121121, 439 PM Preview Rubric 4.27.2 Article (100 points)
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12/11/21, 4:39 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3 4.2/7.2 Article (100 points) Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) Criteria Excellent Competent Needs Improvement Inadequate/Faili ng Criterion Score Quality of Article Content / 50 Organization of the Article Content / 20 50 points Information in the article is comprehensive, accurate, and relevant, includes details to add interest, provide examples, and demonstrate objective, critical thinking. 45 points Information in the article is accurate and relevant, includes adequate details and examples, and demonstrated objective, critical thinking. 35 points Information in the article is limited, but accurate and relevant, includes minimal details and examples, and demonstrates some objective, critical thinking. 30 points Information in the article does not meet minimal criteria for accuracy, detail, or demonstration of critical thinking. 20 points The article is organized professionally and effectively and or creatively with inclusion of the following: Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of transitions and summaries. 18 points The article is organized with inclusion of the following: Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of transitions and summaries. 16 points The article shows an effort to be organized, but has some disorganization in the following areas: Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of transitions and summaries. 14 points The article is disorganized or lacks cohesion, flow, and proportion in the following areas. Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of transitions and summaries. 12/11/21, 4:39 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3 Total / 100 Criteria Excellent Competent Needs Improvement Inadequate/Faili ng Criterion Score Written Communicatio n / 20 APA / 10 20 points The article is written professionally and exhibits excellent communication when applying English Grammar Standards and the 7 C's of writing: clear, concise, complete, correct, correlated to the research, creative, and critical thinking. 18 points The article is written competently and evidences proficient communication when applying English Grammar Standards and the 7 C's of writing: clear, concise, complete, correct, correlated to the research, creative, and ...
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Exercise #1SC integration is critical. Information is the infra.docx
Exercise #1
SC integration is critical. Information is the infrastructure that makes the SC successful. Create a piece of SC information and using the 8 dimensions used to manage the SC integration, explain the path and purpose of the information you created.
See next page for reading material related to this exercise.
Discussion Rubric
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Room for Improvement
Poor Performance
Content-Main Posting
30 to 30 points
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
27 to 29 points
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
24 to 26 points
Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth.
21 to 23 points
Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed.
0 to 20 points
Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed.
Course Requirements and Attendance
20 to 20 points
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
18 to 19 points
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
16 to 17 points
Responds to a minimum of two colleagues’ posts, are reflective, and ask questions that extend the discussion. One post is justified by a credible source.
14 to 15 points
Responds to less than two colleagues’ posts. Posts are on topic, may have some depth, or questions. May extend the discussion. No credible sources are cited
0 to 13 points
Responds to less than two colleagues’ posts. Posts may not be on topic, lack depth, do not pose questions that extend the discussion
Scholarly Writing Quality
30 to 30 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. ***The use of scholarly sources or real life experiences needs to be included to deepen the discussion and earn points in reply to fellow students.
27 to 29 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors.
24 to 26 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with a minimum of two current credible references that adhere to the correct format per the APA Manual 6th Edition. Contains one to two spelling or gramma ...
[Type text][Type text][Type text]SHA604 Building Guest Loya.docx
[Type text] [Type text] [Type text]
SHA604: Building Guest Loyalty
The Hotel School, Cornell SC Johnson College of Business
Complaint Handling Worksheet
Use this worksheet to analyze a guest complaint encounter.
Describe the situation:
How did you become aware of the guest’s dissatisfaction?
What was your response?
What was the outcome of the interaction?
Evaluate the response against the complaint-handling guidelines:
Guideline
How did the response demonstrate the guideline?
How could the guideline be applied to improve guest encounter satisfaction?
Maintain Guest’s Self Esteem
Empathize with Guest
Involve Guest in Resolution
2
© 2017 eCornell. All rights reserved. All other copyrights, trademarks, trade names, and logos are the sole property of their respective owners.
Personal Case Analysis
Imagine that you are a professor teaching a psychology ethics course and you have to decide on a hypothetical case that you will use to educate your students for a couples and family therapy learning module.
In the case analysis, please include the following information:
· Describe a hypothetical couple or family (choose one) and the issues and concerns one or the other brings to you.
· Provide some background on the couple or family, including hypothetical information related to race, socioeconomic status, culture, sexuality, and psychological issues.
· Identify 3 ethical challenges you might face in working with your hypothetical clients.
· Describe the APA guidelines corresponding with each and how you would safeguard against ethics violations.
The paper should be 5 to 6 pages, and include a minimum of 5 scholarly resources.
Component
Exemplary
Accomplished
Developing
Beginning
Does not attempt
Description of hypothetical couple or family and presenting issues
25 Points Possible
Student provides a thorough, substantive description of hypothetical couple or family and presenting issues.
Student provides a detailed description of a hypothetical couple or family and presenting issues.
Student provides a marginal description of hypothetical couple or family and presenting issues. Sufficient details and supporting evidence are lacking.
Student provides a marginal description of hypothetical couple or family and presenting issues. At times description lacks coherence. Sufficient details and supporting evidence are lacking.
Student does not provide a description of hypothetical couple or family and presenting issues.
Identification of 3 Ethical Challenges
60 Points Possible
Student identifies and describes 3 ethical challenges that are consistent with course concepts. Student supports position on ethical challenges with 3 or more scholarly resources.
Student identifies and describes 3 ethical challenges that are consistent with course concepts. Student supports position on ethical challenges with 3 scholarly resources.
Student identifies 2 ethical challenges that are ...
Florida National UniversityPICOT Research AssignmentPurpose
Florida National University
PICOT / Research AssignmentPurpose
The purpose of this assignment is to be able to actively search for relevant research related to your PICOT topic and present it in a formal annotated bibliography.General directions
1. As you search the library for scholarly research, limit your search to identify empirical articles. On finding an empirical study, assess the validity of the conclusion by determining if the conclusion answers your proposed research question and if the methodology is appropriate.
2. Locate six articles directly related to your proposed PICOT question. Write an annotation for each of the six articles that includes a concise summary in your own words and the correct APA citation for each article.
3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional guidance on completing this assignment in the appropriate style.
Annotated bibliography
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
Directions and Grading Criteria: PICOT (written/narrative)
Category
Points
Description
Introduction
10
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
PICOT Question
10
State the quantitative PICOT question in a clear and concise sentence.
References
20
Correct APA citation for each article.
Summary (purpose)
10
Describe the purpose of the article in dimple words
Summary (Research question)
10
Describe the research question if applied
Summary (Methodology)
10
Briefly describe the scientific method use in each article
Summary (Results)
10
Summarize the results for each article
Summary (conclusion)
10
Summarize the conclusion for each article
APA formatting, scholarly writing
10
Follow APA formatting guidelines. Present a scholarly paper without grammatical or sentence structure errors, spelling errors, etc.
Total
100
A quality paper will exceed all of the above requirements.
Grading Rubric: PICOT (written/narrative) Component
Assignment Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
F
Poor or failing or unsatisfactory level of performance
Introduction
10 points
Introduction is clearly conveyed and summarizes the primary intent of the paper. A formal purpose statement is included.
9-10 points
Introduction is conveyed and outlines the primary intent of the paper. A formal purpose statement is included.
8 points
Introduction includes the primary intent of the paper. A formal purpose statement is included.
7 points
Introduction is vague and/or not included. The primary intent of the paper is not conveyed. There ...
Referencing using Murdoch’s Library Listing (APA shown) He.docx
Referencing using Murdoch’s Library Listing (APA shown)
Here is the book I want to reference. Clicking on the quote marks to the right of the listing will give me the referencing options
To format list with a Hanging Indent, highlight the entries and press Control_T.
Before:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health and
Welfare.
After:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health
and Welfare.
To alphabetise your Reference List, highlight the full list and click the sort icon on Word.
J J Murphy | 2018
Copy and paste the reference into your
Reference List. CHECK that the listing is
correct using the Murdoch APA
Referencing Guide.
NR512
HealthIT Topic of Week Assignment
Guidelines with Scoring Rubric
Purpose
This assignment is designed to help students
Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.
Due Date: Sunday 11:59 p.m. MT at the end of Week 5.
Total Points Possible: 175
Requirements
Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Topic paper for Wk. 5 to dropbox by end of Week 5. Preparing the paper
1. The FierceEMR and FierceHealthIT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.
2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
3. All aspects of the paper must be in APA format as expressed in the 6th edition.
4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.
5. Ideas and information from professional sources must be cited correctly.
6. Gr.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
Seu hcm515 critical thinking writing rubric module 6
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
Healthcare Informatics Applications.pdf
This document provides instructions for an assignment on healthcare informatics applications. Students are asked to write an essay addressing three topics: 1) discussing how big data or data mining could benefit healthcare, 2) describing a continuity plan for their workplace, and 3) analyzing the benefits and drawbacks of using technology in healthcare education. The assignment expects a 1500 word essay with three sections, one for each topic, and proper citations and references in APA style. It also provides a rubric for grading.
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Recommended
Exercise #1SC integration is critical. Information is the infra.docx
Exercise #1
SC integration is critical. Information is the infrastructure that makes the SC successful. Create a piece of SC information and using the 8 dimensions used to manage the SC integration, explain the path and purpose of the information you created.
See next page for reading material related to this exercise.
Discussion Rubric
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Room for Improvement
Poor Performance
Content-Main Posting
30 to 30 points
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
27 to 29 points
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
24 to 26 points
Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth.
21 to 23 points
Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed.
0 to 20 points
Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed.
Course Requirements and Attendance
20 to 20 points
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
18 to 19 points
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
16 to 17 points
Responds to a minimum of two colleagues’ posts, are reflective, and ask questions that extend the discussion. One post is justified by a credible source.
14 to 15 points
Responds to less than two colleagues’ posts. Posts are on topic, may have some depth, or questions. May extend the discussion. No credible sources are cited
0 to 13 points
Responds to less than two colleagues’ posts. Posts may not be on topic, lack depth, do not pose questions that extend the discussion
Scholarly Writing Quality
30 to 30 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. ***The use of scholarly sources or real life experiences needs to be included to deepen the discussion and earn points in reply to fellow students.
27 to 29 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors.
24 to 26 points
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with a minimum of two current credible references that adhere to the correct format per the APA Manual 6th Edition. Contains one to two spelling or gramma ...
[Type text][Type text][Type text]SHA604 Building Guest Loya.docx
[Type text] [Type text] [Type text]
SHA604: Building Guest Loyalty
The Hotel School, Cornell SC Johnson College of Business
Complaint Handling Worksheet
Use this worksheet to analyze a guest complaint encounter.
Describe the situation:
How did you become aware of the guest’s dissatisfaction?
What was your response?
What was the outcome of the interaction?
Evaluate the response against the complaint-handling guidelines:
Guideline
How did the response demonstrate the guideline?
How could the guideline be applied to improve guest encounter satisfaction?
Maintain Guest’s Self Esteem
Empathize with Guest
Involve Guest in Resolution
2
© 2017 eCornell. All rights reserved. All other copyrights, trademarks, trade names, and logos are the sole property of their respective owners.
Personal Case Analysis
Imagine that you are a professor teaching a psychology ethics course and you have to decide on a hypothetical case that you will use to educate your students for a couples and family therapy learning module.
In the case analysis, please include the following information:
· Describe a hypothetical couple or family (choose one) and the issues and concerns one or the other brings to you.
· Provide some background on the couple or family, including hypothetical information related to race, socioeconomic status, culture, sexuality, and psychological issues.
· Identify 3 ethical challenges you might face in working with your hypothetical clients.
· Describe the APA guidelines corresponding with each and how you would safeguard against ethics violations.
The paper should be 5 to 6 pages, and include a minimum of 5 scholarly resources.
Component
Exemplary
Accomplished
Developing
Beginning
Does not attempt
Description of hypothetical couple or family and presenting issues
25 Points Possible
Student provides a thorough, substantive description of hypothetical couple or family and presenting issues.
Student provides a detailed description of a hypothetical couple or family and presenting issues.
Student provides a marginal description of hypothetical couple or family and presenting issues. Sufficient details and supporting evidence are lacking.
Student provides a marginal description of hypothetical couple or family and presenting issues. At times description lacks coherence. Sufficient details and supporting evidence are lacking.
Student does not provide a description of hypothetical couple or family and presenting issues.
Identification of 3 Ethical Challenges
60 Points Possible
Student identifies and describes 3 ethical challenges that are consistent with course concepts. Student supports position on ethical challenges with 3 or more scholarly resources.
Student identifies and describes 3 ethical challenges that are consistent with course concepts. Student supports position on ethical challenges with 3 scholarly resources.
Student identifies 2 ethical challenges that are ...
Florida National UniversityPICOT Research AssignmentPurpose
Florida National University
PICOT / Research AssignmentPurpose
The purpose of this assignment is to be able to actively search for relevant research related to your PICOT topic and present it in a formal annotated bibliography.General directions
1. As you search the library for scholarly research, limit your search to identify empirical articles. On finding an empirical study, assess the validity of the conclusion by determining if the conclusion answers your proposed research question and if the methodology is appropriate.
2. Locate six articles directly related to your proposed PICOT question. Write an annotation for each of the six articles that includes a concise summary in your own words and the correct APA citation for each article.
3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional guidance on completing this assignment in the appropriate style.
Annotated bibliography
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
Directions and Grading Criteria: PICOT (written/narrative)
Category
Points
Description
Introduction
10
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
PICOT Question
10
State the quantitative PICOT question in a clear and concise sentence.
References
20
Correct APA citation for each article.
Summary (purpose)
10
Describe the purpose of the article in dimple words
Summary (Research question)
10
Describe the research question if applied
Summary (Methodology)
10
Briefly describe the scientific method use in each article
Summary (Results)
10
Summarize the results for each article
Summary (conclusion)
10
Summarize the conclusion for each article
APA formatting, scholarly writing
10
Follow APA formatting guidelines. Present a scholarly paper without grammatical or sentence structure errors, spelling errors, etc.
Total
100
A quality paper will exceed all of the above requirements.
Grading Rubric: PICOT (written/narrative) Component
Assignment Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
F
Poor or failing or unsatisfactory level of performance
Introduction
10 points
Introduction is clearly conveyed and summarizes the primary intent of the paper. A formal purpose statement is included.
9-10 points
Introduction is conveyed and outlines the primary intent of the paper. A formal purpose statement is included.
8 points
Introduction includes the primary intent of the paper. A formal purpose statement is included.
7 points
Introduction is vague and/or not included. The primary intent of the paper is not conveyed. There ...
Referencing using Murdoch’s Library Listing (APA shown) He.docx
Referencing using Murdoch’s Library Listing (APA shown)
Here is the book I want to reference. Clicking on the quote marks to the right of the listing will give me the referencing options
To format list with a Hanging Indent, highlight the entries and press Control_T.
Before:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health and
Welfare.
After:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health
and Welfare.
To alphabetise your Reference List, highlight the full list and click the sort icon on Word.
J J Murphy | 2018
Copy and paste the reference into your
Reference List. CHECK that the listing is
correct using the Murdoch APA
Referencing Guide.
NR512
HealthIT Topic of Week Assignment
Guidelines with Scoring Rubric
Purpose
This assignment is designed to help students
Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.
Due Date: Sunday 11:59 p.m. MT at the end of Week 5.
Total Points Possible: 175
Requirements
Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Topic paper for Wk. 5 to dropbox by end of Week 5. Preparing the paper
1. The FierceEMR and FierceHealthIT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.
2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
3. All aspects of the paper must be in APA format as expressed in the 6th edition.
4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.
5. Ideas and information from professional sources must be cited correctly.
6. Gr.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
Seu hcm515 critical thinking writing rubric module 6
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
Healthcare Informatics Applications.pdf
This document provides instructions for an assignment on healthcare informatics applications. Students are asked to write an essay addressing three topics: 1) discussing how big data or data mining could benefit healthcare, 2) describing a continuity plan for their workplace, and 3) analyzing the benefits and drawbacks of using technology in healthcare education. The assignment expects a 1500 word essay with three sections, one for each topic, and proper citations and references in APA style. It also provides a rubric for grading.
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
1. Citation Written in APA format. For more help.docx
1. Citation:
Written in APA format. For more help with formatting, see APA handout.
1. Summary:
What is purpose of the source, review article, original research? What topics are covered? This is generally 1 -3 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources.
1. Assessment:
After summarizing the article (or research paper or book) it is necessary to evaluate it and also where you found it – its source (e.g. journal, website, etc). Briefly answer the following questions:
What is the format or type of source. How reliable is the information in the article and how credible is the source and the author(s)? Is this article biased or objective?
For more help, see this handout on evaluating resources.
1. Critique
Once you've summarized and assessed a source, you need to ask how it fits into your research. Why is this source relevant to your research paper and how can you use this source in your research project? What are the strengths and weaknesses? It is biased in any way? Compare the source with other sources in your bibliography.
Source 1- http://www.mslifelines.com/what-is-ms?cmp=M_WhatIsMS_MSLLGuideToMS_Google_PS&gclid=COrwht6_ns0CFdU7gQodi7MHjg
Source 2- http://www.nationalmssociety.org/What-is-MS
Source 3- http://www.healthline.com/health/multiple-sclerosis/early-signs
Source 4- http://www.medicalnewstoday.com/articles/37556.php
Source 5- http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1069023/
Assignment 4: Research Paper Rubric
Evaluation Criteria
Excellent
Good
Fair
Poor
Points Earned
Abstract
TOTAL: (15 points)
(10 points)
Minimum criteria:
· Topic Sentence
· Five main topics introduced: Statistics/Epidemiology, Financial Costs, Anatomy & Physiology/ Etiology, Diagnosis/Treatments/ Prognosis,
· Conclusions and Findings, Future Directions/Research
Response to Assignment 3 Feedback
(5 points)
Minimum criteria:
· Did student respond to and fix issues identified in the instructor feedback for Assignments 3?
10 points
Abstract contains all of the required criteria.
Abstract introduces the profile and outlines main topics and briefly presents conclusions.
5 points
Student responded to and fixed issues identified by the instructor feedback for
Assignment 3
~or~ There were no issues in the instructor feedback for the student to respond to in Assignment 3
~or~ Assignment 3 was not submitted by the student
9 - 8 points
Abstract contains four of the required criteria.
Abstract introduces the profile and outlines main topics and presents conclusions.
7 - 6 points
Abstract contains three of the required criteria.
Abstract is lacking in introduction sentence, information, and/or conclusion statement.
< 6 points
Abstract contains two or less of the required criteria.
Abstract is not present. (0 points)
0 points
Student did not address all the issues identified in the instructor feedback for Assignment 3
Main Body Content
TOTAL: (50 ...
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Intellectual DisabilityDiscuss the meanings of intelligence and .docx
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Florida National UniversityResearch Assignment #1PurposeThe
Florida National University
Research Assignment #1Purpose
The student will read and understand the given case scenario and further develop a hypothetical project. The student will answer given questions that will serve as a guide for this project. Also, the student will explain key concepts and apply theoretical frameworks, models and/ or theories pertinent to this case.General directions
1. You will submit one (1) paper as part of this assignment (individual assignment).
2. Your research paper must follow APA format according to Publication Manual American Psychological Association (APA) (6th ed.). Include a cover page and headings per 6th edition APA guidelines.
3. The research paper should be minimum of 3 pages (not including the title or reference pages) – maximum of 6 pages (not including the title or reference pages), single spaced, Times New Roman, Size 12, and 5 references related to the topic (3 must be peer-reviewed journal articles).Research Paper
4. Include the following components in your research paper:
a. Title Page
b. Introduction
c. Problem Statement
d. Population of Interest
e. Key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
f. Theoretical frameworks of behavioral change / models
g. Planning community intervention / Funding
h. Evaluate the community-level intervention
i. Social marketing / resources
j. Research studies (at least 3 peer-reviewed journal articles)
k. Conclusion
l. References Page
5. All Florida National University policies related to plagiarism must be observed.Directions and Grading Criteria: Research paper #1
Category
Points
Description
Introduction
5
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
Problem Statement
10
Fully describe the primary problem you are addressing as part of your potential hypothetical project. Integrate contemporary/scholarly evidence (no more than 7 years old) to support the need for change.
Population of Interest
5
Describe your population of interest.
Key
Concepts
10
1. Introduce / explain key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
2. Theoretical frameworks of behavioral change / models
10
Describe and apply a behavioral change model that addresses health promotion and risk reduction in this particular case (theoretical frameworks of behavioral change / models discussed on Chapter 5 of textbook).
3. Planning community intervention / Funding
10
Describe the selection of the most appropriate intervention / Describe your implementation plan. Apply collaboration / teamwork / funding. Provide explanation. Support your answer with evidence-based research literature.
4. Evaluate the community-level intervention
10
Describe your evaluation of the community-le ...
1 BUSS215 – Management Principles Portfolio .docx
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
Healthcare Policy and Economics.docx
This assignment asks students to reflect on patient safety and satisfaction in healthcare by answering four questions in 1500-2000 words. The questions address how patient safety measures can lead to cost savings, defining the role of the Joint Commission in healthcare, reflecting on one's future role in contributing to patient safety, and the role of the chief nursing officer regarding patient safety. The assignment expects students to thoroughly address the questions using at least two scholarly references cited in APA style. It will be graded based on content, organization, logic/argument, use of references, and quality of written communication.
OTL520 Critical Thinking Rubric - Module 5 Criteria .docx
OTL520
Critical Thinking Rubric - Module 5
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
29-35 Points 22-28 Points 15-21 Points 8-14 Points
Requirements Instructional design
considerations specific to
the selected organization
were present and included
adequate detail for all four
of the individual learning
preference topics presented
in the module:
• David Kolb’s four basic
learning styles
• Ned Herrmann’s brain-
based approach
• Visual, Auditor, &
Kinesthetic (VAK) model
• Howard Gardner’s
Multiple Intelligences
Instructional design
considerations specific to
the selected organization
were not included for one of
the individual learning
preference topics, or one of
the learning preference
topics did not include
enough detail.
Instructional design
considerations specific
to the selected
organization were not
included for two of the
individual learning
preference topics, or
two of the learning
preference topics did
not include enough
detail.
Instructional design
considerations
specific to the
selected organization
were not included for
three of the
individual learning
preference topics, or
three of the learning
preference topics did
not include enough
detail.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learner preferences
presented in the module;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as specified
in description.
Cites and integrates
sources, but each lacks
credibility or clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly organized,
well written, and in proper
format as outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written, and
is in proper format as
outlined in the assignment.
Reasonably good sentence
and paragraph structure;
significant number of errors
in grammar and spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence
and paragraph
development;
numerous errors in
grammar and spelling.
Project is not
organized or well
written, and is not in
proper paper format.
Poor q.
Developed by M. Cooke 113017, rev 22518, 72918, 12218,.docx
Developed by M. Cooke 11/30/17, rev 2/25/18, 7/29/18, 12/2/18, 8/9/19, 7/20/20, 8/13/21
NORTHERN ILLINOIS UNIVERSITY
School of Nursing
NURS 432 Processes for Nursing Leadership
Nursing Leadership Paper
Overview and Purpose:
The purpose of this assignment is to integrate the concepts and materials from this course into a final 5-6-
page paper delineating the student’s unique perspective of nursing leadership in the role and setting where
they hope to practice either now or in the future.
The assignment will encompass identifying an area and setting for practice, summarizing 2 specific issues
affecting either the role or the setting, providing a description as to what the student hopes to impact in the
role/setting, developing a personal vision for how they will contribute to improving the identified issue(s)
and describing their leadership approach using their strengths from the Strengths Finders activities.
This assignment is worth 100 points of your final grade and must be submitted via Blackboard by the date
listed on the course calendar.
Guidelines
1. Identify an area and setting in which you want to practice (either now or in the future).
a. Examples of area include pediatrics, infection prevention, etc.
b. Examples of setting include acute care hospital, ambulatory care, long-term care, critical
access hospital, etc.
c. Provide a description for why you want to work in this area and setting
d. Description should be brief and succinct and not more than one page.
2. Summarize 2 specific issues effecting your selected role/environment/patient population
a. Example of types of issues: reimbursement issues, regulatory issues, practice issues, safety
issues, ethical issues, risk management issues, quality improvement issues etc.
b. Describe why these are issues in your area of practice using literature to support the
rationale. Cite peer-reviewed, U.S. based literature that is not greater than 7 years old.
c. Describe the impact of the issues on patients/staff/organization using literature to support the
rationale. Cite peer-reviewed, U.S. based literature that is not greater than 7 years old.
3. Discuss how, in your role as a nurse leader, you can impact 1 of the identified issues.
a. Identify an approach to change/innovation that is evidence-based.
b. Use peer-reviewed, U.S. based literature that is not greater than 7 years old to support the
approach.
TIPS for writing the paper
- All written assignments must be typed using 12-point font with 1inch margins and comply with
current APA manual guidelines (7th edition). This includes a title page, reference page and
appropriate paper headings.
- Grammar, spelling, punctuation, sentence structure and general overall look of the paper are
included in the evaluation of assignments.
- It is expected that all written assignments will be done in a professional, scholarly manner using
peer-reviewed, U.S. .
Identifying A Clinical Question.pdf
The document provides guidelines for a student assignment to identify a clinical question related to their practice area. It instructs the student to write the clinical question in PICOT format, describe why the topic is important, perform a literature search to find 5 relevant research articles on the topic using specified databases, and identify the most relevant article to answer the clinical question. The student is to write a 1000-1500 word paper addressing these points and citing at least 5 sources using APA style.
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
EDUC 701Course Project Final Paper Grading RubricCriteriaLe
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
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1st Pass Pages
1019763_FM_VOL-I.qxp 9/17/07 4:22 PM Page viii
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P E O P L E S A N D C U L T U R E S
The Making
of the West
t h i r d e d i t i o n
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page i
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page ii
P E O P L E S A N D C U L T U R E S
B E D F O R D / S T. M A R T I N ’ S
B o s t o n ■ N e w Y o r k
The Making
of the West
Lynn Hunt
University of California, Los Angeles
Thomas R. Martin
College of the Holy Cross
Barbara H. Rosenwein
Loyola University Chicago
R. Po-chia Hsia
Pennsylvania State University
Bonnie G. Smith
Rutgers University
t h i r d e d i t i o n
Volume I:
To 1740
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page iii
For Bedford/St. Martin’s
Executive Editor for History: Mary Dougherty
Director of Development for History: Jane Knetzger
Senior Developmental Editor: Heidi L. Hood
Senior Production Editor: Karen S. Baart
Senior Production Supervisor: Dennis Conroy
Executive Marketing Manager: Jenna Bookin Barry
Editorial Assistants: Lindsay DiGianvittorio and Katherine Flynn
Production Associate: Lindsay DiGianvittorio
Production Assistant: David Ayers
Copyeditor: Janet Renard
Text Design: Janis Owens, Books By Design, Inc.
Page Layout: Boynton Hue Studio
Photo Research: Gillian Speeth
Indexer: Leoni Z. McVey & Associates, Inc.
Cover Design: Donna Lee Dennison
Cover Art: Arrival of the Crusaders in Constantinople for the Battle between the French and the Turks
1147–1148 A.D. From Grandes Chroniques de France, illuminated by Jean Fouquet, Tours, c. 1455–1460.
Bibliothèque Nationale de France.
Cartography: Mapping Specialists Limited
Composition: Aptara
Printing and Binding: R.R. Donnelley & Sons Company
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Director of Marketing: Karen Melton Soeltz
Director of Editing, Design, and Production: Marcia Cohen
Managing Editor: Elizabeth M. Schaaf
Library of Congress Control Number: 2007927405
Copyright © 2009 by Bedford / St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by
the Publisher.
Manufactured in the United States of America.
1 2 3 4 5 6 12 11 10 09 08
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116
(617-399-4000)
ISBN-10: 0–312– 45294–2 ISBN-13: 978–0–312– 45294–0 (combined edition)
ISBN-10: 0–312– 45295–0 ISBN-13: 978–0–312– 45295–7 (Vol. I)
ISBN-10: 0–312– 45296–9 ISBN-13: 978–0–312– 45296– 4 (Vol. II)
ISBN-10: 0–312– 46508–4 ISBN-13: 978–0–312– 46508–7 (Vol. A)
ISBN-10: 0–312– 46509–2 ISBN-13: 978–0 ...
13022 1 BIOL 315 Salmonella and Typhoid fever
1/30/22
1
BIOL 315: Salmonella and
Typhoid fever
Dr. Sean Murray
Western Blot
Typhoid Fever
Typhoid Fever
• Salmonella Typhi: only infects humans
• CDC estimates 21 million cases per year world wide
with 200,000 deaths
• 400 cases per year in USA (most traveled to developing
countries)
Gastroenteritis
• Salmonella Typhimurium: broad host range
• CDC estimates 6.5 million cases a year in USA
with ~9,000 deaths from gastroenteritis
• 1/3 of all gastroenteritis infections caused by
Salmonella
• CDC: 15 Salmonella infections per 100,000
people in USA
Typhoid Fever
• Salmonella Typhi
• Fecally contaminated food/water
• 1-4 weeks post-ingestion for symptoms
• Multiply in spleen, liver
• High fever, chills, convulsions, delirium, and
anorexia for 2-3 weeks
• Pass from liver to gall bladder to intestine,
where it may ulcerate the intestinal mucosa
(fatal)
• Treatment: antibiotics
1/30/22
2
Typhoid Mary, early 1900s
• Salmonella can persist in the gall
bladder, and may be shed in feces
• Chef Typhoid Mary was a carrier
• She infected many people as she
worked at hotels, restaurants, hospitals
• Arrested twice, spent the rest of her life
in prison after the second arrest
Gastroenteritis
• Salmonella Typhimurium
• Contaminated poultry/eggs
– Caesar salad, raw eggs
• Nausea, vomiting 6-24 hours post ingestion
• Followed by abdominal pain, diarrhea, fever
• Symptoms last 1 week
• Shed Salmonella in feces for up to 3 months
• 1-3% of people shed for 1 year
• If enters bloodstream, septic shock (rare)
• Antibiotics not normally prescribed
Species infected by Salmonella
• Humans (Typhi)
• Humans, mice, cows, most mammals,
C. elegans (Typhimurium)
Salmonella Invasion of intestinal epithelium
1/30/22
3
TIIISS injects proteins into mammalian
cells that are NOT normally phagocytic to
induce phagocytosis of bacterium
Galan and Wolf-Watz, Nature, 2006
Type III-secretion system (TIIISS)
Galan and Wolf-Watz, Nature, 2006
Secretion protein complex is sequentially assembled
starting with the inner membrane, outer membrane,
periplasm, and finally the extracellular domains
Galan and Wolf-Watz, Nature, 2006
Invasion of intestinal epithelium
1/30/22
4
Holden, Traffic, 2002
Invading
macrophages
Paul (Ed.), Fundamental Immunology, 2003
Holden, Traffic, 2002
Salmonella
Containing
Vacuoles
Holden, Traffic, 2002
Salmonella Pathogenicity Islands SPI-1 and SPI-2
encode two different TIIISS that were horizontally
acquired (different GC content than chromosome);
pSLT is self-transmissible
pSLT
Spi-1
Spi-2
Salmonella
chromosome
Genome = chromosome plus plasmid
How does Salmonella adapt to
being inside or outside host cells?
In bacterial
membrane:
In bacterial
cytoplasm:
PhoQ
PhoP
(sensor)
(transcription factor)
1/30/22
5
PhoQ is activated by molecular signals inside ...
12620, 10(28 AMBritish Jury Delivers First Conviction for Fe
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 1 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
https://nyti.ms/2UzfDiq
By Palko Karasz and Anna Schaverien
Feb. 1, 2019
LONDON — A woman in London was convicted on Friday over the genital cutting of her daughter, becoming
the first person to be successfully prosecuted under the country’s law banning the practice.
The 37-year-old woman was found guilty of committing female genital cutting in August 2017, when her
daughter was 3. The girl’s father, 43, was cleared of charges. Neither parent was identified because of
reporting restrictions placed on the case.
“Female genital mutilation has an appalling physical and emotional impact on victims that usually lasts their
entire life,” said Lynette Woodrow, a deputy chief crown prosecutor, in a statement. “A 3-year-old has no power
to resist or fight back.”
A jury in London heard the girl was “deliberately cut and her injuries amounted to F.G.M.,” the statement from
prosecutors said, referring to female genital cutting, the practice of a girl’s genitalia being cut and removed.
The mother, originally from Uganda, where the practice is also illegal, claimed her daughter’s injuries were
caused when she fell from a kitchen counter onto an open metal lined cupboard door. None of the medical
experts who testified supported that assessment, the prosecutors said. The statement did not describe the
woman’s possible motives.
The girl was taken to a hospital and lost a significant amount of blood because of her injuries, jurors were told,
according to the BBC.
“I come before thee today with tears in my eyes, fear in my heart,” the woman wrote in her diary, according to
prosecutors. “My mother, I made a choice in my life. With that choice I could be going to jail.”
Aisha Gill, a professor of criminology at the University of Roehampton, said in a phone interview that the
verdict was “significant because it sends out a message to affected communities that these kinds of harmful
practices will not be tolerated.”
Calling it “a landmark case,” she added, “We need to see that the law will be operational and effective to
enable victims to come forward when necessary.”
British Jury Delivers First Conviction
for Female Genital Cutting
https://www.nytimes.com/
https://www.nytimes.com/by/palko-karasz
https://www.nytimes.com/by/anna-schaverien
https://www.cps.gov.uk/london-north/news/mother-first-be-convicted-female-genital-mutilation
https://www.bbc.co.uk/news/uk-england-47094707
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 2 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
Female genital cutting has been illegal in Britain since 1985, but previous prosecutions have l ...
12621, 1000 PMOriginality ReportPage 1 of 6httpsclas
1/26/21, 10:00 PMOriginality Report
Page 1 of 6https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport/…course_id=_16782097_1&includeDeleted=true&print=true&download=true
%%63
SafeAssign Originality Report
NURS-6521D-5/NURS-6521N-5/NURS-6521A-5-Adv… • SafeAssign Drafts
%%63Total ScoreTotal Score:: High risk
Dera Ogudo
Submission UUID: ee4ea50b-fd85-24bc-6924-a746b0154e78
Total Number of ReTotal Number of Re……
1
Highest MatchHighest Match
63 %
WK8Assgn_Ogudo.docx
Average MatchAverage Match
63 %
Submitted onSubmitted on
01/26/21
09:48 PM CST
Average Word CountAverage Word Count
813
Highest: WK8Assgn_Ogud…
%%63Attachment 1
Inst itut ional databaseInst itut ional database ( (77))
Student paperStudent paper Student paperStudent paper Student paperStudent paper
Student paperStudent paper Student paperStudent paper Student paperStudent paper
Student paperStudent paper
Top sourcesTop sources ( (33))
Excluded sourcesExcluded sources ( (00))
View Originality Report - Old Design
Word Count: 813
WK8Assgn_Ogudo.docx
22 55 44
11 66 33
77
22 Student paperStudent paper 55 Student paperStudent paper 44 Student paperStudent paper
1
3
Alzheimer’s Case Study Analysis
Dera Ogudo
Walden University
January 26, 2021
Alzheimer’s Disease Case Study It can be a daunting task for a skilled practitioner to carry a diagnosis of Alzheimer’s disease (AD). Diagnosis of
dementia must have at least two major cognitive functions for it to be affected sufficiently to impede daily routines. These entail the capacity
to reason, language skills, memory, visual protection, and ability to solve problems. Diagnosis of dementia does not have a definite test, thus,
there is a need for clinicians to conduct several assessments like neurophysiological and cognitive tests in order to determine judgment, cogni-
tion, memory, attention, vocabulary, and thinking. The case study entails a seventy-six-year-old man who is suspected of having Alzheimer’s
disease. The case conclusion is derived on the information that is presented by his son and there lacked organic illness process during inspec-
tion. His behavioral changes began 2 years ago, which comprised of apathy, changes in his personality, which was later followed by diffi-
culties when speaking and loss of memory. When conducting a clinical interview, confabulation was also detected, self-ascertained eu-
thymic mood and speech. The patient also showed signs of impaired insight and judgment and also lacked impulse control. The pa-
tient does not show signs of suicide ideation and he is diagnosed with a condition called neurocognitive disorder that is linked to Alzheimer’s
11
22
33 44
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=e560c6e4-8f80-47de-ba1e-bf571388590b&course_id=_16782097_1&download=true&includeDeleted=true&print=true&force=true
1/26/21, 10:00 PMOriginality Report
Page 2 of 6https://class.waldenu.edu/webapps/mdb-sa- ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (&
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1255A Strengths Focus and Quality LeadershipSucc
125
5
A Strengths Focus and
Quality Leadership
Success is achieved by developing our strengths not by eliminating
our weaknesses.
— Marilyn vos Savant
� A DIRE NEED TO EMPHASIZE STRENGTHS
Up to this point in the book, great emphasis has been placed on the
importance of discovery and making meaning of worker needs, values,
goals, and strengths as a means to foster quality leader–member rela-
tionships and to inspire and engage workers to feel better, develop
better, and perform better as they carry out their important roles of
helping. While needs, values, and goals all form important aspects of a
Responsive Leadership Approach, it is for very important reasons that
a strong emphasis be made regarding a strengths focus as a key ingre-
dient in enhancing worker morale, engagement, commitment, and
overall performance—a need for an emphasis so strong that a focus on
strengths and quality leadership warrants its very own chapter!
There are several very notable reasons for making the strengths
focus aspect of the Responsive Leadership Approach a stand-alone
chapter in this book. First, a focus on values, needs, and goals is
de, G. S. (2015). Responsive leadership in social services : A practical approach for optimizing engagement and performance.
ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
Created from capella on 2021-08-08 13:03:16.
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PART II FROM CONCEPTS TO PRACTICE126
already quite common and forms an integral aspect of frontline worker
training, performance development, and most approaches to supervi-
sion and employee management. A focus on strengths, however, while
theoretically and philosophically in line with social service values and
guiding principles is less common and, from the experience of many
workers in the field, does not make up an integral aspect of employee
supervision, performance development, and/or performance manage-
ment. As a matter of fact, when it comes to most performance manage-
ment approaches, in particular, a focus on employee strengths is often
rare altogether and in some cases nonexistent.
A second reason for making an emphasis on strengths in supervi-
sion and management a necessary focus has to do with the reality
within the current political, bureaucratic, organizational, training,
work, and service-delivery realities of social services. Many of these
social service dimensions are actually antithetical and/or provide coun-
tercurrents or impediments to the use and sustainability of a strengths
focus within supervision and/or management. Finally, promoting and
illustrating a strengths approach in supervision and management is
critical because consistent operationalization of a strengths perspective ...
13-1 Final Project Milestone One Introduction
1
3-1 Final Project Milestone One: Introduction
January 19,2022
Sierra Club
Sierra Club is an environmental organization that operates in all the US states, promoting the importance of preserving the environment. The environment is primarily polluted, and Sierra Club is doing all it can to bring people together to develop solutions for protecting the environment. Sierra Club has organized over four thousand rallies and events for different causes like racism, mainly focusing on environmental issues (About the Sierra Club, n.d.). Sierra Club, over recent years, they have been lobbying the government to promote environmentally friendly practices by implementing policies that promote environmental conservation (About the Sierra Club, n.d.). Sierra Club focuses on promoting environmental sustainability, solving and preventing further global warming and its effects, and using coal by large manufacturing companies. Sierra Club does not only deal with ecological protests; they organize outdoor activities like rock climbing, camping, and wilderness excursions for its members. Sierra Club’s vision states that they envision themselves being an inclusive, diverse, and knowledgeable movement that has achieved a sustainable environment making their achievement an inspiration to other communities (About the Sierra Club, n.d.). Its mission includes exploring and protecting the wild areas of the earth, promoting effective and responsible use of the environment and its resources, and educating people on protecting and restoring the natural environment (About the Sierra Club, n.d.).
Disney Corporation
The Walt Disney Company, popularly known as Disney corporation, is a multinational entertainment company that aims at entertaining and inspiring its viewers. Disney began as an animation production company, and with time it grew its products and services. Disney products and services include Walt Disney Pictures, responsible for several film production companies (About the Walt Disney Company, n.d.). The products and services also include the ABC broadcast network, several cable services like Disney Chanel, Live streaming services like Disney+, several theme parks in the country hotels and cruise ship lines (About the Walt Disney Company, n.d.). Disney focuses on innovation to create new and customized products for its customers due to the high competition in the film production industry and live streaming services. The vision of Disney is to be among the leading producers, entertainers, and information in the world (About the Walt Disney Company, n.d.). Disney’s mission is to entertain and inform its users through storytelling using innovation and technology, making Disney the premium entertainment company globally (About the Walt Disney Company, n.d.).
Miami-Dade County Florida
Miami-Dade County in southeastern Florida is the largest county in Florida State. Miami-Dade County has more than two million five hundred people makin ...
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1. Citation Written in APA format. For more help.docx
1. Citation:
Written in APA format. For more help with formatting, see APA handout.
1. Summary:
What is purpose of the source, review article, original research? What topics are covered? This is generally 1 -3 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources.
1. Assessment:
After summarizing the article (or research paper or book) it is necessary to evaluate it and also where you found it – its source (e.g. journal, website, etc). Briefly answer the following questions:
What is the format or type of source. How reliable is the information in the article and how credible is the source and the author(s)? Is this article biased or objective?
For more help, see this handout on evaluating resources.
1. Critique
Once you've summarized and assessed a source, you need to ask how it fits into your research. Why is this source relevant to your research paper and how can you use this source in your research project? What are the strengths and weaknesses? It is biased in any way? Compare the source with other sources in your bibliography.
Source 1- http://www.mslifelines.com/what-is-ms?cmp=M_WhatIsMS_MSLLGuideToMS_Google_PS&gclid=COrwht6_ns0CFdU7gQodi7MHjg
Source 2- http://www.nationalmssociety.org/What-is-MS
Source 3- http://www.healthline.com/health/multiple-sclerosis/early-signs
Source 4- http://www.medicalnewstoday.com/articles/37556.php
Source 5- http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1069023/
Assignment 4: Research Paper Rubric
Evaluation Criteria
Excellent
Good
Fair
Poor
Points Earned
Abstract
TOTAL: (15 points)
(10 points)
Minimum criteria:
· Topic Sentence
· Five main topics introduced: Statistics/Epidemiology, Financial Costs, Anatomy & Physiology/ Etiology, Diagnosis/Treatments/ Prognosis,
· Conclusions and Findings, Future Directions/Research
Response to Assignment 3 Feedback
(5 points)
Minimum criteria:
· Did student respond to and fix issues identified in the instructor feedback for Assignments 3?
10 points
Abstract contains all of the required criteria.
Abstract introduces the profile and outlines main topics and briefly presents conclusions.
5 points
Student responded to and fixed issues identified by the instructor feedback for
Assignment 3
~or~ There were no issues in the instructor feedback for the student to respond to in Assignment 3
~or~ Assignment 3 was not submitted by the student
9 - 8 points
Abstract contains four of the required criteria.
Abstract introduces the profile and outlines main topics and presents conclusions.
7 - 6 points
Abstract contains three of the required criteria.
Abstract is lacking in introduction sentence, information, and/or conclusion statement.
< 6 points
Abstract contains two or less of the required criteria.
Abstract is not present. (0 points)
0 points
Student did not address all the issues identified in the instructor feedback for Assignment 3
Main Body Content
TOTAL: (50 ...
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Intellectual DisabilityDiscuss the meanings of intelligence and .docx
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Florida National UniversityResearch Assignment #1PurposeThe
Florida National University
Research Assignment #1Purpose
The student will read and understand the given case scenario and further develop a hypothetical project. The student will answer given questions that will serve as a guide for this project. Also, the student will explain key concepts and apply theoretical frameworks, models and/ or theories pertinent to this case.General directions
1. You will submit one (1) paper as part of this assignment (individual assignment).
2. Your research paper must follow APA format according to Publication Manual American Psychological Association (APA) (6th ed.). Include a cover page and headings per 6th edition APA guidelines.
3. The research paper should be minimum of 3 pages (not including the title or reference pages) – maximum of 6 pages (not including the title or reference pages), single spaced, Times New Roman, Size 12, and 5 references related to the topic (3 must be peer-reviewed journal articles).Research Paper
4. Include the following components in your research paper:
a. Title Page
b. Introduction
c. Problem Statement
d. Population of Interest
e. Key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
f. Theoretical frameworks of behavioral change / models
g. Planning community intervention / Funding
h. Evaluate the community-level intervention
i. Social marketing / resources
j. Research studies (at least 3 peer-reviewed journal articles)
k. Conclusion
l. References Page
5. All Florida National University policies related to plagiarism must be observed.Directions and Grading Criteria: Research paper #1
Category
Points
Description
Introduction
5
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
Problem Statement
10
Fully describe the primary problem you are addressing as part of your potential hypothetical project. Integrate contemporary/scholarly evidence (no more than 7 years old) to support the need for change.
Population of Interest
5
Describe your population of interest.
Key
Concepts
10
1. Introduce / explain key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
2. Theoretical frameworks of behavioral change / models
10
Describe and apply a behavioral change model that addresses health promotion and risk reduction in this particular case (theoretical frameworks of behavioral change / models discussed on Chapter 5 of textbook).
3. Planning community intervention / Funding
10
Describe the selection of the most appropriate intervention / Describe your implementation plan. Apply collaboration / teamwork / funding. Provide explanation. Support your answer with evidence-based research literature.
4. Evaluate the community-level intervention
10
Describe your evaluation of the community-le ...
1 BUSS215 – Management Principles Portfolio .docx
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
Healthcare Policy and Economics.docx
This assignment asks students to reflect on patient safety and satisfaction in healthcare by answering four questions in 1500-2000 words. The questions address how patient safety measures can lead to cost savings, defining the role of the Joint Commission in healthcare, reflecting on one's future role in contributing to patient safety, and the role of the chief nursing officer regarding patient safety. The assignment expects students to thoroughly address the questions using at least two scholarly references cited in APA style. It will be graded based on content, organization, logic/argument, use of references, and quality of written communication.
OTL520 Critical Thinking Rubric - Module 5 Criteria .docx
OTL520
Critical Thinking Rubric - Module 5
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
29-35 Points 22-28 Points 15-21 Points 8-14 Points
Requirements Instructional design
considerations specific to
the selected organization
were present and included
adequate detail for all four
of the individual learning
preference topics presented
in the module:
• David Kolb’s four basic
learning styles
• Ned Herrmann’s brain-
based approach
• Visual, Auditor, &
Kinesthetic (VAK) model
• Howard Gardner’s
Multiple Intelligences
Instructional design
considerations specific to
the selected organization
were not included for one of
the individual learning
preference topics, or one of
the learning preference
topics did not include
enough detail.
Instructional design
considerations specific
to the selected
organization were not
included for two of the
individual learning
preference topics, or
two of the learning
preference topics did
not include enough
detail.
Instructional design
considerations
specific to the
selected organization
were not included for
three of the
individual learning
preference topics, or
three of the learning
preference topics did
not include enough
detail.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learner preferences
presented in the module;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as specified
in description.
Cites and integrates
sources, but each lacks
credibility or clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly organized,
well written, and in proper
format as outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written, and
is in proper format as
outlined in the assignment.
Reasonably good sentence
and paragraph structure;
significant number of errors
in grammar and spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence
and paragraph
development;
numerous errors in
grammar and spelling.
Project is not
organized or well
written, and is not in
proper paper format.
Poor q.
Developed by M. Cooke 113017, rev 22518, 72918, 12218,.docx
Developed by M. Cooke 11/30/17, rev 2/25/18, 7/29/18, 12/2/18, 8/9/19, 7/20/20, 8/13/21
NORTHERN ILLINOIS UNIVERSITY
School of Nursing
NURS 432 Processes for Nursing Leadership
Nursing Leadership Paper
Overview and Purpose:
The purpose of this assignment is to integrate the concepts and materials from this course into a final 5-6-
page paper delineating the student’s unique perspective of nursing leadership in the role and setting where
they hope to practice either now or in the future.
The assignment will encompass identifying an area and setting for practice, summarizing 2 specific issues
affecting either the role or the setting, providing a description as to what the student hopes to impact in the
role/setting, developing a personal vision for how they will contribute to improving the identified issue(s)
and describing their leadership approach using their strengths from the Strengths Finders activities.
This assignment is worth 100 points of your final grade and must be submitted via Blackboard by the date
listed on the course calendar.
Guidelines
1. Identify an area and setting in which you want to practice (either now or in the future).
a. Examples of area include pediatrics, infection prevention, etc.
b. Examples of setting include acute care hospital, ambulatory care, long-term care, critical
access hospital, etc.
c. Provide a description for why you want to work in this area and setting
d. Description should be brief and succinct and not more than one page.
2. Summarize 2 specific issues effecting your selected role/environment/patient population
a. Example of types of issues: reimbursement issues, regulatory issues, practice issues, safety
issues, ethical issues, risk management issues, quality improvement issues etc.
b. Describe why these are issues in your area of practice using literature to support the
rationale. Cite peer-reviewed, U.S. based literature that is not greater than 7 years old.
c. Describe the impact of the issues on patients/staff/organization using literature to support the
rationale. Cite peer-reviewed, U.S. based literature that is not greater than 7 years old.
3. Discuss how, in your role as a nurse leader, you can impact 1 of the identified issues.
a. Identify an approach to change/innovation that is evidence-based.
b. Use peer-reviewed, U.S. based literature that is not greater than 7 years old to support the
approach.
TIPS for writing the paper
- All written assignments must be typed using 12-point font with 1inch margins and comply with
current APA manual guidelines (7th edition). This includes a title page, reference page and
appropriate paper headings.
- Grammar, spelling, punctuation, sentence structure and general overall look of the paper are
included in the evaluation of assignments.
- It is expected that all written assignments will be done in a professional, scholarly manner using
peer-reviewed, U.S. .
Identifying A Clinical Question.pdf
The document provides guidelines for a student assignment to identify a clinical question related to their practice area. It instructs the student to write the clinical question in PICOT format, describe why the topic is important, perform a literature search to find 5 relevant research articles on the topic using specified databases, and identify the most relevant article to answer the clinical question. The student is to write a 1000-1500 word paper addressing these points and citing at least 5 sources using APA style.
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
EDUC 701Course Project Final Paper Grading RubricCriteriaLe
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
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1st Pass Pages
1019763_FM_VOL-I.qxp 9/17/07 4:22 PM Page viii
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P E O P L E S A N D C U L T U R E S
The Making
of the West
t h i r d e d i t i o n
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page i
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page ii
P E O P L E S A N D C U L T U R E S
B E D F O R D / S T. M A R T I N ’ S
B o s t o n ■ N e w Y o r k
The Making
of the West
Lynn Hunt
University of California, Los Angeles
Thomas R. Martin
College of the Holy Cross
Barbara H. Rosenwein
Loyola University Chicago
R. Po-chia Hsia
Pennsylvania State University
Bonnie G. Smith
Rutgers University
t h i r d e d i t i o n
Volume I:
To 1740
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page iii
For Bedford/St. Martin’s
Executive Editor for History: Mary Dougherty
Director of Development for History: Jane Knetzger
Senior Developmental Editor: Heidi L. Hood
Senior Production Editor: Karen S. Baart
Senior Production Supervisor: Dennis Conroy
Executive Marketing Manager: Jenna Bookin Barry
Editorial Assistants: Lindsay DiGianvittorio and Katherine Flynn
Production Associate: Lindsay DiGianvittorio
Production Assistant: David Ayers
Copyeditor: Janet Renard
Text Design: Janis Owens, Books By Design, Inc.
Page Layout: Boynton Hue Studio
Photo Research: Gillian Speeth
Indexer: Leoni Z. McVey & Associates, Inc.
Cover Design: Donna Lee Dennison
Cover Art: Arrival of the Crusaders in Constantinople for the Battle between the French and the Turks
1147–1148 A.D. From Grandes Chroniques de France, illuminated by Jean Fouquet, Tours, c. 1455–1460.
Bibliothèque Nationale de France.
Cartography: Mapping Specialists Limited
Composition: Aptara
Printing and Binding: R.R. Donnelley & Sons Company
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Director of Marketing: Karen Melton Soeltz
Director of Editing, Design, and Production: Marcia Cohen
Managing Editor: Elizabeth M. Schaaf
Library of Congress Control Number: 2007927405
Copyright © 2009 by Bedford / St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by
the Publisher.
Manufactured in the United States of America.
1 2 3 4 5 6 12 11 10 09 08
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116
(617-399-4000)
ISBN-10: 0–312– 45294–2 ISBN-13: 978–0–312– 45294–0 (combined edition)
ISBN-10: 0–312– 45295–0 ISBN-13: 978–0–312– 45295–7 (Vol. I)
ISBN-10: 0–312– 45296–9 ISBN-13: 978–0–312– 45296– 4 (Vol. II)
ISBN-10: 0–312– 46508–4 ISBN-13: 978–0–312– 46508–7 (Vol. A)
ISBN-10: 0–312– 46509–2 ISBN-13: 978–0 ...
13022 1 BIOL 315 Salmonella and Typhoid fever
1/30/22
1
BIOL 315: Salmonella and
Typhoid fever
Dr. Sean Murray
Western Blot
Typhoid Fever
Typhoid Fever
• Salmonella Typhi: only infects humans
• CDC estimates 21 million cases per year world wide
with 200,000 deaths
• 400 cases per year in USA (most traveled to developing
countries)
Gastroenteritis
• Salmonella Typhimurium: broad host range
• CDC estimates 6.5 million cases a year in USA
with ~9,000 deaths from gastroenteritis
• 1/3 of all gastroenteritis infections caused by
Salmonella
• CDC: 15 Salmonella infections per 100,000
people in USA
Typhoid Fever
• Salmonella Typhi
• Fecally contaminated food/water
• 1-4 weeks post-ingestion for symptoms
• Multiply in spleen, liver
• High fever, chills, convulsions, delirium, and
anorexia for 2-3 weeks
• Pass from liver to gall bladder to intestine,
where it may ulcerate the intestinal mucosa
(fatal)
• Treatment: antibiotics
1/30/22
2
Typhoid Mary, early 1900s
• Salmonella can persist in the gall
bladder, and may be shed in feces
• Chef Typhoid Mary was a carrier
• She infected many people as she
worked at hotels, restaurants, hospitals
• Arrested twice, spent the rest of her life
in prison after the second arrest
Gastroenteritis
• Salmonella Typhimurium
• Contaminated poultry/eggs
– Caesar salad, raw eggs
• Nausea, vomiting 6-24 hours post ingestion
• Followed by abdominal pain, diarrhea, fever
• Symptoms last 1 week
• Shed Salmonella in feces for up to 3 months
• 1-3% of people shed for 1 year
• If enters bloodstream, septic shock (rare)
• Antibiotics not normally prescribed
Species infected by Salmonella
• Humans (Typhi)
• Humans, mice, cows, most mammals,
C. elegans (Typhimurium)
Salmonella Invasion of intestinal epithelium
1/30/22
3
TIIISS injects proteins into mammalian
cells that are NOT normally phagocytic to
induce phagocytosis of bacterium
Galan and Wolf-Watz, Nature, 2006
Type III-secretion system (TIIISS)
Galan and Wolf-Watz, Nature, 2006
Secretion protein complex is sequentially assembled
starting with the inner membrane, outer membrane,
periplasm, and finally the extracellular domains
Galan and Wolf-Watz, Nature, 2006
Invasion of intestinal epithelium
1/30/22
4
Holden, Traffic, 2002
Invading
macrophages
Paul (Ed.), Fundamental Immunology, 2003
Holden, Traffic, 2002
Salmonella
Containing
Vacuoles
Holden, Traffic, 2002
Salmonella Pathogenicity Islands SPI-1 and SPI-2
encode two different TIIISS that were horizontally
acquired (different GC content than chromosome);
pSLT is self-transmissible
pSLT
Spi-1
Spi-2
Salmonella
chromosome
Genome = chromosome plus plasmid
How does Salmonella adapt to
being inside or outside host cells?
In bacterial
membrane:
In bacterial
cytoplasm:
PhoQ
PhoP
(sensor)
(transcription factor)
1/30/22
5
PhoQ is activated by molecular signals inside ...
12620, 10(28 AMBritish Jury Delivers First Conviction for Fe
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 1 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
https://nyti.ms/2UzfDiq
By Palko Karasz and Anna Schaverien
Feb. 1, 2019
LONDON — A woman in London was convicted on Friday over the genital cutting of her daughter, becoming
the first person to be successfully prosecuted under the country’s law banning the practice.
The 37-year-old woman was found guilty of committing female genital cutting in August 2017, when her
daughter was 3. The girl’s father, 43, was cleared of charges. Neither parent was identified because of
reporting restrictions placed on the case.
“Female genital mutilation has an appalling physical and emotional impact on victims that usually lasts their
entire life,” said Lynette Woodrow, a deputy chief crown prosecutor, in a statement. “A 3-year-old has no power
to resist or fight back.”
A jury in London heard the girl was “deliberately cut and her injuries amounted to F.G.M.,” the statement from
prosecutors said, referring to female genital cutting, the practice of a girl’s genitalia being cut and removed.
The mother, originally from Uganda, where the practice is also illegal, claimed her daughter’s injuries were
caused when she fell from a kitchen counter onto an open metal lined cupboard door. None of the medical
experts who testified supported that assessment, the prosecutors said. The statement did not describe the
woman’s possible motives.
The girl was taken to a hospital and lost a significant amount of blood because of her injuries, jurors were told,
according to the BBC.
“I come before thee today with tears in my eyes, fear in my heart,” the woman wrote in her diary, according to
prosecutors. “My mother, I made a choice in my life. With that choice I could be going to jail.”
Aisha Gill, a professor of criminology at the University of Roehampton, said in a phone interview that the
verdict was “significant because it sends out a message to affected communities that these kinds of harmful
practices will not be tolerated.”
Calling it “a landmark case,” she added, “We need to see that the law will be operational and effective to
enable victims to come forward when necessary.”
British Jury Delivers First Conviction
for Female Genital Cutting
https://www.nytimes.com/
https://www.nytimes.com/by/palko-karasz
https://www.nytimes.com/by/anna-schaverien
https://www.cps.gov.uk/london-north/news/mother-first-be-convicted-female-genital-mutilation
https://www.bbc.co.uk/news/uk-england-47094707
1/26/20, 10(28 AMBritish Jury Delivers First Conviction for Female Genital Cutting - The New York Times
Page 2 of 2https://www.nytimes.com/2019/02/01/world/europe/female-genital-mutilation-conviction-britain.html?searchResultPosition=4
Female genital cutting has been illegal in Britain since 1985, but previous prosecutions have l ...
12621, 1000 PMOriginality ReportPage 1 of 6httpsclas
1/26/21, 10:00 PMOriginality Report
Page 1 of 6https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport/…course_id=_16782097_1&includeDeleted=true&print=true&download=true
%%63
SafeAssign Originality Report
NURS-6521D-5/NURS-6521N-5/NURS-6521A-5-Adv… • SafeAssign Drafts
%%63Total ScoreTotal Score:: High risk
Dera Ogudo
Submission UUID: ee4ea50b-fd85-24bc-6924-a746b0154e78
Total Number of ReTotal Number of Re……
1
Highest MatchHighest Match
63 %
WK8Assgn_Ogudo.docx
Average MatchAverage Match
63 %
Submitted onSubmitted on
01/26/21
09:48 PM CST
Average Word CountAverage Word Count
813
Highest: WK8Assgn_Ogud…
%%63Attachment 1
Inst itut ional databaseInst itut ional database ( (77))
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Student paperStudent paper Student paperStudent paper Student paperStudent paper
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View Originality Report - Old Design
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WK8Assgn_Ogudo.docx
22 55 44
11 66 33
77
22 Student paperStudent paper 55 Student paperStudent paper 44 Student paperStudent paper
1
3
Alzheimer’s Case Study Analysis
Dera Ogudo
Walden University
January 26, 2021
Alzheimer’s Disease Case Study It can be a daunting task for a skilled practitioner to carry a diagnosis of Alzheimer’s disease (AD). Diagnosis of
dementia must have at least two major cognitive functions for it to be affected sufficiently to impede daily routines. These entail the capacity
to reason, language skills, memory, visual protection, and ability to solve problems. Diagnosis of dementia does not have a definite test, thus,
there is a need for clinicians to conduct several assessments like neurophysiological and cognitive tests in order to determine judgment, cogni-
tion, memory, attention, vocabulary, and thinking. The case study entails a seventy-six-year-old man who is suspected of having Alzheimer’s
disease. The case conclusion is derived on the information that is presented by his son and there lacked organic illness process during inspec-
tion. His behavioral changes began 2 years ago, which comprised of apathy, changes in his personality, which was later followed by diffi-
culties when speaking and loss of memory. When conducting a clinical interview, confabulation was also detected, self-ascertained eu-
thymic mood and speech. The patient also showed signs of impaired insight and judgment and also lacked impulse control. The pa-
tient does not show signs of suicide ideation and he is diagnosed with a condition called neurocognitive disorder that is linked to Alzheimer’s
11
22
33 44
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=e560c6e4-8f80-47de-ba1e-bf571388590b&course_id=_16782097_1&download=true&includeDeleted=true&print=true&force=true
1/26/21, 10:00 PMOriginality Report
Page 2 of 6https://class.waldenu.edu/webapps/mdb-sa- ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (&
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1255A Strengths Focus and Quality LeadershipSucc
125
5
A Strengths Focus and
Quality Leadership
Success is achieved by developing our strengths not by eliminating
our weaknesses.
— Marilyn vos Savant
� A DIRE NEED TO EMPHASIZE STRENGTHS
Up to this point in the book, great emphasis has been placed on the
importance of discovery and making meaning of worker needs, values,
goals, and strengths as a means to foster quality leader–member rela-
tionships and to inspire and engage workers to feel better, develop
better, and perform better as they carry out their important roles of
helping. While needs, values, and goals all form important aspects of a
Responsive Leadership Approach, it is for very important reasons that
a strong emphasis be made regarding a strengths focus as a key ingre-
dient in enhancing worker morale, engagement, commitment, and
overall performance—a need for an emphasis so strong that a focus on
strengths and quality leadership warrants its very own chapter!
There are several very notable reasons for making the strengths
focus aspect of the Responsive Leadership Approach a stand-alone
chapter in this book. First, a focus on values, needs, and goals is
de, G. S. (2015). Responsive leadership in social services : A practical approach for optimizing engagement and performance.
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PART II FROM CONCEPTS TO PRACTICE126
already quite common and forms an integral aspect of frontline worker
training, performance development, and most approaches to supervi-
sion and employee management. A focus on strengths, however, while
theoretically and philosophically in line with social service values and
guiding principles is less common and, from the experience of many
workers in the field, does not make up an integral aspect of employee
supervision, performance development, and/or performance manage-
ment. As a matter of fact, when it comes to most performance manage-
ment approaches, in particular, a focus on employee strengths is often
rare altogether and in some cases nonexistent.
A second reason for making an emphasis on strengths in supervi-
sion and management a necessary focus has to do with the reality
within the current political, bureaucratic, organizational, training,
work, and service-delivery realities of social services. Many of these
social service dimensions are actually antithetical and/or provide coun-
tercurrents or impediments to the use and sustainability of a strengths
focus within supervision and/or management. Finally, promoting and
illustrating a strengths approach in supervision and management is
critical because consistent operationalization of a strengths perspective ...
13-1 Final Project Milestone One Introduction
1
3-1 Final Project Milestone One: Introduction
January 19,2022
Sierra Club
Sierra Club is an environmental organization that operates in all the US states, promoting the importance of preserving the environment. The environment is primarily polluted, and Sierra Club is doing all it can to bring people together to develop solutions for protecting the environment. Sierra Club has organized over four thousand rallies and events for different causes like racism, mainly focusing on environmental issues (About the Sierra Club, n.d.). Sierra Club, over recent years, they have been lobbying the government to promote environmentally friendly practices by implementing policies that promote environmental conservation (About the Sierra Club, n.d.). Sierra Club focuses on promoting environmental sustainability, solving and preventing further global warming and its effects, and using coal by large manufacturing companies. Sierra Club does not only deal with ecological protests; they organize outdoor activities like rock climbing, camping, and wilderness excursions for its members. Sierra Club’s vision states that they envision themselves being an inclusive, diverse, and knowledgeable movement that has achieved a sustainable environment making their achievement an inspiration to other communities (About the Sierra Club, n.d.). Its mission includes exploring and protecting the wild areas of the earth, promoting effective and responsible use of the environment and its resources, and educating people on protecting and restoring the natural environment (About the Sierra Club, n.d.).
Disney Corporation
The Walt Disney Company, popularly known as Disney corporation, is a multinational entertainment company that aims at entertaining and inspiring its viewers. Disney began as an animation production company, and with time it grew its products and services. Disney products and services include Walt Disney Pictures, responsible for several film production companies (About the Walt Disney Company, n.d.). The products and services also include the ABC broadcast network, several cable services like Disney Chanel, Live streaming services like Disney+, several theme parks in the country hotels and cruise ship lines (About the Walt Disney Company, n.d.). Disney focuses on innovation to create new and customized products for its customers due to the high competition in the film production industry and live streaming services. The vision of Disney is to be among the leading producers, entertainers, and information in the world (About the Walt Disney Company, n.d.). Disney’s mission is to entertain and inform its users through storytelling using innovation and technology, making Disney the premium entertainment company globally (About the Walt Disney Company, n.d.).
Miami-Dade County Florida
Miami-Dade County in southeastern Florida is the largest county in Florida State. Miami-Dade County has more than two million five hundred people makin ...
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.0017
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.00170.000.000.45319.00186.001.800.85380.00174.001.800.35350.00180.000.000.30300.00180.000.000.70400.00180.000.001.90350.00190.000.000.25350.00180.000.000.10319.00186.00-1.800.15380.00186.00-1.803.90350.00180.003.000.00380.00174.00-1.800.55350.00180.000.000.00350.00180.00-3.000.05319.00174.00-1.800.40319.00174.001.804.30380.00186.001.800.00350.00180.000.00
13.9Size (Square feet) Rent ($)65519756631581718142966513507151633903180770816327851528955180052512066301421731187069418586851782675175075014406101212531117675012706751503725159582017956609985351080628133743410757751574707155670213008721400578120047014507701590784152587215756751478768145079717506001150660185092516506501275550110066513989161600850135075015509001300690160057413008001500775140087316508141575739160082014256651270
13.10MovieOpening Weekend Gross ($mil)YouTube Trailer Views (millions)The Mummy32.24657.897It Comes At Night6.00110.785Megan Leavey3.76810.099Captain Underpants: The First Epic Movie23.8528.725Wonder Woman103.25184.205Pirates of the Caribbean: Dead Men Tell No Tales62.98334.990Baywatch18.50421.764Everything, Everything11.7275.550Diary of a Wimpy Kid: The Long Haul7.1263.836Alien: Covenant36.16145.615Snatched19.5427.791King Arthur: Legend of the Sword15.37128.187Lowriders2.4044.496Guardians of the Galaxy Vol. 2146.51057.324How to Be a Latin Lover12.2527.394The Circle9.03411.145Sleight1.70211.175Born in China4.7900.508Free Fire0.9941.061Unforgettable4.7855.387The Promise4.0966.354Phoenix Forgotten1.8167.714The Fate of the Furious98.78730.870The Case for Christ3.9680.280Going in Style11.9322.645Smurfs: The Lost Village13.2108.124The Boss Baby50.19952.292The Zookeeper's Wife3.2893.886Ghost in the Shell18.67631.055CHIPS7.7237.081Life12.50213.550Power Rangers40.30059.296Beauty and the Beast174.75180.077The Belko Experiment4.1375.546Kong: Skull Island61.02535.309The Shack16.1722.532Logan88.41244.196Before I Fall4.6904.989Get Out33.3776.630Rock Dog3.7050.942Collide1.5132.258The Great Wall18.47011.327Fist Fight12.2028.966A Cure for Wellness4.35715.177John Wick: Chapter 230.43613.714The LEGO Batman Movie53.00331.231Fifty Shades Darker46.60752.612Rings13.00316.235The Space Between Us3.7766.884A Dog's Purpose18.22311.698Gold3.4712.827Resident Evil: The Final Chapter13.60223.075Split40.01112.60620th Century Women1.3850.826xXx: Return of Xander Cage20.13027.536The Founder3.4047.273The Resurrection of Gavin Stone1.2073.323Monster Trucks10.9514.267Sleepless8.3443.790Patriots Day11.6147.597The Bye Bye Man13.50112.912Live By Night5.1067.067Silence1.9855.020Hidden Figures22.8007.739Underworld: Blood Wars13.68916.795A Monster Calls2.0807.643
MGMT 101
DISSCISSON QUESTIONS- 200 WORDS EACH AND BE SURE TO PUT THE REFRENCES UNDER EACH ANSWER.
W1: Roles, Responsibilities and General Duties of Supervisors
Contains unread posts
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Please review this video, Positional Power vs. Personal Power, and let's get prepared to ...
12622, 935 PM Module Four Assignment Guidelines and Rubric
1/26/22, 9:35 PM Module Four Assignment Guidelines and Rubric - ACC-201-R3909 Financial Accounting 22EW3
https://learn.snhu.edu/d2l/le/content/957682/viewContent/16293699/View 1/3
Overview
Internal controls are methods and strategies used to keep informa�on and inventory safe from the� and to easily tell if something is compromised or missing. In this assignment, you
will recommend internal controls for safeguarding inventory from an accoun�ng perspec�ve and explain which financial statements are affected by missing inventory.
Scenario
One of your friends has opened a new wholesale electronics business and wants your help figuring out some inventory issues they are facing.
One night last week, there seemed to be fewer HD televisions in the warehouse than they expected. The last �me they were in the warehouse was a week earlier, and they hadn’t
no�ced anything amiss.
As they looked around, they saw that the evening warehouse worker was filling the last orders of the day. The delivery driver and day warehouse worker were gone for the day, and the
delivery van keys were on the desk that the warehouse workers shared. The doors to the loading dock were open, as was the door to the office area where the accountant, two
customer service specialists, and the owner worked.
Knowing that you are familiar with accoun�ng principles, they asked for your help in figuring out how to prevent this in the future.
Prompt
Based on what you have learned about internal controls, provide recommenda�ons on what controls the business owner should put in place to prevent loss of inventory and ensure
that any losses are reported immediately. Also, specify which parts of the financial statements are affected by these losses.
Specifically, you must address the following rubric criteria:
Role of Internal Controls
Explain the role of internal controls in business se�ngs. Also explain how not having internal controls in place may impact the accurate analysis of any wrongdoing.
Recommenda�ons
Recommend at least two internal controls that should be put in place to prevent inventory from going “missing,” no�ng any assump�ons you are making about the root
cause of the missing products and how your recommenda�ons will help address them.
Recommend at least one control that should be put in place to alert the owner if something is actually missing.
Financial Statements
If you found that two $400 HD televisions were missing, explain which financial statements you would correct and how. Be specific as to accounts and amounts.
Guidelines for Submission
Submit a 1- to 2-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.
Module Four Assignment Rubric
Criteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
https://app.readspeaker.com/cgi-bin/rsent?customerid=9568&url=https%3A%2F%2Flearn.snhu.edu%2Fcontent%2Fenforced%2F957682-ACC-20 ...
123CLC Assignment COMPANY ANALYSISGro
1
2
3
CLC Assignment: COMPANY ANALYSIS
Group 3
Professor Stephen Weiss
ACC. 371
January 31, 2021
Introduction
The GAAP provided new guidelines regarding revenue recognition, in order to simplify the financial statements. The objective of the new guidance is to establish the principles to report useful information to users of financial statements about the nature, timing, and uncertainty of revenue from contracts with customers. This paper will discuss the revenue recognition criteria of various companies and how they comply with rules of FASB codification.
The Analysis
Microsoft Corporation: Microsoft corporation is the largest company that deals with the manufacturing and sale of electronic devices like iPhones, iPads, laptops and other extra devices in the world. It is the leading company in the production of personal computer software. Its financial statements signify a good performance in the investment sector. From the balance sheet, the short-term investments in the financial year 2020 were $136,527, in 2019 the investments were $133,819 and in 2018 the investments totaled to $133,768 this can be estimated to be 2.02%, 0.04% and 0.59% percentage growth of the company from the previous years, (Warren et al,, 2020).
The notes show that the company has invested $150 in the production of more units of the electronic devices supplied. Investing in workforce and in the security exchange in the purchase of share in the stock exchange. An approximate amount of $100 was invested in the purchase of share and reinvestment of dividends in 2019, (Mayes, 2020).
FASB which refers to the financial accounting standards board has laid out new policies that ought to be followed by every company. For instance, Microsoft corporation follows the principle of impracticability in its operations as required by FASB as it believes excessive costs are included in the principle, (Tysiac, 2018, p.105). Additionally, the company follows the exchanges productive assets which states that the accounting of non monetary transactions should be based on fair values of the assets. According to Microsoft corporation when non-monetary transactions lack commercial substance, they are exempted in accordance with FASB standards. Therefore, Microsoft has made investments in the company in both short-term and long-term investments and follows the FASB standards correctly when preparing their financial statements.
Amazon: Amazon is the second most valuable company in the United States trailing Apple. The company is worth over $1.7 trillion and continues to grow. Amazon recognizes revenue when these four criteria are met, evidence of an arrangement or contract exists, delivery has occurred or services have been rendered, the selling price is fixed or determinable, and collectability is assured (sec.gov). From there they determine if they should report the revenue as gross sales and related costs or the net amount as commission sales. When discount offers a ...
126 Chapter IXeBay An E-Titan Success StoryZho
126
Chapter IX
eBay:
An E-Titan Success Story
Zhongxian Wong
Montclair State University, USA
James Yao
Montclair State University, USA
Ruiliang Yan
Virginia State University, USA
Jeffrey Hsu
Fairleigh Dickinson University, USA
Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.
AbstrAct
eBay provides online marketplaces for the sale of goods and services, online payments, and online com-
munication offerings. Their three primary business segments are: eBay Marketplaces, Payments, and
Communications. The Marketplace platform has grown beyond the initial auction platform to include
Rent.com, Shopping.com, Kijiji, Craigslist, mobile.de, and Marketplaats.nl. PayPal enables individuals
and businesses to easily and securely transact payments. The overgrowth of eBay may have brought about
the management problems in a young company that grows so fast. As the eighth largest global retailer,
eBay’s mission is to pioneer new communities around the world built on commerce, sustained by trust,
and inspired by opportunity. Their ability to maintain or enhance this position will depend on their abil-
ity to adapt to new technologies while facing increased competition and anticipating customers’ needs.
This chapter will address management’s philosophies, the corporate business model, its challenges, and
network relationships, and examine corporate growth to date as well as future horizons.
127
eBay: An E-Titan Success Story
OrgAnizAtiOn bAckgrOund
History
Pierre Omidyar earned his undergraduate de-
gree at Tuft’s University and worked for Apple
Computer after graduation. He cofounded Ink
Development Corporation, later renamed eShop,
which was later bought out by Microsoft (eBay,
2005a).
Subsequently while working for a mobile com-
munication company and inspired by his future
wife’s Pez collection, Omidyar brainstormed the
idea of an online auction where people would be
able to trade with each other. In 1995, while keep-
ing his day job he cofounded AuctionWeb with
Jeff Skoll, a Stanford MBA graduate. Omidyar
created the concept of serving people on the Web,
and Skoll provided the business experience to turn
the concept into a business (Bunnell, 2001). The
company incorporated in 1996, and with the rapid
growth of the company the need for additional
capital was recognized in the spring of 1997.
During the 1990s, as a result of Silicon Valley’s
successes, there was a tremendous amount of
venture capital available for Internet start-ups, the
new “darlings” of Silicon Valley. The computer age
was changing its focus from electronic manufac-
turers to the application of these products to the
Web married to business models that promised to
change the way people did business. AuctionWeb’s
person-to-person online trading was provided its
initial funding of $5 million from Benchmark
Capital. In exchange the venture capitalist group
recei ...
12622, 930 AM Full article Strategic Management in the Pub
1/26/22, 9:30 AM Full article: Strategic Management in the Public Sector: How Tools Enable and Constrain Strategy Making
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Volume 21, 2018 - Issue 5
International Public Management Journal
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Articles
Strategic Management in the Public
Sector: How Tools Enable and Constrain
Strategy Making
,Linda Höglund ,Mikael Holmgren Caicedo &Maria Mårtensson
Fredrik Svärdsten
Pages 822-849 | Accepted author version posted online: 24 Jan 2018, Published online: 01 Mar 2018
Download citation https://doi.org/10.1080/10967494.2018.1427161
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ABSTRACT
Strategic management (SM) has become prominent on the agenda in several public
organizations due to new public management (NPM) reforms. Nevertheless, there are
few studies investigating how public organizations apply SM in practice and what tools
are used. As a result, calls have been made for such studies. This article can be seen as
an attempt to meet this call by presenting a qualitative case study of how SM has been
applied in the Swedish Transport Administration (STA), a central government agency in
Sweden, and what tools it used in strategy making. By analyzing the micro processes of
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APA please
10%
SIMILARITY INDEX
6%
INTERNET SOURCES
0%
PUBLICATIONS
10%
STUDENT PAPERS
1 6%
2 2%
3 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
PepsicoInternationalizationCulture.edited.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to UK College of Business and
Computing
Student Paper
Submitted to Kaplan University
Student Paper
Submitted to Central Queensland University
Student Paper
FINAL GRADE
12/0
PepsicoInternationalizationCulture.edited.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
This is a very general statement
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Article Error You may need to use an article before this word. Consider using the article
the.
P/V You have used the passive voice in this sentence. You may want to revise it using the
active voice.
Comment 2
(date)
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 3
Which organisation?
Comment 4
The reader needs to know some background to a specific company and its operation in a
second country and the frameworks you will introduce to analyse the IHRM issues that
arise.
Article Error You may need to use an article before this word. Consider using the article
the.
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 5
This is the first mention of the company you are analysing. Some background needed to
their operation is needed.
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
Comment 6
Why are you introducing the Philippines here?
Comment 7
assumed?
Comment 8
Are you discussing China or the Philippines?
PAGE 2
Sp. This word is misspelled. Use a dictionary or spellchecker when you proofread your
work.
P/V You have used the passive voice in this sentence. You may want to revise it using the
active voice.
Article Error You may need to use an article before this word.
Article Error You may need to use an article before this word.
Comment 9
You really need to focus on one host country.
PAGE 3
QM
S/V This subject and verb may not agree. Proofread the sentence to make sure the subject
agrees with the verb.
PAGE 4
Strikethrough.
Comment 11
Reference
APA please
You must use APA version 6. Consider using Refworks or click HERE to read the guidance
provided by the library.
http://www.library.auckland.ac.nz/subject-guides/bus/topicguides/apa_for_business.htm
International Human Resource Management: BUSMGT 761
Week 3
5
th
July 2021
Sourcing human resources
for global markets
It can be concluded that an adequate understanding of the cultural context, as it impacts on the behavior of an organization’s employees, is of critical impo ...
13 Business and Global GovernanceMarc FudgeCase Scen
13 Business and Global
Governance
Marc Fudge
Case Scenario: Zach and Zoey discuss their future 367
Introduction 369
Global Governance 369
Three Important IGOs Not Directly Related to Business 371
Three IGOs Related to Business 372
Criticisms of International Trade and Financial Organizations 379
Factors of Economic Growth and the Role of Governments
and Governance 382
Analytical Case: The BRICS Development Bank 392
Practical Skill: Leveraging international resources 393
Summary and Conclusion 394
CHAPTER CONTENTS
CASE 13 SCENARIO
Zach and Zoey discuss their future
Zach wanted to share something with Zoey and invited her out to dinner at Tyler’s
uncle’s restaurant on Main Street. As they leave Happy Paws and walk past the vet
office, Splurge jewelers, and the U Scream Ice Cream shop, Zach begins talking.
He mentions that he and Zoey are both busy running successful businesses. Zoey
has opened two more Happy Paws stores, one across the state line and the other
in Anyplace, the town next to the City of Somewhere. Zach has taken over all
operations of the Double Z Beauty product line and the Double Z pet product
line. His grandparents are enjoying their retirement years traveling and have even
been able to visit Zoey’s sister Zara in China. Tyler is full time now at Good Buddy
E-
Solution
s, watching over the websites and several employees himself. Between
the three of them, they have been able to hire a number of people. Profits are
up and life is looking pretty good. Zoey remarks that life is indeed good, and
there’s not much more she could ask for. But at the door of the restaurant, Zach
acts unsettled and says things could be better. Upon hearing that, Zoey raises
her eyebrows.
Tyler has been keeping stats on website traffic for both Happy Paws and the
Double Z Beauty products. He mentioned to Zach that a number of repeat clients
are from Asia and Europe and have increasingly expressed interest in Zach opening
distribution facilities, perhaps in Tokyo and Madrid. One customer has even offered
to work for Double Z in Japan. Tyler provides some reports from international
finance institutions such as the World Trade Organization and International Monetary
Fund on targeted countries, which are very informative and surprisingly easy to
read. Zach never envisioned that the beauty and pet product lines would ever grow
to the level they have and therefore had never considered opening any facilities
overseas. Until now.
Zach is intrigued about the growth prospects of opening facilities in other
countries. He recalled his former economics professor saying that recent global
economic growth has risen substantially, and while the US had improved, it was
Asia’s developing nations where the greatest increase occurred, at something like
6+ percent.
As they make their way to their table, Zoey remarks that she supposes things
could be better, but first they’d have to find out about the employment laws that
are in place for each ...
123Pocket Guide to Quality Improvement in Healthcare
123
Pocket Guide
to Quality
Improvement
in Healthcare
Reneè Roberts-Turner
Rahul K. Shah
Editors
Pocket Guide to Quality
Improvement in Healthcare
Reneè Roberts-Turner
Rahul K. Shah
Editors
Pocket Guide
to Quality
Improvement
in Healthcare
ISBN 978-3-030-70779-8 ISBN 978-3-030-70780-4 (eBook)
https://doi.org/10.1007/978-3-030-70780-4
© Springer Nature Switzerland AG 2021
This work is subject to copyright. All rights are reserved by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation,
reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage
and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service
marks, etc. in this publication does not imply, even in the absence of a specific
statement, that such names are exempt from the relevant protective laws and
regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and
information in this book are believed to be true and accurate at the date of
publication. Neither the publisher nor the authors or the editors give a warranty,
expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with
regard to jurisdictional claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Editors
Reneè Roberts-Turner
Division of Nursing
Children’s National
Health System
Washington
DC
USA
Rahul K. Shah
Surgery and Pediatrics
Children’s National
Health System
Washington
DC
USA
https://doi.org/10.1007/978-3-030-70780-4
This book is dedicated to our
patients and families.
Reneè dedicates this book to
her family, husband and
children, Lewis, Rhea, and
Louis; her mom Bettie; and
little brother Rolan: gratitude
for their unwavering support
and unconditional love.
Rahul dedicates this book to
his wife, Banu, and children,
Amir and Nishu, for their
patience and understanding
for the countless times their
family time has been
interrupted to care for
someone else’s child/family.
vii
We are excited to present this book, QI on the Fly. We are health-
care clinicians, healthcare leaders, healthcare executives, and,
most importantly, we are children, parents, siblings, friends,
neighbors, co-workers, and patients ourselves. This book is for
everyone mentioned, and more. We are interested in creating a
resource inclusive of every healthcare stakeholder that conveys
the foundations of healthcare quality and can be referenced ...
13-1 IntroductionThe Galleon Group was a privately owned hedge f
13-1 Introduction
The Galleon Group was a privately owned hedge fund firm that provided services and information about investments such as stocks, bonds, and other financial instruments. Galleon made money for itself and others by picking stocks and managing portfolios and hedge funds for investors. At its peak, Galleon was responsible for more than $7 billion in investor income. The company’s philosophy was that it was possible to deliver superior returns to investors without employing common high-risk tactics such as leverage or market timing. Founded in 1997, Galleon attracted employees from prestigious investment firms such as Goldman Sachs, Needham & Co., and ING Barings. Every month the company held meetings where executives explained the status and strategy of each fund to investors. In addition, Galleon told investors that no employee would be personally trading in any stock or fund the investors held.
In 2009 Raj Rajaratnam, the head of Galleon, was indicted on 14 counts of securities fraud and conspiracy, as well as sued by the Securities and Exchange Commission (SEC) for insider trading. He and five others were accused of using nonpublic information from company insiders and consultants to make millions in personal profits. Rajaratnam’s trial began in 2011, and although he pleaded not guilty, he was convicted on all 14 counts, fined over $158 million in civil and criminal penalties, and is currently serving an 11-year sentence.13-2 Raj Rajaratnam
Rajaratnam, born in Sri Lanka to a middle-class family, received his bachelor’s degree in engineering from the University of Sussex in England. In 1983 he earned his MBA from the University of Pennsylvania’s Wharton School of Business. With a focus on the computer chip industry, he meticulously developed contacts. He went to manufacturing plants, talked to employees, and connected with executives who would later work with Galleon on their companies’ initial public offerings.
In 1985 the investment banking boutique Needham & Co. hired Rajaratnam as an analyst. The corporate culture at Needham & Co. profoundly influenced Rajaratnam and his business philosophy. George Needham was obsessive about minimizing expenses, making employees stay in budget hotel rooms and take midnight flights to and from meetings. The company also urged analysts to gather as much information as possible. They were encouraged to sift through garbage, question disgruntled employees, and even place people in jobs in target industries. Analysts went to professional meetings, questioned academics doing research and consulting, and set up clandestine agencies that collected information. At Needham & Co., Rajaratnam developed an aggressive networking and note-taking research strategy that enabled him to make accurate predictions about companies’ financial situations.
Rajaratnam rose rapidly through the ranks at Needham to become president of the company by 1991. Rajaratnam’s personality also began to impact the company’s cu ...
13 Assessing Current Approaches to Childhood Immunizatio
This document presents a research proposal assessing current approaches to childhood immunization. The study will use a community-based cross-sectional design to examine factors associated with partial immunization of children under five, such as mothers' knowledge, beliefs, religion, and education level. A sample of mothers will be surveyed using random stratified sampling. Correlation analyses will examine relationships between vaccination hesitancy and demographic factors. The results could help identify digital methods for tracking under-vaccinated children and inform future health policy. Limitations include potential recall bias and the time needed for data collection.
12Women Veterans Mental Healthcare
1
2
Women Veterans Mental Healthcare during Pregnancy
Student Name
Student Affiliation (For Example, Department + Institute Name)
Course Name and Number
Instructor Name
Date
Women Veterans Mental Healthcare during Pregnancy
Pregnancy in women veterans is often associated with anxiety, depression, and other stress disorders. The incidence of these diseases is high in women veterans due to significant endeavors during military services (Creech et al., 2019). The implementation plan for pregnant veterans includes providing financial aids and sufficient resources to improve their mental health during pregnancy. The proposed change plan comprises certain strategic interventions to reduce the ongoing incidence of mental health problems during pregnancy in women veterans.
Distinguish organizational strategies needed to implement and maintain the change plan.
The proposed change plan comprises certain modifications in the management of pregnant veterans by providing them with adequate funds, quick medical access, and paid pregnancy leaves. Similarly, the organization should pay attention to the fault lines of the already implemented plan. To maintain the change, there should be active leadership that prioritizes the success and sustenance of the change plan. The other strategy that can make the implementation plan easy and productive is empowering women veterans through effective communication and negotiation. This strategy will ultimately help to reduce the mental stress and grievances of pregnant veterans. Hence, the change plan can categorically operate.
Identify the stakeholders needed to support the implementation of the proposed plan.
The major stakeholders are healthcare professionals such as doctors, nurses, allied health professionals, paramedical staff, and pregnant veterans as a patient of prime focus for this change plan. Additionally, hospital management and leadership also play a significant role in implementing the proposed change plan (Nillni et al., 2021). Similarly, there are certain private investors and NGOs that work for the mandate of the organization and patient care. Insurance companies are also one of the key stakeholders of the implementation plan. Similarly, pharmaceutical firms and government subsidies are also supportive elements for the implementation plan. All these stakeholders will provide affordable health care costs and quality medical care for pregnant veterans.
Explain how these stakeholders are vital to implementing the change plan.
Doctors and nurses are the first-line workers to assist the patient and provide the baseline for effective implementation. Efficient staff will introduce interventions that will improve the mental health of the veterans. Similarly, the insurance companies and other private investors directly fund the patient and hospital management to increase the plan's efficacy. This strategy will ensure the safe delivery and life of the child and mother (Nillni et al., 2021 ...
1234 Oak StreetComment by Author Good letter format that f
1234 Oak Street Comment by Author: Good letter format that follows the sample.
Tyler, Texas 75703
October 6, 2015
Mayor Martin Heines
City of Tyler
P.O. Box 2039
Tyler, TX, 75710
Dear Mayor Haynes:
The continuance of America’s heritage hinges on the involvement of each generation in the political and civic spheres of society. Today, this hinge is rusty and in need of repair. Richard Fry, a senior researcher for Pew Research Center, writes that “this year, the ‘Millennial’ generation is projected to surpass the outsized Baby Boom generation as the nation’s largest living generation.” Yet the Millennial generation, aged eighteen to thirty-four years old this year, is cynical towards government and apathetic towards voting and civic involvement.
In a study released April 29th by Harvard University’s Institute of Politics entitled “Survey of Young Americans’ Attitudes Toward Politics and Public Service,” only 21% of young Americans view themselves as “politically engaged” and 34% “volunteer in community service.” These facts are troubling. As of this year, an overwhelming majority of this new largest generation of Americans is not politically involved and does not volunteer in the local community. It is time for local government to step in and do what it can to engage its new constituent majority. I suggest that a new city-wide initiative be adopted, targeted toward the Millennial generation’s age group as potential members, for which the City of Tyler may provide an executive committee, office and staff structure, and financial grants, with the mission of providing a way to bring together, activate, and empower Tyler’s young adults to become increasingly involved in their community and participate in the political sphere.
In order to achieve this proposal, the Tyler City Council must adopt an initiative to attract young leaders in the community and engage their involvement. This would include setting up an organizational structure consisting of an executive committee with a Tyler City Council member as chair. It might also be helpful to install you as an honorary co-chair in this committee. There would be standing committees governing specific departments necessary to the project such as a marketing committee, membership committee, and events committee. Temporary committees may be formed as needed. Full-time staff would be necessary to put the committee’s decisions into action, establishing partnerships within the community such as nonprofits and elected officials, and sponsoring education initiatives for political involvement. The staff would take full advantage of social media including Facebook, Twitter, and Instagram—favorite outlets and sources of information for Millennials. These networks can be used to further spread the word about events and opportunities made available. Memberships would be granted free of charge to Tyler residents, and others who have a vested interest in Tyler. They must be willing to sign a pledge to be ...
1252017PlayPositNameDate Francisco GonzalezL
1/25/2017 PlayPosit
Name: Date:
Francisco Gonzalez
Light
1. In what ways does Mr. Gonzalez monitor student progress?
2. Notice that Mr. Gonzalez has a firm understanding of the challenges of his content area. He recognizes that comparisons or connections to something familiar must be made in order to ensure understanding.
3. In what ways is Mr. Gonzalez using music in his lesson?
4. Take note how Mr. Gonzalez maximizes instructional time by gathering and passing out materials while students are engaged in academic conversations with their peers.
Also watch for how he regains their attention.
5. Mr. Gonzalez has demonstrated several ways of regaining student attention following peer collaboration. Explain how Mr. Gonzalez' attention getting strategies are implemented and why they are effective.
6. How has Mr. Gonzalez significantly increased the cognitive level at which his students are working?
7. Watch for Mr. Gonzalez' reference to vocabulary commonly used on the state assessment and how he relates the term to a topic outside of the topic of light.
8. Here Mr. Gonzalez addresses common misconceptions and provides real-time, immediate examples to illustrate his point.
9. How has Mr. Gonzalez extended the learning for his students?
10. Think back over the entire lesson. Describe the many ways Mr. Gonzalez has maintained student engagement throughout his lesson.
11. What just happened here? Why is it significant?
12. Consider the part of the lesson cycle. Did Mr. Gonzalez include all of the necessary lesson components in today's lesson? Explain.
13. Effective teachers always reflect on the lesson, and lesson outcomes. Go back to the beginning of the video and rewatch Mr. Gonzalez' reflection. Listen as the he reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.
CLASSROOM OBSERVATION:
Francisco Gonzales is a science teacher who uses music to teach his science concepts. He is working in a high poverty, bilingual school. Watch as he gains student attention, uses strategies to increase critical thinking, and keeps students engaged by working together to complete a challenging activity.
TASK- View video and complete observation reflection
Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.
*****RECORD YOUR ANSWERS ON THE ATTACHED DOCUMENT – OBSERVATIONAL REFLECTION
>>>>> VIEW VIDEO HERE
...
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- 1. 12/11/21, 4:39 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=15 4830&rubricId=471972&originTool=quicklinks 1/3 4.2/7.2 Article (100 points) Course: 3FA2021 Craft Academic Writing for Bus (BADM-700- 01D) Criteria Excellent Competent Needs Improvement Inadequate/Faili ng Criterion Score Quality of Article Content / 50 Organization of the Article
- 2. Content / 20 50 points Information in the article is comprehensive, accurate, and relevant, includes details to add interest, provide examples, and demonstrate objective, critical thinking. 45 points Information in the article is accurate and
- 3. relevant, includes adequate details and examples, and demonstrated objective, critical thinking. 35 points Information in the article is limited, but accurate and relevant, includes minimal details and examples, and demonstrates some objective,
- 4. critical thinking. 30 points Information in the article does not meet minimal criteria for accuracy, detail, or demonstration of critical thinking. 20 points The article is organized professionally and effectively and or creatively with inclusion of the following:
- 5. Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of transitions and summaries. 18 points The article is organized with inclusion of the following: Clear main idea. Logical sequence of topics. Balanced
- 6. partition of topics. Use of transitions and summaries. 16 points The article shows an effort to be organized, but has some disorganization in the following areas: Clear main idea. Logical sequence of topics. Balanced partition of
- 7. topics. Use of transitions and summaries. 14 points The article is disorganized or lacks cohesion, flow, and proportion in the following areas. Clear main idea. Logical sequence of topics. Balanced partition of topics. Use of
- 8. transitions and summaries. 12/11/21, 4:39 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=15 4830&rubricId=471972&originTool=quicklinks 2/3 Total / 100 Criteria Excellent Competent Needs Improvement Inadequate/Faili ng Criterion Score Written Communicatio n / 20 APA / 10 20 points
- 9. The article is written professionally and exhibits excellent communication when applying English Grammar Standards and the 7 C's of writing: clear, concise, complete, correct, correlated to the research, creative, and critical thinking.
- 10. 18 points The article is written competently and evidences proficient communication when applying English Grammar Standards and the 7 C's of writing: clear, concise, complete, correct, correlated to the research, creative, and
- 11. critical thinking. 16 points The article is readable and demonstrates emergent communication skills that are in need of improvement in the application of English Grammar Standards and the 7 C's of writing: clear, concise, complete,
- 12. correct, correlated to the research, creative, and critical thinking. 14 points The article is inadequate and has substantial deficiencies in communication in the application of English Grammar Standards and the 7 C's of writing: clear, concise,
- 13. complete, correct, correlated to the research, creative, and critical thinking. 10 points Excellent use of APA standards in the format of the document, citations, and references. 9 points Proficient use of APA standards in the format of the document,
- 14. citations, and references. A few minor errors are present. 7 points Needs improvement in the use of APA standards in the format of the document, citations, and references. A number of errors are present. 6 points Inadequate or non-use of APA
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- 16. 49 points minimum Inadequate/Failing 0 points minimum · Appendix C • No single word responses (At least 250 – 300 words in your response (Repeating the question in the answer does not count towards the 250 - 300 words) • Give questions some thought and answer honestly and sincerely • Give examples if you have them • Cite resources • Worth 20 points / 5% Scenario: • Your 79, year old female patient suffered a stroke 6 months ago. She is cared for in her sister’s home. The patient is dependent for position changes. She is unable to communicate the need to be turned. She must be fed at all meals. She has a stage II pressure injury on her sacral area. Questions: • Develop a teaching plan for the family to ensure that the patient’s needs are met. Musculoskeletal Directions: Musculoskeletal • A 72, year old man lived a fairly sedentary lifestyle as an accountant. Now that he is retired, he recognizes the need to be active to maintain his health as long as possible. He is concerned, however, that it is too late for him to start exercising because he has never engaged in such activities. • The original post must be at least 250 – 300 words in length (Repeating the question in the answer does not count towards the 250 - 300 words) • What encouragement, if any can you give him?
- 17. • What suggestions can you make for an exercise program?