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Lecture 6 part 2
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The QUESTT Residency Program Presentation provides an overview of the QUESTT Residency Program and provides a description of ways program participants will support the QUESTT Candidate.
Importance of Proofreading in Academic Writing
Are you making silly mistakes in academic writing? Are your marks getting affected due to this? Proofreading can be a potent solution to your problem. It means finding out the errors carefully in the text or content before getting it shared. It is generally fixing minor spelling mistakes, pronunciation mistakes, formatting inconsistencies, and issues. It is essential for any text that will be published to the audience, whether it is an online article, job application, academic paper.
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TCP 1 Task 2ENGLISH COMPOSITION IICompetency 127.1.1 Rese.docx
TCP 1 Task 2
ENGLISH COMPOSITION II
Competency 127.1.1: Research - The graduate evaluates the quality, credibility, and relevance of evidence in order to integrate evidence into a final research paper.
Competency 127.1.2: Writing process - The graduate applies steps of the writing process appropriately to improve quality of writing.
Competency 127.1.3: Final report - The graduate composes an argumentative research paper.
Introduction:
Writing a research paper gives you an opportunity to explore a topic of special interest, research that topic, and organize your research findings in writing for an academic audience.
Through your preparation work, you have established an argumentative thesis statement and have planned a clear organization of your main points. Your research is complete, and the details are integrated into your writing plan. You have pulled it all together in a draft and have revised the paper’s organization, ideas, and words.
In this task, you will write the final draft of your paper. Aim for a polished, error-free submission. The writing tone for your research paper should be formal and appropriate for academic writing. The information in the essay should be based on credible source material.
The paper must follow APA documentation guidelines, and any sources that you cite in the paper must be included in the reference list. Likewise, any source in the reference list must also be cited in your paper.
Note: An abstract is not required for this task, but including a title page is recommended.
Requirements:
A. Write a cohesive, argumentative research paper (suggested length of 10–15 pages) in which you do the following:
1. Provide an effective introduction.
2. Provide an appropriate thesis statement that previews two to four main points.
3. Develop each of the main points in effective paragraphs with support from a variety of sources.
4. Provide an effective conclusion.
B. Include at least7 academically credible sources in your essay.
1. For your sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
HSCO 509
Discussion Board Grading Rubric
Student:
Criteria
Points Possible
Points
Earned
Instructor’s Comments
Thread: Major points are supported by the following:
1. Lectur ...
BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
BUSI 240 DB replies
Content 28 Points
Advanced 90-100%
Proficient 60-89%
Developing 1-59%
Not present
Replies Content - 28 points
25-28 points
Three or four replies. Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread with a supported explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent.
17-24 points
Three replies. Most replies focus on a meaningful point made in another student’s thread. Most replies provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Most replies are clear and coherent.
1-16 points
One to two replies. Replies could be more substantive regarding the thread. Replies lack clarity and coherence.
0 points
No responses, or the responses provided are not substantive and do not address the information presented by the thread. The three replies were not submitted together (in the same week).
Structure 12 Points
Advanced
Proficient
Developing
Not present
Replies: Grammar and Spelling, APA formatting - 7 Points
6-7 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format.
4-5 points
Writer makes 1–2 errors in grammar, spelling, or mechanics that distract the reader from the content. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some APA formatting.
1-3 points
Spelling and grammar errors distract. Writer makes 3–4 errors in grammar, spelling. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format.
0 points
Writer makes more than 4 errors in grammar, spelling, or mechanics that distract the reader from the content. The three replies were not submitted together (in the same week).
Replies:
Word Count -
5 Points
4-5 points
At least 3 replies are present, and a minimum word count of 200 words is met or exceeded for each.
3 points
At least 2 replies are present, and a minimum of 200 words met.
1-2 points
1 or 2 substantive responses to fellow classmates, but one or both of the submissions do not meet the required word count.
0 points
Not present. The three replies were not submitted together (in the same week).
Feedback:
BUSI 240
Discussion Board Forum Instructions
The learning theories upon which this course is based are actualized in the Discussion Board Forums. At the beginning of Module/Week 2 & Module/Week 5, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and submit it to the corresponding Discussion Board Forum. Proper English and ...
IND301 Cornerstone Discussion Rubric Criteria A+ (100) .docx
IND301 Cornerstone Discussion Rubric
Criteria A+ (100) A (95) B (85) C (75) D (65) F (55) F (0)
Possible Points: 20 20 19 17 15 13 11 0
Discussion Expectations:
Initial posts and replies
fulfill the specified
discussion requirements,
advance the discussion,
and utilize effective
discussion techniques.
(Refer to the directions for
this discussion and the
“Discussion Expectations”
in your course)
Insightful and
unique posts fulfill
all required
components,
advance the
discussion by
artfully
incorporating all
the appropriate
discussion
techniques to
exceed all
expectations.
Posts fulfill all
required
components,
substantially
advance the
discussion by
incorporating all the
appropriate
discussion
techniques to meet
or exceed all
expectations.
Posts fulfill all
required
components,
consistently move
the discussion
forward, and use
many of the
techniques
specified in the
discussion.
Posts lack some
required
components
sometimes move
the discussion
forward by using
some of the
techniques
specified in the
discussion
expectations.
Posts lack
many
required
components
and move the
discussion
forward by
struggling to
use one or
two simpler
techniques
specified in
the
discussion
expectations.
Posts are
inappropriate
or unrelated to
the required
expectations,
and do not
move the
discussion
forward by
using any of the
techniques
specified in the
discussion
expectations.
No submission.
Possible Points: 20 20 19 17 15 13 11 0
Knowledge and Use of
Course Materials: Initial
posts and responses
demonstrate
understanding of and/or
application of the assigned
reading or viewing
material.
Initial posts and
responses
demonstrate an
exceptional
understanding
and superior
application of all
the important
assigned
material.
Initial posts and
responses
demonstrate a
thorough
understanding of
and/or superior
application of the
assigned material.
Initial posts and
responses
demonstrate a
solid understanding
of and/or effective
application of the
assigned material.
Initial posts and
responses
demonstrate
some confusion
about the
assigned
material and/or
less effective
application of
the assigned
material.
Initial posts
and
responses
demonstrate
confusion
about the
assigned
material
and/or poor
application of
the assigned
material.
Initial posts and
responses do
not use the
assigned
material and/or
evidence.
No submission.
Possible Points: 10 10 9.5 8.5 7.5 6.5 5.5 0
Use of Sources and
References: Appropriate
The posts use the
most
The posts always
use the most
The posts use
appropriate and
The posts
occasionally but
The posts
rarely
The posts fail to
demonstrate
No submission
and relevant source
material supports the
student's ideas. Citation is
accurate, according to
format specifications.
appropriate,
rele.
BUSI 310Discussion Board Grading RubricDiscussion Board Thre.docx
BUSI 310
Discussion Board Grading Rubric
Discussion Board Thread (60 points)
Points Possible
Criteria
54–60
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· The required length is exceeded.
48–53
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The requireds scholarly sources are cited more than once
· Limited spelling, grammatical, or APA errors exist.
· The required length is met.
42–47
C
Fair work in most areas – Student exhibits need for improvement in most areas regarding content, writing style, and/or participation.
Specifically:
· Information is organized, but paragraphs are not well constructed.
· Information clearly relates to the main topic but includes few supporting details.
· Each of the required sources are cited at least once.
· Few spelling, grammatical, or APA errors exist.
· The required length is met.
0–41
D, F
Failing – Student shows evidence of refusal or inability to meet minimum standards of undergraduate level work.
Specifically:
· The information appears to be disorganized.
· The required number of scholarly sources are not used or not accurately documented.
· Numerous spelling, grammatical, or APA errors exist.
· The required length is not met.
Total
Instructor’s Comments:
Discussion Board Replies (40 points)
Points Possible
Criteria
36–40
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· Response to 3 threads is made by the published deadline for the assignment and meets the required length.
32–35
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The required ...
This information is proprietary to Dr. T. Nichole Phillips. S.docx
This information is proprietary to Dr. T. Nichole Phillips. Scanning, copying, website posting, or reproducing and sharing i n any form is strictly prohibited.
Discussion Forum Grading Rubric
Grade
Discussion Grading Criteria
27-30 All of the components below are present and complete
• Response meets 500-word* minimum requirement
• Linkage to weekly course material is clear and logical with appropriate Employment/Labor Law language used and citations as required.
• Response to each question provides sufficient depth to cover the topic consistent with assignment instructions and appropriate support as
outlined in the course syllabus.
• Response is well written and free from writing errors (grammar, punctuation, sentence structure, spelling etc.).
• Follow up response is substantial and identifies specific aspects of the classmate’s initial post that is valid AND/OR invalid AND presents a
reasonable justification for agreement or disagreement. (Follow up post does not require meeting the 500 word minimum requirement)
• Adherence to the assignment instructions, including formatting, citations, etc.
• All references and in-text citations are in proper APA format. (Note: Document does not need to be in APA format, ONLY references and
citations)
24-26 One of the components below is missing/incomplete/insufficient but overall the discussion is well done with only minor correc tions needed.
• Response meets 500-word* minimum requirement
• Linkage to weekly course material is clear and logical with appropriate Employment/Labor Law language used and citations as required.
• Response to each question provides sufficient depth to cover the topic consistent with assignment instructions and appropriate support as
outlined in the course syllabus.
• Response is well written and free from writing errors (grammar, punctuation, sentence structure, spelling etc.).
• Follow up response is substantial and identifies specific aspects of the classmate’s initial post that is valid AND/OR invalid AND presents a
reasonable justification for agreement or disagreement. (Follow up post does not require meeting the 500 word minimum requirement)
• Adherence to the assignment instructions, including formatting, citations, etc.
• All references and in-text citations are in proper APA format. (Note: Document does not need to be in APA format, ONLY references and
citations)
21-23 Two of the components below are missing/incomplete/insufficient but overall the discussion is more substantive than it is flawed.
• Response meets 500-word* minimum requirement
• Linkage to weekly course material is clear and logical with appropriate Employment/Labor Law language used and citations as required.
• Response to each question provides sufficient depth to cover the topic consistent with assignment instructions and appropriate support as
outlined in the course syllabus.
• Response is well written and free from writing errors (gramma ...
Touchstones are projects that illustrate your comprehension of the.docx
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
Following the Topic Selection Guidelines below, choose an argumentat.docx
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
BUSI 310Discussion Board InstructionsDiscussion Board Forum Th.docx
BUSI 310
Discussion Board Instructions
Discussion Board Forum Threads are due in Modules/Weeks 1, 3, 5 and 7. Discussion Board Forum Replies are due in Modules/Weeks 2, 4, 6, and 8. The learning theories upon which this class is based are actualized in the threads.
To gain the most from this class, you must:
· Read both the threads of your classmates and the articles which are used to write the thread.
· Draw classmates into discussion of the topic by asking questions.
· Expect to spend some time each day reviewing all threads and replies (even those in which you are not involved).
· The research and writing done for each forum is to prepare you to research and write upper-level research papers in current APA format. Each posting, whether threads or replies, must be written without grammar or spelling errors and must utilize proper APA in-text and reference citations.
· This is a formal writing assignment, so use 3rd person throughout the forum threads and replies.
Discussion Board Forum Threads:
The requirements listed below are the minimum requirements. Completing only the minimum amount of work cannot earn higher than a "C" for an assignment.
1. Review the key terms listed at the end of the Chapter you are working on. You will select one of the key terms. No duplication of articles or concepts is allowed. Each student must cover a different concept. You may reserve a topic beginning at 12 a.m. (ET) on Monday of the odd-numbered modules/weeks (1, 3, 5, and 7). Topics reserved prior to then will be deleted.
2. Conduct a search of Liberty University’s Online Library resources to find 3 peer-reviewed articles that are no more than 3 years old and closely relate to the concept. These articles must be found through the Liberty University Library; no general internet search is allowed. No duplication of articles or concepts is allowed. Each student must cover a different concept. Note: Blogs, education sites, commercial sites, Wikipedia, About.com, editorials, and book reviews are just a few of the types of materials that not acceptable for this exercise. You must look for articles from reputable peer-reviewed magazines and journals.
3. After reading the articles, select the 1 article that you wish to discuss. Your thread must include the information listed below in the following format and be posted directly in the discussion board:
· Definition: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement;
· Summary: Choose 1 of the articles and summarize it in your own words. This must be about 125 word minimum. Be sure to note the article's author as well as his/her credentials and the reason his/her opinions, research, or findings should be respected regarding the key term.
· Discussion: Using a minimum of 400 words, write a brief discussion in your own words of how the article relates to the selected key term. A discussion is not rehashing what was already stated in the ar ...
Approved BBS Coursework Brief Template 201920 1 of 4 .docx
Approved BBS Coursework Brief Template 2019/20 1 of 4
Br
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ch
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Assessment Title: Term 2 Assessment essay -choose 1 out of the 3 titles (see below for essay titles)
Module Leader: Professor Shireen Kanji
Distribution Date:
Submission Deadline: 12:00 noon on **/**/****
Feedback by : **/**/**** (20 working days after the submission the deadline.)
Contribution to overall module assessment: 100 %
Indicative student time working on assessment: Hours
Word or Page Limit (if applicable): 2,500 (not including references)
Assessment Type (individual or group): Individual
Main Objective of the assessment
1. To demonstrate an understanding of how to apply a critical lens to understanding management and organizational issues and to demonstrate how
this approach differs from the mainstream.
2. To demonstrate the ability to read and synthesise arguments from the literature.
3. To demonstrate the ability to write a clear and cogent argument which draws on theories and concepts from the literature and illustrates these
concepts with examples in ways that are relevant to the question.
MG2063
Amended Assignment/Coursework Brief for 2019/20
Approved BBS Coursework Brief Template 2019/20 2 of 4
Br
un
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ch
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l Description of the Assessment
Write an essay (2, 500 words, not including references) on ONE of the following themes:
Either
Question 1: How does the Fordist system of production differ from the flexible system of production in terms of (i) the methods of production, (ii) systems
of control and (iii) effects on workers? Answer all three parts of the question.
OR
Question 2: In what ways are organisations gendered (50 marks) and what are the effects of this gendering on men and women? (50 marks)
OR
Question 3: Are multi-national corporations part of the problem or part of the solution to the global problems we face? Explain your answer drawing on at
least one theory of globalisation.
Points to remember:
· Specify your sources clearly in the assignment.
· Be as specific and clear as possible in explaining and supporting your claims.
· Use examples, well-chosen quotes and data as appropriate.
· Your assignment should include both a description and an analysis/interpretation, with emphasis on the latter. The linkage to course concepts should be
explicit. Although you need not explain or describe the course concepts in great depth, you should describe them briefly and provide references/citations to
their sources. Explicitly mention (and reference) course materials that are directly relevant to your analysis. The best way for you to demonstrate your
mastery of course concepts is to apply them appropriately in your analysis, explaining their relevance. Employ independent research and relevant additional
reading where relevant.
Submission Instructions
Coursework must be submitted electronicall.
Touchstone publish an Argumentative Research Essay Using your out.pdf
Touchstone publish an Argumentative Research Essay Using your out.pdfNeed Help With Your Assignments Or Essays?|| Hire Us Today||Email US: Homework1078@gmail.com
course materialsOLCU 425 Diversity Issues Rubric Length 6 pages excl.docx
OLCU 425 Diversity Issues Rubric
Length: 6 pages excluding the title and Reference pages
Due: Week 8 by Wednesday midnight
Value: 250 Points for 25% of the final grade
Post: Week 8 Assignments
Prepare and submit through Turnitin your analysis of the three (3) diversity issues posted in Week 8
Assignments. In preparing your response, discuss why you agree or disagree with the issues raised
regarding diversity leadership, cross-cultural communications, and cultural intelligence. This assignment
requires you to critically analyze each issue from different perspectives; support your analysis with course
readings, citations from academic sources, and examples as evidence to persuasively present your
conclusion.
Your analysis of each diversity issue should:
Comprehensively discuss and analyze the issue by responding to all questions posed
Include citations (such as from your textbook, assigned readings or your research) to support your
analysis and conclusions
Use specific examples as evidence
Persuasively argue a specific conclusion as to why you agree or disagree
Be two (2) double-spaced pages (approximately 700 words)
Use complete sentences, correct spelling and grammar; and adhere to APA standards
Evaluation Criteria of Diversity Issues
Report Elements Exemplary
Proficient Developing Emerging
Diversity
Leadership
50
Comprehensively
analyzes diversity
conscious leadership
by thoroughly
responding to all posed
questions. Supports
analysis with citations
and specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes diversity
conscious leadership
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes diversity
conscious leadership
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of diversity
conscious
leadership; may not
respond to all
posed questions.
May provide
examples but does
not include
citations. Unclear
conclusion
Cross-Cultural
Communication
50
Comprehensively
analyzes cross-cultural
communications by
thoroughly responding
to all posed questions.
Supports analysis with
expert citations and
specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes cross-
cultural
communications
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes cross-
cultural
communications
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of cross-
cultural
commun.
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Content-Main PostingCitationType of StudyDesign Type.docx
Content-Main Posting
Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy
of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy
of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent
Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy
of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy
of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Va
riable:
Dependent Variable:
Controlled Variable:
30
(30%)
- 30
(30%)
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
27
(27%)
- 29
(29%)
-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references
24
(24%)
- 26
(26%)
Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth.
21
(21%)
- 23
(23%)
Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed.
0
(0%)
- 20
(20%)
Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed.
Course Requirements and Attendance
20
(20%)
- 20
(20%)
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
18
(18%)
- 19
(19%)
-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion.
16
(16%)
- 17
(17%)
Responds to a minimum of two colleagues’ posts, are reflec.
Page 1 of 4 Midterm Project Assignment Select a .docx
Page 1 of 4
Midterm Project Assignment
Select a term or concept that is frequently used in the literature in the field of cross-
cultural education/counseling. Conduct an exhaustive literature search of the definition
and use of the term.
Students have the freedom to format the definition in a style that best suits their
background, expertise, and interests however they must provide information that
answers the following questions:
1. Where did the term come from?
2. What are the alternative definitions?
3. What is the preferred definition and why?
4. What one or two primary sources can one go to find out more about the term?
The meaning of some terms changes over time so you may want to consider providing a
short historical perspective in writing the definition.
Definitions should be typed, doubled space throughout. Your assignment should be
limited to about 2 pages (maximum of 350 - 400 words). The cover page and the
reference page are not included in the 2-page minimum.
The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The assignment should be written
on a graduate level and references used should be cited within the discussion and
documented in a reference list using APA styling.
Post your paper, as a single document, to the grade book.
Send your instructor an email when you are ready for your assignment to be graded.
CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.a, 2F.2.c, 2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Focus & Purpose
Developed thesis and
attentive focus on topic
Missing thesis; confusion
about or
misunderstanding of
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
Page 2 of 4
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
topic; no sense of
purpose
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
No or limited
evidence/experiences
are provided ...
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Bedford welcome presentation
- 1. Dr. Laurie Bedford Office Hours: Monday – Friday 8:30 to 11:30 MT Phone: 605-347-7881 Skype: laurie.bedford E-mail: laurie.bedford@waldenu.edu
- 2. Discussions should: Be related to the discussion question(s). Please direct off topic discussions to a more appropriate discussion board or to the Class Cafe discussion area. Follow the response guidelines provided when replying to others’ posts. Provide justification and explanation for agreeing or disagreeing with the existing discussion. Cite your sources using APA reference guidelines. (Formatting is not required in a discussion posting, but the reference content should comply with APA standards.) Meet the course requirements for number and type of responses. Be grammatically and mechanically correct. Be free from offensive language or remarks. Incorporate terminology and concepts from the course material.
- 3. Scoring Rubrics Discussion Board Rubric Rubric for Applications and Reflections Both rubrics are located on the MS in Instructional Design and Technology website at: http://inside.waldenu.edu/c/Student_Faculty/StudentF aculty_15198.htm
- 4. Walden Resources Academic Advisors coemsadvising@waldenu.edu 1 -800-WaldenU Disability Services http://inside.waldenu.edu/c/Student_Faculty/Student Faculty_1638.htm Library http://library.waldenu.edu/ Writing Center http://writingcenter.waldenu.edu/
- 5. I am looking forward to a great eight weeks with you! -----Dr. Bedford