APUS Assignment Rubric Lower Level Undergraduate 300-400 Cours.docx

APUS Assignment Rubric Lower Level
Undergraduate 300-400 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per
category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses
for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word
document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge

Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Introduction of thesis is not clearly evident, and
reader must look deeper to discover the focus of the writer.
Student’s writing is weak in the inclusion of supporting facts or

statements.
Developing
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
Accomplished
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well-constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.
_____________________________________________________
_________________________
Content/Subject Knowledge – 20 points
Beginning
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general,
fundamental understanding of the course material. There are
areas of some concerning in the linkages provided between facts

and supporting statements. Student generally explains concepts,
but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
Exemplary
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
_____________________________________________________
_________________________
Critical Thinking Skills – 20 points
Beginning
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply
information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
Developing
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Accomplished
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.

Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with two or fewer errors.
Exemplary
Student demonstrates a higher-level of critical thinking
necessary for 300-400 level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions which are not
immediately obvious. Student provides well-supported ideas and
reflection with a variety of current and/or world views in the
assignment. Student presents a genuine intellectual development
of ideas throughout assignment.
_____________________________________________________
_________________________
Organization of Ideas/Format – 20 points
Beginning
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
explanation of key terms. The lack of appropriate references or
source materials demonstrates the student’s need for additional
help or training in this area. Student needs to review and revise
the assignment.
Developing
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses fewer sources or
references than required by assignment. Academic sources are
lacking.
Accomplished
Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few

formatting errors. Assignment contains number of academic
sources required in assignment.
Exemplary
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction (or
abstract), well- developed paragraphs, and conclusion. Finished
assignment demonstrates student’s ability to plan and organize
research in a logical sequence. Student uses required number of
academic sources or beyond.
_____________________________________________________
_________________________
Writing Conventions (Grammar and Mechanics) – 20 points
Beginning
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Student
needs to review and revise assignment.
Developing
Assignment reflects basic writing and grammar, but more than
five errors. Key terms and concepts are somewhat vague and not
completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average,
but demonstrates a basic understanding of the subject matter.
Accomplished
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to be
well written with no more than three-five errors. Student

provides a final written product that covers the above-minimal
requirements.
Exemplary
Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough and extensive understanding of word usage.
Student excels in the selection and development of a well-
planned research assignment. Assignment is error-free and
reflects student’s ability to prepare a high-quality academic
assignment.
1/2/2020 Turnitin Originality Report
https://api.turnitin.com/newreport_printview.asp?eq=0&eb=0&e
sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 1/8
Similarity Index
35%
Internet Sources: 20%
Publications: 1%
Student Papers: 28%
Similarity by Source
1
2
3

4
5
6
7
8
9
10
11
4425795:Week_8_Final_Project.docx by
Brandon Olsen
From Week 8 Final Project (402978)
Processed on 29-Dec-2019 12:40 AM
EST
ID: 1238620942
Word Count: 1239
Turnitin Originality Report
sources:
9% match (Internet from 11-Nov-2019)
https://www.sfpe.org/page/2006_Q3_4
3% match (Internet from 27-Oct-2018)
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.694.3
722&rep=rep1&type=pdf

2% match (student papers from 20-Aug-2019)
Submitted to American Public University System on 2019-08-20
2% match (student papers from 01-Jan-2014)
Submitted to Columbia Southern University on 2014-01-01
2% match (student papers from 07-Nov-2017)
Submitted to Embry Riddle Aeronautical University on 2017-
11-07
2% match (student papers from 15-Oct-2013)
2% match (student papers from 01-Sep-2019)
Submitted to Kaplan University on 2019-09-01
1% match (Internet from 26-Jun-2019)
http://brookmeyer.dxjav1.xyz/zoellnitz-men.html
https://api.turnitin.com/paperInfo.asp?r=5.06927490669362&svr
=37&lang=en_us&oid=oid:1:1589203551&perc=2

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 2/8
12
13
14
15
16
17
18
19
20

21
22
23
24
Submitted to University of Birmingham on 2019-08-26
1% match (student papers from 10-Apr-2014)
Submitted to University of Central Lancashire on 2014-04-10
1% match (Internet from 14-Dec-2016)
https://failures.wikispaces.com/The+Station+nightclub?
responseToken=0aad07f0e9a8f1f608921557c70ca085
1% match (student papers from 23-Feb-2017)
Submitted to CSU, San Diego State University on 2017-02-23
1% match (student papers from 08-Dec-2012)
1% match (student papers from 30-Jun-2018)

Submitted to Victoria University on 2019-12-11
Submitted to University of Canterbury on 2014-10-30
https://failures.wikispaces.com/The+Station+nightclub?response
Token=0aad07f0e9a8f1f608921557c70ca085

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 3/8
25
26
< 1% match (student papers from 29-Apr-2018)
< 1% match (student papers from 23-Oct-2012)
paper text:
22Fire Dynamics: The Station Nightclub Fire Calamity Brandon
Olsen American
Public University
29DEC19
19Fire Dynamics: The Station Nightclub Fire Calamity Fire
outbreak is one of the
deadliest jeopardies on earth. When they occur, they destroy a

lot of properties and take away many lives.
Thus, fire safety and prevention dynamics are crucial aspects of
life from both individual and communal
levels; this was arguably the main lesson from
25the Station Nightclub Fire Outbreak. Overview of the Fire
13The Station Nightclub was a popular and dominant club in
West Warwick,
Rhode Island.
The fire
21broke out in the night of February 20, 2003, a
Thursday
26during a live performance of the Great White
band.
15462 people were in attendance surpassing the club’s capacity
of 404.
javascript:openDSC(899792516, 1, '171');

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 4/8
Around 100 people died while at least 230 got injured (Duval,
2016). The figures saw the fire enter the
world’s books of history regarding fire calamities. The fire
broke out when onstage pyrotechnics kindled
soundproofing froth in the backstage. One minute hardly ended
and the whole stage was engulfed.
23The fire then spread quickly throughout the club. The bulk of
the
audience dashed towards the main entrance; however, they
could not rescue themselves quickly because of
big crowd according to Duval (2016). The back entrance could
have helped in exiting but the club’s
bouncers prevented those who tried to use it maintaining that it
was exclusively for the band. Around 90% of
the deaths occurred at the main entrances where the fatalities
were overawed by smoke inhalation.
According to specialists, this calamity was avertible. Dynamics
of the Fire Immediately the fire hit headlines,
it became a subject for various forms of inquiry.
10The Fire Research Division at the National Institute of
Standards and
Technology (NIST)
specifically launched a probe into the causes of the fire in a bid
to develop prevention and control solutions
for the future (Barylick, 2015). In its report, NIST established

that the flammable soundproofing acoustic form
was the cause of the fire while the hazardous mixture of the
building materials were among the core factors,
which facilitated the fire making it severe. The club was wood-
framed, for a case in point, while its ceiling
was also made from combustible wood materials. Other factors
included lack of automatic sprinklers and
inadequate exits according to Barylick (2015). The fire
20reached flashover within a minute, causing all inflammable
materials to catch
fire and burn.
This resulted into an
5intense black smoke, which engulfed the club within
approximately 5½ minutes.
A video footage of the calamity displays its ignition, rapid
growth, and the
billowing smoke, which hardly allowed escape, as well as the
blocked egress, which
further mired evacuation. Practically, this fire was
as a result of an architectural error in the designing and
construction of the club (Barylick, 2015). Fire safety
was not considered in all architectural stages. The acoustic
foam only ignited the fire, but it is the
inflammable
17materials that were used in the construction of the building

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 5/8
that sustained the fire and led to its rampant and quick spread.
If incombustible materials such as concrete
were used in the ceiling and frames of the building, for
instance, specialists reveal that the fire would not
have been that fatal and would not have spread so fast and
stayed for that long. The club’s temperature
situation also sustained and expedited the fire. According to
FDS simulations and fire experts, the club’s
temperature facilitated the ignition of the burnable surfaces and
structures in the club (Barylick, 2015).
Inquiry reports showed that the
4heat release rate (HRR) of 1500kW/m2 and a maximum
burning rate of
0.008kg/m2s in the
club created a conducive environment
4for the initial burning locations and burnable surfaces
respectively.
Revisiting The Fire’s Lessons: The New Codes Entering the
world’s books of history of calamities, The
Station Nightclub Fire Outbreak no doubt taught the world a lot
of lessons particularly regarding its
prevention and control. From these lessons, new and tougher
building and safety codes were established.
The 2003 model codes required the installation of all premises

with sprinkler systems as one of the
precautionary measures for fighting any fire calamity
(Firehouse, 2018). There was also
8the tentative interim amendment (TIA), which was approved in
July 2003. It
required that sprinklers are fitted in the existing nightclub
facilities venues with
capacities of more than 100
people. Additionally, Firehouse (2018) reported that the board
delineated that restrictions are executed on
festival orchestra in both
2new and existing facilities if the capacity is more than 250
persons, unless
the facility meets the life safety credibility. The Conducted Fire
Dynamics Simulator Model Overview and
Purpose
2The focus of this simulation was to probe the conditions,
which may have
been present in the club in the fire’s early stages
(Madrzykowski, Bryner & Kerber, 2006). Thus, the main
3purpose of the simulation was to determine the cause of the
fire.

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 6/8
Pictures from the WPRI video were used in the development of
the model input in the establishment of the
location of the different inner surfaces in the club. They were
also utilized
1as a general resource for verifying the physical organization of
the club. The
simulation was performed for 300 seconds to scrutinise the time
period from
ignition to the estimated moment of application of water by the
fire
brigade team (Madrzykowski, Bryner & Kerber, 2006). The
computation encompassed
1simulated fire and smoke spread, potential temperatures,
oxygen
concentrations, and visibility, which may have been present in
the actual
occurrence. All these parameters were then compared to
published tenability
standards.
1The full simulation results were then compared with the WPRI
video recording
of the incident

to test their credibility.
1In addition, analysis of the simulation considered published
tenability
criteria and the location of the victims within the nightclub.
Results and
Recommendations The simulation results revealed that
24conditions that existed in the initial stages of the fire
facilitated its ignition and spread. The first one is
1the significant differences in temperature between the 1.5 m (5
ft) elevation
and 0.6 m (2 ft), which occurred in the main barroom and the
main entrance
(Madrzykowski, Bryner & Kerber, 2006). The oxygen volume
fraction also facilitated the evolution of the fire.
However, the simulation indicated that the
sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 7/8

12open doors and windows allowed in sufficient fresh air,
which maintained a
level of tenability
in areas around the windows and the main entryway. Moreover,
the simulation showed that sprinklers would
have prevented flashovers in the incidence. From these findings,
the following recommendations, among
many others were reached according to Madrzykowski, Bryner
and Kerber (2006); • • systems. Limitation of
nightclub’s capacity to 100 Mandatory
16installation of NFPA 13-compliant automatic fire sprinkler •
Clear
identification of
flammable
7materials such as non-fire-retarded polyurethane foam. They
should
also
7be specifically forbidden for interior finish material in all
nightclubs • Strict
regulation of
the use of pyrotechnics in nightclubs • Endorsement of the use
of
2up-to-date fire safety codes across the board; hence,
eliminating the umbrella
clause.
References

11Firehouse, (2018). The station fire lead to tougher building,
safety codes.
The Providence Journal, R.I. Retrieved on 27th December
32019 from https://www.firehouse.com/prevention-
investigation/news/12398466/the-station-fire- lead-to-tougher-
building-
safety-codes-firefighter-news
sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 8/8
18Duval, R., F., (2016). NFPA Case Study: Nightclub Fires.
Retrieved
on 27th December
142019 from https://www.sfpe.org/page/2006_Q3_4
6Madrzykowski, D., Bryner, N., & Kerber, S., I., (2006). The
NIST Station
Nightclub Fire Investigation: Physical simulation of the fire.
SFPE. Retrieved

on 27th December 2019
9from https://www.sfpe.org/page/2006_Q3_4 Barylick, J.
(2015). Killer show: The
Station nightclub fire,
America’s deadliest rock concert. Print book: English: First
paperpack edition.
sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 1/8
Similarity Index
35%
Internet Sources: 20%
Publications: 1%
Student Papers: 28%
Similarity by Source
1
2

3
4
5
6
7
8
9
10
11
4425795:Week_8_Final_Project.docx by
Brandon Olsen
From Week 8 Final Project (402978)
Processed on 29-Dec-2019 12:40 AM
EST
ID: 1238620942
Word Count: 1239
Turnitin Originality Report
sources:
9% match (Internet from 11-Nov-2019)

3% match (Internet from 27-Oct-2018)
2% match (student papers from 07-Nov-2017)
Submitted to Embry Riddle Aeronautical University on 2017-
11-07
1% match (Internet from 26-Jun-2019)

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 2/8
12
13
14
15
16
17
18
19

20
21
22
23
24
Submitted to University of Birmingham on 2019-08-26
1% match (student papers from 10-Apr-2014)
Submitted to University of Central Lancashire on 2014-04-10
1% match (Internet from 14-Dec-2016)
https://failures.wikispaces.com/The+Station+nightclub?
responseToken=0aad07f0e9a8f1f608921557c70ca085
Submitted to CSU, San Diego State University on 2017-02-23
1% match (student papers from 30-Jun-2018)

Submitted to Victoria University on 2019-12-11
Submitted to University of Canterbury on 2014-10-30
https://failures.wikispaces.com/The+Station+nightclub?response
Token=0aad07f0e9a8f1f608921557c70ca085

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 3/8
25
26
< 1% match (student papers from 29-Apr-2018)
< 1% match (student papers from 23-Oct-2012)
paper text:
22Fire Dynamics: The Station Nightclub Fire Calamity Brandon
Olsen American
Public University
29DEC19
19Fire Dynamics: The Station Nightclub Fire Calamity Fire

outbreak is one of the
deadliest jeopardies on earth. When they occur, they destroy a
lot of properties and take away many lives.
Thus, fire safety and prevention dynamics are crucial aspects of
life from both individual and communal
levels; this was arguably the main lesson from
25the Station Nightclub Fire Outbreak. Overview of the Fire
13The Station Nightclub was a popular and dominant club in
West Warwick,
Rhode Island.
The fire
21broke out in the night of February 20, 2003, a
Thursday
26during a live performance of the Great White
band.
15462 people were in attendance surpassing the club’s capacity
of 404.

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 4/8
Around 100 people died while at least 230 got injured (Duval,
2016). The figures saw the fire enter the
world’s books of history regarding fire calamities. The fire
broke out when onstage pyrotechnics kindled
soundproofing froth in the backstage. One minute hardly ended
and the whole stage was engulfed.
23The fire then spread quickly throughout the club. The bulk of
the
audience dashed towards the main entrance; however, they
could not rescue themselves quickly because of
big crowd according to Duval (2016). The back entrance could
have helped in exiting but the club’s
bouncers prevented those who tried to use it maintaining that it
was exclusively for the band. Around 90% of
the deaths occurred at the main entrances where the fatalities
were overawed by smoke inhalation.
According to specialists, this calamity was avertible. Dynamics
of the Fire Immediately the fire hit headlines,
it became a subject for various forms of inquiry.
10The Fire Research Division at the National Institute of
Standards and
Technology (NIST)

specifically launched a probe into the causes of the fire in a bid
to develop prevention and control solutions
for the future (Barylick, 2015). In its report, NIST established
that the flammable soundproofing acoustic form
was the cause of the fire while the hazardous mixture of the
building materials were among the core factors,
which facilitated the fire making it severe. The club was wood-
framed, for a case in point, while its ceiling
was also made from combustible wood materials. Other factors
included lack of automatic sprinklers and
inadequate exits according to Barylick (2015). The fire
20reached flashover within a minute, causing all inflammable
materials to catch
fire and burn.
This resulted into an
5intense black smoke, which engulfed the club within
approximately 5½ minutes.
A video footage of the calamity displays its ignition, rapid
growth, and the
billowing smoke, which hardly allowed escape, as well as the
blocked egress, which
further mired evacuation. Practically, this fire was
as a result of an architectural error in the designing and
construction of the club (Barylick, 2015). Fire safety
was not considered in all architectural stages. The acoustic
foam only ignited the fire, but it is the
inflammable
17materials that were used in the construction of the building

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 5/8
that sustained the fire and led to its rampant and quick spread.
If incombustible materials such as concrete
were used in the ceiling and frames of the building, for
instance, specialists reveal that the fire would not
have been that fatal and would not have spread so fast and
stayed for that long. The club’s temperature
situation also sustained and expedited the fire. According to
FDS simulations and fire experts, the club’s
temperature facilitated the ignition of the burnable surfaces and
structures in the club (Barylick, 2015).
Inquiry reports showed that the
4heat release rate (HRR) of 1500kW/m2 and a maximum
burning rate of
0.008kg/m2s in the
club created a conducive environment
4for the initial burning locations and burnable surfaces
respectively.
Revisiting The Fire’s Lessons: The New Codes Entering the
world’s books of history of calamities, The
Station Nightclub Fire Outbreak no doubt taught the world a lot
of lessons particularly regarding its

prevention and control. From these lessons, new and tougher
building and safety codes were established.
The 2003 model codes required the installation of all premises
with sprinkler systems as one of the
precautionary measures for fighting any fire calamity
(Firehouse, 2018). There was also
8the tentative interim amendment (TIA), which was approved in
July 2003. It
required that sprinklers are fitted in the existing nightclub
facilities venues with
capacities of more than 100
people. Additionally, Firehouse (2018) reported that the board
delineated that restrictions are executed on
festival orchestra in both
2new and existing facilities if the capacity is more than 250
persons, unless
the facility meets the life safety credibility. The Conducted Fire
Dynamics Simulator Model Overview and
Purpose
2The focus of this simulation was to probe the conditions,
which may have
been present in the club in the fire’s early stages
(Madrzykowski, Bryner & Kerber, 2006). Thus, the main
3purpose of the simulation was to determine the cause of the
fire.

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 6/8
Pictures from the WPRI video were used in the development of
the model input in the establishment of the
location of the different inner surfaces in the club. They were
also utilized
1as a general resource for verifying the physical organization of
the club. The
simulation was performed for 300 seconds to scrutinise the time
period from
ignition to the estimated moment of application of water by the
fire
brigade team (Madrzykowski, Bryner & Kerber, 2006). The
computation encompassed
1simulated fire and smoke spread, potential temperatures,
oxygen
concentrations, and visibility, which may have been present in
the actual
occurrence. All these parameters were then compared to
published tenability
standards.
1The full simulation results were then compared with the WPRI

video recording
of the incident
to test their credibility.
1In addition, analysis of the simulation considered published
tenability
criteria and the location of the victims within the nightclub.
Results and
Recommendations The simulation results revealed that
24conditions that existed in the initial stages of the fire
facilitated its ignition and spread. The first one is
1the significant differences in temperature between the 1.5 m (5
ft) elevation
and 0.6 m (2 ft), which occurred in the main barroom and the
main entrance
(Madrzykowski, Bryner & Kerber, 2006). The oxygen volume
fraction also facilitated the evolution of the fire.
However, the simulation indicated that the

sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 7/8
12open doors and windows allowed in sufficient fresh air,
which maintained a
level of tenability
in areas around the windows and the main entryway. Moreover,
the simulation showed that sprinklers would
have prevented flashovers in the incidence. From these findings,
the following recommendations, among
many others were reached according to Madrzykowski, Bryner
and Kerber (2006); • • systems. Limitation of
nightclub’s capacity to 100 Mandatory
16installation of NFPA 13-compliant automatic fire sprinkler •
Clear
identification of
flammable
7materials such as non-fire-retarded polyurethane foam. They
should
also
7be specifically forbidden for interior finish material in all
nightclubs • Strict
regulation of
the use of pyrotechnics in nightclubs • Endorsement of the use
of
2up-to-date fire safety codes across the board; hence,
eliminating the umbrella
clause.

References
11Firehouse, (2018). The station fire lead to tougher building,
safety codes.
The Providence Journal, R.I. Retrieved on 27th December
32019 from https://www.firehouse.com/prevention-
investigation/news/12398466/the-station-fire- lead-to-tougher-
building-
safety-codes-firefighter-news
sm=0&oid=1238620942&sid=0&n=0&m=0&svr=29&r=47.2343
543938164&lang=en_us 8/8
18Duval, R., F., (2016). NFPA Case Study: Nightclub Fires.
Retrieved
on 27th December
142019 from https://www.sfpe.org/page/2006_Q3_4
6Madrzykowski, D., Bryner, N., & Kerber, S., I., (2006). The

NIST Station
Nightclub Fire Investigation: Physical simulation of the fire.
SFPE. Retrieved
on 27th December 2019
9from https://www.sfpe.org/page/2006_Q3_4 Barylick, J.
(2015). Killer show: The
Station nightclub fire,
America’s deadliest rock concert. Print book: English: First
paperpack edition.
Varying Definitions of Online Communication and
Their Effects on Relationship Research
Elizabeth L. Angeli
State University
Author Note

Elizabeth L. Angeli, Department of Psychology, State
University.
Elizabeth Angeli is now at Department of English, Purdue
University.
This research was supported in part by a grant from the Sample
Grant
Program.
Correspondence concerning this article should be addressed to
Elizabeth
Angeli, Department of English, Purdue University, West
Lafayette, IN 55555.
Contact: [email protected]
The running
head cannot
exceed 50
characters,
including spaces
and
punctuation.
The running
head’s title
should be in
capital letters.
The running
head should be
flush left, and
page numbers
should be flush
right. On the

title page, the
running head
should include
the words
“Running head.”
For pages
following the
title page,
repeat the
running head in
all caps without
“Running head.”
The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.
The author’s
name and
institution
should be
double-
spaced and
centered.
The running
head is a

shortened
version of the
paper’s full title,
and it is used to
help readers
identify the
titles for
published
articles (even if
your paper is
not intended for
publication, your
paper should
still have a
running head).
The title
should
summarize
the paper’s
main idea and
identify the
variables
under
discussion
and the
relationship
between
them.
Green text boxes
contain explanations
of APA style
guidelines.

Blue boxes contain
directions for writing
and citing in APA
style.
Running head: VARYING DEFINITIONS OF ONLINE
COMMUNICATION 1
The author note should appear on printed articles and identifies
each author’s
department and institution affiliation and any changes in
affiliation, contains
acknowledgements and any financial support received, and
provides contact
information. For more information, see the APA manual, 2.03,
page 24-25.
Note: An author note is optional for students writing class
papers, theses, and
dissertations..
An author note should appear as follows:
First paragraph: Complete departmental and institutional
affiliation
Second paragraph: Changes in affiliation (if any)
Third paragraph: Acknowledgments, funding sources, special
circumstances
Fourth paragraph: Contact information (mailing address and e-
mail)
VARYING DEFINITIONS OF ONLINE COMMUNICATION

2
Abstract
This paper explores four published articles that report on results
from research conducted
on online (Internet) and offline (non-Internet) relationships and
their relationship to
computer-mediated communication (CMC). The articles,
however, vary in their
definitions and uses of CMC. Butler and Kraut (2002) suggest
that face-to-face (FtF)
interactions are more effective than CMC, defined and used as
“email,” in creating
feelings of closeness or intimacy. Other articles define CMC
differently and, therefore,
offer different results. This paper examines Cummings, Butler,
and Kraut’s (2002)
research in relation to three other research articles to suggest
that all forms of CMC
should be studied in order to fully understand how CMC
influences online and offline
relationships.
Keywords: computer-mediated communication, face-to-face
communication

The
abstract
should be
between
150-250
words.
Abbre-
viations and
acronyms
used in the
paper
should be
defined in
the
abstract.
The
abstract is
a brief
summary of
the paper,
allowing
readers to
quickly
review the
main points
and
purpose of
the paper.
The word
“Abstract”
should be

centered
and typed
in 12 point
Times New
Roman. Do
not indent
the first
line of the
abstract
paragraph.
All other
paragraphs
in the
paper
should be
indented.
3
Varying Definitions of Online Communication and
Their Effects on Relationship Research
Numerous studies have been conducted on various facets of
Internet relationships,
focusing on the levels of intimacy, closeness, different
communication modalities, and

the frequency of use of computer-mediated communication
(CMC). However,
contradictory results are suggested within this research because
only certain aspects of
CMC are investigated, for example, email only. Cummings,
Butler, and Kraut (2002)
suggest that face-to-face (FtF) interactions are more effective
than CMC (read: email) in
creating feelings of closeness or intimacy, while other studies
suggest the opposite. To
understand how both online (Internet) and offline (non-Internet)
relationships are affected
by CMC, all forms of CMC should be studied. This paper
examines Cummings et al.’s
research against other CMC research to propose that additional
research be conducted to
better understand how online communication affects
relationships.
Literature Review
In Cummings et al.’s (2002) summary article reviewing three
empirical studies on
online social relationships, it was found that CMC, especially
email, was less effective
than FtF contact in creating and maintaining close social

relationships. Two of the three
reviewed studies focusing on communication in non-Internet
and Internet relationships
mediated by FtF, phone, or email modalities found that the
frequency of each modality’s
use was significantly linked to the strength of the particular
relationship (Cummings et
al., 2002). The strength of the relationship was predicted best
by FtF and phone
In-text
citations
that are
direct
quotes
should
include the
author’s/
authors’
name/s,
the
publication
year, and
page
number/s.
If you are
para-
phrasing a
source,
APA
encourages
you to

include
page
numbers:
(Smith,
2009, p.
76).
If an article
has three
to five
authors,
write out all
of the
authors’
names the
first time
they
appear.
Then use
the first
author’s
last name
followed by
“et al.”
APA
requires
you to
include the
publication
year
because
APA users
are
concerned
with the

date of the
article (the
more
current the
better).
The title of
the paper is
centered
and not
bolded.
The introduc-
tion presents
the problem
that the
paper
addresses.
See the OWL
resources on
introduc-
tions:
http://owl.en
glish.purdue.e
du/owl/resou
rce/724/01/
The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It

should not be
bolded,
underlined, or
italicized.
4
communication, as participants rated email as an inferior means
of maintaining personal
relationships as compared to FtF and phone contacts (Cummings
et al., 2002).
Cummings et al. (2002) reviewed an additional study conducted
in 1999 by the
HomeNet project (see Appendix A for more information on the
HomeNet project). In
this project, Kraut, Mukhopadhyay, Szczypula, Kiesler, and
Scherlis (1999) compared
the value of using CMC and non-CMC to maintain relationships
with partners. They
found that participants corresponded less frequently with their
Internet partner (5.2 times
per month) than with their non-Internet partner (7.2 times per
month) (as cited in

Cummings et al., 2002). This difference does not seem
significant, as it is only two times
less per month. However, in additional self-report surveys,
participants responded
feeling more distant, or less intimate, towards their Internet
partner than their non-
Internet partner. This finding may be attributed to participants’
beliefs that email is an
inferior mode of personal relationship communication.
Intimacy is necessary in the creation and maintenance of
relationships, as it is
defined as the sharing of a person’s innermost being with
another person, i.e., self-
disclosure (Hu, Wood, Smith, & Westbrook, 2004).
Relationships are facilitated by the
reciprocal self-disclosing between partners, regardless of non-
CMC or CMC. Cummings
et al.’s (2002) reviewed results contradict other studies that
research the connection
between intimacy and relationships through CMC.
Hu et al. (2004) studied the relationship between the frequency
of Instant
Messenger (IM) use and the degree of perceived intimacy
among friends. The use of IM

instead of email as a CMC modality was studied because IM
supports a non-professional
Use an
appendix to
provide
brief
content
that
supplement
s your
paper but is
not directly
related to
your text.
If you are
including an
appendix,
refer to it
in the body
of your
paper.
5
environment favoring intimate exchanges (Hu et al., 2004).
Their results suggest that a

positive relationship exists between the frequency of IM use and
intimacy, demonstrating
that participants feel closer to their Internet partner as time
progresses through this CMC
modality.
Similarly, Underwood and Findlay (2004) studied the effect of
Internet
relationships on primary, specifically non-Internet relationships
and the perceived
intimacy of both. In this study, self-disclosure, or intimacy,
was measured in terms of
shared secrets through the discussion of personal problems.
Participants reported a
significantly higher level of self-disclosure in their Internet
relationship as compared to
their primary relationship. In contrast, the participants’ primary
relationships were
reported as highly self-disclosed in the past, but the current
level of disclosure was
perceived to be lower (Underwood & Findlay, 2004). This
result suggests participants
turned to the Internet in order to fulfill the need for intimacy in
their lives.

In further support of this finding, Tidwell and Walther (2002)
hypothesized CMC
participants employ deeper self-disclosures than FtF
participants in order to overcome the
limitations of CMC, e.g., the reliance on nonverbal cues. It was
found that CMC partners
engaged in more frequent intimate questions and disclosures
than FtF partners in order to
overcome the barriers of CMC. In their 2002 study, Tidwell
and Walther measured the
perception of a relationship’s intimacy by the partner of each
participant in both the CMC
and FtF conditions. The researchers found that the participants’
partners stated their
CMC partner was more effective in employing more intimate
exchanges than their FtF
6
partner, and both participants and their partners rated their
CMC relationship as more
intimate than their FtF relationship.

Discussion
In 2002, Cummings et al. stated that the evidence from their
research conflicted
with other data examining the effectiveness of online social
relationships. This statement
is supported by the aforementioned discussion of other research.
There may be a few
possible theoretical explanations for these discrepancies.
Limitations of These Studies
The discrepancies identified may result from a number of
limitations found in the
materials reviewed by Cummings et al. These limitations can
result from technological
constraints, demographic factors, or issues of modality. Each of
these limitations will be
examined in further detail below.
Technological limitations. First, one reviewed study by
Cummings et al. (2002)
examined only email correspondence for their CMC modality.
Therefore, the study is
limited to only one mode of communication among other
alternatives, e.g., IM as studied
by Hu et al. (2004). Because of its many personalized features,

IM provides more
personal CMC. For example, it is in real time without delay,
voice-chat and video
features are available for many IM programs, and text boxes can
be personalized with the
user’s picture, favorite colors and text, and a wide variety of
emoticons, e.g., :). These
options allow for both an increase in self-expression and the
ability to overcompensate
for the barriers of CMC through customizable features, as stated
in Tidwell and Walther
Because all
research
has its
limitations,
it is
important
to discuss
the
limitations
of articles
under
examination
.
A Level 2
heading
should be
flush with

the left
margin,
bolded, and
title case.
A Level 1
heading
should be
centered,
bolded, and
uppercase
and lower
case (also
referred to
as title
case).
A Level 3
heading
should
indented
0.5” from
the left
margin,
bolded, and
lower case
(except for
the first
word). Text
should
follow
immediately
after. If you
use more
than three
levels of

headings,
consult
section 3.02
of the APA
manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.en
glish.purdue.
edu/owl/reso
urce/560/16
/
7
(2002). Self-disclosure and intimacy may result from IM’s
individualized features,
which are not as personalized in email correspondence.
Demographic limitations. In addition to the limitations of email,
Cummings et
al. (2002) reviewed studies that focused on international bank
employees and college
students (see Appendix B for demographic information). It is

possible the participants’
CMC through email was used primarily for business,
professional, and school matters
and not for relationship creation or maintenance. In this case,
personal self-disclosure
and intimacy levels are expected to be lower for non-
relationship interactions, as this
communication is primarily between boss and employee or
student and professor.
Intimacy is not required, or even desired, for these professional
relationships.
Modality limitations. Instead of professional correspondence,
however,
Cummings et al.’s (2002) review of the HomeNet project
focused on already established
relationships and CMC’s effect on relationship maintenance.
The HomeNet researchers’
sole dependence on email communication as CMC may have
contributed to the lower
levels of intimacy and closeness among Internet relationships as
compared to non-
Internet relationships (as cited in Cummings et al., 2002). The
barriers of non-personal
communication in email could be a factor in this project, and

this could lead to less
intimacy among these Internet partners. If alternate modalities
of CMC were studied in
both already established and professional relationships, perhaps
these results would have
resembled those of the previously mentioned research.
8
Conclusions and Future Study
In order to gain a complete understanding of CMC’s true effect
on both online
and offline relationships, it is necessary to conduct a study that
examines all aspects of
CMC. This includes, but is not limited to, email, IM, voice-
chat, video-chat, online
journals and diaries, online social groups with message boards,
and chat rooms. The
effects on relationships of each modality may be different, and
this is demonstrated by

the discrepancies in intimacy between email and IM
correspondence. As each mode of
communication becomes more prevalent in individuals’ lives, it
is important to examine
the impact of all modes of CMC on online and offline
relationship formation,
maintenance, and even termination.
The
conclusion
restates
the
problem
the paper
addresses
and can
offer areas
for further
research.
See the
OWL
resource on
conclu-
sions:
http://owl.
english.pur
due.edu/ow
l/resource/
724/04/

9
References
Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of
online social
relationships. Communications of the ACM, 45(7), 103-108.
Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004).
Friendships through IM:
Examining the relationship between instant messaging and
intimacy. Journal of
Computer-Mediated Communication, 10, 38-48.
Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated
communication effects on
disclosure, impressions, and interpersonal evaluations: Getting
to know one
another a bit at a time. Human Communication Research, 28,
317-348.
Underwood, H., & Findlay, B. (2004). Internet relationships and
their impact on primary
relationships. Behaviour Change, 21(2), 127-140.

Start the reference list on a new page, center the title
“References,” and
alphabetize the entries. Do not underline or italicize the title.
Double-space all
entries. Every source mentioned in the paper should have an
entry.
10
Appendix A
The HomeNet Project
Started at Carnegie Mellon University in 1995, the HomeNet
research project has
involved a number of studies intended to look at home Internet
usage. Researchers began
this project because the Internet was originally designed as a
tool for scientific and
corporate use. Home usage of the Internet was an unexpected
phenomenon worthy of
extended study.

Each of HomeNet’s studies has explored a different facet of
home Internet usage,
such as chatting, playing games, or reading the news. Within the
past few years, the
explosion of social networking has also proven to be an area
deserving of additional
research. Refer to Table A1 for a more detailed description of
HomeNet studies.
Table A1
Description of HomeNet Studies by Year
Year
of
Study
Contents
of
Study
1995-‐1996
93 families in Pittsburgh involved in school
or community organizations
1997-‐1999
25 families with home businesses
1998-‐1999
151 Pittsburgh households
2000-‐2002
National survey

Begin each
appendix
on a new
page., with
the word
appendix in
the top
center. Use
an
identifying
capital
letter (e.g.,
Appendix
A,
Appendix B,
etc.) if you
have more
than one
appendix. If
you are
referring to
more than
one
appendix in
your text,
use the
plural
appendices
(APA only).
The first
paragraph

of the
appendix
should flush
with the
left margin.
Additional
paragraphs
should be
indented.
Label tables
and figures
in the
appendix as
you would
in the text
of your
manuscript,
using the
letter A
before the
number to
clarify that
the table or
figure
belongs to
the
appendix.
11

Appendix B
Demographic Information for Cummings et al. (2002)’s Review
If an
appendix
consists
entirely of
a table or
figure, the
title of the
table or
figure
should
serve as
the title of
the
appendix.
APUS Undergraduate Assignment Rubric
300-400 Level Courses
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis

Content/Subject Knowledge
Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning:
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development

of key themes. Introduction of thesis is not clearly evident, and
reader must look deeper to discover the focus of the writer.
Student’s writing is weak in the inclusion of supporting facts or
statements.
Developing:
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
Accomplished:
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
Exemplary:
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well-constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.
_____________________________________________________
______________________
Content/Subject Knowledge – 20 points
Beginning:
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas. The writing
fails to meet the minimum requirements of the assignment.

Developing:
The assignment reveals that the student has a general,
fundamental understanding of the course material. There are
areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts,
but only meets the minimum requirements in this area. The
writing meets the minimum requirements of the assignment.
Accomplished:
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge. The writing clearly goes beyond the
minimum requirements of the assignment.
Exemplary:
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
_____________________________________________________
_________________________
Critical Thinking Skills – 20 points
Beginning:
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply
information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
Developing:
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on

key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Accomplished:
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with two or fewer errors.
Exemplary:
Student demonstrates a higher-level of critical thinking
necessary for 300-400 level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions which are not
immediately obvious. Student provides well-supported ideas
and reflection with a variety of current and/or world views in
the assignment. Student presents a genuine intellectual
development of ideas throughout assignment.
_____________________________________________________
_______________
Organization of Ideas/Format – 20 points
Beginning:
Assignment reveals formatting errors and a lack of organization.
No clear introduction or conclusion is evident. Student presents
an incomplete attempt to provide linkages or explanation of key
terms. The lack of appropriate references or source materials
demonstrates the student’s need for additional help or training
in this area. Student needs to review and revise the assignment.
Developing:
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses fewer sources or
references than required by assignment. Academic sources are
lacking.
Accomplished:

Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few
formatting errors. Assignment contains number of academic
sources required in assignment.
Exemplary:
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction, well-
developed paragraphs, and conclusion. Finished assignment
demonstrates student’s ability to plan and organize research in a
logical sequence. Student uses required number of academic
sources or beyond.
_____________________________________________________
___________________
Writing Conventions (Grammar and Mechanics) – 20 points
Beginning:
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Sources
are overly quoted and not adequately documented or cited.
Student needs to review and revise assignment.
Developing:
Assignment reflects basic writing and grammar, but more than
five errors. Key terms and concepts are somewhat vague and
not completely explained by student. Student uses a basic
vocabulary in assignment. Sources are documented and cited
but need to show greater consistency. Student’s writing ability
is average, but demonstrates a basic understanding of the

subject matter.
Accomplished:
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to
be well written with no more than three-five errors. Most
quoted material is properly documented and cited. Assignment
is mostly error-free and reflects student’s ability to prepare a
high-quality academic assignment.
Exemplary:
Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough and extensive understanding of word usage.
Student excels in the selection and development of a well-
planned research assignment. All quoted material is properly
documented and cited. Assignment is error-free and reflects
student’s ability to prepare a high-quality academic assignment.
Writing Assignment Expectations
I wanted to go over what I expect out of the writing assignments
during this course unless otherwise noted in the assignment.
Formatting:
APA 6th Edition Writing Style Guide is what you will use to
format your papers. I suggest you purchase this guide but if
that is not possible, I have provided many APA documents to
assist you. They are found in the Course Materials
announcement and in the Course Materials section of the
classroom.
Running head:
You must have a correct Running Head in your paper. I have
provided an example below:

It should look like the following on the Title Page and be in the
Times New Roman 12 point font:
Running head: TITLE OF YOUR PAPER
1
On the rest of the paper as follows and in the Times New
Roman 12 point font:
TITLE OF YOUR PAPER
2
Title Page:
You must have a correct Title Page. Only put the items
required by APA on the Title Page
Title of Paper
Student Name
University Name
Abstract:
You must provide an Abstract page which is on page 2 of the
paper by itself.
The abstract paragraph should contain your research topic along
with a summary of the key points of your paper.
The Abstract paragraph is never indented. Each line of the
Abstract paragraph is placed against the left margin.
Content: (Introduction, Body of Text, Conclusion)
Introduction:

The first line of the paper is always the title of the paper
centered on the page. The Introduction is not labeled as it is
known by default to be the first paragraph of the paper.
When writing an introduction, it should include the following
and it should be in your own words:
1. Introduce your topic.
2. Create some interest in your topic.
3. Provide a little background information on your topic.
4. Identify your main idea
5. Preview some of the key points of your paper.
Your introduction will also include a thesis statement which
will be covered by points 4 and 5.
Body of Text:
The body of text will include the information to back up your
thesis statement. It will include proper headings throughout to
help the reader identify the key points of the paper.
Conclusion:
The conclusion should accomplish the following:
1. Restate the main idea of the paper.
2. Summarize the main points of the paper.
3. Leave the reader with an interesting final impression.
Reference Page:
The Reference page is always on the last page of the paper by
itself. It will contain all the sources you used in the paper.
Sources must be in alphabetical order, and every line must be
double spaced. Remember, only the first line of a source is
placed against the left margin, each additional line of that
source is indented ½ inch. I have provided an example below:

Author, A. A. (Year of publication). Title of work: Capital
letter also for subtitle. Location:
Publisher.
Citing and Referencing:
Always, cite and reference every source you use in your paper.
Not citing or referencing your sources or citing or referencing
incorrectly will not be tolerated. APUS takes plagiarism very
seriously. Please be sure to review the APUS plagiarism policy.
Never use Wikipedia as a source in any paper. It is not an
academically recognized source.
Citing:
Example: (Author Last Name, Year of Publication) or if there is
no author, then use the following example (Publishing
Organization, Year of Publication). You can also cite like the
following example: Smith (2009) discusses the need for
additional building codes to keep ensure the safety of all
occupants.
Referencing:
Never place just a website address on the Reference page as a
source. APA has specific instructions for electronic sources.
A basic, but not thorough representation for referencing an
electronic source is as follows:
Author (last name first and the remaining initials. If there is no
author then use the publishing organization. (Year of
Publication). Title of the article (Be aware that only the first
word, a word after a colon, and proper nouns are to be
capitalized in the article title). Publishing organization if the
article contained an author. Retrieved from and then the web
address if it is a source your retrieved online.

You will need to look up, on the Internet, some of the minor
differences from what I have shown above when referencing
books, journal articles, newspapers, etc.
Other Grading Items:
· You should not have any punctuation, grammar or spelling
mistakes.
· Your paper must answer the questions presented for the
assignment in a well written and organized manner.
· Never use contractions in a formal paper unless it is from a
direct quote.
· Never copy and paste from a source directly into your paper.
With all of the APA guides that are available in the class and on
the Internet, there are no excuses for turning in an improperly
formatted paper.
If you meet these expectations, you will receive a good grade.
If you have any questions or concerns, please do not hesitate to
contact me.

APUS Assignment Rubric Lower Level Undergraduate 300-400 Cours.docx

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APUS Assignment Rubric Lower Level Undergraduate 300-400 Cours.docx