Case study RubricCriterionOutstanding 3.75Very Good 3 .docx
•Download as DOCX, PDF•
0 likes•7 views
Case study Rubric Criterion Outstanding 3.75 Very Good 3 Good 2.5 Unacceptable 1 Score Completeness Complete in all respects; reflects all requirements Complete in most respects; reflects most requirements Incomplete many respects; reflects few requirements Incomplete in most respects; does not reflect requirements Understanding Demonstrates excellent understanding of the topic(s) and issue(s) Demonstrates an accomplished understanding of the topic(s) and issue(s) Demonstrates an acceptable understanding of the topic(s) and issue(s) Demonstrates an inadequate understanding of the topic(s) and issue(s) Analysis Presents an insightful and through analysis of the issue (s) identified Presents a thorough analysis of most of the issue(s) identified Presents a superficial analysis of some of the issue(s) identified Presents an incomplete analysis of the issue(s) identified. Evaluation Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied Makes appropriate connections between the issue(s) identified and the concept(s) studied Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied Makes little or no connection between the issue(s) identified and the concept(s) studied. Opinion Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument Supports opinion with few reasons and little evidence; argument is one-sided and not objective. Recommendations Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied Presents realistic or appropriate recommendation supported by the information presented and the concepts studied Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied. Grammar and Spelling Minimal spelling and grammar errors Some spelling and grammar errors Noticeable spelling and grammar errors Unacceptable number of spelling and grammar errors APA guidelines Uses APA guidelines accurately and consistently to cite sources Uses APA guidelines with minor violations to cite sources Reflects incomplete knowledge of APA guidelines Does not use APA guidelines Total .
Report
Share
Report
Share
Recommended
What are the skills necessary for the provider to identify, ad
What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Us ...
Stewardship and Governance Paper RubricHigh DistinctionDisti.docx
Stewardship and Governance Paper Rubric
High Distinction
Distinction
Credit
Pass
Fail
Content
45-50
40-44
31-39
25-30
0-24
Introduction and analysis of key theories of governance
You demonstrate clear critical thinking of the case and correctly analyse theories with sources.
You demonstrate a competent level of critical thinking of the case and analyse theories with sources.
You demonstrate some measure of critical thinking of the case and analyse theories with sources
You demonstrate limited critical thinking of the case and analyse theories, lacking sources.
You demonstrate a lack of critical thinking of the case, theories were not analysed, missing sources.
Application of stewardship to governance
19-20
16-18
13-15
10-12
0-9
Application of stewardship theory to effective governance
Thoughtful, well explored and well substantiated
Mostly well thought out and substantiated
Some mention but not thoroughly substantiated in all places
Limited exploration but not substantiated in all places
Few if any, not supported
Ethical/ Biblical
principles
9-10
8
7
5-6
0-3
Recognition and application of appropriate of ethical/ biblical principles
Well integrated and relevant to the issues identified
Strong attempt at integration and relevance
Acceptable applicability/ relevance.
Limited integration/ relevance
No integration/ lacking relevance
Leadership and governance
9-10
8
7
5-6
0-3
Effect of leadership values and beliefs to governance
In depth, clear, well reasoned and very insightful, well supported.
Well reasoned, mostly clear and insightful, well supported.
Acceptable level of reasoning, somewhat clear and somewhat insightful, mostly supported.
Somewhat lacking in substance, not very clear and a few insights, somewhat supported.
Unsubstantiated, lack clarity and insight, not supported.
Structure & mechanics
9-10
8
7
5-6
0-3
· Coherence and organisation
· APA format
An exceptionally clear, concise and coherent essay, critically organised and including all required sections.
Academic conventions are rigorously adhered to throughout the essay, with no errors present.
A clear and coherent essay organised and including all required sections.
Academic conventions are rigorously adhered to throughout the essay, with very few errors present.
A somewhat coherent and organized essay and including most required sections.
Academic conventions are adhered to throughout the essay, with some errors present.
A somewhat focussed, slightly incoherent essay, characterised by some disorganisation and/or missing required sections.
Academic conventions are followed inconsistently, a number of errors present.
An unfocussed, incoherent essay, characterised by disorganisation and/or missing required sections.
Academic conventions are followed inconsistently, a notable number of errors present.
Total
/100
...
Top of Formreviewing the Literature and Theory 1Unsatisfac.docx
Top of Form
reviewing the Literature and Theory
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Literature Review and Supporting Argument
References are not categorized in an appropriately logical manner. Little or no information is given regarding the value of the references in validating the problem, purpose, and proposed solution of the project.
Presentation does an incomplete job of categorizing project references. Review does a superficial or incomplete job of describing the value of references in validating the problem, purpose, and proposed solution of the project.
Presentation categorizes information from project references appropriately and incorporates the supporting evidence into an argument that validates the problem, purpose, and proposed solution of the project.
Presentation clearly categorizes and incorporates applicable information from project references and applies the basic research well towards validating the problem, purpose, and proposed solution of the project. Collection of references covers most aspects of the project in adequate depth.
Presentation utilizes the categorized information from the references in a clear and comprehensive manner to clearly validate and support the problem, purpose, and proposed solution of the project; Collection of references is comprehensive and supports all aspects of the project.
20.0 %Critical Analysis of Supporting Data
Argument is more of a literature review than a supporting, critical analysis of the reference contributions to the project.
Argument does not utilize reference information adequately to provide support for why the problem, purpose, and proposed solution of the project are valid. Argument is somewhat vague or incomplete.
Argument uses relevant findings from supporting references to present a basic position as to why the problem, purpose, and proposed solution of the project are valid. Minimal acceptable details are provided and are mostly applicable to the subject.
Argument uses reference material in an appropriate manner to convince the reader that the problem, purpose, and possible solution are clearly valid. Subject knowledge appears to be good.
Argument is convincing and clearly articulated with adequate supporting references to validate the problem, purpose, and solution of the project. Argument demonstrates thorough subject knowledge and understanding.
20.0 %Incorporation of a Valid Theory to Support the Project
A valid theory to be incorporated in support of the project is not identified or explained, or a theory is improperly stated. Subject knowledge is not demonstrated or is poorly demonstrated.
Identification and explanation of a valid theory to incorporate in support of the project is somewhat vague or incomplete.
A valid theory is identified and a basic explanation is provided of how the theory is incorporated in support of the project. Minimal acceptable details are pr ...
Top of FormViewG View Grading RubricsCounselor Ethics and Re.docx
Top of Form
ViewG View Grading Rubrics
Counselor Ethics and Responsibilities Paper
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Counselor Values
Analysis of the criteria is not outlined or outlined poorly. Fails to formulate and clearly express own point of view.
Ignores or superficially evaluates the ethical issues. Formulates a vague and indecisive point of view.
Surface level of evaluation of the ethical issues is offered. Minimal rationale presented. Expresses a preference in a personal point of view, but lacks details. Discusses a counseling plan for the client, but lacks supporting rationale.
Describes the process/plan in which counseling would or would not be provided, considering all ethical implications. Subject knowledge appears to be good. Formulates a clear and precise personal point of view. Includes essential knowledge about personal values and attitudes with supporting details and resources.
Comprehensively describes the process/plan in which counseling would or would not be provided, considering all ethical implications. Subject knowledge is excellent. Formulates a clear and precise personal point of view. Clearly describes personal values and attitudes in depth with extensive details and resources.
20.0 %Client Rights
Includes little knowledge about the topic. Subject knowledge is not evident.
Includes little knowledge about the topic with few supporting details. Little subject knowledge is evident. Ignores or superficially evaluates the criteria.
Lists the five ethical principles and discusses how they relate to client rights. Explains how these rights will be incorporated into professional practice with minimal details and/or rationale. Some subject knowledge is evident. Surface level of evaluation of the content is offered.
Presents a detailed outline of the relationship between the five ethical principles and how they relate to client rights. Explains how these principles will be incorporated into professional practice with supporting details, and/or rationale. Informed consent is explicitly and thoroughly addressed in this description. Subject knowledge appears to be good. Analysis is direct, competent, and appropriate for the criteria.
Presents a full detailed in-depth description of the relationship between the five ethical principles and client rights. Explain show these principles will be incorporated into professional practice with extensive details and/or rationale. Informed consent is explicitly and thoroughly addressed in this description. Subject knowledge is excellent. Thoughtfully analyzes and evaluates major points of the criteria.
20.0 %Responsibility to Warn and Protect
Includes little knowledge about the topic. Subject knowledge is not evident. Factors involved in decision making are vague or not present.
Includes little knowledge about the topic with few supporting details. Little subject knowledge is evi ...
Final Assignment for HIS201Book ProjectOver the course of the .docx
Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
CriterionHighProficientAcceptablePoorCommentsWriting.docx
Criterion
High
Proficient
Acceptable
Poor
Comments
Writing
Writing demonstrates clarity, conciseness and correctness; includes thorough details and relevant data and information & very well organized.
Writing is accomplished in terms of clarity and contains only a few errors; includes sufficient details and relevant data and information; well-organized.
Writing lacks clarity or conciseness and contains numerous errors; gives insufficient data and information; lacks organization.
Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized.
Understanding
Demonstrates a sophisticated understanding of the topic(s) and issues.
Demonstrates an accomplished understanding of the topic(s) and issues.
Demonstrates an acceptable understanding of the topic(s)
Demonstrates an inadequate understanding of the topic(s) and issues.
Analysis
Makes appropriate and powerful connections between case and concepts.
Makes appropriate connections between case and concepts.
Makes appropriate but somewhat vague connections between the case and class concepts.
Makes little or no connection between the case and the concepts studied in the readings.
Completeness
Complete in all respects; reflects all requirements.
Complete in most respects; reflects most requirements.
Incomplete in many respects reflects few requirements.
Incomplete in most respects; does not reflect requirements.
Comments:
(Adopted rubric from TESC and others)
.
PHL 212 Final Project Guidelines and Rubric Overview .docx
PHL 212 Final Project Guidelines and Rubric
Overview
You must complete an analytical philosophy paper as your final project.
One of the main tasks of this course is the preparation of an ethical decision-making paper based on the theories learned within the class. Based on the
knowledge that you have acquired in this course and through your own faculties of reason and insight, you will (1) examine in detail an ethical dilemma of your
choosing from the textbook, (2) determine how each of the theories that you have studied in the course would respond to the dilemma, creating an argument for
and an argument against your topic, and (3) give your own perspective.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules One and Three. The final product will be submitted in Module Seven.
This assessment will address the following course outcomes:
Evaluate philosophical theories for their implications to the process of ethical decision making
Apply ethical principles to analyses of practical and classical dilemmas using appropriate philosophical concepts
Construct supporting and refuting arguments for the application of ethical decision making
Employ personal moral framework for effectively critiquing and defending ethical decisions
Prompt
This paper must be written in a scholarly manner using APA formatting and resources from the library and scholarly websites that end in .gov, .edu, .org, .mil.
Nothing will be accepted from open sources such as Wikipedia.
Specifically, the following critical elements must be addressed:
I. Introduction: Compose an introduction that provides background information on the topic and premise of the ethical dilemma, its main arguments, and
a summary of the evidence used to support the arguments.
a. Provide background on the dilemma. What subject is it addressing? What are all of the dimensions and sides to the dilemma? Why have you
chosen this dilemma?
b. Briefly explain the evidence that supports the arguments. What evidence do they use to back up their arguments and support their claims? Is
the evidence free from bias and assumptions? Does it successfully back up a coherent argument?
II. Evaluate a dilemma
a. Analyze a dilemma by considering all dimensions and sides
i. Apply ethical theories to your analysis
ii. Use philosophical concepts appropriate to your analysis
iii. Present a clear explanation of all appropriate dimensions to the selected dilemma
III. Formulate an argument
a. Assertion: Take a position
b. Reason with facts as part of the argument. What facts will you employ to back your assertions? What facts seem plausible to you, despite your
argument? How will you incorporate those into your argument?
c. Critique the evidence as part of your argument. What evidence suppor.
Recommended
What are the skills necessary for the provider to identify, ad
What are the skills necessary for the provider to identify, address, and assess this clinical ethical issue?
What are the provider’s obligations when a patient discloses does he not intent to follow the treatment?
What are the ethical considerations in evaluating a patient’s failure to adhere to a prescribed therapy?
Will you terminate care for this patient? What are the implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Us ...
Stewardship and Governance Paper RubricHigh DistinctionDisti.docx
Stewardship and Governance Paper Rubric
High Distinction
Distinction
Credit
Pass
Fail
Content
45-50
40-44
31-39
25-30
0-24
Introduction and analysis of key theories of governance
You demonstrate clear critical thinking of the case and correctly analyse theories with sources.
You demonstrate a competent level of critical thinking of the case and analyse theories with sources.
You demonstrate some measure of critical thinking of the case and analyse theories with sources
You demonstrate limited critical thinking of the case and analyse theories, lacking sources.
You demonstrate a lack of critical thinking of the case, theories were not analysed, missing sources.
Application of stewardship to governance
19-20
16-18
13-15
10-12
0-9
Application of stewardship theory to effective governance
Thoughtful, well explored and well substantiated
Mostly well thought out and substantiated
Some mention but not thoroughly substantiated in all places
Limited exploration but not substantiated in all places
Few if any, not supported
Ethical/ Biblical
principles
9-10
8
7
5-6
0-3
Recognition and application of appropriate of ethical/ biblical principles
Well integrated and relevant to the issues identified
Strong attempt at integration and relevance
Acceptable applicability/ relevance.
Limited integration/ relevance
No integration/ lacking relevance
Leadership and governance
9-10
8
7
5-6
0-3
Effect of leadership values and beliefs to governance
In depth, clear, well reasoned and very insightful, well supported.
Well reasoned, mostly clear and insightful, well supported.
Acceptable level of reasoning, somewhat clear and somewhat insightful, mostly supported.
Somewhat lacking in substance, not very clear and a few insights, somewhat supported.
Unsubstantiated, lack clarity and insight, not supported.
Structure & mechanics
9-10
8
7
5-6
0-3
· Coherence and organisation
· APA format
An exceptionally clear, concise and coherent essay, critically organised and including all required sections.
Academic conventions are rigorously adhered to throughout the essay, with no errors present.
A clear and coherent essay organised and including all required sections.
Academic conventions are rigorously adhered to throughout the essay, with very few errors present.
A somewhat coherent and organized essay and including most required sections.
Academic conventions are adhered to throughout the essay, with some errors present.
A somewhat focussed, slightly incoherent essay, characterised by some disorganisation and/or missing required sections.
Academic conventions are followed inconsistently, a number of errors present.
An unfocussed, incoherent essay, characterised by disorganisation and/or missing required sections.
Academic conventions are followed inconsistently, a notable number of errors present.
Total
/100
...
Top of Formreviewing the Literature and Theory 1Unsatisfac.docx
Top of Form
reviewing the Literature and Theory
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Literature Review and Supporting Argument
References are not categorized in an appropriately logical manner. Little or no information is given regarding the value of the references in validating the problem, purpose, and proposed solution of the project.
Presentation does an incomplete job of categorizing project references. Review does a superficial or incomplete job of describing the value of references in validating the problem, purpose, and proposed solution of the project.
Presentation categorizes information from project references appropriately and incorporates the supporting evidence into an argument that validates the problem, purpose, and proposed solution of the project.
Presentation clearly categorizes and incorporates applicable information from project references and applies the basic research well towards validating the problem, purpose, and proposed solution of the project. Collection of references covers most aspects of the project in adequate depth.
Presentation utilizes the categorized information from the references in a clear and comprehensive manner to clearly validate and support the problem, purpose, and proposed solution of the project; Collection of references is comprehensive and supports all aspects of the project.
20.0 %Critical Analysis of Supporting Data
Argument is more of a literature review than a supporting, critical analysis of the reference contributions to the project.
Argument does not utilize reference information adequately to provide support for why the problem, purpose, and proposed solution of the project are valid. Argument is somewhat vague or incomplete.
Argument uses relevant findings from supporting references to present a basic position as to why the problem, purpose, and proposed solution of the project are valid. Minimal acceptable details are provided and are mostly applicable to the subject.
Argument uses reference material in an appropriate manner to convince the reader that the problem, purpose, and possible solution are clearly valid. Subject knowledge appears to be good.
Argument is convincing and clearly articulated with adequate supporting references to validate the problem, purpose, and solution of the project. Argument demonstrates thorough subject knowledge and understanding.
20.0 %Incorporation of a Valid Theory to Support the Project
A valid theory to be incorporated in support of the project is not identified or explained, or a theory is improperly stated. Subject knowledge is not demonstrated or is poorly demonstrated.
Identification and explanation of a valid theory to incorporate in support of the project is somewhat vague or incomplete.
A valid theory is identified and a basic explanation is provided of how the theory is incorporated in support of the project. Minimal acceptable details are pr ...
Top of FormViewG View Grading RubricsCounselor Ethics and Re.docx
Top of Form
ViewG View Grading Rubrics
Counselor Ethics and Responsibilities Paper
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Counselor Values
Analysis of the criteria is not outlined or outlined poorly. Fails to formulate and clearly express own point of view.
Ignores or superficially evaluates the ethical issues. Formulates a vague and indecisive point of view.
Surface level of evaluation of the ethical issues is offered. Minimal rationale presented. Expresses a preference in a personal point of view, but lacks details. Discusses a counseling plan for the client, but lacks supporting rationale.
Describes the process/plan in which counseling would or would not be provided, considering all ethical implications. Subject knowledge appears to be good. Formulates a clear and precise personal point of view. Includes essential knowledge about personal values and attitudes with supporting details and resources.
Comprehensively describes the process/plan in which counseling would or would not be provided, considering all ethical implications. Subject knowledge is excellent. Formulates a clear and precise personal point of view. Clearly describes personal values and attitudes in depth with extensive details and resources.
20.0 %Client Rights
Includes little knowledge about the topic. Subject knowledge is not evident.
Includes little knowledge about the topic with few supporting details. Little subject knowledge is evident. Ignores or superficially evaluates the criteria.
Lists the five ethical principles and discusses how they relate to client rights. Explains how these rights will be incorporated into professional practice with minimal details and/or rationale. Some subject knowledge is evident. Surface level of evaluation of the content is offered.
Presents a detailed outline of the relationship between the five ethical principles and how they relate to client rights. Explains how these principles will be incorporated into professional practice with supporting details, and/or rationale. Informed consent is explicitly and thoroughly addressed in this description. Subject knowledge appears to be good. Analysis is direct, competent, and appropriate for the criteria.
Presents a full detailed in-depth description of the relationship between the five ethical principles and client rights. Explain show these principles will be incorporated into professional practice with extensive details and/or rationale. Informed consent is explicitly and thoroughly addressed in this description. Subject knowledge is excellent. Thoughtfully analyzes and evaluates major points of the criteria.
20.0 %Responsibility to Warn and Protect
Includes little knowledge about the topic. Subject knowledge is not evident. Factors involved in decision making are vague or not present.
Includes little knowledge about the topic with few supporting details. Little subject knowledge is evi ...
Final Assignment for HIS201Book ProjectOver the course of the .docx
Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
CriterionHighProficientAcceptablePoorCommentsWriting.docx
Criterion
High
Proficient
Acceptable
Poor
Comments
Writing
Writing demonstrates clarity, conciseness and correctness; includes thorough details and relevant data and information & very well organized.
Writing is accomplished in terms of clarity and contains only a few errors; includes sufficient details and relevant data and information; well-organized.
Writing lacks clarity or conciseness and contains numerous errors; gives insufficient data and information; lacks organization.
Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized.
Understanding
Demonstrates a sophisticated understanding of the topic(s) and issues.
Demonstrates an accomplished understanding of the topic(s) and issues.
Demonstrates an acceptable understanding of the topic(s)
Demonstrates an inadequate understanding of the topic(s) and issues.
Analysis
Makes appropriate and powerful connections between case and concepts.
Makes appropriate connections between case and concepts.
Makes appropriate but somewhat vague connections between the case and class concepts.
Makes little or no connection between the case and the concepts studied in the readings.
Completeness
Complete in all respects; reflects all requirements.
Complete in most respects; reflects most requirements.
Incomplete in many respects reflects few requirements.
Incomplete in most respects; does not reflect requirements.
Comments:
(Adopted rubric from TESC and others)
.
PHL 212 Final Project Guidelines and Rubric Overview .docx
PHL 212 Final Project Guidelines and Rubric
Overview
You must complete an analytical philosophy paper as your final project.
One of the main tasks of this course is the preparation of an ethical decision-making paper based on the theories learned within the class. Based on the
knowledge that you have acquired in this course and through your own faculties of reason and insight, you will (1) examine in detail an ethical dilemma of your
choosing from the textbook, (2) determine how each of the theories that you have studied in the course would respond to the dilemma, creating an argument for
and an argument against your topic, and (3) give your own perspective.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules One and Three. The final product will be submitted in Module Seven.
This assessment will address the following course outcomes:
Evaluate philosophical theories for their implications to the process of ethical decision making
Apply ethical principles to analyses of practical and classical dilemmas using appropriate philosophical concepts
Construct supporting and refuting arguments for the application of ethical decision making
Employ personal moral framework for effectively critiquing and defending ethical decisions
Prompt
This paper must be written in a scholarly manner using APA formatting and resources from the library and scholarly websites that end in .gov, .edu, .org, .mil.
Nothing will be accepted from open sources such as Wikipedia.
Specifically, the following critical elements must be addressed:
I. Introduction: Compose an introduction that provides background information on the topic and premise of the ethical dilemma, its main arguments, and
a summary of the evidence used to support the arguments.
a. Provide background on the dilemma. What subject is it addressing? What are all of the dimensions and sides to the dilemma? Why have you
chosen this dilemma?
b. Briefly explain the evidence that supports the arguments. What evidence do they use to back up their arguments and support their claims? Is
the evidence free from bias and assumptions? Does it successfully back up a coherent argument?
II. Evaluate a dilemma
a. Analyze a dilemma by considering all dimensions and sides
i. Apply ethical theories to your analysis
ii. Use philosophical concepts appropriate to your analysis
iii. Present a clear explanation of all appropriate dimensions to the selected dilemma
III. Formulate an argument
a. Assertion: Take a position
b. Reason with facts as part of the argument. What facts will you employ to back your assertions? What facts seem plausible to you, despite your
argument? How will you incorporate those into your argument?
c. Critique the evidence as part of your argument. What evidence suppor.
Trends & Issues Presentation RubricMastery(4 pts)Proficien.docx
Trends & Issues Presentation Rubric
Mastery
(4 pts)
Proficient
(3 pts)
Developing (2 pts)
Beginning
(1 pt)
Content
Topic is tightly focused and relevant; presentation contains accurate information with no fact errors.
Topic is adequately focused and relevant; major facts are accurate and generally complete.
Topic would benefit from more focus; presentation contains some fact errors or omissions.
Topic lacks relevance or focus; presentation contains multiple fact errors.
Documentation
Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook.
Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook.
Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook.
Little or no message support provided for major ideas; little or no references provided.
Completeness
Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides.
Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides.
Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long.
Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long.
Organization/
Clarity
Ideas are presented in logical order with effective transitions; presentation is clear and concise.
Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable.
Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear.
Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear.
Grammar/Mechanics
Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations.
Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations.
Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations.
Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations.
Peer Feedback
Student provided thorough and clear feedback to two classmates’ presentations.
Student provided adequate feedback to two classmates’ presentations.
Student provided feedback to one classmate’s presentation.
Student did not provide feedback to classmates’ present ...
Need help with this assignmentPreliminary research is attached w.docx
Need help with this assignment
Preliminary research is attached with sources. Also a sample is attached to give you an idea of how it should be formatted.
Evaluate a Source
ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
1. Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
2. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
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. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?
❒ Have you provided the source title?
❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?
❒ Have you used specific examples from the source to illustrate your judgment on credibility?
❒ Have you provided a judgment on the source's usefulness?
❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
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 types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
2. How do you feel this ev.
Essay RubricCriteriaExcellentVery GoodGoodSatisfactory.docx
Essay Rubric
Criteria
Excellent
Very Good
Good
Satisfactory
Unsatisfactory
Argument & Analysis
The argument is presented clearly and defended throughout. Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of analysis. Essay provides significant insight into the area of interest
The argument is mostly presented clearly and defended throughout. Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of analysis. Essay provides good insight into the area of interest.
The argument is generally presented clearly and defended throughout. Demonstrates a good level of knowledge of some of the core concepts by providing some level of analysis. Essay provides some insight into the area of interest
The argument could be better developed and more clearly presented and defended. Demonstrates some knowledge and understanding of core concepts by providing a limited level of analysis. Essay provides few insights into the area of interest.
The argument is absent altogether or poorly presented and defended. Demonstrates little, if any, knowledge or understanding of the core concepts with extremely limited, if any, analysis. Essay based on misinformed/misguided approach.
Research
The argument consistently uses a wide range of high quality, appropriate and credible sources effectively. The essay demonstrates excellent research skills.
The argument mostly uses a range of high quality, appropriate and credible sources effectively. The essay demonstrates very good research skills.
The argument generally uses a range of high quality, appropriate and credible sources effectively. The essay demonstrates good research skills.
The argument sometimes uses a limited range variety of high quality, appropriate and credible sources effectively. The essay demonstrates some research skills.
The argument is loosely supported by a limited range of poor quality resources. It demonstrates little if any research skills.
Organisation
The ideas are arranged in an extremely logical, structured and coherent manner. Transition statements guide the reader from one section/idea to the next. The essay begins with a extremely well constructed introduction and concludes with a sophisticated summary of the argument and its support.
The ideas are arranged in a logical, structured and coherent way throughout. Transition statements guide the reader from one section/idea to the next. The essay begins with a well constructed introduction and concludes with an effective summary of the argument and its support.
The ideas are generally arranged in a logical, somewhat structured and coherent manner. Transition statements are generally used to guide the reader from one idea / section to the next. The essay begins with an introduction that answers the question and provides some indication of what is to follow and ends with a conclusion.
There is some logic to the way in which the ideas/argum ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Online Discussion Rubric Criteria Levels of Achi.docx
Online Discussion Rubric
Criteria
Levels of Achievement
Excellent Very Good Good Adequate Marginal Inadequate
Analytic
Reasoning &
Evaluation
7 Points
Asserts an
insightful position
and provides
multiple sound
reasons to justify it.
Provides an
analysis that
reflects a thorough
consideration of
the complexity of
the issue.
6.65 Points
States a thoughtful
position and provides
multiple sound
reasons to justify it.
Provides an analysis
that reflects some
consideration of the
complexity of the
issue.
5.95 Points
States a clear
position and some
sound reasons to
support it.
Provides some
careful analysis,
but it lacks
consideration of
the issue’s
complexity.
5.25 Points
States or implies a
position and
provides few
reasons to support
it. Provides some
superficial analysis
of the issue.
4.55 Points
States or implies a
position and
provides vague or
very few reasons
to support it.
Provides little
analysis, and that
analysis may
reflect an
oversimplification
of the issue.
3.85 Points
States an unclear
position (if any)
and fails to
provide reasons
to support it.
Provides very little
evidence of
analysis. May not
understand the
issue.
Writing
Effectiveness
2 Points
Organizes response
in a logically
cohesive way that
makes it very easy
to follow the
writer’s argument.
Provides valid and
comprehensive
elaboration on
each reason for the
writer’s position.
1.9 Points
Organizes response
in a logically cohesive
way that makes it
fairly easy to follow
the writer’s
argument. Provides
valid elaboration on
each reason for the
writer’s position.
1.7 Points
Organizes
response in a way
that makes the
writer’s argument
and logic apparent
but not obvious.
Provides valid
elaboration on
reasons for the
writer’s position
several times.
1.5 Points
Provides a limited
or somewhat
unclear argument.
Presents relevant
information, but
that information is
not woven into an
argument.
Provides valid
elaboration on
reasons for the
writer’s position a
few times.
1.3 Points
Provides limited,
invalid, overstated
or very unclear
argument. May
undermine own
points. Any
elaboration on the
reasons for the
writer’s position
tends to be vague,
irrelevant,
inaccurate, or
unreliable.
1.1 Points
Fails to develop a
convincing
argument. The
writing may be
disorganized and
confusing. Fails to
provide
elaboration on
reasons for the
writer’s position.
Criteria
Levels of Achievement
Excellent Very Good Good Adequate Marginal Inadequate
Writing
Mechanics
1 Point
Demonstrates
outstanding control
of grammatical
conventions.
Consistently writes
well-constructed,
complex sentences
with varied
structure and
length. Displays
adept use of
vocabulary that is
precise, advance,
and varied.
0.95 Points
Demonstrates very
good control of
grammatical
conventions.
.
LEIS1130 Essay (30) – Trimester 2 2017 - Due Friday 21st Ju.docx
LEIS1130 Essay (30%) – Trimester 2 2017 - Due Friday 21st July 10pm Australia time (Turnitin)
Student: Submitted:
Criteria/
Standards
Poor
<50%
Satisfactory
50-64 %
Good
65-74%
Very Good
75-84%
Excellent
>85%
Research/
Literature
Student demonstrates
inadequate research skills;
literature used is irrelevant
or insufficient; did not use
a minimum of 6 scholarly
sources.
Student demonstrates
adequate research skills;
some literature used is
irrelevant but includes 6
scholarly references.
Student demonstrates
good research skills;
good choice of
literature; 6 relevant
scholarly references.
Student demonstrates very
good research skills; very
good choice of literature;
6 or more scholarly
references.
Student demonstrates
outstanding research skills;
excellent choice of
literature; 6 or more
scholarly references.
Knowledge/
Understanding
Poor knowledge and
understanding of the
chosen topic; student has
not read sufficient and/or
appropriate material to
engage with key concepts
and issues.
Satisfactory knowledge and
understanding of the
chosen topic; evidence of
sufficient reading on the
topic but limited critical
engagement with key
concepts and issues.
Good knowledge and
understanding of the
chosen topic; evidence of
sufficient reading and
emerging critical
engagement with key
concepts and issues.
Very good knowledge
and understanding of
the chosen topic;
evidence of wide
reading and sound
critical engagement
with key concepts and
issues.
Excellent knowledge and
understanding of the
chosen topic; evidence of
substantial reading and
sophisticated critical
engagement with key
concepts and issues.
Discussion/
Argument
Unsatisfactory -
argument irrelevant
and/or lacks logic; aim
and purpose of the essay
was not stated in the
Introduction; little or no
critical insight; poor
synthesis of theoretical
and conceptual material;
weak or no conclusion.
Satisfactory - but at times
argument lacks relevance
and/or logic; aim and
purpose of the essay could
be more clearly stated in
the Introduction; some
critical insight; basic
synthesis of theoretical and
conceptual material; weak
conclusion.
Good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; good critical
insight; good synthesis of
theoretical and
conceptual material; good
conclusion.
Very good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; very good
critical insight; very good
synthesis of theoretical
and conceptual material;
very good conclusion.
Excellent - original, relevant
and logical argument;
excellent critical insight; aim
and purpose of the essay is
clearly stated in the
Introduction; excellent
synthesis of theoretical and
conceptual material; strong
conclusion.
Writing/
Structure
Poor - frequent
typographical, spelling,
punct ...
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
Writing Assignment RubricA (15)B (13)C (11)DF (8)Scor.docx
Writing Assignment Rubric
A (15)
B (13)
C (11)
D/F (8)
Score
Focus:
Purpose
Purpose is clear
Shows awareness of purpose
Shows limited awareness of purpose
No awareness
Main idea
Clearly presents the main idea and supports it throughout the paper.
There is a main idea supported throughout most of the paper.
The vague sense of the main idea weakly supported throughout the paper.
No main idea
Organization: Overall
Well-planned and well thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
Good overall organization includes the main organizational tools.
There is a sense of organization, although some of the organizational tools are used weakly or missing
No sense of organization
Content
Exceptionally well-presented and argued; ideas are detailed, well developed, supported with specific evidence &
facts, as well as examples and specific details.
Well-presented and argued; ideas are detailed, developed and supported with evidence and details, mostly specific.
Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, but usually of a generalized nature.
Content is not sound
Research (if assignment includes a research component)
Sources are exceptionally well-integrated, and they support claims argued in the paper very effectively. Quotations and Works Cited conform to APA style sheet.
Sources are well integrated and support the paper’s claims. There may be occasional errors, but the sources and Works Cited conform to APA style sheet.
Sources support some claims made in the paper but might not be integrated well within the paper’s argument. There may be a few errors in APA style.
The paper does not use adequate research or if it does, the sources are not integrated well. They are not cited correctly according to APA style, nor listed correctly on the Works
Cited page.
Grammar &
Mechanics
Excellent grammar, spelling, syntax, and punctuation.
A few errors in grammar, spelling, syntax, and punctuation, but not many.
Shows a pattern of errors in spelling, grammar, syntax and/or punctuation. It could also be a sign of a lack of proof-reading.
Continuous errors
APA
Guidelines
Uses APA guidelines accurately and consistently to cite sources and formatting
Uses APA
guidelines with minor violations to cite sources and formatting
Reflects incomplete knowledge of APA guidelines
It does not use APA guidelines.
Total
APA Reference
Research Question
Type of Study
Research Design
Sample, Sample Size, and How Selected
Instruments Used, Reliability and Validity, Data Collection Methods
Results (including statistical analysis
Consistent with other Literature)
Limitations
...
There are two broad approaches to financing health care a market-ba.docx
There are two broad approaches to financing health care: a market-based approach and a government-financed approach. For each approach, answer the following questions:
Who is provided access?
How much coverage is provided?
How are the services paid for?
How does reimbursement apply?
Are there limitations on care?
What guides care decisions for patients?
What is the quality of services?
Are there competitive options?
How much are prevention and wellness emphasized?
How are health care costs managed and controlled?
How are medical advances generated?
How is health care reform established?
In addition, offer any further advantages and/or disadvantages you have gleaned from your research.
The information above can be presented in one of the following formats as long as there are full sentences and examples:
Short-answer format
Outline
Table
Next, in a short narrative (one for each approach), explain what component you feel requires the most reform in order to finance a health care system that covers all, or most, people. Justify your rationale.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Health Care Financing
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %
Content
25.0 %
Health Care Financing: Market-Based
Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteria is not outlined or outlined poorly. Does not distinguish between advantages and disadvantages.
Includes little knowledge about some components with few supporting details and examples. Little subject knowledge is evident. Ignores or superficially evaluates the criteria. Draws unwarranted or fallacious conclusions. Recognizes advantages and disadvantages without providing rationale.
Includes knowledge about each component with supporting details and examples. Some subject knowledge is evident. Surface-level evaluation of the content is offered. Describes basic advantages and disadvantages.
Includes essential knowledge about each component with supporting details and examples. Subject knowledge appears to be good. Analysis is direct, competent, and appropriate for the criteria.
Covers each component in depth with extensive details and examples. Subject knowledge is excellent. Thoughtfully analyzes and evaluates major points of the criteria. Draws warranted, judicious, nonfallacious conclusions. Identifies the salient arguments (reasons and claims) and advantages and disadvantages, providing explicit examples and details.
25.0 %
Health Care Financing: Government-Financed
Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteri.
DetailsThis assignment requires you to interview one person and r.docx
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
PLEASE I NEED YOU TO BE CAREFUL WITH THIS ASSIGNMENT, IT HAS AN INTERVIEW AND THEN AN ANALYSIS OF THAT INTERWIEW. ANALIZE ALL THE ASPECTS THE PROFESSOR IS ASKING FOR AND THE RUBRIC FOR THAT ASSIGNMENT. I NEED TO IMPROVE MY GRADES BECAUSE THE OTHER GRADES FROM THE PREVIOUS ASSIGNMENTS ARE TOO BAD.
RUBRICS
Benchmark Assignment - Spiritual Needs Assessment and Ref.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Form 1009WWritten Communication AssessmentIntroduction.docx
Form 1009W
Written Communication Assessment
Introduction 0 Points
Missing
thesis.
1 Points
Weak thesis
2 Points
Thesis is not
focused or
relevant to
the writer's
purpose.
3 Points
Thesis is
partially
focused or
relevant to
the writer's
purpose.
4 Points
Thesis is
sufficiently
stated and
focused.
5 Points
Thesis is
clearly
stated,
focused, and
specific.
Development
-Support
0 Points
Major points
do not
support
thesis.
1 Points
Major points
offer weak
support for
thesis or are
poorly
developed.
2 Points
Major points
partially
support
thesis.
3 Points
Major points
sufficiently
support
thesis.
4 Points
Major points
fully support
thesis.
5 Points
Major and
minor points
fully support
thesis
throughout.
Development-
Points of View
0 Points
Fails to
consider any
other points
of view.
1 Points
Mentions one
additional
point of view.
2 Points
Presents
other points
of view but
does not
reason
through
them.
3 Points
Presents
other points
of view and
partially
reasons
through
them.
4 Points
Discusses
multiple
points of
view.
5 Points
Thoroughly
introduces
and
discusses
multiple
points of
view.
Development
-Sequencing
0 Points
No rational
sequencing
of
major/minor
points.
1 Points
Sequencing of
major/minor
points confuses
writer's purpose.
2 Points
Sequencing of
major/minor
points displays
weak support
for writer's
purpose.
3 Points
Sequencing of
major/minor
points partially
supports
writer's purpose
4 Points
Sequencing of
major/minor
points effectively
supports writer's
purpose
5 Points
Superb
sequencing of
major/minor
points
thoroughly
supports
writer's purpose
Name
Description
Rubric Detail
Criteria
Levels of Achievement
Failed Unsatisfactory Marginal Developing Proficient Exemplary
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
Development-
Analysis
0 Points
Fails to show
how
evidence
supports
main
points/thesis.
1 Points
Minimal
analysis to link
evidence to
main
points/thesis.
2 Points
Partial
analysis of
evidence to
show how it
supports
main
points/thesis.
3 Points
Some
analysis of
evidence to
show how it
supports
main
points/thesis.
4 Points
Clear
reasoning
that
sufficiently
ties
supporting
evidence to
main
points/thesis.
5 Points
Clear and
thorough
reasoning
that shows
how
evidence
supports
main
points/thesis.
Development-
Transitions/Flow
0 Points
No
transitions.
1 Points
Weak
transitions
throughout
disrupt flow.
2 Points
Several
transitions
are weak or
unclear.
3 Points
Transitions
are mostly
sufficient to
maintain flow.
4 Points
Transitions
effectively
connect
major/minor
points.
5 Points
Smooth
transitions
throughout
enhance
readability.
Conclusion 0 Points
No
conclusion.
1 Points
Conclusion
Does not
support the
thesis, is
disconnected
from the
evidence and
re ...
PHI103.W5A1.10.2013DescriptionTotal Possible Score 10.00.docx
PHI103.W5A1.10.2013
Description
:
Total Possible Score
: 10.00
Identifies the Issue That Is Addressed in the Argument
Total: 1.00
Distinguished - Clearly and accurately identifies the issue that is addressed in the argument.
Proficient - Accurately identifies the issue that is addressed in the argument. The identification is slightly unclear or imprecise.
Basic - Identifies the issue that is addressed in the argument. The identification is unclear or imprecise.
Below Expectations - Misidentifies the issue that is addressed in the argument. The identification is significantly unclear, imprecise, and/or inaccurate.
Non-Performance - The identification of the issue that is addressed in the argument is either nonexistent or lacks the components described in the assignment instructions.
Explains the Argument and Identifies the Premises and Conclusions
Total: 1.50
Distinguished - Accurately explains the argument and clearly identifies all relevant premises and conclusions.
Proficient - Accurately explains the argument and identifies most relevant premises and conclusions.
Basic - Explains the argument and identifies some relevant premises and conclusions. The explanation may be somewhat unclear or inaccurate.
Below Expectations - Inaccurately and/or unclearly explains the argument and identifies few or no relevant premises and conclusions.
Non-Performance - The explanation of the argument and the identification of the relevant premises and conclusions are either nonexistent or lack the components described in the assignment instructions.
Evaluates the Argument’s Validity, Soundness, and/or Strength
Total: 1.50
Distinguished - Accurately and clearly evaluates the argument. The evaluation includes proper identification of inductive or deductive reasoning as well as validity, soundness, and/or strength where applicable.
Proficient - Accurately evaluates the argument. The evaluation includes proper identification of inductive or deductive reasoning as well as validity, soundness, and/or strength where applicable. Minor details are missing or unclear.
Basic - Evaluates the argument. The evaluation includes identification of inductive or deductive reasoning as well as validity, soundness, and/or strength, but relevant details are missing, unclear, or inaccurate.
Below Expectations - Inaccurately and/or unclearly evaluates the argument. The evaluation may not identify inductive or deductive reasoning, validity, soundness, and/or strength.
Non-Performance - The evaluation of the argument is either nonexistent or lacks the components described in the assignment instructions.
Creates a Counterargument With Supporting Premises
Total: 1.50
Distinguished - Creates a clear counterargument with supporting premises that are fully grounded in logical reasoning and/or factual evidence. The counterargument is strong if inductive, and valid and sound if deductive.
Proficient - Creates a mostly clear counterargument with supporting premises that are adequately grou.
Case Study RubricCriterionStrongAverageWeakInt.docx
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docx
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
More Related Content
Similar to Case study RubricCriterionOutstanding 3.75Very Good 3 .docx
Trends & Issues Presentation RubricMastery(4 pts)Proficien.docx
Trends & Issues Presentation Rubric
Mastery
(4 pts)
Proficient
(3 pts)
Developing (2 pts)
Beginning
(1 pt)
Content
Topic is tightly focused and relevant; presentation contains accurate information with no fact errors.
Topic is adequately focused and relevant; major facts are accurate and generally complete.
Topic would benefit from more focus; presentation contains some fact errors or omissions.
Topic lacks relevance or focus; presentation contains multiple fact errors.
Documentation
Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook.
Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook.
Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook.
Little or no message support provided for major ideas; little or no references provided.
Completeness
Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides.
Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides.
Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long.
Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long.
Organization/
Clarity
Ideas are presented in logical order with effective transitions; presentation is clear and concise.
Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable.
Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear.
Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear.
Grammar/Mechanics
Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations.
Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations.
Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations.
Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations.
Peer Feedback
Student provided thorough and clear feedback to two classmates’ presentations.
Student provided adequate feedback to two classmates’ presentations.
Student provided feedback to one classmate’s presentation.
Student did not provide feedback to classmates’ present ...
Need help with this assignmentPreliminary research is attached w.docx
Need help with this assignment
Preliminary research is attached with sources. Also a sample is attached to give you an idea of how it should be formatted.
Evaluate a Source
ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
1. Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
2. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
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. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?
❒ Have you provided the source title?
❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?
❒ Have you used specific examples from the source to illustrate your judgment on credibility?
❒ Have you provided a judgment on the source's usefulness?
❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
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 types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
2. How do you feel this ev.
Essay RubricCriteriaExcellentVery GoodGoodSatisfactory.docx
Essay Rubric
Criteria
Excellent
Very Good
Good
Satisfactory
Unsatisfactory
Argument & Analysis
The argument is presented clearly and defended throughout. Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of analysis. Essay provides significant insight into the area of interest
The argument is mostly presented clearly and defended throughout. Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of analysis. Essay provides good insight into the area of interest.
The argument is generally presented clearly and defended throughout. Demonstrates a good level of knowledge of some of the core concepts by providing some level of analysis. Essay provides some insight into the area of interest
The argument could be better developed and more clearly presented and defended. Demonstrates some knowledge and understanding of core concepts by providing a limited level of analysis. Essay provides few insights into the area of interest.
The argument is absent altogether or poorly presented and defended. Demonstrates little, if any, knowledge or understanding of the core concepts with extremely limited, if any, analysis. Essay based on misinformed/misguided approach.
Research
The argument consistently uses a wide range of high quality, appropriate and credible sources effectively. The essay demonstrates excellent research skills.
The argument mostly uses a range of high quality, appropriate and credible sources effectively. The essay demonstrates very good research skills.
The argument generally uses a range of high quality, appropriate and credible sources effectively. The essay demonstrates good research skills.
The argument sometimes uses a limited range variety of high quality, appropriate and credible sources effectively. The essay demonstrates some research skills.
The argument is loosely supported by a limited range of poor quality resources. It demonstrates little if any research skills.
Organisation
The ideas are arranged in an extremely logical, structured and coherent manner. Transition statements guide the reader from one section/idea to the next. The essay begins with a extremely well constructed introduction and concludes with a sophisticated summary of the argument and its support.
The ideas are arranged in a logical, structured and coherent way throughout. Transition statements guide the reader from one section/idea to the next. The essay begins with a well constructed introduction and concludes with an effective summary of the argument and its support.
The ideas are generally arranged in a logical, somewhat structured and coherent manner. Transition statements are generally used to guide the reader from one idea / section to the next. The essay begins with an introduction that answers the question and provides some indication of what is to follow and ends with a conclusion.
There is some logic to the way in which the ideas/argum ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Online Discussion Rubric Criteria Levels of Achi.docx
Online Discussion Rubric
Criteria
Levels of Achievement
Excellent Very Good Good Adequate Marginal Inadequate
Analytic
Reasoning &
Evaluation
7 Points
Asserts an
insightful position
and provides
multiple sound
reasons to justify it.
Provides an
analysis that
reflects a thorough
consideration of
the complexity of
the issue.
6.65 Points
States a thoughtful
position and provides
multiple sound
reasons to justify it.
Provides an analysis
that reflects some
consideration of the
complexity of the
issue.
5.95 Points
States a clear
position and some
sound reasons to
support it.
Provides some
careful analysis,
but it lacks
consideration of
the issue’s
complexity.
5.25 Points
States or implies a
position and
provides few
reasons to support
it. Provides some
superficial analysis
of the issue.
4.55 Points
States or implies a
position and
provides vague or
very few reasons
to support it.
Provides little
analysis, and that
analysis may
reflect an
oversimplification
of the issue.
3.85 Points
States an unclear
position (if any)
and fails to
provide reasons
to support it.
Provides very little
evidence of
analysis. May not
understand the
issue.
Writing
Effectiveness
2 Points
Organizes response
in a logically
cohesive way that
makes it very easy
to follow the
writer’s argument.
Provides valid and
comprehensive
elaboration on
each reason for the
writer’s position.
1.9 Points
Organizes response
in a logically cohesive
way that makes it
fairly easy to follow
the writer’s
argument. Provides
valid elaboration on
each reason for the
writer’s position.
1.7 Points
Organizes
response in a way
that makes the
writer’s argument
and logic apparent
but not obvious.
Provides valid
elaboration on
reasons for the
writer’s position
several times.
1.5 Points
Provides a limited
or somewhat
unclear argument.
Presents relevant
information, but
that information is
not woven into an
argument.
Provides valid
elaboration on
reasons for the
writer’s position a
few times.
1.3 Points
Provides limited,
invalid, overstated
or very unclear
argument. May
undermine own
points. Any
elaboration on the
reasons for the
writer’s position
tends to be vague,
irrelevant,
inaccurate, or
unreliable.
1.1 Points
Fails to develop a
convincing
argument. The
writing may be
disorganized and
confusing. Fails to
provide
elaboration on
reasons for the
writer’s position.
Criteria
Levels of Achievement
Excellent Very Good Good Adequate Marginal Inadequate
Writing
Mechanics
1 Point
Demonstrates
outstanding control
of grammatical
conventions.
Consistently writes
well-constructed,
complex sentences
with varied
structure and
length. Displays
adept use of
vocabulary that is
precise, advance,
and varied.
0.95 Points
Demonstrates very
good control of
grammatical
conventions.
.
LEIS1130 Essay (30) – Trimester 2 2017 - Due Friday 21st Ju.docx
LEIS1130 Essay (30%) – Trimester 2 2017 - Due Friday 21st July 10pm Australia time (Turnitin)
Student: Submitted:
Criteria/
Standards
Poor
<50%
Satisfactory
50-64 %
Good
65-74%
Very Good
75-84%
Excellent
>85%
Research/
Literature
Student demonstrates
inadequate research skills;
literature used is irrelevant
or insufficient; did not use
a minimum of 6 scholarly
sources.
Student demonstrates
adequate research skills;
some literature used is
irrelevant but includes 6
scholarly references.
Student demonstrates
good research skills;
good choice of
literature; 6 relevant
scholarly references.
Student demonstrates very
good research skills; very
good choice of literature;
6 or more scholarly
references.
Student demonstrates
outstanding research skills;
excellent choice of
literature; 6 or more
scholarly references.
Knowledge/
Understanding
Poor knowledge and
understanding of the
chosen topic; student has
not read sufficient and/or
appropriate material to
engage with key concepts
and issues.
Satisfactory knowledge and
understanding of the
chosen topic; evidence of
sufficient reading on the
topic but limited critical
engagement with key
concepts and issues.
Good knowledge and
understanding of the
chosen topic; evidence of
sufficient reading and
emerging critical
engagement with key
concepts and issues.
Very good knowledge
and understanding of
the chosen topic;
evidence of wide
reading and sound
critical engagement
with key concepts and
issues.
Excellent knowledge and
understanding of the
chosen topic; evidence of
substantial reading and
sophisticated critical
engagement with key
concepts and issues.
Discussion/
Argument
Unsatisfactory -
argument irrelevant
and/or lacks logic; aim
and purpose of the essay
was not stated in the
Introduction; little or no
critical insight; poor
synthesis of theoretical
and conceptual material;
weak or no conclusion.
Satisfactory - but at times
argument lacks relevance
and/or logic; aim and
purpose of the essay could
be more clearly stated in
the Introduction; some
critical insight; basic
synthesis of theoretical and
conceptual material; weak
conclusion.
Good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; good critical
insight; good synthesis of
theoretical and
conceptual material; good
conclusion.
Very good - relevant and
logical argument; aim and
purpose of the essay is
clearly stated in the
Introduction; very good
critical insight; very good
synthesis of theoretical
and conceptual material;
very good conclusion.
Excellent - original, relevant
and logical argument;
excellent critical insight; aim
and purpose of the essay is
clearly stated in the
Introduction; excellent
synthesis of theoretical and
conceptual material; strong
conclusion.
Writing/
Structure
Poor - frequent
typographical, spelling,
punct ...
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
Writing Assignment RubricA (15)B (13)C (11)DF (8)Scor.docx
Writing Assignment Rubric
A (15)
B (13)
C (11)
D/F (8)
Score
Focus:
Purpose
Purpose is clear
Shows awareness of purpose
Shows limited awareness of purpose
No awareness
Main idea
Clearly presents the main idea and supports it throughout the paper.
There is a main idea supported throughout most of the paper.
The vague sense of the main idea weakly supported throughout the paper.
No main idea
Organization: Overall
Well-planned and well thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
Good overall organization includes the main organizational tools.
There is a sense of organization, although some of the organizational tools are used weakly or missing
No sense of organization
Content
Exceptionally well-presented and argued; ideas are detailed, well developed, supported with specific evidence &
facts, as well as examples and specific details.
Well-presented and argued; ideas are detailed, developed and supported with evidence and details, mostly specific.
Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, but usually of a generalized nature.
Content is not sound
Research (if assignment includes a research component)
Sources are exceptionally well-integrated, and they support claims argued in the paper very effectively. Quotations and Works Cited conform to APA style sheet.
Sources are well integrated and support the paper’s claims. There may be occasional errors, but the sources and Works Cited conform to APA style sheet.
Sources support some claims made in the paper but might not be integrated well within the paper’s argument. There may be a few errors in APA style.
The paper does not use adequate research or if it does, the sources are not integrated well. They are not cited correctly according to APA style, nor listed correctly on the Works
Cited page.
Grammar &
Mechanics
Excellent grammar, spelling, syntax, and punctuation.
A few errors in grammar, spelling, syntax, and punctuation, but not many.
Shows a pattern of errors in spelling, grammar, syntax and/or punctuation. It could also be a sign of a lack of proof-reading.
Continuous errors
APA
Guidelines
Uses APA guidelines accurately and consistently to cite sources and formatting
Uses APA
guidelines with minor violations to cite sources and formatting
Reflects incomplete knowledge of APA guidelines
It does not use APA guidelines.
Total
APA Reference
Research Question
Type of Study
Research Design
Sample, Sample Size, and How Selected
Instruments Used, Reliability and Validity, Data Collection Methods
Results (including statistical analysis
Consistent with other Literature)
Limitations
...
There are two broad approaches to financing health care a market-ba.docx
There are two broad approaches to financing health care: a market-based approach and a government-financed approach. For each approach, answer the following questions:
Who is provided access?
How much coverage is provided?
How are the services paid for?
How does reimbursement apply?
Are there limitations on care?
What guides care decisions for patients?
What is the quality of services?
Are there competitive options?
How much are prevention and wellness emphasized?
How are health care costs managed and controlled?
How are medical advances generated?
How is health care reform established?
In addition, offer any further advantages and/or disadvantages you have gleaned from your research.
The information above can be presented in one of the following formats as long as there are full sentences and examples:
Short-answer format
Outline
Table
Next, in a short narrative (one for each approach), explain what component you feel requires the most reform in order to finance a health care system that covers all, or most, people. Justify your rationale.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Health Care Financing
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %
Content
25.0 %
Health Care Financing: Market-Based
Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteria is not outlined or outlined poorly. Does not distinguish between advantages and disadvantages.
Includes little knowledge about some components with few supporting details and examples. Little subject knowledge is evident. Ignores or superficially evaluates the criteria. Draws unwarranted or fallacious conclusions. Recognizes advantages and disadvantages without providing rationale.
Includes knowledge about each component with supporting details and examples. Some subject knowledge is evident. Surface-level evaluation of the content is offered. Describes basic advantages and disadvantages.
Includes essential knowledge about each component with supporting details and examples. Subject knowledge appears to be good. Analysis is direct, competent, and appropriate for the criteria.
Covers each component in depth with extensive details and examples. Subject knowledge is excellent. Thoughtfully analyzes and evaluates major points of the criteria. Draws warranted, judicious, nonfallacious conclusions. Identifies the salient arguments (reasons and claims) and advantages and disadvantages, providing explicit examples and details.
25.0 %
Health Care Financing: Government-Financed
Includes little knowledge about each component. Subject knowledge is not evident. Analysis of the criteri.
DetailsThis assignment requires you to interview one person and r.docx
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
PLEASE I NEED YOU TO BE CAREFUL WITH THIS ASSIGNMENT, IT HAS AN INTERVIEW AND THEN AN ANALYSIS OF THAT INTERWIEW. ANALIZE ALL THE ASPECTS THE PROFESSOR IS ASKING FOR AND THE RUBRIC FOR THAT ASSIGNMENT. I NEED TO IMPROVE MY GRADES BECAUSE THE OTHER GRADES FROM THE PREVIOUS ASSIGNMENTS ARE TOO BAD.
RUBRICS
Benchmark Assignment - Spiritual Needs Assessment and Ref.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Form 1009WWritten Communication AssessmentIntroduction.docx
Form 1009W
Written Communication Assessment
Introduction 0 Points
Missing
thesis.
1 Points
Weak thesis
2 Points
Thesis is not
focused or
relevant to
the writer's
purpose.
3 Points
Thesis is
partially
focused or
relevant to
the writer's
purpose.
4 Points
Thesis is
sufficiently
stated and
focused.
5 Points
Thesis is
clearly
stated,
focused, and
specific.
Development
-Support
0 Points
Major points
do not
support
thesis.
1 Points
Major points
offer weak
support for
thesis or are
poorly
developed.
2 Points
Major points
partially
support
thesis.
3 Points
Major points
sufficiently
support
thesis.
4 Points
Major points
fully support
thesis.
5 Points
Major and
minor points
fully support
thesis
throughout.
Development-
Points of View
0 Points
Fails to
consider any
other points
of view.
1 Points
Mentions one
additional
point of view.
2 Points
Presents
other points
of view but
does not
reason
through
them.
3 Points
Presents
other points
of view and
partially
reasons
through
them.
4 Points
Discusses
multiple
points of
view.
5 Points
Thoroughly
introduces
and
discusses
multiple
points of
view.
Development
-Sequencing
0 Points
No rational
sequencing
of
major/minor
points.
1 Points
Sequencing of
major/minor
points confuses
writer's purpose.
2 Points
Sequencing of
major/minor
points displays
weak support
for writer's
purpose.
3 Points
Sequencing of
major/minor
points partially
supports
writer's purpose
4 Points
Sequencing of
major/minor
points effectively
supports writer's
purpose
5 Points
Superb
sequencing of
major/minor
points
thoroughly
supports
writer's purpose
Name
Description
Rubric Detail
Criteria
Levels of Achievement
Failed Unsatisfactory Marginal Developing Proficient Exemplary
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
Development-
Analysis
0 Points
Fails to show
how
evidence
supports
main
points/thesis.
1 Points
Minimal
analysis to link
evidence to
main
points/thesis.
2 Points
Partial
analysis of
evidence to
show how it
supports
main
points/thesis.
3 Points
Some
analysis of
evidence to
show how it
supports
main
points/thesis.
4 Points
Clear
reasoning
that
sufficiently
ties
supporting
evidence to
main
points/thesis.
5 Points
Clear and
thorough
reasoning
that shows
how
evidence
supports
main
points/thesis.
Development-
Transitions/Flow
0 Points
No
transitions.
1 Points
Weak
transitions
throughout
disrupt flow.
2 Points
Several
transitions
are weak or
unclear.
3 Points
Transitions
are mostly
sufficient to
maintain flow.
4 Points
Transitions
effectively
connect
major/minor
points.
5 Points
Smooth
transitions
throughout
enhance
readability.
Conclusion 0 Points
No
conclusion.
1 Points
Conclusion
Does not
support the
thesis, is
disconnected
from the
evidence and
re ...
PHI103.W5A1.10.2013DescriptionTotal Possible Score 10.00.docx
PHI103.W5A1.10.2013
Description
:
Total Possible Score
: 10.00
Identifies the Issue That Is Addressed in the Argument
Total: 1.00
Distinguished - Clearly and accurately identifies the issue that is addressed in the argument.
Proficient - Accurately identifies the issue that is addressed in the argument. The identification is slightly unclear or imprecise.
Basic - Identifies the issue that is addressed in the argument. The identification is unclear or imprecise.
Below Expectations - Misidentifies the issue that is addressed in the argument. The identification is significantly unclear, imprecise, and/or inaccurate.
Non-Performance - The identification of the issue that is addressed in the argument is either nonexistent or lacks the components described in the assignment instructions.
Explains the Argument and Identifies the Premises and Conclusions
Total: 1.50
Distinguished - Accurately explains the argument and clearly identifies all relevant premises and conclusions.
Proficient - Accurately explains the argument and identifies most relevant premises and conclusions.
Basic - Explains the argument and identifies some relevant premises and conclusions. The explanation may be somewhat unclear or inaccurate.
Below Expectations - Inaccurately and/or unclearly explains the argument and identifies few or no relevant premises and conclusions.
Non-Performance - The explanation of the argument and the identification of the relevant premises and conclusions are either nonexistent or lack the components described in the assignment instructions.
Evaluates the Argument’s Validity, Soundness, and/or Strength
Total: 1.50
Distinguished - Accurately and clearly evaluates the argument. The evaluation includes proper identification of inductive or deductive reasoning as well as validity, soundness, and/or strength where applicable.
Proficient - Accurately evaluates the argument. The evaluation includes proper identification of inductive or deductive reasoning as well as validity, soundness, and/or strength where applicable. Minor details are missing or unclear.
Basic - Evaluates the argument. The evaluation includes identification of inductive or deductive reasoning as well as validity, soundness, and/or strength, but relevant details are missing, unclear, or inaccurate.
Below Expectations - Inaccurately and/or unclearly evaluates the argument. The evaluation may not identify inductive or deductive reasoning, validity, soundness, and/or strength.
Non-Performance - The evaluation of the argument is either nonexistent or lacks the components described in the assignment instructions.
Creates a Counterargument With Supporting Premises
Total: 1.50
Distinguished - Creates a clear counterargument with supporting premises that are fully grounded in logical reasoning and/or factual evidence. The counterargument is strong if inductive, and valid and sound if deductive.
Proficient - Creates a mostly clear counterargument with supporting premises that are adequately grou.
Similar to Case study RubricCriterionOutstanding 3.75Very Good 3 .docx (20)
Trends & Issues Presentation RubricMastery(4 pts)Proficien.docx
Trends & Issues Presentation RubricMastery(4 pts)Proficien.docx
Need help with this assignmentPreliminary research is attached w.docx
Need help with this assignmentPreliminary research is attached w.docx
Essay RubricCriteriaExcellentVery GoodGoodSatisfactory.docx
Essay RubricCriteriaExcellentVery GoodGoodSatisfactory.docx
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Online Discussion Rubric Criteria Levels of Achi.docx
Online Discussion Rubric Criteria Levels of Achi.docx
LEIS1130 Essay (30) – Trimester 2 2017 - Due Friday 21st Ju.docx
LEIS1130 Essay (30) – Trimester 2 2017 - Due Friday 21st Ju.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Writing Assignment RubricA (15)B (13)C (11)DF (8)Scor.docx
Writing Assignment RubricA (15)B (13)C (11)DF (8)Scor.docx
There are two broad approaches to financing health care a market-ba.docx
There are two broad approaches to financing health care a market-ba.docx
DetailsThis assignment requires you to interview one person and r.docx
DetailsThis assignment requires you to interview one person and r.docx
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
Form 1009WWritten Communication AssessmentIntroduction.docx
Form 1009WWritten Communication AssessmentIntroduction.docx
PHI103.W5A1.10.2013DescriptionTotal Possible Score 10.00.docx
PHI103.W5A1.10.2013DescriptionTotal Possible Score 10.00.docx
More from drennanmicah
Case Study RubricCriterionStrongAverageWeakInt.docx
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docx
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docx
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docx
Case Study Rubric
Your case study will be assessed as follows:
• Clarity: Are major points clearly presented? Does the writer present a coherent and succinct argument?
• Completeness: Are any points missing? Does the writing accomplish each task set forth in the assignment?
• Thoroughness: Are all major points illustrated adequately? Are there parts that need more explanation or evidence?
• Organization: Are the main points in the right order? Are there any overlapped or repeated points? Are there any irrelevant detail?
• Language: Are there problems with grammar, spelling, and punctuation? Are the sentences overly-complex? Choppy? Are the tone and word choice appropriate?
C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging
http://www.chevron.com/
C6-2
technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of system.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docx
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric .docx
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docx
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docx
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docx
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docx
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docx
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docx
Case Study: Proposing a Data Gathering Approach at TLG
Solution
s (pages 171 - 175)
Read the TLG
.
Case Study Project Part I Declared JurisdictionTemplate Sta.docx
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Proposing a Data Gathering Approach at TLG Solutions.docx
Case Study: Proposing a Data Gathering Approach at TLG
Solution
s (pages 171 - 175)
Read the TLG
.
Case Study Peer Comments In each case study, you are expected.docx
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docx
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docx
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docx
Case Study: People v. Smith, 470 NW2d 70, Michigan Supreme Court (1991)
Case Study
1) In a narrative format, using a minimum of 750 words, outline the case of People v. Smith. Give the facts, issue and court holding of the case.
Case Analysis
2) Give an overview of expunged records for juveniles, its importance and the reasoning of it being necessary.
Case Analysis
3) What are your state's laws concerning the expungement and use of juvenile convictions to sentence them as an adult?
Executive Decisions
4) When does the law in TN say you can transfer a juvenile to adult court? If you were a state senator, what is your opinion of trying our minors as adults, and are there any other crimes or occasions that juveniles should be prosecuted as adults?
http://www.sagepub.com/upm-data/15994_Chapter_1___Juvenile_Justice_in_Historical_Perspective.pdf
.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docx
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
Case Study on The Wallace GroupConduct a strategic analysis us.docx
Case Study on The Wallace Group
Conduct a strategic analysis using the Executive Summary template(SEE ATTACHED FILE). Prepare and submit a three-page executive summary that discusses what strategic alternatives are available and provide a recommended strategy.
*******SEE ATTACHED FILES FOR SPECIFIC INFORMATION!*******
.
More from drennanmicah (20)
Case Study RubricCriterionStrongAverageWeakInt.docx
Case Study RubricCriterionStrongAverageWeakInt.docx
Case Study Rubric Directly respond to each questi.docx
Case Study Rubric Directly respond to each questi.docx
Case Study Scenario Part 3IntroductionThis media piece exp.docx
Case Study Scenario Part 3IntroductionThis media piece exp.docx
Case Study RubricYour case study will be assessed as follows•.docx
Case Study RubricYour case study will be assessed as follows•.docx
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docx
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docx
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docx
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docx
Case Study Questions (Each question is worth 6 marks)1. Defi.docx
Case Study Questions (Each question is worth 6 marks)1. Defi.docx
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docx
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docx
Case Study Report Rubric CriterionWeakAverageStrongIdent.docx
Case Study Report Rubric CriterionWeakAverageStrongIdent.docx
Case Study Project (A) Hefty Hardware - Be sure to address each .docx
Case Study Project (A) Hefty Hardware - Be sure to address each .docx
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docx
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docx
Case Study Project Part I Declared JurisdictionTemplate Sta.docx
Case Study Project Part I Declared JurisdictionTemplate Sta.docx
Case Study Proposing a Data Gathering Approach at TLG Solutions.docx
Case Study Proposing a Data Gathering Approach at TLG Solutions.docx
Case Study Peer Comments In each case study, you are expected.docx
Case Study Peer Comments In each case study, you are expected.docx
Case Study ProblemLeadership appears as a popular agenda it.docx
Case Study ProblemLeadership appears as a popular agenda it.docx
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docx
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docx
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docx
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docx
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docx
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docx
Case Study on The Wallace GroupConduct a strategic analysis us.docx
Case Study on The Wallace GroupConduct a strategic analysis us.docx
Recently uploaded
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS Module
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdfFundacja Rozwoju Społeczeństwa Przedsiębiorczego
Wolontariat grupowyThe French Revolution Class 9 Study Material pdf free download
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
The geography of Taylor Swift - some ideas
Geographical themes connected with Taylor Swift's ERAS tour - coming to the UK in June 2024
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Recently uploaded (20)
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Case study RubricCriterionOutstanding 3.75Very Good 3 .docx
- 1. Case study Rubric Criterion Outstanding 3.75 Very Good 3 Good 2.5 Unacceptable 1 Score Completeness Complete in all respects; reflects all requirements Complete in most respects; reflects most requirements Incomplete many respects; reflects few requirements Incomplete in most respects; does not reflect requirements Understanding Demonstrates excellent understanding of the topic(s) and issue(s) Demonstrates an accomplished understanding of the topic(s) and issue(s) Demonstrates an acceptable understanding of the topic(s) and issue(s) Demonstrates an inadequate understanding of the topic(s) and issue(s) Analysis Presents an insightful and through analysis of the issue (s) identified Presents a thorough analysis of most of the issue(s) identified Presents a superficial analysis of some of the issue(s) identified Presents an incomplete analysis of the issue(s) identified. Evaluation Makes appropriate and powerful connections between the
- 2. issue(s) identified and the concept(s) studied Makes appropriate connections between the issue(s) identified and the concept(s) studied Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied Makes little or no connection between the issue(s) identified and the concept(s) studied. Opinion Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument Supports opinion with few reasons and little evidence; argument is one-sided and not objective. Recommendations Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied Presents realistic or appropriate recommendation supported by the information presented and the concepts studied Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied. Grammar and Spelling Minimal spelling and grammar errors Some spelling and grammar errors Noticeable spelling and grammar errors Unacceptable number of spelling and grammar errors
- 3. APA guidelines Uses APA guidelines accurately and consistently to cite sources Uses APA guidelines with minor violations to cite sources Reflects incomplete knowledge of APA guidelines Does not use APA guidelines Total