APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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 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 ade.
Choose one monumental policy or regulation and give an in-depth eval.docxnancy1113
Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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 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 ade.
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
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.
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.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
Assignment InstructionsInstructionsThe research paperwiddowsonerica
Assignment Instructions
Instructions:
The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.
PLEASE NOTE: The topic chosen for this research paper cannot be a topic discussed within the weekly assignments for this course. The re-use of any assignment is unacceptable.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
grading cubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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 seque ...
Note for Case Study #1 The case study can be found in the Assignm.docxhenrymartin15260
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
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.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
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.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
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.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
15 points
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.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 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.
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate 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-sup ...
Choose one monumental policy or regulation and give an in-depth eval.docxnancy1113
Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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 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 ade.
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
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.
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.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
Assignment InstructionsInstructionsThe research paperwiddowsonerica
Assignment Instructions
Instructions:
The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.
PLEASE NOTE: The topic chosen for this research paper cannot be a topic discussed within the weekly assignments for this course. The re-use of any assignment is unacceptable.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
grading cubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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 seque ...
Note for Case Study #1 The case study can be found in the Assignm.docxhenrymartin15260
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
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.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
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.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
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.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
15 points
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.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 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.
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate 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-sup ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY LEVEL
4
ACCOMPLISHED LEVEL
3
DEVELOPING LEVEL
2
BEGINNNIG LEVEL
1
TOTAL POINTS
FOCUS/THESIS
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.
Establishes a good comprehension of topic
and in the building of the
thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the
intended assignment, but
the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader
may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has
limited the quality of the assignment.
Exhibits a limited understanding of the
assignment. Reader is
unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
20/20
CONTENT/SUBJECT KNOWLEDGE
Student demonstrates
proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment.
Student provides above
average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental
understanding of the
course material. Whereas, 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.
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.
20/20
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical
thinking necessary for 300-
400 level work. Learner provides a strategic
Student exhibits a good command of critical
thinking skills in the presentation of material
and supporting
Student takes a common, conventional approach in
guiding the reader through various linkages and
connections presented in
Student demonstrates beginning understanding
of ke.
Week 3 Assignment - OnboardingInstructionsThe first written as.docxendawalling
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
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.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not 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.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, 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.
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.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docxsherni1
Assignment 3: Written Paper 2 (Week 4)
DUE: Mar 30, 2014 11:55 PM
Assignment Instructions
Instructions:
In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences.
Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...
APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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 ...
U.S. Department of Homeland Security Washington, D.C. 20528 .docxouldparis
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
APUS Assignment Rubric Lower Level
Graduate 500-600 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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
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.
/ 20
Critical Thinking Skills
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.
Student exhibit ...
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docxwhittemorelucilla
Graduate 500-600 Courses
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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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 conte ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
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.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not 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.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, 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.
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.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Assignment 1 FIN101Course Name Principles of FinanceStude.docxbraycarissa250
Assignment 1 FIN101
Course Name: Principles of Finance
Student’s Name:
Course Code: FIN101
Student’s ID Number:
Semester: 2nd
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: / 5
Level of Marks: High/Middle/Low
Instructions:
· This Assignment must be submitted on Blackboard (WORD format only) via the allocated folder.
· Email submission will not be accepted.
· You are advised to make your work clear and well-presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
· Assignment will be evaluated through BB Safe Assign tool.
· Late submission will result in ZERO marks being awarded.
· The work should be your own, copying from students or other resources will result in ZERO marks.
· Use Times New Roman font 12 for all your answers.
Assignment Questions
Q1 (2 marks)
Altamimi Company’s net income for the year 2000, is $3,700,214. The company had an EBITDA of $ 10,125,300, and its depreciation and amortization expense was equal to $2,543,790. The company's average tax rate is 35 percent.
a. What is the amount of interest expenses for the firm? (Show the details of your calculations).
b. Prepare a common sized Income Statement if sales equal $12,000,000.
Q2. (2 Marks)
The following are accounts balance (in thousands) for Malak Company. Prepare a balance sheet, and Income statement using intermediate steps t=35% for the year ended December 31, 2018.
Net property and equipment
$ 2,000
Accounts receivable
$3,000
Notes payable
$37,000
Revenues
$ 983,000
Supply expenses
$ 255,000
Depreciation expenses
$ 35,000
Labor expense
$300,000
Interest Expenses
$11,000
Stockholders’ Equity
$61,500
Cash & cash equivalents
$97,000
Long-term debt
$3,500
Q3. Why secondary markets are so important to raise capital? (1 mark)
Criteria Levels of Achievement
Content 70% Advanced Proficient Developing Not present
Content and
development
40 to 36 Points
Information clearly relates to
the main topic. It includes
several supporting details
and/or examples. All topics
are thoroughly addressed
and/or all questions are
answered. Minimum word
count is reached.
35 to 28 points
Information clearly relates to
the main topic. No details
and/or examples are given.
All or most topics are
generally but not
comprehensively addressed
and all or most questions are
answered. Minimum word
count is reached.
27 to 1 points
Assignment is missing key
elements; lacks contextual
presentation and the central
thesis of the project is unclear.
Information has little or no
relation to the main topic. Topics
and/or questions were not
addressed satisfactorily.
Minimum word count is not
reached.
0 points
No assignment submitted.
Depth and
Organization
30 to 27 points
The introduction provides
sufficient background on the
topic and previews major
points. Ideas flow in a logical
sequence. The structure of the
paper i ...
As part of continuing your work on your EBP proposal, you create.docxbob8allen25075
As part of continuing your work on your EBP proposal, you create a demographics tool that you use to capture data on participants who will be part of your EBP project. Here is a
Demographics Questionnaire (Word)
example of a demographics tool section. Keep in mind that you should include only information that is important to include in data analysis and write-up. Asking extraneous questions is burdensome for participants; thus, your demographics questions need to be meaningful, relevant, and as brief as possible.
Assignment Instructions
Using a Word document, create a demographics tool that has a minimum of eight questions but a maximum of 20 questions.
Writing Assignment 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.
Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 points
The writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 points
The writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 points
Absent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccurately portrayed or missing.
Cites two or fewer references.
Missing some instruction requirements.
20 points30
Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentat.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
art & science sexual healthUsing peer education projects t.docxjewisonantone
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docxjewisonantone
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
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Rubric
Undergraduate Level
300-400
EXEMPLARY LEVEL
4
ACCOMPLISHED LEVEL
3
DEVELOPING LEVEL
2
BEGINNNIG LEVEL
1
TOTAL POINTS
FOCUS/THESIS
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.
Establishes a good comprehension of topic
and in the building of the
thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the
intended assignment, but
the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader
may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has
limited the quality of the assignment.
Exhibits a limited understanding of the
assignment. Reader is
unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
20/20
CONTENT/SUBJECT KNOWLEDGE
Student demonstrates
proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment.
Student provides above
average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental
understanding of the
course material. Whereas, 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.
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.
20/20
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical
thinking necessary for 300-
400 level work. Learner provides a strategic
Student exhibits a good command of critical
thinking skills in the presentation of material
and supporting
Student takes a common, conventional approach in
guiding the reader through various linkages and
connections presented in
Student demonstrates beginning understanding
of ke.
Week 3 Assignment - OnboardingInstructionsThe first written as.docxendawalling
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
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.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not 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.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, 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.
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.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docxsherni1
Assignment 3: Written Paper 2 (Week 4)
DUE: Mar 30, 2014 11:55 PM
Assignment Instructions
Instructions:
In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences.
Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...
APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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 ...
U.S. Department of Homeland Security Washington, D.C. 20528 .docxouldparis
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
APUS Assignment Rubric Lower Level
Graduate 500-600 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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
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.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
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.
/ 20
Critical Thinking Skills
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.
Student exhibit ...
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docxwhittemorelucilla
Graduate 500-600 Courses
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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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 conte ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
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.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not 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.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, 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.
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.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Assignment 1 FIN101Course Name Principles of FinanceStude.docxbraycarissa250
Assignment 1 FIN101
Course Name: Principles of Finance
Student’s Name:
Course Code: FIN101
Student’s ID Number:
Semester: 2nd
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: / 5
Level of Marks: High/Middle/Low
Instructions:
· This Assignment must be submitted on Blackboard (WORD format only) via the allocated folder.
· Email submission will not be accepted.
· You are advised to make your work clear and well-presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
· Assignment will be evaluated through BB Safe Assign tool.
· Late submission will result in ZERO marks being awarded.
· The work should be your own, copying from students or other resources will result in ZERO marks.
· Use Times New Roman font 12 for all your answers.
Assignment Questions
Q1 (2 marks)
Altamimi Company’s net income for the year 2000, is $3,700,214. The company had an EBITDA of $ 10,125,300, and its depreciation and amortization expense was equal to $2,543,790. The company's average tax rate is 35 percent.
a. What is the amount of interest expenses for the firm? (Show the details of your calculations).
b. Prepare a common sized Income Statement if sales equal $12,000,000.
Q2. (2 Marks)
The following are accounts balance (in thousands) for Malak Company. Prepare a balance sheet, and Income statement using intermediate steps t=35% for the year ended December 31, 2018.
Net property and equipment
$ 2,000
Accounts receivable
$3,000
Notes payable
$37,000
Revenues
$ 983,000
Supply expenses
$ 255,000
Depreciation expenses
$ 35,000
Labor expense
$300,000
Interest Expenses
$11,000
Stockholders’ Equity
$61,500
Cash & cash equivalents
$97,000
Long-term debt
$3,500
Q3. Why secondary markets are so important to raise capital? (1 mark)
Criteria Levels of Achievement
Content 70% Advanced Proficient Developing Not present
Content and
development
40 to 36 Points
Information clearly relates to
the main topic. It includes
several supporting details
and/or examples. All topics
are thoroughly addressed
and/or all questions are
answered. Minimum word
count is reached.
35 to 28 points
Information clearly relates to
the main topic. No details
and/or examples are given.
All or most topics are
generally but not
comprehensively addressed
and all or most questions are
answered. Minimum word
count is reached.
27 to 1 points
Assignment is missing key
elements; lacks contextual
presentation and the central
thesis of the project is unclear.
Information has little or no
relation to the main topic. Topics
and/or questions were not
addressed satisfactorily.
Minimum word count is not
reached.
0 points
No assignment submitted.
Depth and
Organization
30 to 27 points
The introduction provides
sufficient background on the
topic and previews major
points. Ideas flow in a logical
sequence. The structure of the
paper i ...
As part of continuing your work on your EBP proposal, you create.docxbob8allen25075
As part of continuing your work on your EBP proposal, you create a demographics tool that you use to capture data on participants who will be part of your EBP project. Here is a
Demographics Questionnaire (Word)
example of a demographics tool section. Keep in mind that you should include only information that is important to include in data analysis and write-up. Asking extraneous questions is burdensome for participants; thus, your demographics questions need to be meaningful, relevant, and as brief as possible.
Assignment Instructions
Using a Word document, create a demographics tool that has a minimum of eight questions but a maximum of 20 questions.
Writing Assignment 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.
Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 points
The writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 points
The writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 points
Absent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccurately portrayed or missing.
Cites two or fewer references.
Missing some instruction requirements.
20 points30
Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentat.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Similar to APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx (20)
art & science sexual healthUsing peer education projects t.docxjewisonantone
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docxjewisonantone
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
Arriving to California State University, NorthridgeChoosing un.docxjewisonantone
Arriving to California State University, Northridge
Choosing university is like a puzzle game or a snake and ladder game.
Since I came from my country Kuwait I didn’t had any obstacle in the new country but I face changes in many area such as accommodation, environment, cultural, and languages. Because I had very excellent department in the ministry of education abroad which encourage people or show a great vision of the benefit to study abroad. Also, giving a great orientation before traveling date that helps me to be more familiar from the new things that I will have. Therefore I planned to study my bachelor in the United State. So I filled my application and I submit all my documents and paper to the ministry. Then, our cultural office processed my application and after that they send for me an acceptance letter to travel to U.S.A. Nevertheless, there are two major steps for student to be able to roll to the university in the United States. First, register for institutes for English to improve the English language. For example, I registered for UCI (university of California Irvine extension). In this period, I took English classes in writing, grammar, listing, reading, and vocabulary. Also, these classes help me to study for the requirement university test either the TOEFL or IELTS test. Second, searching and applying for the universities that have my major and agree with the condition of our scholarship.
In addition, most important thing that I contact my scholarship advisor in every steps because my advisor helps me to complete any document for the universities. As an international student I connect nearby my immigration department in the school and my advisor, this circle helps me to know my way and be ale to continue my problem or an issue. Thesis statement therefore, choosing the university in the united stated especially California is difficult in many things such as the major, the state and the study plan.
Body graph ( topic sentence, explain , two example, conclusion sentence,)
First graph the first point I will discuses about searching for the major i am interest in political science
–
but I change ( from political science to business ) because
the requirement Ielts exam in political science higher and difficult compare to business its average and convenient . I have been less than a year to be fimilar with the new language which is English.
Second graph
next, I will talk about CSUN academic studies and environment is very good from classes , course , and my friends
( my friends suggestion )
The final step I will talk about California state is
my favorite
(fun
place ( beaches , shopping mall , international state ( including my friends ) ,
the people )
Beside your embassy instruction international students should educate himself about new country by reading book, listening music, watching movie, searching for website, and talking to native people.
In this journey I bring with me many great challenging, pow.
Arrington-Shaw 1 Bethany P. Arrington-Shaw Dr. K. L.docxjewisonantone
Arrington-Shaw 1
Bethany P. Arrington-Shaw
Dr. K. L. Hall
Speech 101- 1214
20 March 2017
Welcome to Parenthood: The Journey to Unconditional Love
General goal: I want to inform my audience.
Specific goal: I would like my audience to understand how to take care of your child
through the first few months Postpartum, creating an incomparable bond.
Thesis statement: Showing love, protecting, and teaching your child, is a lifelong process
that leads to unconditional love and begins when you have the most time to utilize, during
Maternity or Paternity leave .
Introduction
I. How many of you know the unconditional love parents and their children have for
one another?
Arrington-Shaw 2
II. Have you ever wondered how such an unbreakable relationship is formed
between the parents and their child?
III. I want to share with you just three things new parents can do in order to
achieve that unconditional love that lasts a lifetime: nurture, protect, and teach.
Body
I. Nurturing a baby is essential to create a strong Parent-Child bond.
A. Mom should breastfeed for at least the first three months.
1. Baby will remember smell and tender skin of their mother from
breastfeeding and will feel comfortable whenever she is around.
2. Baby learns to rely on it’s mother for food.
3. Special components in mother’s milk that cleanses the baby's
digestive system.
B. Both parents need to take part in nurturing their infant.
1. Holding a baby against a bare chest allows the infant to hear it’s
mother’s or father’s heartbeat, similar to in the womb.
2. Touch is important for growth including kisses and tickles.
Arrington-Shaw 3
3. Playing with the baby will increase its senses and use of
expressions.
C. Taking care of yourself is important for you as well as your child.
1. To avoid being too tired to take care of things, change your schedule
and learn to sleep when your baby sleeps.
2. Your child senses your stress which in turn stresses the child, since
there is a lot to get done, help alleviate stress by letting
grandparents and close friends help you out when they can,
remembering that they love your child just as you do.
3. You will worry over every decision you make in an attempt to be a
perfect parent, remember no one is perfect, just prioritize and do
your best.
(Transition: Daily affection stimulates growth and makes your infant calm, while also
feeling protected.)
II. Trust is developed when parents care for the infant’s health and protect them.
A. Dealing with health issues and doctors can help.
1. Read all labels to medications you plan to give your child especially
if non prescribed or “over the counter”.
2. Keep the baby’s doctor on speed dial in case the child becomes
Arrington-Shaw 4
unwell.
3. Keep all follow up appointments in .
ArraysDefine an Array and why you would use one. Provide an exam.docxjewisonantone
Arrays
Define an Array and why you would use one. Provide an example that is not from the text. Respond to at least two of your classmates’ postings.
Character Arrays
Chapter 7 continues the discussion of arrays. Arrays include multiple data types and can include characters. Understanding that you can use characters in an array, give an example of how you would use a character array and what data could be stored in this array. See page 351 for an example. Respond to at least two of your classmates’ postings.
.
Arnelle HallThe resource I resonated with the most was the Ted t.docxjewisonantone
Arnelle Hall
The resource I resonated with the most was the Ted talk about intersectionality. As an African American female, it is very hard trying to elevate myself onto an equal playing field because I am at a double disadvantage. I feel like African American women are looked over in so many ways by society but these problems can't be addressed because as the video stated, people will only address one at a time when in reality, both of them are a part of my identity at the same exact time. I hope that as this becomes a bigger topic things will change. I thought the Ted talk was very moving especially at the end when all of the Black women killed by police brutality were honored.
The theory that made the most sense to me was Piaget's model because it used age groups a child goes through and pairs them with common developmental milestones that we often celebrate in society. For example, the sensorimotor stage (birth-2) can be identified by object permeance. The pre-operational stage (2-7) can be identified by language development and asking questions. The concrete operational stage (7-11) can be identified by inductive reasoning. The last stage, the formal operational stage (12+) can be identified by understanding abstract feelings such as love and success.
I recently became an auntie. My nephew will be 1 years old in March. I can relate to this because I have seen him develop some of the milestones for the sensorimotor stage. He uses his senses a lot to try and understand the world around him. One example would be him grabbing anything in front of him and shaking it to see if it makes noise or putting it in his mouth to see what it tastes like.
Ayaka Motoki
Through watching the video, I believe the new family style (shown in the video) in our modern world could affect children in many different ways. Gillian’s theory in analyzed based on the traditional family roles, where girls tend to have interpersonal relationships with others, while boys act justly to avoid inequality. However, family that does not necessarily have one mother and one father might have different effect to their children, perhaps in a better way. As explained in the video, girls tend to be interpersonal because they are closer to their mother who teaches about the community and human relationships. If there is no distinguished role of teaching these in a family due to having more than one mother or father, both girls and boys will be taught the importance of moral stages, which will benefit both of them since it does not focus on based on children’s gender. I have a similar experience in my childhood since I lived with my mother and my grandparents. They did not try to teach both my brother and I differently based on our gender but rather the same. That is why I believe both of my brother have similar personalities and I consider my brother to be a very caring and kind to others.
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VIII
.
Arlene Blum Ascends AnnapurnaPaper should consist of the theorie.docxjewisonantone
Arlene Blum Ascends Annapurna
P
aper should consist of the theories and concepts learned as well as what I have learned from the week's case study
.
3 pages
minimum in
APA
format. (Title and Reference page are not included as part of the 3 pages)
Introduction
Give an overview of the case
Main body
What were the issues?
Propose a list of strategies
Justify your chosen strategy
Propose an implementation
Conclusion
What are the lessons learned?
.
Arizona offers unique opportunities for direct democracy based on in.docxjewisonantone
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
.
Arizona citizens retain several very progressive rights, namely the .docxjewisonantone
Arizona citizens retain several very progressive rights, namely the right to initiative, referendum, recall of elected officials, recall of judges, election of corporation commissioners and election of a state mine inspector. Please select three of these democratic rights and make an argument as to why giving power directly to the people in this manner is a benefit for all of society.
.
Arizona offers unique opportunities for direct democracy based o.docxjewisonantone
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
APA style is not required, but solid academic writing is expected.
.
Aristotle On the Soul (De Anima)trans. J.A. SmithBOOK ONE.docxjewisonantone
Aristotle: On the Soul (De Anima)
trans. J.A. Smith
BOOK ONE
I.1. Fundamental Questions
HOLDING as we do that, while knowledge of any kind is a thing to be honoured and prized, one kind of it may, either by reason of its greater exactness or of a higher dignity and greater wonderfulness in its objects, be more honourable and precious than another, on both accounts we should naturally be led to place in the front rank the study of the soul. The knowledge of the soul admittedly contributes greatly to the advance of truth in general, and, above all, to our understanding of Nature, for the soul is in some sense the principle of animal life. Our aim is to grasp and understand, first its essential nature, and secondly its properties; of these some are taught to be affections proper to the soul itself, while others are considered to attach to the animal owing to the presence within it of soul.
To attain any assured knowledge about the soul is one of the most difficult things in the world. As the form of question which here presents itself, viz. the question 'What is it?', recurs in other fields, it might be supposed that there was some single method of inquiry applicable to all objects whose essential nature (as we are endeavouring to ascertain there is for derived properties the single method of demonstration); in that case what we should have to seek for would be this unique method. But if there is no such single and general method for solving the question of essence, our task becomes still more difficult; in the case of each different subject we shall have to determine the appropriate process of investigation. If to this there be a clear answer, e.g. that the process is demonstration or division, or some known method, difficulties and hesitations still beset us-with what facts shall we begin the inquiry? For the facts which form the starting-points in different subjects must be different, as e.g. in the case of numbers and surfaces.
First, no doubt, it is necessary to determine in which of the summa genera soul lies, what it is; is it 'a this-somewhat, 'a substance, or is it a quale or a quantum, or some other of the remaining kinds of predicates which we have distinguished? Further, does soul belong to the class of potential existents, or is it not rather an actuality? Our answer to this question is of the greatest importance.
We must consider also whether soul is divisible or is without parts, and whether it is everywhere homogeneous or not; and if not homogeneous, whether its various forms are different specifically or generically: up to the present time those who have discussed and investigated soul seem to have confined themselves to the human soul. We must be careful not to ignore the question whether soul can be defined in a single unambiguous formula, as is the case with animal, or whether we must not give a separate formula for each of it, as we do for horse, dog, man, god (in the latter case the 'universal' animal-and so too.
Aristotle defined tyranny as an illegitimate form of government .docxjewisonantone
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an "ideal citizen," consequences of voter apathy, and ways the state controls the citizen.
Writing Requirements (APA format)
.
ArgumentsA. Arguments are found in many texts and media .docxjewisonantone
Arguments
A.
Arguments are found in many texts and media and it is important to be able to recognize, formulate, and evaluate arguments. Doing well in this class will depend upon whether you can acquire and improve these three skills. We will be concentrating on the arguments found in the philosophy texts we are reading this semester, but this skill is something you should carry with you through the rest of your college career and beyond.
Recognizing an argument is the first step in the process. An argument is where a claim is stated and it is supported by evidence. The claim is the conclusion of the argument and the evidence is known as the premises. In an argument, the conclusion follows from the premises, or, more specifically, the premises connect together in such a way that one can draw an inference from them, i.e., the conclusion.
But recognition of argument is not sufficient. One must also be able to formulate the argument. This involves listing the premises as well as unstated assumptions so one can see more clearly how the conclusion follows from the premises. This task will at first seem tedious and frustrating, but like anything else, the more you practice, the better you will get. Hopefully, you find this exercise beneficial and enlightening.
Here are some sample arguments:
1) All men are mortal.
Socrates is a man.
Socrates is mortal.
2) If there is snow on the ground, it must be cold.
There is snow on the ground.
It must be cold.
3) Animals are either vertebrates or invertebrates.
Walruses, an animal, are not invertebrates.
Walruses are vertebrates.
4) It rained almost every day in April for the last three years.
April is a rainy month.
B.
Not all texts will contain arguments. Some passages will just contain a description, explanation, or dialogue. Here are some examples.
1) Tuesday is the second day of the week.
2) If you do not exercise, you will not be healthy.
3) There are many students who attend state universities. Some explanation for this is that state universities are affordable and offer a variety of disciplines to study.
4) Parent: “You have not cleaned up your room this week.”
Child: “Yes I have.”
Parent: “No, I am afraid your room is still messy.”
Child: “But I have.”
Parent: “No you haven’t, at least not according to me.”
Child: “Well, according to me, I have.”
This last example may seem like an argument because we call it an argument. But this is using the word equivocally, that is using the same word to signify two different things. Example 4 is a disagreement, which does not always constitute an argument. There are no premises to support any claims being made in this example. Further, one should recognize that Example 2 is only a conditional claim and not an argument. A conditional claim is composed of an antecedent and a consequence. One must also affirm the antec.
Arguments of DefintionChapter 9Arguments of Defi.docxjewisonantone
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Argumentative Position Paper (Essay 4)This project is the culm.docxjewisonantone
Argumentative Position Paper (Essay 4)
This project is the culminating writing and research project of the semester, building on the skills you have developed throughout the semester. In a sense, many restrictions are gone: you must define the current issue you write about, you must define the audience you are writing to, and you must determine-to a larger extent- how to best organize and present information. You should draw on the rhetorical concepts we discussed early in the semester (logos, pathos, ethos, kairos, doxa) to consider how to most effectively craft this essay.
A proposal presents a problem and a solution or solutions to that problem. For this essay, the problem must be related to a current issue of your choice; you may choose a topic from one of the class case studies or a different topic of your own. It must, however, have been relevant in the last six months. Drawing on the sources you presented in your annotated bibliography- and substituting other sources as necessary- you will persuade your audience that a problem exists and that your solutions(s) is best, at least for the time being.
The following process may be useful as you create your proposal:
· Choose an issue to research. Make sure it is timely (relevant within the last six months) and something you care about, since you will spend a lot of time working with this topic. This can be from the class case studies or be entirely different. Try to make the issue as specific as possible. For instance, instead of “refugee camps,” narrow this down to something like: “impact of U.S. medical aid in refugee camps.” This is much more specific and manageable.
· Brainstorm a list of questions you have about the topic, problems you see others defining or that you identify yourself, and possible solutions to this problem.
· Explore the topic via research in your annotated bibliography.
· Define your audience- who would be interested in this issue and why? How much new information will you be offering them? Are they likely to already agree or disagree with your perspective on the topic?
· Return to your list and define a specific problem(s) you want to persuade readers exists and a specific solution(s) you have developed to address this problem(s).
· Create an outline of your essay to map out how you will organize the information.
Paper layout-
In the introduction:
· State the issue(s) or problem(s) and grab the reader’s attention
· Argue for the seriousness of the problem(s)
· State the thesis in the form of “Somebody needs to do/not do something because . . .”
(This is a formula; you must add information to this framework to create your thesis statement.)
In the body:
· Give the problem’s background if your audience is unfamiliar with it
· Define what the problem is, presenting evidence to prove that it is a problem and countering evidence from those whose viewpoints differ from yours
· Describe how this problem, if left unhandled, could affect the future.
· Present your solut.
Argumentative Research EssayAssignment DescriptionIn upper lev.docxjewisonantone
Argumentative Research EssayAssignment Description
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to make a claim about a debatable topic and to persuade the reader to accept your claim. Your paper must be written so that it is convincing even for a skeptical audience. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Your research paper MUST include the following:
· A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper
· Clear reasons with supporting evidence
· A synthesis of sources; do not simply summarize your source material, but show how they are connected and respond to them
· A fully-developed counterargument / opposing viewpoint with a fully-developed refutation. A fully-developed counterargument requires more than one sentence.
· A minimum of three credible and relevant sources
· A minimum of three pages in MLA format, not including the MLA Works Cited
· A Works Cited page in MLA format with corresponding in-text citations
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
· Awareness of the audience to whom you are speaking
· Awareness of the purpose of your argument
· Ability to enter into a scholarly conversation
· Ability to write a qualified and narrow argumentative thesis statement
· Ability to synthesize information from various sources
· Ability to craft an argument with different types of relevant, credible, and detailed support
· Ability to research and identify academic sources
· Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
· Ability to converse in standard, academic English
Minimum Requirements
Length: Minimum three (3) pages not including the Works Cited page. Style: Essay needs to conform to MLA standards, including double spacing in Times New Roman font, and must include a Works Cited page .
Argumentative behavior, engagement in physical altercations, and e.docxjewisonantone
Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.
For this, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.
Post
a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia. How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not .
Argumentative essay with a stand that supports social robots MLA.docxjewisonantone
Argumentative essay with a stand that supports social robots
MLA paper format
In-text citations, using signal phrases and page numbers
Synthesis ( not one source at a time, but putting sources in
c
onversation--sources can
c
onfirm,
c
omplement,
c
omplicate, or
c
ontradict each other).
No plagiarism, whether or not intentional (including patchwriting)
specifically use in text and cite at least 10 sources. ( they are uploaded down below the 10 sources)
I can take care of the works cited page
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work
is clearly defined to help guide the reader throughout the
assignment. Student builds upon the assignment with well-
documented and exceptional supporting facts, figures, and/or
statements.
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment
Student exhibits a basic understanding of the intended
assignment, but the formatting and grammar is not supported
throughout the assignment. The reader may have some difficulty
in seeing linkages between thoughts. Student has limited the
quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Assignment instructions were not followed.
Student’s writing is weak in the inclusion of supporting facts or
statements. Paper includes more than 25% quotes, which renders
2. it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
The assignment reveals that the student has a general,
fundamental understanding of the course material. Whereas,
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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking
necessary for undergraduate 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 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
3. provides adequate conclusions, with 2 or fewer errors.
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.
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.
4
ORGANIZATION & FORMAT
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 exhibits excellent format grasp with
no more than 5 APA errors.
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 less than 5 resources.
Student exhibits good format grasp with no more than 10 APA
errors.
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 less than 3 sources
or references. Student exhibits fair format grasp with no more
than 15 APA errors.
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
4. 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. Student exhibits poor format grasp with no
more than 15 APA errors.
4
GRAMMAR & MECHANICS
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 3-5 errors. Student provides a
final written product that covers the above-minimal
requirements. Student exhibits excellent format grasp with no
more than 10 contents for grammar, spelling, punctuation, or
syntax errors.
Assignment reflects basic writing and grammar, but more than 5
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.
Student exhibits fair format grasp with no more than 15
grammar, spelling, punctuation, or syntax errors.
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
exhibits poor format grasp with more than 15 errors and did not
focus critical thinking use of critical thinking grammar APA
format subject knowledge with communities grammar, spelling,
punctuation, or syntax errors.
4
TIMELY
Turned in on time
1 day late
6. 3
Company Profile – Code Galore
4
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
Background Information
Building a comprehensive business function automation
software that performs many functions (decision making in
approaching new initiatives, goal setting and tracking, financial
accounting, a payment system, and much more).
The software is largely the joint brainchild of the Chief
Technology Officer (CTO) and a highly visionary Marketing
Manager who left the company a year ago
5
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
Background Information – What We Do
Financed 100% by investors who are extremely anxious to make
a profit.
7. Investors have invested more than US $35 million since
inception and have not received any returns.
The organization expected a small profit in the last two
quarters. However, the weak economy led to the cancellation of
several large orders. As a result, the organization was in the red
each quarter by approximately US $250,000.
6
Background Information – Financials
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
Code Galore is a privately held company with a budget of US
$15 million per year. Sales last year totaled US $13.5 million
(as mentioned earlier, the company came within US $250,000 of
being profitable each of the last two quarters).
The investors hold the preponderance of the company’s stock;
share options are given to employees in the form of stock
options that can be purchased for US $1 per share if the
company ever goes public.
Code Galore spends about five percent of its annual budget on
marketing. Its marketing efforts focus on portraying other
financial function automation applications as ‘point solutions’
in contrast to Code Galore’s product.
7
Background Information – Financials
What we do
Org. Structure
Operational
Industry
Products
8. Sales
Financials
8
Background Information – Org. Structure
Figure 1—Code Galore Organisational Chart
CEO
CSO
VP, Finance
VP, Business
CTO
VP, Human Resources
Security
Administrator
Sales Mgr
Accounting
Dir.
Sr. Financial
Analyst
Infrastructure
Mgr.
Sys. Dev. Mgr.
HR Manager
What we do
9. Org. Structure
Operational
Industry
Products
Sales
Financials
The board of directors:
Consists of seasoned professionals with many years of
experience in the software industry
Is scattered all over the world and seldom meets, except by
teleconference
Is uneasy with Code Galore being stretched so thin financially,
and a few members have tendered their resignations within the
last few months
9
Background Information – Org. Structure
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
The CEO:
Is the former chief financial officer (CFO) of Code Galore that
replaced the original CEO who resigned to pursue another
opportunity two years ago
Has a good deal of business knowledge, a moderate amount of
experience as a C-level officer, but no prior experience as a
CEO
As a former CFO, tends to focus more on cost cutting than on
creating a vision for developing more business and getting
10. better at what Code Galore does best
Background Information – Org. Structure
10
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
Engineers perform code installations. The time to get the
product completely installed and customized to the customer’s
environment can exceed one month with costs higher than US
$60,000 to the customer.
Labour and purchase costs are too high for small and medium-
sized businesses. So far, only large companies in the US and
Canada have bought the product.
C-level officers and board members know that they have
developed a highly functional, unique product for which there is
really no competition. They believe that, in time, more
companies will become interested in this product, but the
proverbial time bomb is ticking. Investors have stretched
themselves to invest US $35 million in the company, and are
unwilling to invest much more.
11
Background Information – Operational
What we do
Org. Structure
Operational
Industry
Products
11. Sales
Financials
Business function automation software is a profitable area for
many software vendors because it automates tasks that
previously had to be performed manually or that software did
not adequately support.
The business function automation software arena has many
products developed by many vendors. However, Code Galore is
a unique niche player that does not really compete (at least on
an individual basis) with other business automation software
companies.
Background Information – Industry
12
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
The product is comprehensive—at least four other software
products would have to be purchased and implemented to cover
the range of functions that Code Galore’s product covers.
Additionally, the product integrates information and statistics
throughout all functions—each function is aware of what is
occurring in the other functions and can adjust what it does
accordingly, leading to better decision aiding.
Background Information – Products
13
What we do
Org. Structure
Operational
12. Industry
Products
Sales
Financials
Sales have been slower than expected, mainly due to a
combination of the economic recession and the high price and
complexity of the product.
The price is not just due to the cost of software development; it
also is due to the configuration labour required to get the
product running suitably for its customers.
Background Information – Sales
14
What we do
Org. Structure
Operational
Industry
Products
Sales
Financials
Acquisition
Code Galore is in many ways fighting for its life, and the fact
that, four months ago, the board of directors made the decision
to acquire a small software start-up company, Skyhaven
Software, has not helped the cash situation.
Skyhaven consists of approximately 15 people, mostly
programmers who work at the company’s small office in
Phoenix, Arizona, USA. Originally, the only connection
between your network and Skyhaven’s was an archaic public
switched telephone network (PSTN).
Setting up a WAN
Two months ago, your company’s IT director was tasked with
13. setting up a dedicated wide area network (WAN) connection to
allow the former Skyhaven staff to remotely access Code
Galore’s internal network and vice versa.
You requested that this implementation be delayed until the
security implications of having this new access route into your
network were better understood, but the CEO denied your
request on the grounds that it would delay a critical business
initiative, namely getting Skyhaven’s code integrated into Code
Galore’s.
15
The Problems
Information Security
More recently, you have discovered that the connection does not
require a password for access and that, once a connection to the
internal network is established from outside the network, it is
possible to connect to every server within the network,
including the server that holds Code Galore’s source code and
software library and the server that houses employee payroll,
benefits and medical insurance information.
Fortunately, access control lists (ACLs) limit the ability of
anyone to access these sensitive files, but a recent vulnerability
scan showed that both servers have vulnerabilities that could
allow an attacker to gain unauthorised remote privileged access.
You have told the IT director that these vulnerabilities need to
be patched, but because of the concern that patching them may
cause them to crash or behave unreliably and because Code
Galore must soon become profitable or else, you have granted
the IT director a delay of one month in patching the servers.
16
The Problems – Overview
14. Bots
What now really worries you is that, earlier today, monitoring
by one of the security engineers who does some work for you
has shown that several hosts in Skyhaven’s network were found
to have bots installed in them.
Source Code
Furthermore, one of the Skyhaven programmers has told you
that Skyhaven source code (which is to be integrated into Code
Galore’s source code as soon as the Skyhaven programmers are
through with the release on which they are currently working) is
on just about every Skyhaven machine, regardless of whether it
is a workstation or server.
17
The Problems – Overview
Code Galore vs. Skyhaven Employee knowledge
Code Galore employees are, in general, above average in their
knowledge and awareness of information security, due in large
part to an effective security awareness programme that you set
up two months after you started working at Code Galore and
have managed ever since.
You offer monthly brown bag lunch events in a large conference
room, display posters reminding employees not to engage in
actions such as opening attachments that they are not expecting,
and send a short monthly newsletter informing employees of the
direction in which the company is going in terms of security and
how they can help.
Very few incidents due to bad user security practices occurred
until Skyhaven Software was acquired. Skyhaven’s employees
appear to have almost no knowledge of information security.
15. You also have discovered that the Skyhaven employee who
informally provides technical assistance does not make backups
and has done little in terms of security configuration and patch
management.
18
The Problems – Overview
19
Your Role
Hired two years ago as the only Chief Security Officer (CSO)
this company has ever had.
Report directly to the Chief Executive Officer (CEO).
Attend the weekly senior management meeting in which goals
are set, progress reports are given and issues to be resolved are
discussed.
The Information Security Department consists of just you; two
members of the security engineering team from software are
available eight hours each week.
10 years of experience as an information security manager, five
of which as a CSO, but you have no previous experience in the
software arena.
Four years of experience as a junior IT auditor.
Undergraduate degree in managing information systems and
have earned many continuing professional education credits in
information security, management and audit areas.
Five years ago, you earned your CISM certification.
The focus here is not on a business unit, but rather on Code
Galore as a whole, particularly on security risk that could
cripple the business.
16. Due primarily to cost-cutting measures the CEO has put in
place, your annual budget has been substantially less than you
requested each year.
Frankly, you have been lucky that no serious incident has
occurred so far. You know that in many ways your company has
been tempting fate.
You do the best you can with what you have, but levels of
unmitigated risk in some critical areas are fairly high.
Your Role and the Business Units
20
Mr. Wingate’s focus on cost cutting is a major reason that you
have not been able to obtain more resources for security risk
mitigation measures.
He is calm and fairly personable, but only a fair communicator,
something that results in your having to devote extra effort in
trying to learn his expectations of your company’s information
security risk mitigation effort and keeping him advised of risk
vectors and major developments and successes of this effort.
21
Your Role and the CEO, Ernest Wingate
Code Galore’s IT director is Carmela Duarte. She has put a
system of change control into effect for all IT activities
involving hardware and software.
This system is almost perfect for Code Galore—it is neither
17. draconian nor too lax and very few employees have any
complaints against it.
You have an excellent working relationship with her, and
although she is under considerable pressure from her boss, the
CTO, and the rest of C-level management to take shortcuts, she
usually tries to do what is right from a security control
perspective.
She is working hard to integrate the Skyhaven Software network
into Code Galore’s, but currently, there are few resources
available to do a very thorough job. She would also do more for
the sake of security risk mitigation if she had the resources.
Carmela has worked with Code Galore since 2006, and she is
very much liked and respected by senior management and the
employees who work for her.
22
Your Role and the IT Director, Carmela Duarte
You believe that Code Galore’s (but not Skyhaven Software’s)
security risk is well within the risk appetite of the CEO and the
board of directors.
You have a good security policy (including acceptable use
provisions) and standards in place, and you keep both of them
up to date.
You have established a yearly risk management cycle that
includes asset valuation, threat and vulnerability assessment,
risk analysis, controls evaluation and selection, and controls
effectiveness assessment, and you are just about ready to start a
controls evaluation when you suddenly realise that something
24. encrypted, leaving sensitive data exposed to vulnerabilities and
potential losses. There is a need to review the business
continuity and disaster management plan. This should be done
with a deep understanding of the current problem. Currently,
there are 700 laptops presently in service. These
Single Loss Expectancy (SLE)
This is a risk assessment tool, which is the monetary value
experienced when there is a risk on an asset. It is a single loss
that the institution will suffer.
SLE== Asset Value X Exposure Factor
$49000 X 0.99 X 700
=$33,957,000
Annualized Rate of Occurrence (ARO)
This is the projected frequency of a threat happening in a year.
48 computers lost between Apr 2009 and April 2011
Hence 24 computers lost in one year. Hence the threat on a
single laptop or mobile is
24/700=0.034
Annualized Loss Expectancy (ALE)
It is based on the probability of an event occurring. Therefore,
you multiply the annualized rate of occurrence (ARO) by Loss
of Expectancy (SLE)
ALE =SLE X ARO
ALE=$33,957,000 X 0.034
=US$1,154,538
Safeguard Value
Risk mitigation controls monetary expense. This helps
determine the financial feasibility and effectiveness. The
assumption is that all the proposed risk control measures are
implemented correctly.
Safeguard value is based on the hardware and software cost that
you invest in protecting your information in case of software
theft.
Software solutions
Altiris Manageability toolkit is available hardware per every
25. node is US$18
https://www.marketscreener.com/ALTIRIS-8486/news/Altiris-
Altiris-Ships-New-Toolkit-to-Sucnet.com/products/altiris-
manageability-toolkit-for-intel-vpro-technology-essential-
support-renewal-series/pport-Intel-vPro-1-Technology-for-
Efficient-IT-Service-Man-273906/?iCStream=1
$ 18 X700
=12600
Support license for the network
12600+$80000
Cost of software USD92,600
Value of Safeguard=ALE before the implementation of
safeguard-ALE after safeguard -Annual cost of protection.
Sheet1CategoryProbability(0.0-1.0)Impact(0-100)Risk
Level(PXI)Description1Zombles0.02901.8Zombie Apocalypse
causes wide spread panic and physical security threats to staff,
property and business operations2Natural Disaster0.12607.2the
location of business may expose it to particular national
disasters. This may be long term or short term. Rains may
inturupt power supply. 3Threat of Breach from consumer
error0.43012Consumer may expose the system or account by
commission or ommission. This puts own data and others data at
risk. 4Breach Through Vendor Network0.454520.25A threat
from the faults of the service providers security system may
expose the data to threat. 5Malware0.87560Malwares will
mostly be sent through other communication or may be brought
. They pause the threat of data exposure6Inside
Misuse0.78559.5Employees handle a lot of company data and
can be threat to the organisation by sharing it or even exposing