Assignment 08
E03 Curriculum Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Using the eight (8) content headings used in the text, develop a week-long plan for group time appropriate for 2-year-olds, and a second plan appropriate for 4-year-olds focusing on literacy.
Remember to think carefully about beginning with something familiar that the children like and also remember to put whatever you judge to be new or most difficult early in the plan so that children will be able to concentrate on it before they become too tired.
Make sure to include the following in your lesson plans:
1. A detailed description of the activities.
2. Required materials for the activities.
3. The objectives of the activities.
4. Any informal or formal assessments that will be used.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of week
long group activities
appropriate for 2-year-olds.
Student provides a mostly
clear, logical description of
week long group activities
appropriate for 2-year-olds.
Student provides a weak or
unclear description of week
long group activities
appropriate for 2-year-olds.
Student provides a poor
description of week long
group activities
appropriate for 2-year-olds
or the activities are not age
appropriate.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
appropriate materials that
would be needed for the
activities.
Student provides a mostly
clear, logical description of
the appropriate materials
that would be needed for
the activities.
Student provides a weak or
unclear description of the
appropriate materials that
would be needed for the
activities.
Student provides a poor
description of the
appropriate materials that
would be needed for the
activities or the materials
are not appropriate for the
activities and/or age
group.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
objectives of the activities.
Student provides a mostly
clear, logical description of
the objectives of the
activities.
Student provides a weak or
unclear description of the
objectives of the activities.
Student provides a poor
description of the
objectives of the activities
or the objectives are not
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of
appropriate formal or
informal assessments that
will be used.
Student provides a mostly
clear, logi ...
Assignment 04BZ460 Project ManagementDirections Be sure to m.docxdavezstarr61655
Assignment 04
BZ460 Project Management
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Refer to the "Assignment Format" page for specific format requirements.
Calculate the ES, EF, LS, and LF times and the slack for each activity in the figure below and identify the critical path for the project. Can the project be completed in 40 weeks? Assume that Activity A actually finished at 3 weeks, Activity B actually finished at 12 weeks, and Activity C actually finished at 13 weeks. Recalculate the expected project completion time. Which activities would you focus on in order to get the project back on schedule?
Grading Rubric
Please refer to the rubric on the following page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points 8 points 5 points 2 points
Student provides a correct ES
calculation for each activity.
Student provides a mostly
correct ES calculation for
each activity.
Student provides a partially
correct ES calculation for
each activity.
Student provides a weak or
incorrect ES calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct EF
calculation for each activity.
Student provides a mostly
correct EF calculation for
each activity.
Student provides a partially
correct EF calculation for
each activity.
Student provides a weak or
incorrect EF calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct LS
calculation for each activity.
Student provides a mostly
correct LS calculation for each
activity.
Student provides a partially
correct LS calculation for each
activity.
Student provides a weak or
incorrect LS calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct LF
calculation for each activity.
Student provides a mostly
correct LF calculation for each
activity.
Student provides a partially
correct LF calculation for each
activity.
Student provides a weak or
incorrect LF calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct
slack calculation for each
activity.
Student provides a mostly
correct slack calculation for
each activity.
Student provides a partially
correct slack calculation for
each activity.
Student provides a weak or
incorrect slack calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
critical path for the project.
Student provides a mostly
clear, logical description of
the critical path for the
project.
Student provides a partially
clear, logical description of
the critical path for the
project.
Student provides a weak or
unclear description of the
critical path for the proj.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docxdavezstarr61655
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
Assignment 04E07 Art & Creative DevelopmentDirections Be sur.docxjane3dyson92312
Assignment 04
E07 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology
and/or.
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docxfestockton
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology ...
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docxjane3dyson92312
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology .
Excellent
Good
Adequate
Needs Improvement
Unsatisfactory
Coverage of Required Elements
All 10 required elements of the write-up are included. All elements are fully-developed
5 Points
8-9 required elements of the write-up are included or some elements are not fully developed.
4 Points
6-7 required elements of the write-up are included or many elements lack significant content or development.
3 Points
5 required elements of the write-up are included. It is apparent observation was inadequate to address the required elements of the assignment.
2 Points
Fewer than 5 required elements of the write-up are included. Most elements of the paper are not developed and lack content. Observation inadequate to complete assignment.
1 Point
Descriptions
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The descriptions are exceptionally clear and insightful.
15 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear and insightful.
12 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear, but does not demonstrate particular insight.
9 Points
The student fails to meet one or more of the criteria outlined in the assignment handout. Otherwise, the description is generally clear, but not particularly insightful
7 Points
The student fails to meet more than one of the criteria outlined in the assignment handout. The description is generally unclear and not particularly insightful.
5 Points
Links with Course and Academic Material
The student demonstrates remarkable understanding of and insight into course materials. Student flawlessly integrates descriptions with linkages to course concepts and other scholarly material. At least two academic, peer-reviewed sources are used.
15 Points
The student demonstrates very good understanding of and insight into course materials. Student competently integrates description with linkages to course concepts and other scholarly material. One academic, peer-reviewed source was used.
12 Points
The student generally demonstrates good understanding of and insight into course materials. Student draws upon some relevant sources, though not always the most appropriate ones.
9 Points
The student demonstrates shallow understanding of and insight into course materials. Student makes on sporadic reference to relevant concepts and sources and often not the most appropriate ones.
7 Points
The student demonstrates little understanding of and insight into course materials. Student makes only vague and often incorrect reference to course concepts.
5 Points
Writing Mechanics
The paper co ...
What are learning objectivesThese are the concepts we are learn.docxlillie234567
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
Assignment 04BZ460 Project ManagementDirections Be sure to m.docxdavezstarr61655
Assignment 04
BZ460 Project Management
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Refer to the "Assignment Format" page for specific format requirements.
Calculate the ES, EF, LS, and LF times and the slack for each activity in the figure below and identify the critical path for the project. Can the project be completed in 40 weeks? Assume that Activity A actually finished at 3 weeks, Activity B actually finished at 12 weeks, and Activity C actually finished at 13 weeks. Recalculate the expected project completion time. Which activities would you focus on in order to get the project back on schedule?
Grading Rubric
Please refer to the rubric on the following page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points 8 points 5 points 2 points
Student provides a correct ES
calculation for each activity.
Student provides a mostly
correct ES calculation for
each activity.
Student provides a partially
correct ES calculation for
each activity.
Student provides a weak or
incorrect ES calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct EF
calculation for each activity.
Student provides a mostly
correct EF calculation for
each activity.
Student provides a partially
correct EF calculation for
each activity.
Student provides a weak or
incorrect EF calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct LS
calculation for each activity.
Student provides a mostly
correct LS calculation for each
activity.
Student provides a partially
correct LS calculation for each
activity.
Student provides a weak or
incorrect LS calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct LF
calculation for each activity.
Student provides a mostly
correct LF calculation for each
activity.
Student provides a partially
correct LF calculation for each
activity.
Student provides a weak or
incorrect LF calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a correct
slack calculation for each
activity.
Student provides a mostly
correct slack calculation for
each activity.
Student provides a partially
correct slack calculation for
each activity.
Student provides a weak or
incorrect slack calculation for
each activity.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
critical path for the project.
Student provides a mostly
clear, logical description of
the critical path for the
project.
Student provides a partially
clear, logical description of
the critical path for the
project.
Student provides a weak or
unclear description of the
critical path for the proj.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docxdavezstarr61655
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
Assignment 04E07 Art & Creative DevelopmentDirections Be sur.docxjane3dyson92312
Assignment 04
E07 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology
and/or.
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docxfestockton
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology ...
Assignment 04EC380 Art & Creative DevelopmentDirections Be s.docxjane3dyson92312
Assignment 04
EC380 Art & Creative Development
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of three different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Summarize and give examples of three (3) positive effects that art and creativity have on early childhood aged children in each of the following areas of development: cognitive, physical, and socioemotional. You will have a total of nine (9) positive effects with examples at the end of this assignment. You will want to refer back to Lesson 1 and Lesson 3.
Part 2
Describe four (4) different ways to implement technology and/or technology software in the lives of early childhood aged children as it relates to the positive effects of art and creativity. You will want to refer back to Lesson 2.
Part 3
Create a list of at least four (4) quality community resources, in your area, with a description of the resource that families can use in implementing art and creativity into the life of his or her child. You will want to refer back to Lessons 1, 2, 3, and 4 especially to the additional resources.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points15 points5 points
The student provides a clear
summary and three clear
examples of the positive
effects that art and creativity
have on early childhood-
aged children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides a
mostly clear summary and
two mostly clear examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
The student provides an
adequate summary and one
adequate example about
the positive effects that art
and creativity have on early
childhood-aged children in
the areas of cognitive,
physical, and
socioemotional
development.
The student provides a
poor summary and
provides no examples
about the positive effects
that art and creativity have
on early childhood-aged
children in the areas of
cognitive, physical, and
socioemotional
development.
30 points20 points15 points5 points
The student provides a clear
description of four strategies
of how to implement
technology and/or
technology software in the
lives of early childhood-aged
children as it relates to the
positive effects of art and
creativity.
The student provides a
mostly clear description of
three strategies of how to
implement technology .
Excellent
Good
Adequate
Needs Improvement
Unsatisfactory
Coverage of Required Elements
All 10 required elements of the write-up are included. All elements are fully-developed
5 Points
8-9 required elements of the write-up are included or some elements are not fully developed.
4 Points
6-7 required elements of the write-up are included or many elements lack significant content or development.
3 Points
5 required elements of the write-up are included. It is apparent observation was inadequate to address the required elements of the assignment.
2 Points
Fewer than 5 required elements of the write-up are included. Most elements of the paper are not developed and lack content. Observation inadequate to complete assignment.
1 Point
Descriptions
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The descriptions are exceptionally clear and insightful.
15 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear and insightful.
12 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear, but does not demonstrate particular insight.
9 Points
The student fails to meet one or more of the criteria outlined in the assignment handout. Otherwise, the description is generally clear, but not particularly insightful
7 Points
The student fails to meet more than one of the criteria outlined in the assignment handout. The description is generally unclear and not particularly insightful.
5 Points
Links with Course and Academic Material
The student demonstrates remarkable understanding of and insight into course materials. Student flawlessly integrates descriptions with linkages to course concepts and other scholarly material. At least two academic, peer-reviewed sources are used.
15 Points
The student demonstrates very good understanding of and insight into course materials. Student competently integrates description with linkages to course concepts and other scholarly material. One academic, peer-reviewed source was used.
12 Points
The student generally demonstrates good understanding of and insight into course materials. Student draws upon some relevant sources, though not always the most appropriate ones.
9 Points
The student demonstrates shallow understanding of and insight into course materials. Student makes on sporadic reference to relevant concepts and sources and often not the most appropriate ones.
7 Points
The student demonstrates little understanding of and insight into course materials. Student makes only vague and often incorrect reference to course concepts.
5 Points
Writing Mechanics
The paper co ...
What are learning objectivesThese are the concepts we are learn.docxlillie234567
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
EDUC 554Lesson Plan Grading Rubric (for edTPA preparation)CritEvonCanales257
EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Preliminary Information
5 points
All sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
4 points
Three of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
1 to 3 points
One or 2 of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
0 points
Not present
Content Standards
5 points
Lesson plan accurately includes standards, including state and national standards.
Standards are relevant to the grade level of the lesson and skill level based on the chart.
4 points
Lesson plan accurately includes standards, including state or national standards.
Standards are relevant to the grade level of the lesson or skill level based on the chart.
1 to 3 points
Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.
0 points
Not present
Learning Objective
5 points
The objective(s) meets all of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
4 points
The objective(s) meets 2 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Written in paragr ...
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.
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 5, 6, 7, and 8.
Part 1
Choose one of the following religions to research: Christianity, Judaism, Buddhism, or Hinduism. As you research, be prepared to identify and discuss the following concepts as each relates to the religion: traditions/celebrations, beliefs, and restrictions. Discuss how you may have to modify or adapt your classroom for a student of this specific religion. You will want to refer back to Lesson 5.
Part 2
To practice lesson planning, create an age appropriate activity for early childhood aged students based on three of Gardner’s Multiple Intelligences. Your lesson plan should include a learning objective, materials, and a step-by-step guide on how to complete the activity, and identification of which Multiple Intelligences are being addressed. You will want to refer back to Lesson 8.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper identifying and
discussing the chosen
religion and all of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a
somewhat clear paper
identifying and discussing
the chosen religion and two
(2) of the following
components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote an
unclear paper identifying
and discussing the chosen
religion and only one of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a poor
paper identifying and
discussing the chosen
religion and none of the
following components:
traditions/celebrations,
beliefs, and restrictions.
15 points10 points5 points2 points
The student clearly discussed
and described three ways a
classroom would need to be
modified or adapted for
religious diversity.
The student somewhat
clearly discussed or
described only two ways a
classroom would need to be
modified or adapted for
religious diversity.
The student unclearly
discussed or described only
one way a classroom would
need to be modified or
adapted for religious
diversity.
The student poorly
discussed or did not
describe ways a classroom
would need to be
modified or adapted for
religious diversity.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
of Gardner's Multiple
Inte.
ASSIGNMENT 08 Human Growth and Development IIDirections Unles.docxfredharris32
ASSIGNMENT 08
Human Growth and Development II
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements.
Respond to the items below.
Part A
Compare and contrast Erikson’s generativity versus stagnation stage with his ego integrity versus despair stage for middle and late adulthood. What occurrences can affect positive or negative outcomes? Please use information in your text to support your assertions and provide relevant and meaningful examples.
Part B
Please describe the physical and cognitive changes that occur in late adulthood. Consider how some of these changes may lead to decline and eventual death. Please provide how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths using supportive evidence from your text.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points7 points4 points0 points
The student provides a
strong introduction clearly
identifying the purpose of
the paper.
The student provides a clear
introduction.
The student does not
provide a strong, clear
introduction to the paper.
The student does not
provide an introduction.
45 points30 points15 points0 points
The student provides a
thorough description for
each objective with a
meaningful example of each.
The student provides a
description for almost all of
the objectives with
meaningful examples.
The student provides a
description of some of the
examples in a meaningful
way.
The student does not
describe any examples in
the paper.
20 points13 points6 points0 points
The student provides a
thoughtful and relevant
conclusion.
The student provides a
conclusion but the key
objectives were not linked
together well.
The conclusion lacks clarity
that demonstrates the
student’s understanding of
the paper.
The paper did not provide
a conclusion.
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sourc ...
Risk MitigationDiscussion Question 5-1 Describe what needs.docxjoellemurphey
Risk Mitigation
Discussion Question 5-1
Describe what needs to be done to manage risk on a project. When should this be done? How can a risk assessment matrix help in this process? What risks for a project have the highest priority? Does the priority for a risk change as the project progresses? (A 2-page response is required.)
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
Discussion Question 5-2
What is resource leveling with a project plan? Discuss the internal post project evaluation process and the two types of meetings involved. What are some ways you can obtain feedback from a customer after a project has been completed? How would you use this information? (A 2-page response is required.)
Grading Rubric
Please refer to the rubric on the following page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of what
needs to be done to manage
risk on a project.
Student provides a mostly
clear, logical discussion of
what needs to be done to
manage risk on a project.
Student provides a partially
clear, logical discussion of what
needs to be done to manage
risk on a project.
Student provides a weak, unclear
or incomplete discussion of what
needs to be done to manage risk
on a project.
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of how a
risk assessment matrix can
help manage risk.
Student provides a mostly
clear, logical discussion of
how a risk assessment matrix
can help manage risk.
Student provides a partially
clear, logical discussion of how a
risk assessment matrix can help
manage risk.
Student provides a weak, unclear
or incomplete discussion of how
a risk assessment matrix can help
manage risk.
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of the
priority for a risk change as
the project progresses.
Student provides a mostly
clear, logical discussion of the
priority for a risk change as
the project progresses.
Student provides a partially
clear, logical discussion of the
priority for a risk change as the
project progresses.
Student provides a weak, unclear
or incomplete discussion of the
priority for a risk change as the
project progresses.
2 points 1.5 points 1 point.5 point
Student makes no errors in
grammar or spelling that
distract the reader from the
content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that distract
the reader from the content.
Student makes more than 4
errors in grammar or spelling that
distract the reader from the
content.
3 points 2 points 1 point.5 point
The paper is written in proper
format. All sources used for
quotes and facts are credible
and cited correctly. Excellent
organi ...
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Exceptional
4
Good
3
Fair/Adequate
2
Limited
1
Poor/Unacceptable
0
N/A Possible
Points
Implicit
Assessment
Additional
Feedback
Structure/Organization Has a sophisticated organizational
structure that demonstrates a
complex understanding of the
material (10 pts)
Well organized from
introduction to conclusion;
paragraphs and ideas flow
coherently (9 pts)
Easy to follow, but would
benefit from some
restructuring and/or stronger
transitions between ideas (8
pts)
Readable, but order of
ideas and/or transitions
between ideas need work
(7 pts)
Difficult to follow Measure does
not apply
10
Research - Results of each
assessment and/or detailed,
organized, and well-
structured notes from film
analysis
Meets or exceeds research
requirements and integrates sources
skillfully (10 pts)
Meets or exceeds research
requirements and integrates
sources effectively (9 pts)
Meets research requirements
and integrates sources
correctly (8 pts)
Either fails to meet
research requirements or
fails to integrate sources
correctly (7 pts)
Fails both to meet research
requirements and to
integrate sources correctly
Measure does
not apply
10
Reading Comprehension -
Must include 3-5 concepts
from the assigned reading in
this class .
Demonstrates comprehension of all
sources, ability to evaluate sources,
and ability to advance knowledge
through a sophisticated reading of
the material (10 pts)
Demonstrates comprehension of
all sources plus ability to
evaluate sources (9 pts)
Demonstrates basic
comprehension of both
primary and secondary
sources (8 pts)
Demonstrates inconsistent
comprehension of sources
(7 pts)
Fails to demonstrate
comprehension of sources
Measure does
not apply
10
Documentation Demonstrates independent research
of documentation manual and
employs advanced documentation
style techniques (5 pts)
Follows basic style (MLA,
APA, Chicago) with few or no
flaws (4 pts)
Has punctuation or other
minor errors in
documentation, but in-text
citations are clearly
coordinated w/ bibliography
(3 pts)
Includes both in-text
citations and bibliography,
but they are inconsistent or
incomplete (2 pts)
Either or both in-text
citations or bibliography
missing
Measure does
not apply
5
Formal/professional language
and word choice
Highly articulate academic tone
employing professional language on
an advanced level (5 pts)
Clear and appropriate language
employing professional terms
correctly (4 pts)
Acceptable language use
overall, but some informal
language present (3 pts)
Some acceptable language
use, but overall tone is
informal (2 pts)
Lack of respect shown to
subject through use of slang
and/or overly casual or
colloquial language
Measure does
not apply
5
Grammar (sentence structure,
subject/verb agreement,
pronoun/
antecedent agreement, etc.)
Less than one grammatical error per
page in a paper that employs a
variety of complex sentence
structures (5 pts)
...
Title Page and AbstractTotal 1.00Distinguished - The draft in.docxherthalearmont
Title Page and Abstract
Total: 1.00
Distinguished - The draft includes a title page and a clear and well-constructed abstract that presents a comprehensive overview of a problem and solution relating to the larger Recommendation Report.
Table of Contents and Table of Graphics/Illustrations
Total: 1.00
Distinguished - Includes two distinct tables that clearly delineate the order of information. The tables closely correlate with subheadings, and figures in the body of the Recommendation Report.
Executive Summary
Total: 1.00
Distinguished - Includes a well-written one-page executive summary that carefully follows the models from the textbook.
Introduction and Body Paragraphs
Total: 3.00
Distinguished - Includes a well-written introduction that includes the problem, solution, background, data sources, scope and limitation, and ends with a clear thesis statement or initiative to solve the identified problem. Includes fully-developed body paragraphs that include: methods, results, conclusions, and recommendations.
Conclusion and Glossary
Total: 1.00
Distinguished - Includes a fully-developed conclusion that restates the draft’s main points. Includes a glossary with a comprehensive overview of specialized terminology.
Written Communication: Genre and Disciplinary Conventions
Total: 0.25
Distinguished - Properly employs all existing conventions for the specific type of assignment (e.g., lab report, academic paper, personal essay, etc.) and the specific academic field (e.g., science, business, English, etc.).
Written Communication: Control of Syntax and Mechanics
Total: 0.13
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: APA Formatting
Total: 0.13
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Written Communication: Page Requirement
Total: 0.12
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Creative Thinking: Solving Problems
Total: 0.25
Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution.
Written Communication: Resource Requirement
Total: 0.12
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Fo ...
Assignment 07SP180 Principles of Public SpeakingDirections B.docxdavezstarr61655
Assignment 07
SP180 Principles of Public Speaking
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page for specific format requirements.
Project: Written Speech
1. Submit your speech with a title page, your name, and date submitted.
2. Your response should be a minimum of two (2) double-spaced pages to a maximum of four (4) pages in length; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
3. Develop your speech based on the preparation outline you submitted for Assignment 6.
4. Write your speech using tips, techniques, and guidelines studied in the lesson.
5. Create a reference list that includes any and all sources you use to locate information.
6. Review the Speech Grading Criteria.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 12 points 8 points 5 points
(1) Gets attention, (2) clearly
identifies topic, (3)
establishes credibility, and
(4) previews the main points
Meets any three of the four
criteria
Meets any two of the four
criteria
Meets only one of the four
criteria
20 points 15 points 10 points 5 points
Main points are clear, fully
developed and well
supported,
sources are documented
Main points are somewhat
clear and developed, some
support, some
documentation
Main points need clarity
and support lack of sources
and documentation
Main points are not clear
and have no support and
no sources or
documentation
10 points 8 points 5 points 2 points
Use of language contributes
to effectiveness of the
speech, demonstrates
imagination and creativity
Use of language good but
lacks imagination and
creativity
Use of language causes
potential confusion, unclear
Use of language is
inappropriate
10 points 8 points 5 points 2 points
Speech flows very well,
demonstrates identified
organizational method
Speech well-organized with
no clear use of identified
organizational method
Speech somewhat
organized
Speech is disorganized, no
logical flow
10 points 7 points 3 points 0 points
(1) Ties main points and
central idea together
effectively, (2)effective use
of transitions (3) approach is
original and inventive, use of
stylistics techniques as
narratives, examples,
quotes, etc.
Meets any two of the three
criteria
Meets any one of the three
criteria
Meets none of the three
criteria
15 points 10 points 5 points 0 points
(1) Summarizes central idea
and key points briefly, (2)
concludes in a memorable
fashion with impact, (3) calls
for some action
Meets any two of the three
criteria
Meets any one of the three
criteria
.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxtidwellveronique
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxmadlynplamondon
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
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 ...
Stepping things up: Scaffolding the research and writing processLearningandTeaching
Writing academic essays supported by reliable sources is a challenging task for university students. Students at a Foundation Program level are often used to writing opinion-based or narrative essays; research and integration of sources into formal writing is a novel concept. Similar to a scaffolded approach to teaching text structures and academic language usage, the way we introduce students to research may be more effective if it is also carefully scaffolded and embedded into a unit’s syllabus.
In these slides, using the case study of international students in a Foundation Program at SIBT, Amanda Oppliger and Karen McRae provide an insight into curriculum design by explaining how they scaffold research and writing; how to read academic journals effectively and then adapt the knowledge acquired into an argument essay.
The approaches shared in this session can be applied by teachers across all disciplines.
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.
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 04EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
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 ...
1000 Words Research several organizations where you would like t.docxtrippettjettie
1000 Words
Research several organizations where you would like to volunteer - Facebook
Write a plan that explains where you would volunteer and in which department or area.
- Finance: How much does Facebook page brings in for advertisement revenue?
Be specific as to exactly what you would do and how it fits within your major - Business Management
Use good formatting, paragraphs, an Outline (such as cover/title page including your name, date, locations/organizations), Introduction paragraph(s), Main body sections (you name, given the content/topics/organizations), Conclusion, and References (if used in your writing).
.
100 wordsChapter 14 Theoretical Basis of CommunityPublic Heal.docxtrippettjettie
100 words
Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?
.
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Similar to Assignment 08E03 Curriculum DevelopmentDirections Be sure to.docx
EDUC 554Lesson Plan Grading Rubric (for edTPA preparation)CritEvonCanales257
EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Preliminary Information
5 points
All sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
4 points
Three of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
1 to 3 points
One or 2 of the following sections are complete which include the following:
· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.
0 points
Not present
Content Standards
5 points
Lesson plan accurately includes standards, including state and national standards.
Standards are relevant to the grade level of the lesson and skill level based on the chart.
4 points
Lesson plan accurately includes standards, including state or national standards.
Standards are relevant to the grade level of the lesson or skill level based on the chart.
1 to 3 points
Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.
0 points
Not present
Learning Objective
5 points
The objective(s) meets all of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
4 points
The objective(s) meets 2 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the following requirements:
· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Written in paragr ...
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.
Assignment 08EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 5, 6, 7, and 8.
Part 1
Choose one of the following religions to research: Christianity, Judaism, Buddhism, or Hinduism. As you research, be prepared to identify and discuss the following concepts as each relates to the religion: traditions/celebrations, beliefs, and restrictions. Discuss how you may have to modify or adapt your classroom for a student of this specific religion. You will want to refer back to Lesson 5.
Part 2
To practice lesson planning, create an age appropriate activity for early childhood aged students based on three of Gardner’s Multiple Intelligences. Your lesson plan should include a learning objective, materials, and a step-by-step guide on how to complete the activity, and identification of which Multiple Intelligences are being addressed. You will want to refer back to Lesson 8.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper identifying and
discussing the chosen
religion and all of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a
somewhat clear paper
identifying and discussing
the chosen religion and two
(2) of the following
components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote an
unclear paper identifying
and discussing the chosen
religion and only one of the
following components:
traditions/celebrations,
beliefs, and restrictions.
The student wrote a poor
paper identifying and
discussing the chosen
religion and none of the
following components:
traditions/celebrations,
beliefs, and restrictions.
15 points10 points5 points2 points
The student clearly discussed
and described three ways a
classroom would need to be
modified or adapted for
religious diversity.
The student somewhat
clearly discussed or
described only two ways a
classroom would need to be
modified or adapted for
religious diversity.
The student unclearly
discussed or described only
one way a classroom would
need to be modified or
adapted for religious
diversity.
The student poorly
discussed or did not
describe ways a classroom
would need to be
modified or adapted for
religious diversity.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
of Gardner's Multiple
Inte.
ASSIGNMENT 08 Human Growth and Development IIDirections Unles.docxfredharris32
ASSIGNMENT 08
Human Growth and Development II
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page located at the beginning of this learning guide for specific format requirements.
Respond to the items below.
Part A
Compare and contrast Erikson’s generativity versus stagnation stage with his ego integrity versus despair stage for middle and late adulthood. What occurrences can affect positive or negative outcomes? Please use information in your text to support your assertions and provide relevant and meaningful examples.
Part B
Please describe the physical and cognitive changes that occur in late adulthood. Consider how some of these changes may lead to decline and eventual death. Please provide how the processes of death and dying can have different outcomes or scenarios depending on choosing different paths using supportive evidence from your text.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points7 points4 points0 points
The student provides a
strong introduction clearly
identifying the purpose of
the paper.
The student provides a clear
introduction.
The student does not
provide a strong, clear
introduction to the paper.
The student does not
provide an introduction.
45 points30 points15 points0 points
The student provides a
thorough description for
each objective with a
meaningful example of each.
The student provides a
description for almost all of
the objectives with
meaningful examples.
The student provides a
description of some of the
examples in a meaningful
way.
The student does not
describe any examples in
the paper.
20 points13 points6 points0 points
The student provides a
thoughtful and relevant
conclusion.
The student provides a
conclusion but the key
objectives were not linked
together well.
The conclusion lacks clarity
that demonstrates the
student’s understanding of
the paper.
The paper did not provide
a conclusion.
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sourc ...
Risk MitigationDiscussion Question 5-1 Describe what needs.docxjoellemurphey
Risk Mitigation
Discussion Question 5-1
Describe what needs to be done to manage risk on a project. When should this be done? How can a risk assessment matrix help in this process? What risks for a project have the highest priority? Does the priority for a risk change as the project progresses? (A 2-page response is required.)
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
Discussion Question 5-2
What is resource leveling with a project plan? Discuss the internal post project evaluation process and the two types of meetings involved. What are some ways you can obtain feedback from a customer after a project has been completed? How would you use this information? (A 2-page response is required.)
Grading Rubric
Please refer to the rubric on the following page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of what
needs to be done to manage
risk on a project.
Student provides a mostly
clear, logical discussion of
what needs to be done to
manage risk on a project.
Student provides a partially
clear, logical discussion of what
needs to be done to manage
risk on a project.
Student provides a weak, unclear
or incomplete discussion of what
needs to be done to manage risk
on a project.
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of how a
risk assessment matrix can
help manage risk.
Student provides a mostly
clear, logical discussion of
how a risk assessment matrix
can help manage risk.
Student provides a partially
clear, logical discussion of how a
risk assessment matrix can help
manage risk.
Student provides a weak, unclear
or incomplete discussion of how
a risk assessment matrix can help
manage risk.
15 points 10 points 8 points 6 points
Student provides a clear,
logical discussion of the
priority for a risk change as
the project progresses.
Student provides a mostly
clear, logical discussion of the
priority for a risk change as
the project progresses.
Student provides a partially
clear, logical discussion of the
priority for a risk change as the
project progresses.
Student provides a weak, unclear
or incomplete discussion of the
priority for a risk change as the
project progresses.
2 points 1.5 points 1 point.5 point
Student makes no errors in
grammar or spelling that
distract the reader from the
content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that distract
the reader from the content.
Student makes more than 4
errors in grammar or spelling that
distract the reader from the
content.
3 points 2 points 1 point.5 point
The paper is written in proper
format. All sources used for
quotes and facts are credible
and cited correctly. Excellent
organi ...
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Exceptional
4
Good
3
Fair/Adequate
2
Limited
1
Poor/Unacceptable
0
N/A Possible
Points
Implicit
Assessment
Additional
Feedback
Structure/Organization Has a sophisticated organizational
structure that demonstrates a
complex understanding of the
material (10 pts)
Well organized from
introduction to conclusion;
paragraphs and ideas flow
coherently (9 pts)
Easy to follow, but would
benefit from some
restructuring and/or stronger
transitions between ideas (8
pts)
Readable, but order of
ideas and/or transitions
between ideas need work
(7 pts)
Difficult to follow Measure does
not apply
10
Research - Results of each
assessment and/or detailed,
organized, and well-
structured notes from film
analysis
Meets or exceeds research
requirements and integrates sources
skillfully (10 pts)
Meets or exceeds research
requirements and integrates
sources effectively (9 pts)
Meets research requirements
and integrates sources
correctly (8 pts)
Either fails to meet
research requirements or
fails to integrate sources
correctly (7 pts)
Fails both to meet research
requirements and to
integrate sources correctly
Measure does
not apply
10
Reading Comprehension -
Must include 3-5 concepts
from the assigned reading in
this class .
Demonstrates comprehension of all
sources, ability to evaluate sources,
and ability to advance knowledge
through a sophisticated reading of
the material (10 pts)
Demonstrates comprehension of
all sources plus ability to
evaluate sources (9 pts)
Demonstrates basic
comprehension of both
primary and secondary
sources (8 pts)
Demonstrates inconsistent
comprehension of sources
(7 pts)
Fails to demonstrate
comprehension of sources
Measure does
not apply
10
Documentation Demonstrates independent research
of documentation manual and
employs advanced documentation
style techniques (5 pts)
Follows basic style (MLA,
APA, Chicago) with few or no
flaws (4 pts)
Has punctuation or other
minor errors in
documentation, but in-text
citations are clearly
coordinated w/ bibliography
(3 pts)
Includes both in-text
citations and bibliography,
but they are inconsistent or
incomplete (2 pts)
Either or both in-text
citations or bibliography
missing
Measure does
not apply
5
Formal/professional language
and word choice
Highly articulate academic tone
employing professional language on
an advanced level (5 pts)
Clear and appropriate language
employing professional terms
correctly (4 pts)
Acceptable language use
overall, but some informal
language present (3 pts)
Some acceptable language
use, but overall tone is
informal (2 pts)
Lack of respect shown to
subject through use of slang
and/or overly casual or
colloquial language
Measure does
not apply
5
Grammar (sentence structure,
subject/verb agreement,
pronoun/
antecedent agreement, etc.)
Less than one grammatical error per
page in a paper that employs a
variety of complex sentence
structures (5 pts)
...
Title Page and AbstractTotal 1.00Distinguished - The draft in.docxherthalearmont
Title Page and Abstract
Total: 1.00
Distinguished - The draft includes a title page and a clear and well-constructed abstract that presents a comprehensive overview of a problem and solution relating to the larger Recommendation Report.
Table of Contents and Table of Graphics/Illustrations
Total: 1.00
Distinguished - Includes two distinct tables that clearly delineate the order of information. The tables closely correlate with subheadings, and figures in the body of the Recommendation Report.
Executive Summary
Total: 1.00
Distinguished - Includes a well-written one-page executive summary that carefully follows the models from the textbook.
Introduction and Body Paragraphs
Total: 3.00
Distinguished - Includes a well-written introduction that includes the problem, solution, background, data sources, scope and limitation, and ends with a clear thesis statement or initiative to solve the identified problem. Includes fully-developed body paragraphs that include: methods, results, conclusions, and recommendations.
Conclusion and Glossary
Total: 1.00
Distinguished - Includes a fully-developed conclusion that restates the draft’s main points. Includes a glossary with a comprehensive overview of specialized terminology.
Written Communication: Genre and Disciplinary Conventions
Total: 0.25
Distinguished - Properly employs all existing conventions for the specific type of assignment (e.g., lab report, academic paper, personal essay, etc.) and the specific academic field (e.g., science, business, English, etc.).
Written Communication: Control of Syntax and Mechanics
Total: 0.13
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: APA Formatting
Total: 0.13
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Written Communication: Page Requirement
Total: 0.12
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Creative Thinking: Solving Problems
Total: 0.25
Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution.
Written Communication: Resource Requirement
Total: 0.12
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Assignment 08
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Fo ...
Assignment 07SP180 Principles of Public SpeakingDirections B.docxdavezstarr61655
Assignment 07
SP180 Principles of Public Speaking
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page for specific format requirements.
Project: Written Speech
1. Submit your speech with a title page, your name, and date submitted.
2. Your response should be a minimum of two (2) double-spaced pages to a maximum of four (4) pages in length; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
3. Develop your speech based on the preparation outline you submitted for Assignment 6.
4. Write your speech using tips, techniques, and guidelines studied in the lesson.
5. Create a reference list that includes any and all sources you use to locate information.
6. Review the Speech Grading Criteria.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points 12 points 8 points 5 points
(1) Gets attention, (2) clearly
identifies topic, (3)
establishes credibility, and
(4) previews the main points
Meets any three of the four
criteria
Meets any two of the four
criteria
Meets only one of the four
criteria
20 points 15 points 10 points 5 points
Main points are clear, fully
developed and well
supported,
sources are documented
Main points are somewhat
clear and developed, some
support, some
documentation
Main points need clarity
and support lack of sources
and documentation
Main points are not clear
and have no support and
no sources or
documentation
10 points 8 points 5 points 2 points
Use of language contributes
to effectiveness of the
speech, demonstrates
imagination and creativity
Use of language good but
lacks imagination and
creativity
Use of language causes
potential confusion, unclear
Use of language is
inappropriate
10 points 8 points 5 points 2 points
Speech flows very well,
demonstrates identified
organizational method
Speech well-organized with
no clear use of identified
organizational method
Speech somewhat
organized
Speech is disorganized, no
logical flow
10 points 7 points 3 points 0 points
(1) Ties main points and
central idea together
effectively, (2)effective use
of transitions (3) approach is
original and inventive, use of
stylistics techniques as
narratives, examples,
quotes, etc.
Meets any two of the three
criteria
Meets any one of the three
criteria
Meets none of the three
criteria
15 points 10 points 5 points 0 points
(1) Summarizes central idea
and key points briefly, (2)
concludes in a memorable
fashion with impact, (3) calls
for some action
Meets any two of the three
criteria
Meets any one of the three
criteria
.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxtidwellveronique
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxmadlynplamondon
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
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 ...
Stepping things up: Scaffolding the research and writing processLearningandTeaching
Writing academic essays supported by reliable sources is a challenging task for university students. Students at a Foundation Program level are often used to writing opinion-based or narrative essays; research and integration of sources into formal writing is a novel concept. Similar to a scaffolded approach to teaching text structures and academic language usage, the way we introduce students to research may be more effective if it is also carefully scaffolded and embedded into a unit’s syllabus.
In these slides, using the case study of international students in a Foundation Program at SIBT, Amanda Oppliger and Karen McRae provide an insight into curriculum design by explaining how they scaffold research and writing; how to read academic journals effectively and then adapt the knowledge acquired into an argument essay.
The approaches shared in this session can be applied by teachers across all disciplines.
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.
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 04EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
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 ...
Similar to Assignment 08E03 Curriculum DevelopmentDirections Be sure to.docx (20)
1000 Words Research several organizations where you would like t.docxtrippettjettie
1000 Words
Research several organizations where you would like to volunteer - Facebook
Write a plan that explains where you would volunteer and in which department or area.
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Be specific as to exactly what you would do and how it fits within your major - Business Management
Use good formatting, paragraphs, an Outline (such as cover/title page including your name, date, locations/organizations), Introduction paragraph(s), Main body sections (you name, given the content/topics/organizations), Conclusion, and References (if used in your writing).
.
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100 words
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.
1004.1.8 Multicultural Empires and the New World (through 15.docxtrippettjettie
1004.1.8
:
Multicultural Empires and the New World (through 1500 CE)
The graduate analyzes the spread of peoples, ideas, and technologies into new territories as civilizations advanced beyond their borders of origin.
INTRODUCTION
After the fall of the Mediterranean and Asian empires in the first centuries of the Common Era, new civilizations emerged and vied to expand their influence throughout Europe, Asia, and the Middle East. To that end, they engaged in trade, territorial expansion, and even armed conflict, all of which led to increased interaction and exchange.
In this task, you will explain the role of religion in the origins and development of the Crusades. You will also be required to differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization. Finally, you will discuss the importance of the Silk Roads in central Asia.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. NO PLAGIARISM
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Explain the role of religion in the Crusades by doing the following (
suggested length of 2–3 paragraphs
):
1. Discuss the origins of the Crusades.
2. Describe the methods used by the Roman Catholic Church to promote the Crusades.
B. Differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization by doing the following (
suggested length of 2–3 paragraphs
):
1. Describe the different methods of expansion used by the Umayyad and Abbasid dynasties.
2. Contrast the religious policies and political administration of the Umayyad and Abbasid dynasties.
C. Discuss the significance of the Silk Roads in facilitating one of the following (
suggested length of 2–3 paragraphs
):
• the sharing of new technology
• the growth of intercontinental trade
• the spread of epidemic diseases
D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)
.
10.1Find the measure of the complement of the angle.1) Find the .docxtrippettjettie
10.1Find the measure of the complement of the angle.
1) Find the
complement
of 2°.
2) Find the
complement
of 7°.
10.2 Find
the measure of angle A for the
following
triangle
3) Angle A=? Angle B=107° Angle C=40°
10.4
Use formulas to find the area of the figure.
L x W
4)
8cm
7cm
10.5 Find the volume of the Rectangle Prism. If necessary, round the answer to the nearest whole number. V = Bh
6)
4ft3ft
9ft
11.1 Counting Principles
Solve the problem by applying the Fundamental Counting Principle with two groups of items.
7) A restaurant offers 7 entrees and 11 desserts. In how many ways can a person order a two-course meal?
8) A restaurant offers a choice of 4 salads,10 main courses, and 4 desserts. How many possible 3-course meals
are there?
11.2
Solve the Permutations
n P r =
n!
(n-r)!
9)There are 5 performers who are to present their acts at a variety show. How many different ways are there to schedule their appearances?
10) There are 8 performers who are to present their acts at a variety show. One of them insists on being the first act of the evening. If this request is granted, how many different ways are there to schedule the appearances?
11.3
Combinations
n C r =
n!
(n-r)! r!
11) 5C4
12) 6C4
11.4
Probability
13) A die is rolled. The set of equally likely outcomes is {1,2,3,4,5,6}. Find the probability of
getting a 9
.
14) You are dealt one card from a standard 52-card deck. Find the probability
of being dealt
a picture card.
11.6
ODDS
15) You are dealt one card from a 52-card deck. Find the probability that you are
not
dealt: a10.
11.7
Conditional Probability
Independent Events
16) A spinner is used for which it is equally probable that the pointer will land on any one of six regions.Three of the regions are colored red, two are colored green, and one is colored yellow. If the pointer is spun once, find theprobability it will land on green and then yellow.
12.1 Appropriate Sampling Techniques
17) The government of a town needs to determine if the city’s residents will support the construction of a new townhall. The government decides to conduct a survey of a sample of the city’s residents. Which one of the followingprocedures would be
most
appropriate
for obtaining a sample of the town’s residents?
Explain WHY
?
A) Survey a random sample of persons with in each geographic region of the city.
B) Survey a random sample of employees at the old city hall.
C) Survey every 7th person who walks in to city hall on a given day.
D) Survey the first 500 people listed in the town’s telephone directory.
18) The city council of a small town needs to determine if the town’s residents will support the building of a newlibrary. The council decides .
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100-150 words per bullet
How will I use influence and positive tactics that preserve students' personal dignity?
How will I stop misbehavior and help students return willingly to appropriate behavior?
How will I deal with minor misbehavior such as talking or distracting others?
How will I deal with more problematic behavior such as disrespect and apathy?
How will I deal with students' refusal to comply with directions or do acceptable work?
WRITE EACH BULLETED QUESTION IN BOLD PRINT AND THEN ANSWER WITH 100-150 WORDS. APA FORMAT PLEASE.
.
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This is an article to be written in conjunction with the content of the intermediate econ class and the information. Here are notes about what we have learned so far in class, which are basically classic models and keysian models, solow models, IS / LM models. For example, there are Monetary and Fiscal policy in which model is effective and so on. Combining this knowledge with the information checked.
.
10 points response is submitted, but it is incomplete or does n.docxtrippettjettie
10 points: response is submitted, but it is incomplete or does not address all aspects of the prompt.
11-15 points: response addresses all aspects of the prompt, but it is difficult to understand, contains errors, or addresses each aspect of the prompt only superficially (i.e. does not demonstrate any significant thoughtfulness or engagement with the course reading).
15-20 points: response addresses all aspects of the prompt, is accurate and easy to understand, and includes thoughtful observations and evidence of genuine intellectual engagement with the course reading (i.e. makes original observations about, draws attention to an important aspect of, and/or raises a meaningful question about some aspect of the course reading).
In your short response (approximately 200-250 words) to each course reading, you should include the following:
1. A 3-sentence summary of the course reading. The summary should be accurate, clear, and written so that someone unfamiliar with the reading could understand (in general) what the reading describes.
2. A description and discussion (you can include direct quotations from the reading if needed) of 1 particular moment, example, quotation, or idea presented in the reading that interests (or surprises) you, and an explanation of why it interests (or surprises) you.
3. A question raised by the reading
or
a connection of the reading with another course reading, multimodal object (such as a work of art, television show, youtube video, photograph, etc.), or news story/piece of journalism.
.
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Null hypothesis: Women employment status has not changed in the past 50 years. Alternative hypothesis: women employment status has changed in the past 50 years.
.
10 Sentence minumumWatch the video, Condition of Educa.docxtrippettjettie
10 Sentence minumum
Watch the video,
Condition of Education (COE) 2019 Highlights
.
Looking back at the last week’s discussion, in which you identified the most pressing issue facing U.S. education, has this issue been highlighted in the annual report? Do you see evidence of its importance? Consider whether this issue has an impact on your current or desired role in education. If it does not have an impact on your role, explain your current or desired role and why it is not affected by this issue. If it does impact your role, explain how it affects you specifically.
Do you think this issue exists in other countries, particularly developing countries? Why or why not? Be sure to respond to at least one of your classmates’ posts. Comment on the relevance of the selected educational issue here in the United States. and its relevance in developing countries.
.
1000 WordsUtopias are envisioned societies where human beings li.docxtrippettjettie
1000 WordsUtopias
are envisioned societies where human beings live a best possible life. Utopias are here distinguished from dystopias.
INSTRUCTIONS
In this assignment you are to construct an Engels-Inspired Utopia.Such a utopia will have 3 main characteristics:
A highly developed technologically driven global society.
Completely devoid of capitalism.
With minimal if any government.
PREPARING FOR THE ASSIGNMENT
Consider trends in our present-day society that suggest ways that technology is making the need for capitalism obsolete. This should give you a general sense of how to construct an Engels Utopia.Next, you should consider some currently important areas of society (such as those listed below) that you might find most feasible to extrapolate as elements of this futuristic Utopia.
WRITING THE ASSIGNMENT
After choosing
two
of the possible areas below, write a
1000 word essay
describing what that area might be like in an Engels non-capitalist technologically driven future.
ART AND/OR ENTERTAINMENT
GOODS: DURABLE & PERISHABLE
TRANSPORTATION
FOOD SERVICES
MEDIUMS OF EXCHANGE
SAFETY/LAWS
COMMUNICATION
****USING UTILITARIAN THEORY
This assignment requires you to make direct reference to the relevant readings in the course and at least one outside source that is relevant to your Engels utopian vision. On formatting your paper: I will accept both APA or MLA styles, however do
not
include a cover sheet. Please be sure to include a bibliography or works cited for all relevant information.
.
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100 word minimum per question.
Chapter 17
1. Identify and discuss the 8 major modes of communication that are part of the marketing communications mix.
2. Identify and discuss the 6 elements of the hierarchy of effects model.
3. Identify and discuss 4 possible communication objectives.
Chapter 18
4 Identify and discuss the 4 advertising objectives.
5 Discuss television ads as it relates to developing the advertising campaign.
6 Discuss media selection, reach, frequency, and impact.
.
7 Based on the article in the Journal of Marketing,
discuss
data access vulnerability
: the ethical and legal issues associated with the firm having access to the customer’s personal data.
What do you see as the ethical dilemma? As a consultant to executives, what recommendations would you make regarding data privacy?
.
100 wordsCase Study Chapter 17 Being Prepared Impact of D.docxtrippettjettie
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Case Study Chapter 17
Being Prepared: Impact of Disaster, Terrorism, and War Many opportunities are available for both student nurses and experienced community health nurses to become involved in emergency preparedness and response efforts. A disaster is any event that causes a level of destruction that exceeds the abilities of the affected community to respond without assistance. Disasters may be caused by natural or man-made/technologic events and may be classified as multiple-casualty incidents or mass-casualty incidents. Student nurses are developing a plan on how to approach the upcoming community-wide disaster drill.
1. What characteristics of disasters, including causation, number of casualties, scope, and intensity, should the student nurses consider?
2. What factors contribute to a community’s potential for experiencing a disaster?
3. What are the four phases of disaster management that must be included in the student nurses planning for the drill?
4. Using the levels of prevention, what is the role of the community health nurse in relations to acts of chemical, biologic, or nuclear terrorism?
.
100 Original Work.Graduate Level Writing Required.DUE Satu.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Saturday, October 31, 2020 by 5pm Eastern Standard Time.
Topic:
Austin, TX Police Budget cuts affecting public safety.
Discuss:
What possible changes in public policy and the political process could have led to this decision? What may be the result?
Write
a 1,300- to 1,400-word paper about how the political process and changing public policy at the federal, state, and municipal levels influence budgeting. Include details on how the change came about and its effect on the resulting program. Ensure you:
Identify political, economic, social, and cultural influences that caused the change in the budget.
Identify the interaction among the federal, state, and municipal levels with regard to your selected program.
Specify the limits of the agency budget office and how they may try to compensate for those limits.
Identify some strategies and agencies politicians might use to justify increasing or decreasing the budget for the program you selected.
Note:
This assignment must not become a discussion on the advisability of one political position over another. Focus on how politics influence budgeting.
Include a minimum of 4 references
from texts, articles, journals, local police or criminal policy, and websites;
only 2 may be websites.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
.
.
100 Blue Ravine RoadFolsom, CA 95630916-932-1300www.erep.docxtrippettjettie
100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
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www.govtech.com // January/February 2020 15
Back to
the Future
How does the state
of tech in 2020 compare
to predictions made
on the cusp of Y2K?
By Pamela Martineau
2020
U
N
S
P
L
A
S
H
/C
H
R
IS
Y
A
N
G
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Some of these tech predictions became
reality, while others never came close or
were only adopted in a limited fashion. And
some — especially in the area of policing —
exceeded expectations. And on the eve of
the year 2000, the world held its collective
breath, anticipating a massively disrup-
tive Y2K computer crash. But that never
happened at all, in large part because
governments prepared for it. Neverthe-
less, Y2K hype changed the way govern-
ments view and secure digital systems.
Rob Atkinson, president of the Information
Technology and Innovation Foundation,
said technological advancement
sometimes can be too fi ckle to predict.
“People tend to overestimate the
rate of technological change,” said
Atkinson, though there are exceptions.
Stephen Goldsmith, director of the
Innovations in Government Program
and Data-Smart City
Solution
s at the
John F. Kennedy School of Govern-
ment at Harvard University, said that
in some areas, technological advance-
ments have exceeded expectations
made in 2000. But governments have
not kept up with the pace of change
to the degree that could assist their
missions even more, he added.
“We still are operating in command
control silos and hierarchical systems
which tamp down the ability to dramati-
cally use the technological changes,”
said Goldsmith.
Here we look at where we w.
100 Original Work.Graduate Level Writing Required.DUE Frid.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Friday, October 16, 2020 by 5pm Eastern Standard Time.
When dealing with public policy and funding, it is very important to understand budgeting and its various approaches. In this assignment, you research and share information about budgeting approaches.
Write
a 800- to 1,050-word paper in which you:
- Evaluate how different budget approaches impact the development, implementation, and justification of existing and new programs.
- Identify at least two major budgetary reform approaches, such as zero-based budgeting and performance-based budgeting, and their effects on justification of new or existing programs.
Provide a brief description of these approaches and their effects on budgeting.
Explain how these major reform approaches might assist a community as it deals with decreased funding from the state or federal government and lower collections of revenue at the local level.
Identify the impact of these major reform approaches on the budget office.
Format
your manual according to APA standards.
Include at least four additional scholarly references.
Must Be Graduate Level Writing
100% Original Work
.
100 Guaranteed No PlagiarismPlease read all the instructions .docxtrippettjettie
*100% Guaranteed No Plagiarism
*Please read all the instructions and ensure that that are clear before excepting the assignment.
*Please use the rubrics as a guide to meet the Criteria for the paper
*Please provide turn in report when assignment is complete
.
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
2/14/20, 1:37 PM
Page 1 of 287
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is
not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Sm.
100 Original Work.Graduate Level Writing Required.DUE .docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
A Strategic Approach: GenAI in EducationPeter 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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Assignment 08E03 Curriculum DevelopmentDirections Be sure to.docx
1. Assignment 08
E03 Curriculum Development
Directions: Be sure to make an electronic copy of your answer
before submitting it to Ashworth College for grading. Unless
otherwise stated, answer in complete sentences, and be sure to
use correct English spelling and grammar. Sources must be
cited in APA format. Your response should be four (4) pages in
length; refer to the "Assignment Format" page for specific
format requirements.
Using the eight (8) content headings used in the text, develop a
week-long plan for group time appropriate for 2-year-olds, and
a second plan appropriate for 4-year-olds focusing on literacy.
Remember to think carefully about beginning with something
familiar that the children like and also remember to put
whatever you judge to be new or most difficult early in the plan
so that children will be able to concentrate on it before they
become too tired.
Make sure to include the following in your lesson plans:
1. A detailed description of the activities.
2. Required materials for the activities.
3. The objectives of the activities.
4. Any informal or formal assessments that will be used.
Grading Rubric
Please refer to the rubric on the next page for the grading
criteria for this assignment.
2. CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of week
long group activities
appropriate for 2-year-olds.
Student provides a mostly
clear, logical description of
week long group activities
appropriate for 2-year-olds.
Student provides a weak or
unclear description of week
long group activities
appropriate for 2-year-olds.
Student provides a poor
description of week long
group activities
appropriate for 2-year-olds
or the activities are not age
appropriate.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
appropriate materials that
would be needed for the
activities.
Student provides a mostly
clear, logical description of
the appropriate materials
that would be needed for
the activities.
Student provides a weak or
unclear description of the
3. appropriate materials that
would be needed for the
activities.
Student provides a poor
description of the
appropriate materials that
would be needed for the
activities or the materials
are not appropriate for the
activities and/or age
group.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
objectives of the activities.
Student provides a mostly
clear, logical description of
the objectives of the
activities.
Student provides a weak or
unclear description of the
objectives of the activities.
Student provides a poor
description of the
objectives of the activities
or the objectives are not
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of
appropriate formal or
informal assessments that
will be used.
Student provides a mostly
clear, logical description of
appropriate formal or
informal assessments that
4. will be used.
Student provides a weak or
unclear description of
appropriate formal or
informal assessments that
will be used.
Student provides a poor
description of appropriate
formal or informal
assessments that will be
used or the assessments
are not activity/age
appropriate.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of week
long group activities
appropriate for 4-year-olds.
Student provides a mostly
clear, logical description of
week long group activities
appropriate for 4-year-olds.
Student provides a weak or
unclear description of week
long group activities
appropriate for 4-year-olds.
Student provides a poor
description of week long
group activities
appropriate for 4-year-olds
or the activities are not age
appropriate.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
appropriate materials that
5. would be needed for the
activities.
Student provides a mostly
clear, logical description of
the appropriate materials
that would be needed for
the activities.
Student provides a weak or
unclear description of the
appropriate materials that
would be needed for the
activities.
Student provides a poor
description of the
appropriate materials that
would be needed for the
activities or the materials
are not appropriate for the
activities and/or age
group.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of the
objectives of the activities.
Student provides a mostly
clear, logical description of
the objectives of the
activities.
Student provides a weak or
unclear description of the
objectives of the activities.
Student provides a poor
description of the
objectives of the activities,
fails to provide objectives,
or the objectives are not
6. activity/age appropriate.
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of
appropriate formal or
informal assessments that
will be used.
Student provides a mostly
clear, logical description of
appropriate formal or
informal assessments that
will be used.
Student provides a weak or
unclear description of
appropriate formal or
informal assessments that
will be used.
Student provides a poor
description of appropriate
formal or informal
assessments that will be
used or the assessments
are not activity/age
appropriate.
2 Year Olds -
Assessments
(10 Points)
4 Year Olds - Lesson
Plan Description
(10 Points)
4 Year Olds -
Objectives
(10 Points)
4 Year Olds -
Assessments
(10 Points)
7. 2 Year Olds - Lesson
Plan Description
(10 Points)
2 Year Olds -
Materials
(10 Points)
4 Year Olds -
Materials
(10 Points)
2 Year Olds -
Objectives
(10 Points)
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
8. organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sources used for
quotes and facts are
credible, and most are cited
correctly. Adequate
organization includes a
variety of appropriate
transitions.
The paper is written in
proper format with only 3-5
errors. Most sources used
for quotes and facts are
credible and cited correctly.
Essay is poorly organized,
but may include a few
effective transitions.
The paper is not written in
proper format. Many
sources used for quotes
and facts are less than
credible (suspect) and/or
are not cited correctly.
Essay is disorganized and
does not include effective
transitions.
Format - APA
Format, Citations,
Organization,
Transitions
(15 Points)
Mechanics
(10 Points)