BUSI 642 Thematic Integration of Faith and Learning Rubric Criteria Content Levels of Achievement 98 Points Advanced Proficient Developing Not Present Points Earned Key Components & Major Point Support 98-92 points · Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements · 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 demonstrates a higher level of critical thinking necessary for doctoral-level work. Student 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 worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. 91-85 points · Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. · 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. · Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors. 84-1 points · Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. · The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. · Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.

1. BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements
· 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 demonstrates a higher level of critical thinking
necessary for doctoral-level work. Student 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

2. and reflection with a variety of current and/or worldviews in the
assignment. Student presents a genuine intellectual
development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
· 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.
· Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the students above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
· The assignment reveals that the student has a general,
fundamental understanding of the course material. There are
areas of some concern in the linkages provided between facts
and supporting statements. Student generally explains concepts,
but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the

3. reader through various linkages and connections presented in
assignment. Student presents a limited perspective on key
concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
0 points
· Student does not exhibit a basic understanding of the intended
assignment, and the thesis is not fully supported throughout the
assignment. Therefore, the thesis fails to guide the
development of the assignment, and the linkages between
thoughts is mostly unclear.
· The assignment reveals that the student does not have a basic
understanding of the course material. Student generally explains
concepts, but only meets the minimum requirements in this area.
· Student does not present a perspective on key concepts
throughout assignment. Student does not apply information in a
problem-solving manner.
42 points
Structure
Advanced
Proficient
Developing
Not Present
Points Earned
Grammar/ Spelling & Word Count, etc.
42-39 points
· Student thoroughly understands all major points. An original,
unique, and/or imaginative approach to overall ideas, concepts,
and findings is presented. Overall format of assignment
includes an appropriate introduction (or abstract), well-
developed paragraphs, and conclusion. Finished assignment

4. demonstrates student’s ability to plan organize research in a
logical sequence.
· Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough, extensive understanding of word usage.
Student excels in the selection and development of a well-
planned research assignment. Assignment is error free and
reflects students ability to prepare doctoral-level writing for
possible publication in a peer-reviewed journal.
· Student provides sophisticated synthesis of complex body of
information in the preparation of assignment. Research provided
by student contributes significantly to the development of the
overall thesis. Student incorporates 5-7 quality references in
assignment. Student incorporates a variety of research
resources and methodology in the preparation of assignment.
38-37 points
· Student explains the majority of points and concepts in the
assignment. Student demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with few
formatting errors.
· Student provides an effective display of good writing and
grammar. Assignment reflects students ability to select
appropriate word usage and presents an above average
presentation of a given topic or issue. Assignment appears to
be well written with no more than three errors. Student
provides a good final product that covers the above
requirements.
· Student achieves an above average synthesis of research, but
interpretation is narrow in scope and description within an
assignment. Assignment contains less than five resources, and

5. presents an average overview of key concepts.
36-1 points
· Student applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing.
· Assignment reflects basic writing and grammar, but with more
than 3-4 errors. Key terms and concepts are somewhat vague
and not completely explained by student. Student uses a basic
vocabulary in assignment. Students writing ability is average
but demonstrates a basic understanding of the subject matter.
· Assignment provides a basic but borderline, perspective of
student’s research abilities. Student has incorporated less than
three sources, which does not attempt to cover key elements of
assignment.
25-1 points
· Student applies most points and concepts incorrectly. Student
uses a variety of formatting styles, with numerous
inconsistencies throughout the paper. Assignment does not
have a continuous pattern of logical sequencing.
· Assignment reflects basic writing and grammar, but with more
than 5-6 errors. Key terms and concepts are somewhat vague
and not completely explained by student. Student uses a basic
vocabulary in assignment. Students writing ability is below
average but and does not demonstrates a basic understanding of
the subject matter.
· Assignment provides a basic but borderline, perspective of
student’s research abilities. Student has incorporated less than
two sources, which does not attempt to cover key elements of
assignment.

6. Page 4 of 4
CEG 3110 lab 1
Part 1. Project Overview
You are to write software for the checkout system of a video
game rental store. Note: You are not writing the entire checkout
system. You are responsible for writing (and testing!) only the
age-restricted part of the system.
The specification for your system is as follows: At the start of
each rental transaction, the system will first scan a barcode to
do a customer lookup. (Assume other people in the company
will be writing the database software. Your software only needs
to be passed a date of birth, followed by a progression of
ratings. In other words, you will be using test stubs to test your
software.)
After the date of birth is received, the system will scan bar
codes on each game being rented. This time, instead of being
passed a date of birth, the test stubs will return a series of video
game ratings. Video game ratings and restrictions are shown in
the accompanying table. This process loops until the cashier
signals the end of the transaction (in other words, no more
games to be scanned).
Your software must (1) correctly calculate an age given a date
of birth and today’s date, and (2) correctly determine whether or
not each item being rented passes the store’s age restriction
policy or not.
Part 2. Project Milestones & Expectations
In accordance with the V-Model for software development, you
will begin by writing the test plan. Then you will write the
software, then you will execute the test plan. Due dates are as
follows:
Note: Make sure you employ the principles of equivalence class

7. testing and boundary testing when you write your test plan!
Deliverable
Due Date
What You Turn In
1
Initial Test Plan
Sun, 23 Sep
Acceptance test plan (not yet run)
2
Project Code
Mon, 30 Sep
Working code with sample output
3
Completed Test Plan
Mon, 30 Sep
Completed test plan (filled out) + code
Note: Make sure you employ the principles of equivalence class
testing and boundary testing when you write your test plan!
Running Head: FAITH AND LEARNING THEMATIC
INTEGRATION 1
FAITH AND LEARNING THEMATIC INTEGRATION
2
Faith and Learning Thematic Integration
Name
Institutional Affiliation
Faith and Learning Thematic Integration
Introduction

8. -Biblical teachings play significant roles in the management of
the corporate world across the globe, especially in the
organizational and executive coaching.
-Selfless is a principle that has been emphasized throughout the
bible and is applicable in the business world where the need for
profit maximization should not supersede the service to
humanity (Ngunjiri, 2018).
-Other principles include honesty, integrity, and sense of
responsibility. Such concepts are the yardsticks to the success
in the modern business environment (Lawrence, Burton, &
Nwosu, 2005).
Body
Course Overview
-Integration of faith and learning plays crucial roles in
promoting ethical business practices as well as effectiveness in
the management and operation of the business.
-Learners get the opportunity to apply biblical concepts in
addressing business challenges such absence of effective
customer care which is quite commonplace in most business
organizations (Underhill, McAnally, & Koriath, 2007).
-Business organizations need to the need for firmness on
integrity and honesty, especially when dealing with financial
matters in the organizational and executive coaching (Keller &
Alsdorf, 2012).
-The biblical teaching on empathy and selflessness are vital in
the provision of effective customer care in the corporate world
(Underhill, McAnally, & Koriath, 2007).

9. Prompt payment of wages and salaries to the employees are
some of the teachings found in the Bible and helps in promoting
the relationship between the employer and employees
(Bergquist & Mura, 2011).
Organizational and Executive Coaching
-Some of the critical questions include the following;
1. What is the role of the principle of selflessness in promoting
effective coaching?
2. How can the management of the business organization deal
with the team members within the business organization?
3. What is the state of the workplace in the contemporary
society? How do people feel about their work today?
4. What are some of the barriers to people in their effort to
integrate work and faith?
5. How do the principles of integrity and honest help Christians
in integrating work and faith?
The significance of Executive Coaching
-Every endeavor should follow biblical framework in improving
the understanding and appreciation of the significant roles of
jobs in fulfilling God’s plans (Keller & Alsdorf, 2012).
-God does not want the business persons to inflict suffering
among the laborers as such practices are not in tandem with
virtues of good character (Underhill, McAnally, & Koriath,
2007).
-Using Biblical framework in conducting business helps in

10. advancing God’s plan in the following ways;
• Providing opportunity for supporting people and
organizational change performance as far as aligning ethical
business strategies with organizational goals and objectives.
• It enables the business organization to provide necessary
support to their team members in areas of personal
transformation and career growth (Bergquist & Mura, 2011).
• The approach offers excellent learning avenues for training
future leaders for the organization through the provision of
direction, motivation, and encouragement to other employees,
which is in line with God’s purpose for people. Such approaches
also help in the creation of teamwork, partnership as well as a
way of energizing people towards the attainment of common
goals (Bergquist & Mura, 2011).
• The business can create a conducive and supportive
environment for addressing common problems facing the
employees and the company as a whole.
• It also helps in giving support and creating a platform for
the establishment of an organizational culture that values
further learning and continuous improvement in the
understanding of Biblical principles (Bergquist & Mura, 2011).
Conclusion
-Biblical teachings and principles play crucial roles in the
improvement of managerial approaches used by different
corporate entities including sporting businesses.
References
Bergquist, W., & Mura, A. (2011). Coachbook: A Guide to
Organizational Coaching Strategies and Practices. New York:

11. Online Published.
Keller, T., & Alsdorf, L. K. (2012). Every good endeavor. New
York: Penguin Audio.
Lawrence, A. T., Burton, D. L., & Nwosu, C. C. (2005).
Refocusing on the Learning in “Integration of Faith and
Learning. Journal of Research on Christian Education, 14(1),
17-50.
Ngunjiri, W. F. (2018). Spirituality in the Ethics and Leadership
Classroom: An Autoethnography of Integration. The Palgrave
Handbook of Workplace Spirituality and Fulfillment, 1-16.
Underhill, O. B., McAnally, K., & Koriath, J. J. (2007).
Executive coaching for results: The definitive guide to
developing organizational leaders. New York: Berrett-Koehler
Publishers.
BUSI 755
Thematic Integration of Faith and Learning Paper Instructions
Write a thematic integration of faith and learning concept paper
using a well-rounded approach to the concepts found in the
course texts and current scholarly literature. This paper must be
submitted in compliance with the instructions found in the
Thematic Integration of Faith and Learning Paper Grading
Rubric. You must fully leverage the discussion opportunity in
Discussion Board Forum 2 in order to research and outline your
approach for this assignment.
The paper must contain the following components:
1. A 3–5-page overview that defines the course as an academic
field of study (significance of the course to business).
2. A 3–5-page discussion of the top 5–8 questions you believe

12. are critical in order to demonstrate that a student who completes
this course can synthesize the key concepts in organizational
and executive coaching and formulate the strengths and
weaknesses of the stated approaches to coaching.
3. A 3–5-page discussion that integrates the concepts from the
Keller and Alsdorf (2012) text into a cohesive understanding of
why organizational and executive coaching is significant for
advancing God’s purposes for business on earth.
4. A minimum of 5 references in addition to the course texts.
Concepts to begin guiding your thought in this area are taken
from key course texts and supplemental sources.
Underhill, McAnally, & Koriath (2007) reflect:
Rather than offering solutions, the coach helps the leader dare
to look at inner resistance, to understand consequences, to find
new strategies, and to practice—thus stretching beyond current
limitations for new behaviors. (p. 26)
Organizations that create leadership development approaches
linked to company strategies have answered key questions, such
as: What is our business strategy? and, How do we develop
leaders capable of executing our strategy? (p. 30)
What is the purpose for coaching? (p. 37) (How is the
organization’s leadership viewed by peers and employees?)
The managing of key relationships is also critical to the success
of the program. (p. 39)
Bergquist & Mura (2011) explain:
As we begin to address the challenges associated with our
clients’ dancing landscapes, we enter a domain in which
problems and dilemmas seem to merge into
mysteries…Mysteries are too complex to understand and are

13. ultimately unknowable…A mystery is in many ways theological
or teleological in nature…Mysteries are beyond rational
comprehension and resolution, and they are viewed with
respect. Depending on one’s perspective, they are the things
“we take to God” or are the unpredictable and profound events
that we “take to heart…” They often serve as perspective-
raising instants, a way to view life and the world from a
advantage point less tethered to the weeds of daily issues. (pp.
19–20)
These excerpts provide insights designed to lead learners to the
edge of the thematic precipice without laying bare the potential
spiritual and biblical correlations within. As a final observation,
consider approaches used in coaching, such as the content of
questions asked, the timing of specific questions, and the
circumstances surrounding the person’s decision for—or need
for—coaching. Then, consider carefully the context surrounding
the lives of Moses, Joshua, Samuel, Isaiah, Jeremiah, Paul,
Barnabas, and Jesus Christ, to name only a few.
Submit your Thematic Integration of Faith and Learning Paper
by 11:59 p.m. (ET) on Sunday of Module 3/Week 6.
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