12122, 241 PMRubric Assessment - CSIA 485 6380 Practical Ap
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1/21/22, 2:41 PMRubric Assessment - CSIA 485 6380 Practical Applications in Cybe…y Management and Policy (2222) - UMGC Learning Management System Page 1 of 3https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assess…5244&groupId=0&d2l_body_type=5&closeButton=1&showRubricHeadings=0 50/50 Discussion Par!cipa!on with Cri!ques and Follow-ups Course: CSIA 485 6380 Prac!cal Applica!ons in Cybersecurity Management and Policy (2222) Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission Timeliness of Response to Discussion Paper Assignment 5 points Posted response to topic assignment before 11:59 PM ET on Sunday. 4 points Posted response to topic assignment before 11:59 PM ET on Monday. 3 points Posted response to topic assignment before 11:59 PM ET on Tuesday. 0 points Did not post response to topic assignment before 11:59 PM ET on Tuesday. "Short Paper" (Response to Topic Assignment) Excellent Outstanding Acceptable Needs Improvement Needs Significant Improvement Missing or No Work Submi!ed Introduc!on Analysis Summary Use of Authorita!ve Sources 7.5 points Provided an excellent introduc!on to the deliverable which clearly, concisely, and accurately addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 6.5 points Provided an outstanding introduc!on to the deliverable which clearly and accurately addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 5.5 points Provided an acceptable introduc!on to the deliverable which addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 4.5 points Provided an introduc!on to the deliverable but the sec!on lacked some required details. Informa!on from authorita!ve sources was men!oned. 2 points A"empted to provide an introduc!on to the deliverable but this sec!on lacked detail and/or was not well supported by informa!on drawn from authorita!ve sources (too many quota!ons or improper paraphrasing). 0 points Introduc!on was missing or no work submi"ed. 17.5 points Provided an excellent analysis of the issues for the required topic. Addressed at least three separate issues and provided appropriate examples for each. Appropriately used and cited informa!on from authorita!ve sources. 15.5 points Provided an outstanding analysis of the issues for the required topic. Addressed at least two separate issues and provided appropriate examples for each. Appropriately used and cited informa!on from authorita!ve sources. 14.5 points Provided an acceptable analysis of the issues for the required topic. Addressed at least one specific issue and provided an appropriate example. Appropriately used and cited informa!on from authorita!ve sources. 12.5 points Addressed the required topic but the analysis lacked details or was somewhat disorganized. Ap ...
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111221, 1104 AMRubric Assessment - CSIA 413 7381 Cybersecur
11/12/21, 11:04 AMRubric Assessment - CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218) - UMGC Learning Management System
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Print Rubric50/50 Discussion Par!cipa!on with Cri!ques and Follow-ups
Course: CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218)
Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission
Timeliness of Response to
Discussion Paper
Assignment
5 points
Posted response to topic
assignment before 11:59 PM ET
on Sunday.
4 points
Posted response to topic
assignment before 11:59 PM ET
on Monday.
3 points
Posted response to topic
assignment before 11:59 PM ET
on Tuesday.
0 points
Did not post response to topic
assignment before 11:59 PM ET
on Tuesday.
"Short Paper"
(Response to Topic
Assignment)
Excellent Outstanding Acceptable Needs Improvement
Needs Significant
Improvement
Missing or No Work
Submi!ed
Introduc!on
Analysis
Summary
7.5 points
Provided an excellent
introduc!on to the
deliverable which clearly,
concisely, and accurately
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
6.5 points
Provided an outstanding
introduc!on to the
deliverable which clearly
and accurately addressed
the topic of the short
paper. Appropriately
paraphrased informa!on
from authorita!ve
sources.
5.5 points
Provided an acceptable
introduc!on to the
deliverable which
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
4.5 points
Provided an introduc!on
to the deliverable but the
sec!on lacked some
required details.
Informa!on from
authorita!ve sources was
men!oned.
2 points
A"empted to provide an
introduc!on to the
deliverable but this
sec!on lacked detail
and/or was not well
supported by informa!on
drawn from authorita!ve
sources (too many
quota!ons or improper
paraphrasing).
0 points
Introduc!on was missing
or no work submi"ed.
17.5 points
Provided an excellent
analysis of the issues for
the required topic.
Addressed at least three
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
15.5 points
Provided an outstanding
analysis of the issues for
the required topic.
Addressed at least two
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
14.5 points
Provided an acceptable
analysis of the issues for
the required topic.
Addressed at least one
specific issue and
provided an appropriate
example. Appropriately
used and cited
informa!on from
authorita!ve sources.
12.5 points
Addressed the required
topic but the analysis
lacked details or was
somewhat disorganized.
Appropriately used and
cited informa!on ...
111221, 1104 AMRubric Assessment - CSIA 413 7381 Cybersecur
11/12/21, 11:04 AMRubric Assessment - CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218) - UMGC Learning Management System
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Close
Print Rubric50/50 Discussion Par!cipa!on with Cri!ques and Follow-ups
Course: CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218)
Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission
Timeliness of Response to
Discussion Paper
Assignment
5 points
Posted response to topic
assignment before 11:59 PM ET
on Sunday.
4 points
Posted response to topic
assignment before 11:59 PM ET
on Monday.
3 points
Posted response to topic
assignment before 11:59 PM ET
on Tuesday.
0 points
Did not post response to topic
assignment before 11:59 PM ET
on Tuesday.
"Short Paper"
(Response to Topic
Assignment)
Excellent Outstanding Acceptable Needs Improvement
Needs Significant
Improvement
Missing or No Work
Submi!ed
Introduc!on
Analysis
Summary
7.5 points
Provided an excellent
introduc!on to the
deliverable which clearly,
concisely, and accurately
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
6.5 points
Provided an outstanding
introduc!on to the
deliverable which clearly
and accurately addressed
the topic of the short
paper. Appropriately
paraphrased informa!on
from authorita!ve
sources.
5.5 points
Provided an acceptable
introduc!on to the
deliverable which
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
4.5 points
Provided an introduc!on
to the deliverable but the
sec!on lacked some
required details.
Informa!on from
authorita!ve sources was
men!oned.
2 points
A"empted to provide an
introduc!on to the
deliverable but this
sec!on lacked detail
and/or was not well
supported by informa!on
drawn from authorita!ve
sources (too many
quota!ons or improper
paraphrasing).
0 points
Introduc!on was missing
or no work submi"ed.
17.5 points
Provided an excellent
analysis of the issues for
the required topic.
Addressed at least three
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
15.5 points
Provided an outstanding
analysis of the issues for
the required topic.
Addressed at least two
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
14.5 points
Provided an acceptable
analysis of the issues for
the required topic.
Addressed at least one
specific issue and
provided an appropriate
example. Appropriately
used and cited
informa!on from
authorita!ve sources.
12.5 points
Addressed the required
topic but the analysis
lacked details or was
somewhat disorganized.
Appropriately used and
cited informa!on ...
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Each 1-2-page reflection assignment will comprise of 75 points toward your grade, for a total of 300 points. You will be given the prompts for each reflection assignment on the week they are assigned. You will need to relate your reflection to the course material for the given week the assignment is in. Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
four major sections: the
Title Page, Abstract, Main Body, and References (please see
Purdue University's APA Style GuideLinks to an external site. for more information).
Review the assignment rubric available on the assignment's page.
For this assignment, please consider the following:
How do you plan to use your eyes more intentionally in sending and receiving clear messages from your friends and family members?
Reflection Assignment Rubric 75
Reflection Assignment Rubric 75
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent
30 pts
Excellent
The essay illustrates exemplary understanding of the course material by thoroughly and correctly: (1) addressing the relevant content; (2) identifying and explaining all of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind key points/claims; and (5) (where necessary or useful) substantiating points with several accurate and original examples.
24 pts
Good
The essay illustrates solid understanding of the course material by correctly: (1) addressing most of the relevant content; (2) identifying and explaining most of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind most of the key points/claims; and (5) (where necessary or useful) substantiating some points with accurate examples.
13.5 pts
Acceptable
The essay illustrates rudimentary understanding of the course material by: (1) mentioning, but not fully explaining, the relevant content; (2) identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them); (3) using terminology, though sometimes inaccurately or inappropriately; and (4) incorporating some key claims/points, but failing to explain the reasoning behind them (or doing so inaccurately).
0 pts
Unacceptable
The essay illustrates poor understanding of the course material by (1) failing to address or incorrectly addressing the relevant content; (2) failing to identify or inaccurately explaining/defining key concepts/ideas; (3) ignoring or incorrectly explaining key points/claims and the reasoning behind them; and (4) incorrectly or inappropriately using terminology.
30 pts
This criterion is linked to a Learning OutcomeReasoning
30 pts
Excellent
The essay reflects expert reasoning by: (1) synthesizing material; (2) making connections between relevant ideas/cla.
OTL540 Critical Thinking Rubric - Module 2 Meets E.docx
OTL540
Critical Thinking Rubric - Module 2
Meets Expectation Approaches
Expectation
Below
Expectation
Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components
of the Organizational
Analysis were present
and included adequate
detail, including:
• organizational
context
• audience/learner
characteristics
• subject matter
• delivery method(s)
• blended or online
• LMS selection
The Organizational
Analysis was
missing one
component or one
component did
not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was
missing two
components or
two components
did not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was missing
three or more
components or three
or more components
did not include
enough detail (e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS selection).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as 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
Rationale Provides strong thought,
analysis, and rationale of
how the selected LMS
aligns with the selected
organization.
Some significant
but not major
errors or
omissions in
thought, analysis,
and rationale.
Major errors or
omissions in
thought, analysis,
and rationale.
Failed to demonstrate
thought, analysis, and
rationale.
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 a
clear application
to the assignment.
Cites and integrates
no sources.
OTL540
Critical Thinking Rubric - Module 2
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 out.
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docx
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
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.
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.
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
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111221, 1104 AMRubric Assessment - CSIA 413 7381 Cybersecur
11/12/21, 11:04 AMRubric Assessment - CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218) - UMGC Learning Management System
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Close
Print Rubric50/50 Discussion Par!cipa!on with Cri!ques and Follow-ups
Course: CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218)
Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission
Timeliness of Response to
Discussion Paper
Assignment
5 points
Posted response to topic
assignment before 11:59 PM ET
on Sunday.
4 points
Posted response to topic
assignment before 11:59 PM ET
on Monday.
3 points
Posted response to topic
assignment before 11:59 PM ET
on Tuesday.
0 points
Did not post response to topic
assignment before 11:59 PM ET
on Tuesday.
"Short Paper"
(Response to Topic
Assignment)
Excellent Outstanding Acceptable Needs Improvement
Needs Significant
Improvement
Missing or No Work
Submi!ed
Introduc!on
Analysis
Summary
7.5 points
Provided an excellent
introduc!on to the
deliverable which clearly,
concisely, and accurately
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
6.5 points
Provided an outstanding
introduc!on to the
deliverable which clearly
and accurately addressed
the topic of the short
paper. Appropriately
paraphrased informa!on
from authorita!ve
sources.
5.5 points
Provided an acceptable
introduc!on to the
deliverable which
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
4.5 points
Provided an introduc!on
to the deliverable but the
sec!on lacked some
required details.
Informa!on from
authorita!ve sources was
men!oned.
2 points
A"empted to provide an
introduc!on to the
deliverable but this
sec!on lacked detail
and/or was not well
supported by informa!on
drawn from authorita!ve
sources (too many
quota!ons or improper
paraphrasing).
0 points
Introduc!on was missing
or no work submi"ed.
17.5 points
Provided an excellent
analysis of the issues for
the required topic.
Addressed at least three
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
15.5 points
Provided an outstanding
analysis of the issues for
the required topic.
Addressed at least two
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
14.5 points
Provided an acceptable
analysis of the issues for
the required topic.
Addressed at least one
specific issue and
provided an appropriate
example. Appropriately
used and cited
informa!on from
authorita!ve sources.
12.5 points
Addressed the required
topic but the analysis
lacked details or was
somewhat disorganized.
Appropriately used and
cited informa!on ...
111221, 1104 AMRubric Assessment - CSIA 413 7381 Cybersecur
11/12/21, 11:04 AMRubric Assessment - CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218) - UMGC Learning Management System
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Close
Print Rubric50/50 Discussion Par!cipa!on with Cri!ques and Follow-ups
Course: CSIA 413 7381 Cybersecurity Policy, Plans, and Programs (2218)
Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission
Timeliness of Response to
Discussion Paper
Assignment
5 points
Posted response to topic
assignment before 11:59 PM ET
on Sunday.
4 points
Posted response to topic
assignment before 11:59 PM ET
on Monday.
3 points
Posted response to topic
assignment before 11:59 PM ET
on Tuesday.
0 points
Did not post response to topic
assignment before 11:59 PM ET
on Tuesday.
"Short Paper"
(Response to Topic
Assignment)
Excellent Outstanding Acceptable Needs Improvement
Needs Significant
Improvement
Missing or No Work
Submi!ed
Introduc!on
Analysis
Summary
7.5 points
Provided an excellent
introduc!on to the
deliverable which clearly,
concisely, and accurately
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
6.5 points
Provided an outstanding
introduc!on to the
deliverable which clearly
and accurately addressed
the topic of the short
paper. Appropriately
paraphrased informa!on
from authorita!ve
sources.
5.5 points
Provided an acceptable
introduc!on to the
deliverable which
addressed the topic of
the short paper.
Appropriately
paraphrased informa!on
from authorita!ve
sources.
4.5 points
Provided an introduc!on
to the deliverable but the
sec!on lacked some
required details.
Informa!on from
authorita!ve sources was
men!oned.
2 points
A"empted to provide an
introduc!on to the
deliverable but this
sec!on lacked detail
and/or was not well
supported by informa!on
drawn from authorita!ve
sources (too many
quota!ons or improper
paraphrasing).
0 points
Introduc!on was missing
or no work submi"ed.
17.5 points
Provided an excellent
analysis of the issues for
the required topic.
Addressed at least three
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
15.5 points
Provided an outstanding
analysis of the issues for
the required topic.
Addressed at least two
separate issues and
provided appropriate
examples for each.
Appropriately used and
cited informa!on from
authorita!ve sources.
14.5 points
Provided an acceptable
analysis of the issues for
the required topic.
Addressed at least one
specific issue and
provided an appropriate
example. Appropriately
used and cited
informa!on from
authorita!ve sources.
12.5 points
Addressed the required
topic but the analysis
lacked details or was
somewhat disorganized.
Appropriately used and
cited informa!on ...
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Each 1-2-page reflection assignment will comprise of 75 points toward your grade, for a total of 300 points. You will be given the prompts for each reflection assignment on the week they are assigned. You will need to relate your reflection to the course material for the given week the assignment is in. Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
four major sections: the
Title Page, Abstract, Main Body, and References (please see
Purdue University's APA Style GuideLinks to an external site. for more information).
Review the assignment rubric available on the assignment's page.
For this assignment, please consider the following:
How do you plan to use your eyes more intentionally in sending and receiving clear messages from your friends and family members?
Reflection Assignment Rubric 75
Reflection Assignment Rubric 75
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent
30 pts
Excellent
The essay illustrates exemplary understanding of the course material by thoroughly and correctly: (1) addressing the relevant content; (2) identifying and explaining all of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind key points/claims; and (5) (where necessary or useful) substantiating points with several accurate and original examples.
24 pts
Good
The essay illustrates solid understanding of the course material by correctly: (1) addressing most of the relevant content; (2) identifying and explaining most of the key concepts/ideas; (3) using correct terminology; (4) explaining the reasoning behind most of the key points/claims; and (5) (where necessary or useful) substantiating some points with accurate examples.
13.5 pts
Acceptable
The essay illustrates rudimentary understanding of the course material by: (1) mentioning, but not fully explaining, the relevant content; (2) identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them); (3) using terminology, though sometimes inaccurately or inappropriately; and (4) incorporating some key claims/points, but failing to explain the reasoning behind them (or doing so inaccurately).
0 pts
Unacceptable
The essay illustrates poor understanding of the course material by (1) failing to address or incorrectly addressing the relevant content; (2) failing to identify or inaccurately explaining/defining key concepts/ideas; (3) ignoring or incorrectly explaining key points/claims and the reasoning behind them; and (4) incorrectly or inappropriately using terminology.
30 pts
This criterion is linked to a Learning OutcomeReasoning
30 pts
Excellent
The essay reflects expert reasoning by: (1) synthesizing material; (2) making connections between relevant ideas/cla.
OTL540 Critical Thinking Rubric - Module 2 Meets E.docx
OTL540
Critical Thinking Rubric - Module 2
Meets Expectation Approaches
Expectation
Below
Expectation
Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components
of the Organizational
Analysis were present
and included adequate
detail, including:
• organizational
context
• audience/learner
characteristics
• subject matter
• delivery method(s)
• blended or online
• LMS selection
The Organizational
Analysis was
missing one
component or one
component did
not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was
missing two
components or
two components
did not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was missing
three or more
components or three
or more components
did not include
enough detail (e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS selection).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as 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
Rationale Provides strong thought,
analysis, and rationale of
how the selected LMS
aligns with the selected
organization.
Some significant
but not major
errors or
omissions in
thought, analysis,
and rationale.
Major errors or
omissions in
thought, analysis,
and rationale.
Failed to demonstrate
thought, analysis, and
rationale.
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 a
clear application
to the assignment.
Cites and integrates
no sources.
OTL540
Critical Thinking Rubric - Module 2
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 out.
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docx
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
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.
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.
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Research Paper Topics· Internet recruiting· Staffing managemen.docx
This document provides a grading rubric for a final research project on a human resource management topic. It outlines the requirements for the paper, including length (8-10 double-spaced pages), use of 8-10 academic references, inclusion of recommendations or implications for managers, and adherence to APA style. The rubric evaluates the project on content and use of research, analysis and critical thinking, and writing style and mechanics. Points are awarded based on how thoroughly the paper answers the research question, uses sources, shows original thought, and demonstrates grammar and citation skills. Scores range from 90-100% for excellent quality down to 0-59% for insufficient work.
The assignment is to write a paper reflecting on 2-3 topics that w.docx
The document outlines an assignment for a reflection paper on topics related to ergogenic aids, training at altitude, and their application to physical therapy. It provides instructions for the paper, including a length of 2-3 pages in APA format with a minimum of 3 outside sources. A grading rubric is included that will evaluate comprehension of material, development of main points, critical thinking, use of resources, synthesis, writing style, punctuation/grammar, and more. The paper is due on August 16, 2019.
Performance Management and Training Scoring GuideCRITERIA NO.docx
This document provides a scoring guide for assessing performance on a training and performance management assignment. It outlines six criteria that will be evaluated at different performance levels from non-performance to distinguished. The criteria include describing the organization's performance management system, explaining formal and informal feedback processes, analyzing best practices to improve employee performance, analyzing the importance of training, explaining how training and performance management protect against litigation, and writing in a professional style. Students will be scored on their adherence to requirements, writing quality, critical analysis, structure, referencing, and other factors to determine their final grade.
OTL520 Critical Thinking Rubric - Module 2 Criteria .docx
OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as 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
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
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 a 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 erro.
1 Rubric for Chemical and Petroleum Engineering Researc.docx
This document provides a rubric and guidelines for assessing a chemical or petroleum engineering research report or thesis. The rubric includes criteria for introduction, literature review, methodology, results, discussion/conclusion, formatting and more. Key areas that will be evaluated include clearly stating the aims of the project, conducting an up-to-date and relevant literature review, using an appropriate methodology, thoroughly analyzing results, and discussing findings in relation to the literature. General guidelines are also provided on the expected structure of the report, including sections for the background, purpose, objectives, and conclusions. Proper formatting and referencing is expected, as well as clear and logical writing.
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.
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 ...
Assignment RubricUnit 6 assignment grading rubric. .docx
Assignment RubricUnit 6 assignment grading rubric. Instructors: Enter total available points in cell H2, and values between 0 and 4 in the yellow cells in the Score column. Total available points =275Content RubricIntroductoryEmergentPracticedProficient/MasteredScoreWeightFinal Score0 - 1.92 - 2.93 - 3.94Professional in appearance and tone. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Reflects thoughtful and meaningful application of the policy argument.The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Proposition of Policy: declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Create a convincing argument based on research of the topic. Makes an evaluation or judgment about the issue based on criteria that has been researched. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more tho ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
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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
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%%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 ...
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
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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 ...
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How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
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Comments
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PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Choose one of the Case Studies from Chapter 13 using the Week.docx
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Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
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OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as 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
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
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 a 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 erro.
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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 ...
Assignment RubricUnit 6 assignment grading rubric. .docx
Assignment RubricUnit 6 assignment grading rubric. Instructors: Enter total available points in cell H2, and values between 0 and 4 in the yellow cells in the Score column. Total available points =275Content RubricIntroductoryEmergentPracticedProficient/MasteredScoreWeightFinal Score0 - 1.92 - 2.93 - 3.94Professional in appearance and tone. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Reflects thoughtful and meaningful application of the policy argument.The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Proposition of Policy: declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Create a convincing argument based on research of the topic. Makes an evaluation or judgment about the issue based on criteria that has been researched. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more tho ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number ...
3162020 Discussion Question Rubrichttpslmscontent.emb.docx
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 1/3
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review
assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total
Points
Quality of
Initial Post
Provides clear examples
supported by course
content and references.
Cites three or more
references, using at least
one new scholarly
resource that was not
provided in the course
materials.
All instruction
requirements noted.
40 points
Components are accurate and thoroughly
represented, with explanations and
application of knowledge to include
evidence-based practice, ethics, theory,
and/or role. Synthesizes course content
using course materials and scholarly
resources to support importantpoints.
Meets all requirements within the
discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented
primarily with definitions and summarization. Ideas
may be overstated, with minimal contribution to the
subject matter. Minimal application to evidence-
based practice, theory, or role development.
Synthesis of course content is present but missing
depth and/or development.
Is missing one component/requirement of the
discussion instructions.
Cites one reference, or references do not clearly
support content.
Most instruction requirements are noted.
31 points
Absent application to
evidence-based
practice, theory, or
role development.
Synthesis of course
content is superficial.
Demonstrates
incomplete
understanding of
content and/or
inadequate
preparation.
No references cited.
Missing several
instruction
requirements.
Submits post late.
27 points
40
3/16/2020 Discussion Question Rubric
https://lmscontent.embanet.com/RC/General/MSN/Rubrics/Discussion_Question_Rubric_1.html 2/3
Peer
Response
Post
Offers both supportive
and alternative viewpoints
to the discussion, using
two or more scholarly
references per peer post.
Post provides additional
value to the conversation.
All instruction
requirements noted.
40 points
Evidence of further synthesis of course
content. Provides clarification and new
information or insight related to the
content of the peer’s post.
Response is supported by course content
and a minimum of one scholarly reference
per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly
reference supports the content in the peer post
without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number.
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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
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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
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Manufactured in the United States of America.
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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)
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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
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%%63Total ScoreTotal Score:: High risk
Dera Ogudo
Submission UUID: ee4ea50b-fd85-24bc-6924-a746b0154e78
Total Number of ReTotal Number of Re……
1
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63 %
WK8Assgn_Ogudo.docx
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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
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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 ...
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
Hello Students,
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
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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
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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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10%
SIMILARITY INDEX
6%
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10%
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Exclude quotes Off
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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. 1/21/22, 2:41 PMRubric Assessment - CSIA 485 6380 Practical Applications in Cybe…y Management and Policy (2222) - UMGC Learning Management System Page 1 of 3https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_ass ess…5244&groupId=0&d2l_body_type=5&closeButton=1&sho wRubricHeadings=0 50/50 Discussion Par!cipa!on with Cri!ques and Follow -ups Course: CSIA 485 6380 Prac!cal Applica!ons in Cybersecurity Management and Policy (2222) Timeliness of Ini!al Pos!ng On Time Late Very Late No Submission Timeliness of Response to Discussion Paper Assignment 5 points Posted response to topic assignment before 11:59 PM ET on Sunday. 4 points
- 2. Posted response to topic assignment before 11:59 PM ET on Monday. 3 points Posted response to topic assignment before 11:59 PM ET on Tuesday. 0 points Did not post response to topic assignment before 11:59 PM ET on Tuesday. "Short Paper" (Response to Topic Assignment) Excellent Outstanding Acceptable Needs Improvement Needs Significant Improvement Missing or No Work Submi!ed Introduc!on
- 3. Analysis Summary Use of Authorita!ve Sources 7.5 points Provided an excellent introduc!on to the deliverable which clearly, concisely, and accurately addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 6.5 points Provided an outstanding introduc!on to the
- 4. deliverable which clearly and accurately addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 5.5 points Provided an acceptable introduc!on to the deliverable which addressed the topic of the short paper. Appropriately paraphrased informa!on from authorita!ve sources. 4.5 points
- 5. Provided an introduc!on to the deliverable but the sec!on lacked some required details. Informa!on from authorita!ve sources was men!oned. 2 points A"empted to provide an introduc!on to the deliverable but this sec!on lacked detail and/or was not well supported by informa!on drawn from authorita!ve sources (too many quota!ons or improper paraphrasing).
- 6. 0 points Introduc!on was missing or no work submi"ed. 17.5 points Provided an excellent analysis of the issues for the required topic. Addressed at least three separate issues and provided appropriate examples for each. Appropriately used and cited informa!on from authorita!ve sources. 15.5 points Provided an outstanding analysis of the issues for the required topic.
- 7. Addressed at least two separate issues and provided appropriate examples for each. Appropriately used and cited informa!on from authorita!ve sources. 14.5 points Provided an acceptable analysis of the issues for the required topic. Addressed at least one specific issue and provided an appropriate example. Appropriately used and cited informa!on from authorita!ve sources.
- 8. 12.5 points Addressed the required topic but the analysis lacked details or was somewhat disorganized. Appropriately used and cited informa!on from authorita!ve sources. 6.5 points Men!oned the required topic but the analysis was very disorganized or off topic. OR, the analysis did not appropriately use informa!on from authorita!ve sources (too many quota!ons or improper paraphrasing).
- 9. 0 points Analysis was missing or no work was submi"ed. 10 points Included an excellent summary sec!on for the short paper which was on topic, well organized, and covered at least 3 key points. The summary contained at least one full paragraph. 9 points Included an outstanding summary paragraph for the short paper which was on topic and covered at least 3 key points.
- 10. 8 points Included a summary paragraph for the short paper which was on topic and provided an appropriate closing. 5 points Included a summary paragraph but, this sec!on lacked content or was disorganized. 1 point Included a few summary sentences for the short paper. 0 points Did not include a summary for the short
- 11. paper. 5 points Included and properly cited three or more authorita!ve sources with complete publica!on or retrieval informa!on. No forma$ng errors. 4 points Included and properly cited three or more authorita!ve sources (minor errors allowable). Reference list entries contain sufficient informa!on to enable the reader to find and
- 12. retrieve the cited sources. 3 points Included and cited two or more authorita!ve sources (minor errors in cita!ons or reference entries). Reference list entries contain sufficient informa!on to enable the reader to find and retrieve the cited sources. 2 points Included and cited at least one authorita!ve source (minor errors in cita!ons or reference
- 13. entries). Reference list entries contain sufficient informa!on to enable the reader to find and retrieve the cited sources. 1 point Men!oned at least one authorita!ve source but, the cita!ons and/or reference list entries lacked required informa!on (not sufficient to retrieve the correct resource). 0 points References and cita!ons were missing. Or, no
- 14. work submi"ed. 1/21/22, 2:41 PMRubric Assessment - CSIA 485 6380 Practical Applications in Cybe…y Management and Policy (2222) - UMGC Learning Management System Page 2 of 3https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_ass ess…5244&groupId=0&d2l_body_type=5&closeButton=1&sho wRubricHeadings=0 Professionalism 5 points No forma$ng, grammar, spelling, or punctua!on errors. Submi"ed work shows outstanding organiza!on and the use of color, fonts, !tles, headings and sub- headings, etc. is appropriate to the assignment type.
- 15. 4 points Work contains minor errors in forma$ng, grammar, spelling or punctua!on which do not significantly impact professional appearance. Work needs some polishing to improve professional appearance. 3 points Errors in forma$ng, spelling, grammar, or punctua!on which need a"en!on / edi!ng to improve professional appearance of the work. 2 points
- 16. Submi"ed work has numerous errors in forma$ng, spelling, grammar, or punctua!on. Substan!al polishing / edi!ng is required. 1 point Submi"ed work is difficult to read and/or understand. OR, work has significant errors in forma$ng, spelling, grammar, punctua!on, or word usage which detract from the overall professional appearance of the work. 0 points
- 17. No submission. First Cri!que Excellent Acceptable Needs Significant Improvement Missing or No Work Submi!ed Analysis Professionalism 10 points The cri!que pos!ng provided three or more sugges!ons for improvement in content which were based upon an analysis of the short paper (how well it met the content requirements). Provided examples which could be incorporated into the short paper to improve or refine it. Authorita!ve sources were cited as appropriate. The pos!ng addressed the peer author by
- 18. name. 8.5 points The cri!que pos!ng provided at least three sugges!ons for improvement in content which were based upon an analysis of the short paper (how well it met the content requirements). Authorita!ve sources were cited as appropriate. The pos!ng addressed the peer author by name. 6 points The pos!ng did not provide a cri!que of the short paper. The pos!ng may have included compliments or "good job" type comments.
- 19. 0 points The analysis was missing (or not submi"ed before 11:59 PM ET Tuesday night). OR the submi"ed cri!que was copied (not the student's own original work). 5 points The cri!que was wri"en in an appropriate tone of voice for a peer-to-peer communica!on. No forma$ng, grammar, spelling, or punctua!on errors. Authorita!ve sources were appropriately cited. Submi"ed work shows outstanding organiza!on and the use of color, fonts, !tles, headings and sub-headings, etc. is appropriate to the assignment
- 20. type. 4 points The cri!que was wri"en in an appropriate tone of voice for a peer-to-peer communica!on. Authorita!ve sources were appropriately cited. Work contains minor errors in forma$ng, grammar, spelling or punctua!on which do not significantly impact professional appearance. Work needs some polishing to improve professional appearance. 3 points The tone of voice used in the cri!que was not appropriate for a peer-to-peer communica!on in
- 21. the workplace. OR, there were errors in forma$ng, spelling, grammar, or punctua!on which need a"en!on / edi!ng to improve professional appearance of the work. 0 points No submission (or not submi"ed before 11:59 PM ET Tuesday night). Or, the cri!que was copied (not the student's own original work). Second Cri!que Excellent Acceptable Needs Significant Improvement Missing or No Work Submi!ed Analysis Professionalism 10 points The cri!que pos!ng provided three or more sugges!ons for
- 22. improvement in content which were based upon an analysis of the short paper (how well it met the content requirements). Provided examples which could be incorporated into the short paper to improve or refine it. Authorita!ve sources were cited as appropriate. The pos!ng addressed the peer author by name. 8.5 points The cri!que pos!ng provided at least three sugges!ons for improvement in content which were based upon an analysis of the short paper (how well it met the content requirements).
- 23. Authorita!ve sources were cited as appropriate. The pos!ng addressed the peer author by name. 6 points The pos!ng did not provide a cri!que of the short paper. The pos!ng may have included compliments or "good job" type comments. 0 points The analysis was missing (or not submi"ed before 11:59 PM ET Tuesday night). OR the submi"ed cri!que was copied (not the student's own original work). 5 points 4 points 3 points 0 points
- 24. 1/21/22, 2:41 PMRubric Assessment - CSIA 485 6380 Practical Applications in Cybe…y Management and Policy (2222) - UMGC Learning Management System Page 3 of 3https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_ass ess…5244&groupId=0&d2l_body_type=5&closeButton=1&sho wRubricHeadings=0 Total Overall Score The cri!que was wri"en in an appropriate tone of voice for a peer-to-peer communica!on. No forma$ng, grammar, spelling, or punctua!on errors. Authorita!ve sources were appropriately cited. Submi"ed work shows outstanding organiza!on and the use of color, fonts, !tles, headings and sub-headings, etc. is appropriate to the assignment
- 25. type. The cri!que was wri"en in an appropriate tone of voice for a peer-to-peer communica!on. Authorita!ve sources were appropriately cited. Work contains minor errors in forma$ng, grammar, spelling or punctua!on which do not significantly impact professional appearance. Work needs some polishing to improve professional appearance. The tone of voice used in the cri!que was not appropriate for a peer-to-peer communica!on in the workplace. OR, there were errors in forma$ng, spelling,
- 26. grammar, or punctua!on which need a"en!on / edi!ng to improve professional appearance of the work. No submission (or not submi"ed before 11:59 PM ET Tuesday night). Or, the cri!que was copied (not the student's own original work). Contribu!ons to Discussion Excellent Acceptable Needs Improvement Missing or No Work Submi!ed Follow-up Reply or Comment #1 Follow-up Reply or Comment #2 10 points Posted a follow-up reply or comment which demonstrated cri!cal thinking and added value
- 27. to the discussion. 8.5 points Posted an acceptable follow-up reply or comment which added some value to the discussion. 6 points Posted a follow-up reply or comment but added li"le value to the discussion. 0 points Pos!ng was missing (or not submi"ed before 11:59 PM ET Tuesday night). Or the pos!ng did not add value to the discussion. 10 points Posted a follow-up reply or comment which demonstrated cri!cal thinking and added value
- 28. to the discussion. 8.5 points Posted an acceptable follow-up reply or comment which added some value to the discussion. 6 points Posted a follow-up reply or comment but added li"le value to the discussion. 0 points Pos!ng was missing (or not submi"ed before 11:59 PM ET Tuesday night). Or the pos!ng did not add value to the discussion. Do Not Use This Box 0 points minimum WEEK2 DISCUSSION Using the readings presented in Week 2 and additional research on your own, prepare a list of 3 to 5 recommendations for how
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