue be
resolved? Can a physician decide to withdraw care without the
consent of the family? Who has the final say in the care of a
patient in this condition? Provide your reflections and personal
opinions as well as your recommendations and rationale for
45. your responses.
Submission Details:
To support your work, use your course and textbook readings
and also use the South University Online Library. As in all
assignments, cite your sources in your work and provide
references for the citations in APA format.
Your initial posting should be addressed at 500–1000 words as
noted in the attached PDF. Submit your document to
this Discussion Area by the due date assigned. Be sure to cite
your sources using APA format.
Instructions
NCF
This final project assignment is associated with the NCF (non-
completion failure) grade. Failure to complete this assignment
will result in the issuance of a grade of NCF if the course
average would result in a failing grade in the course. Students
should contact their Academic Counselor or Program Director if
they have any questions regarding the NCF grade and its
implications.
Supporting Lectures:
Review the following lecture:
· The Emergency Medical Treatment Active Labor Act
(EMTALA)
Project
The project assignment provides a forum for analyzing and
evaluating relevant topics of this week on the basis of the
course competencies covered.
Introduction:
Robert and Roy, emergency medical technician paramedics
(EMT-P), were back on the streets after a slow afternoon of
handling administrative tasks in the office. Neither paramedic
had checked the divert status board before heading out, so they
were unaware that numerous hospitals in the city were on
emergency department (ED) divert.
46. Tasks:
Case Study Eighty-Three: Emergency Divert Status
Read the above case study; your task would be to evaluate this
case study utilizing the format below. Make sure to include at
least two scholarly/peer-reviewed articles to help support your
evaluation.
Case Study Evaluation
· Prepare a written report of the case using the following
format:
· Background Statement: What is going on in this case as it
relates to the identified major problem?
· What are (only) the key points the reader needs to know in
order to understand how you will “solve” the case?
· Summarize the scenario in your own words—do not simply
regurgitate the case. Briefly describe the organization, setting,
situation, who is involved, who decides what, etc. Specifically
identify the major problems and secondary issues.
· What are the real issues? What are the differences? Can
secondary issues become major problems?
· Present an analysis of the causes and effects.
· Fully explain your reasoning. Declare your role in a sentence
or a short paragraph explaining from which role you will
address the major problem and whether you are the chief
administrator in the case or an outside consultant called in to
advise.
· Regardless of your choice, you must justify in writing as to
why you chose that role. What are the advantages and
disadvantages of your selected role? Be specific.
· Recognize the strengths and weaknesses of the organization.
· Identify the strengths and weaknesses that exist in relation to
the major problem. Again, your focus here should be in
describing what the organization is capable of doing (and not
capable of doing) with respect to addressing the major problem.
47. Thus, the identified strengths and weaknesses should include
those at the managerial level of the problem. For example, if
you have chosen to address the problem from the departmental
perspective and the department is understaffed, that is a
weakness worthy of mentioning. Be sure to remember to include
any strengths/weaknesses that may be related to diversity
issues.
· Find out alternatives and recommend a solution.
· Describe the two to three alternative solutions you came up
with. What feasible strategies would you recommend? What are
the pros and cons? State what should be done—why, how, and
by whom. Be specific. Evaluate how you would know when
you’ve gotten there. There must be measurable goals put in
place with the recommendations. Money is easiest to measure;
what else can be measured? What evaluation plan would you put
in place to assess whether you are reaching your goals?
· TIP: Write this section as if you are trying to “sell” your
proposed solution to the organization. Convince the reader that
your proposed solution is the best available and that it will
work as planned. Make sure that the goals you identify are
worth the effort required to achieve them!
To support your work, use your course and text readings and
also use the South University Online Library. As in all
assignments, cite your sources in your work and provide
references for the citations in APA format.
Submission Details:
· Name your file as
SU_MHA6999_W5_Project_LastName_FirstName.
· Your assignment should be addressed in a 4- to 6-page
document.
· By the due date assigned, submit it to the Submissions Area.