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.
Masters Level Grading Rubric For Assessment of Report1-4 ScalAbramMartino96
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 ScalAbramMartino96
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 ...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docxdaniahendric
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
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 ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
Masters Level Grading Rubric For Assessment of Report1-4 ScalAbramMartino96
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 ScalAbramMartino96
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 ...
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docxdaniahendric
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
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 ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
Writing Assignment 2 Listening Styles Fall 2019Part I Discuss .docxodiliagilby
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented (Transactional) Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Transactional Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said. ...
Argumentative Essayby mutiu OlokodanaSubmission date 28.docxfestockton
Argumentative Essay
by mutiu Olokodana
Submission date: 28-Jan-2020 02:37AM (UTC-0500)
Submission ID: 1247589300
File name: temp_turnitintool_600359574.DoesTechnologyPromoteLoneliness.docx (18.59K)
Word count: 841
Character count: 4498
10. Recycled
42%
SIMILARITY INDEX
9%
INTERNET SOURCES
5%
PUBLICATIONS
42%
STUDENT PAPERS
1 29%
2 5%
3 3%
4 2%
5 1%
6 1%
7 1%
Argumentative Essay
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Straighterline
Student Paper
Submitted to University of North Carolina -
Wilmington
Student Paper
Submitted to Cave Creek Unified District
Student Paper
Submitted to Saint Paul College
Student Paper
Submitted to Squalicum High School
Student Paper
Submitted to Grant MacEwan Community
College
Student Paper
Submitted to American Public University System
Student Paper
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
QM
FINAL GRADE
0/100
Argumentative Essay
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
10. Recycled
Unfortunately, your essay is reworded from a paper that was already submitted to Straighterline or
another university. This is a type of plagiarism called recycling, which is unacceptable by
Straighterline policy. Therefore, you will need to completely rewrite a new essay with a new topic in
order for a submission under this assignment to be accepted and graded.
PAGE 2
PAGE 3
PAGE 4
RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL
THESIS (20%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
POINTS
(4)
POINTS
(5)
SUPPORT & DEV (15%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
0 / 5
0 / 5
Thesis, central idea, audience, purpose, digressions
Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in
any manner. Thesis may be present but incorrect for the assignment’s
objectives/approach. Thesis may be present but the submission overall fails to meet most
assignment objectives (such as the essay is only a paragraph) that determining the thesis’
viability is problematic.
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers
cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited
awareness of audience and purpose. Central idea either lacking or inconsistently
addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic.
Awareness of audience may be adequate but inconsistent. Central idea is perhaps too
general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper.
Awareness of audience is sufficient. Central idea is clear and maintained in most of the
essay.
Thesis is clearly established and maintained throughout the entire paper. Paper
demonstrates a sophisticated awareness of audience and purpose. Central idea/focus
maintained throughout.
0 / 5
Thesis support, thesis development, use of examples, logic, ...
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docxjuliennehar
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Eberly Center for Teaching Excellence, Carnegie Mellon Univers.docxtidwellveronique
Eberly Center for Teaching Excellence, Carnegie Mellon University
1
Essay and Research Paper Grading Rubric
Developed by Jay Aronson (Carnegie Mellon University), modified by Steven Baur (Dalhousie University)
Excellent Good Needs Improvement Poor F
Overall
Impression
Author directly addresses main
question or issue, and adds new
insight to the subject not
provided in lectures, readings,
or class discussions. The author
makes use ideas and
information presented in class
and is able to synthesize this
knowledge and relate it to
material not covered in the
course.
Author competently addresses
main question or issue, but
does not add much new
insight into the subject. That
said, it is clear that the author
has learned a great deal in
class and through researcch
and is able to communicate
this knowledge to others.
Author attempts to address
main question or issue, but
fails. The author has
retained some information
from the course, but does
not fully understand its
meaning or context and
cannot clearly convey it to
others.
Essay does NOT address
main question or issue, and it
is obvious that author has not
retained any information
from the course.
P
L
A
G
I
A
R
I
S
M
Argument Essay contains a clear
argument—i.e., lets the reader
know exactly what the author is
trying to communicate.
An argument is present, but
reader must reconstruct it
from the text.
Author attempts, but fails,
to make an argument (e.g.,
starts with a rhetorical
question/statement or
anecdote that is never put
into context).
No attempt is made to
articulate an argument.
Evidence Provides compelling and
accurate evidence that
convinces reader to accept main
argument. The importance or
relevance of all evidence is
made clear. There are no gaps in
reasoning—i.e., the reader does
not need to assume anything or
do additional research to accept
main argument.
Provides necessary evidence
to convince reader of most
aspects of the main argument
but not all. The importance/
relevance of some evidence
presented may not be totally
clear. Reader must make a few
mental leaps or do some
additional research to fully
accept all aspects of main
argument.
Not enough evidence is
provided to support
author’s argument, or
evidence is incomplete,
incorrect, or
oversimplified. Information
from lectures and readings
is not effectively used.
Either no evidence is
provided, or there are
numerous factual mistakes,
omissions or
oversimplifications. There is
little or no mention of
information from lectures
and readings.
Eberly Center for Teaching Excellence, Carnegie Mellon University
2
Excellent Good Needs Improvement Poor F
Sources
Note: You
should always
consult the
assignment
description to
find out what
kinds of
sources are
required.
Evidence is used from a range
of sources, which may include
course lectures, course .
EDUC 701Course Project Final Paper Grading RubricCriteriaLeEvonCanales257
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docxRAJU852744
1009W MLC Prerequisite Expository Essay
NAME:
ASSIGNMENT TITLE: MLC Prerequisite Expository Essay DATE:
FACILITATOR:
RATING: UNSATISFACTORY NEEDS IMPROVEMENT SATISFACTORY SUPERIOR
RANGE: 0-39.9 40-69.9 70-89.9 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING:
Breaking material into constituent parts, determining how the parts relate to each other and to
an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing or implementing.
UNDERSTANDING:
Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
WRITING ASSIGNMENT: Prerequisite Expository Essay
Requirements for this assignment are located in paragraph three of the welcome letter.
Facilitator Comments:
Facilitator Signature:
Learner Comments:
Learner Signature:
Learner: Prerequisite Expository Essay
Instructions:
Learners will prepare an original PEE on the contemporary Army issue facing the Sexual Harassment/Assault Response Prevention (SHARP) program within
their organizations. In your essay, explain two recommendations that might improve the effectiveness of your unit’s SHARP program. In doing so, use your
personal experience and at least three references to support your proposals. This paper must set forth an argument concerning your own experience in this
category. You will write in a clear and concise manner while using correct grammar, sentence structure, and word usage. You must provide a coherent
transition from one topic to the next using the provided rubric as a general guideline. Your essay must be in Times New Roman, 12pt font, double-spaced,
APA 6th edition format without an abstract, tables, charts, etc. The essay must be a minimum of three pages and no longer than five pages in length, not
including the title and reference pages.
General (Topics)
Unsatisfactory
0-3.9 pts
Needs Improvement
4-6.9 pts
Satisfactory
7-8.9 pts
Superior
9-10 pts
Topic Introduction:
20%
The text has an unclear topic
with very few ideas,
concepts, information, etc.;
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, and
information, etc.; little to
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, information,
etc.; thesis statement is
present but vague.
The text clearly focuses on a topic
that informs the reader on ideas,
concepts, information, etc.;
provides a strong thesis
statement.
Topic Development:
40%
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provid.
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
Need help with this assignmentPreliminary research is attached w.docxgibbonshay
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.
The Three Rules of Passive Voice First Rule It can’t b.docxchristalgrieg
The Three Rules of Passive Voice
First Rule
It can’t be passive without one of these:
Am Is Are Was Were Be Being Been
Second Rule
It can’t be passive if the action verb isn’t a past participle.
- The past participles of regular verbs end in –ed.
- The past participles of irregular verbs usually end in –en, -n, or –t.
Look for a Past Participle
Active: The adjutant assists the commander. Assists is the action verb.
Passive changes the verb to a past participle.
The commander is assisted by the adjutant. Assisted is a past participle in the sentence.
Examples of Past Participles
Verb Past Participle
Promote Promoted
Tell Told
Show Shown
Fight Fought
Lose Lost
Choose Chosen
Give Given
Passive Constructions
To Be + Past Participle
They will be promoted.
I am told that the decision is final.
A film is usually shown every Friday.
Battles are somehow lost.
The candidates were very well chosen.
Passive—No Matter What Tense
Present: He is being counseled.
Past: He was counseled.
Future: He will be counseled.
Present Perfect: He has been counseled.
Past Perfect: He had been counseled.
Future Perfect: He will have been counseled
Third Rule
When you get to the action verb you can ask the following: “By Whom?”
The documents were signed. – Signed by whom?
The topic was discussed. – Discussed by whom?
US ARMY SERGEANTS MAJOR ACADEMY
MASTER LEADER COURSE
Form 1009W, Assessing Writing
IAW TP 350-70-7 Appendix C Assessment Instruments
NAME:
ASSIGNMENT TITLE: INDIVIDUAL RESEARCH PAPER DATE:
FACILITATOR:
RATING: UNSATISFACTORY SATISFACTORY SUPERIOR
RANGE: 0-69 70-89 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING: Breaking material into constituent parts, determining how the parts relate to each other and
to an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing, or implementing.
UNDERSTANDING: Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Writing Assignment
Analyze the major points of your base article for research. Use your research time to develop a deep understanding of
your topic so you can fully explain your part of the themed outline and support the group effort. Student will write a
three to five page research paper (not including the reference or title pages) using Times New Roman 12 point font,
and APA 6th edition format. Student will provide an additional three references to the base document.
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
US ARMY SERGEANTS MAJOR ACADEMY
MASTER LEADER CO ...
Evaluate your improvements made and weaknesses that still persist .docxpauline234567
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
Graduate Writing RubricPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
(10%)
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
(10%)
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
Argument and Synthesis of Knowledge
(20%)
The argument builds logically upon the thesi ...
Life Transitions Assignment Assignment Life Transitions As.docxLaticiaGrissomzz
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
ENG 115ASSIGNMENT 3 STANCE ESSAYDue Week 10 and worth 230.docxSALU18
ENG 115
ASSIGNMENT 3: STANCE ESSAY
Due Week 10 and worth 230 points
Congratulations! You made it to your final assignment, and you have learned so much along the way.
• In the personal essay, you learned how to write with a strong personal voice.
• In the informative essay, you learned how to write objectively and support your points with credible sources to
inform the audience.
Now in your final assignment, you will combine these writing techniques to write a stance essay. A stance essay takes a
position on a topic and argues and supports that position with evidence. Consider your topic:
• What possible positions/arguments are there?
• What position resonates with you? (Which position do you believe is correct?)
• What are your main points?
• What are the counterpoints? Are you ready to dispute them?
• Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except
you should maintain a formal tone. And just like assignment 2, you will need to support your points with credible sources.
You’re ready to take a position on the topic you have been writing about and to be persuasive!
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your atitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
...
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 ...
Total Possible Score 4.00General ContentSubject Knowledge To.docxturveycharlyn
Total Possible Score: 4.00
General Content/Subject Knowledge
Total: 2.00
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
Critical Thinking
Total: 0.40
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
Written Communication
Total: 0.20
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays limited control o ...
Choose 1 focal point from each subcategory of practice, educatio.docxbissacr
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management
Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
CHOICE TOPIC Pick a philosophical topic of your own choosing and re.docxbissacr
CHOICE TOPIC: Pick a philosophical topic of your own choosing and relay your own perspective on that topic giving as much evidence and supporting reasoning as possible.
The assignment should be standard font, double spaced, at least a page and a half with proper citations when appropriate.
.
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Writing Assignment 2 Listening Styles Fall 2019Part I Discuss .docxodiliagilby
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented (Transactional) Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Transactional Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said. ...
Argumentative Essayby mutiu OlokodanaSubmission date 28.docxfestockton
Argumentative Essay
by mutiu Olokodana
Submission date: 28-Jan-2020 02:37AM (UTC-0500)
Submission ID: 1247589300
File name: temp_turnitintool_600359574.DoesTechnologyPromoteLoneliness.docx (18.59K)
Word count: 841
Character count: 4498
10. Recycled
42%
SIMILARITY INDEX
9%
INTERNET SOURCES
5%
PUBLICATIONS
42%
STUDENT PAPERS
1 29%
2 5%
3 3%
4 2%
5 1%
6 1%
7 1%
Argumentative Essay
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Straighterline
Student Paper
Submitted to University of North Carolina -
Wilmington
Student Paper
Submitted to Cave Creek Unified District
Student Paper
Submitted to Saint Paul College
Student Paper
Submitted to Squalicum High School
Student Paper
Submitted to Grant MacEwan Community
College
Student Paper
Submitted to American Public University System
Student Paper
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
QM
FINAL GRADE
0/100
Argumentative Essay
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
10. Recycled
Unfortunately, your essay is reworded from a paper that was already submitted to Straighterline or
another university. This is a type of plagiarism called recycling, which is unacceptable by
Straighterline policy. Therefore, you will need to completely rewrite a new essay with a new topic in
order for a submission under this assignment to be accepted and graded.
PAGE 2
PAGE 3
PAGE 4
RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL
THESIS (20%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
POINTS
(4)
POINTS
(5)
SUPPORT & DEV (15%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
0 / 5
0 / 5
Thesis, central idea, audience, purpose, digressions
Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in
any manner. Thesis may be present but incorrect for the assignment’s
objectives/approach. Thesis may be present but the submission overall fails to meet most
assignment objectives (such as the essay is only a paragraph) that determining the thesis’
viability is problematic.
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers
cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited
awareness of audience and purpose. Central idea either lacking or inconsistently
addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic.
Awareness of audience may be adequate but inconsistent. Central idea is perhaps too
general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper.
Awareness of audience is sufficient. Central idea is clear and maintained in most of the
essay.
Thesis is clearly established and maintained throughout the entire paper. Paper
demonstrates a sophisticated awareness of audience and purpose. Central idea/focus
maintained throughout.
0 / 5
Thesis support, thesis development, use of examples, logic, ...
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docxjuliennehar
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Eberly Center for Teaching Excellence, Carnegie Mellon Univers.docxtidwellveronique
Eberly Center for Teaching Excellence, Carnegie Mellon University
1
Essay and Research Paper Grading Rubric
Developed by Jay Aronson (Carnegie Mellon University), modified by Steven Baur (Dalhousie University)
Excellent Good Needs Improvement Poor F
Overall
Impression
Author directly addresses main
question or issue, and adds new
insight to the subject not
provided in lectures, readings,
or class discussions. The author
makes use ideas and
information presented in class
and is able to synthesize this
knowledge and relate it to
material not covered in the
course.
Author competently addresses
main question or issue, but
does not add much new
insight into the subject. That
said, it is clear that the author
has learned a great deal in
class and through researcch
and is able to communicate
this knowledge to others.
Author attempts to address
main question or issue, but
fails. The author has
retained some information
from the course, but does
not fully understand its
meaning or context and
cannot clearly convey it to
others.
Essay does NOT address
main question or issue, and it
is obvious that author has not
retained any information
from the course.
P
L
A
G
I
A
R
I
S
M
Argument Essay contains a clear
argument—i.e., lets the reader
know exactly what the author is
trying to communicate.
An argument is present, but
reader must reconstruct it
from the text.
Author attempts, but fails,
to make an argument (e.g.,
starts with a rhetorical
question/statement or
anecdote that is never put
into context).
No attempt is made to
articulate an argument.
Evidence Provides compelling and
accurate evidence that
convinces reader to accept main
argument. The importance or
relevance of all evidence is
made clear. There are no gaps in
reasoning—i.e., the reader does
not need to assume anything or
do additional research to accept
main argument.
Provides necessary evidence
to convince reader of most
aspects of the main argument
but not all. The importance/
relevance of some evidence
presented may not be totally
clear. Reader must make a few
mental leaps or do some
additional research to fully
accept all aspects of main
argument.
Not enough evidence is
provided to support
author’s argument, or
evidence is incomplete,
incorrect, or
oversimplified. Information
from lectures and readings
is not effectively used.
Either no evidence is
provided, or there are
numerous factual mistakes,
omissions or
oversimplifications. There is
little or no mention of
information from lectures
and readings.
Eberly Center for Teaching Excellence, Carnegie Mellon University
2
Excellent Good Needs Improvement Poor F
Sources
Note: You
should always
consult the
assignment
description to
find out what
kinds of
sources are
required.
Evidence is used from a range
of sources, which may include
course lectures, course .
EDUC 701Course Project Final Paper Grading RubricCriteriaLeEvonCanales257
EDUC 701
Course Project: Final Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Title Page and Abstract
10 points
A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.
8 to 9 points
A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.
1 to 7 points
A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.
0 points
Not present
Body – Introduction/ Thesis Statement
10 points
Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.
8 to 9 points
A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.
1 to 8 points
The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
0 points
Not present
Body – Literature Review and Learning Theory or Theories
37 to 40 points
Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.
34 to 36 points
Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.
1 to 33 points
Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.
0 points
Not present
Body – Key Terms
18 to 20 points
Key terms are well defined, and definitions are supported by authoritative sources.
17 points
Key terms are defined, and most definitions are supported by authoritative sources.
1 to 16 points
Key terms are adequately defined, and most definitions are not supported by an authoritative source.
0 points
Not present
Body – Gaps in Literature
18 to 20 points
Gaps in the literature are thoroughly identified and described by careful analysis of content.
17 points
Gaps in the literature are somewhat identified and described by careful analysis of content.
1 to 16 points
Gaps in the literature are not present or are inadequately described.
0 points
Not present
Body – Biblical Worldview
18 to 20 points
A biblical worldview perspective is clearly articulated and is supported by appropr ...
1009W MLC Prerequisite Expository Essay NAME ASSIGNMENT.docxRAJU852744
1009W MLC Prerequisite Expository Essay
NAME:
ASSIGNMENT TITLE: MLC Prerequisite Expository Essay DATE:
FACILITATOR:
RATING: UNSATISFACTORY NEEDS IMPROVEMENT SATISFACTORY SUPERIOR
RANGE: 0-39.9 40-69.9 70-89.9 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING:
Breaking material into constituent parts, determining how the parts relate to each other and to
an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing or implementing.
UNDERSTANDING:
Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
WRITING ASSIGNMENT: Prerequisite Expository Essay
Requirements for this assignment are located in paragraph three of the welcome letter.
Facilitator Comments:
Facilitator Signature:
Learner Comments:
Learner Signature:
Learner: Prerequisite Expository Essay
Instructions:
Learners will prepare an original PEE on the contemporary Army issue facing the Sexual Harassment/Assault Response Prevention (SHARP) program within
their organizations. In your essay, explain two recommendations that might improve the effectiveness of your unit’s SHARP program. In doing so, use your
personal experience and at least three references to support your proposals. This paper must set forth an argument concerning your own experience in this
category. You will write in a clear and concise manner while using correct grammar, sentence structure, and word usage. You must provide a coherent
transition from one topic to the next using the provided rubric as a general guideline. Your essay must be in Times New Roman, 12pt font, double-spaced,
APA 6th edition format without an abstract, tables, charts, etc. The essay must be a minimum of three pages and no longer than five pages in length, not
including the title and reference pages.
General (Topics)
Unsatisfactory
0-3.9 pts
Needs Improvement
4-6.9 pts
Satisfactory
7-8.9 pts
Superior
9-10 pts
Topic Introduction:
20%
The text has an unclear topic
with very few ideas,
concepts, information, etc.;
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, and
information, etc.; little to
no thesis statement.
The text focuses on a topic
that informs the reader on
ideas, concepts, information,
etc.; thesis statement is
present but vague.
The text clearly focuses on a topic
that informs the reader on ideas,
concepts, information, etc.;
provides a strong thesis
statement.
Topic Development:
40%
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provid.
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
Need help with this assignmentPreliminary research is attached w.docxgibbonshay
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.
The Three Rules of Passive Voice First Rule It can’t b.docxchristalgrieg
The Three Rules of Passive Voice
First Rule
It can’t be passive without one of these:
Am Is Are Was Were Be Being Been
Second Rule
It can’t be passive if the action verb isn’t a past participle.
- The past participles of regular verbs end in –ed.
- The past participles of irregular verbs usually end in –en, -n, or –t.
Look for a Past Participle
Active: The adjutant assists the commander. Assists is the action verb.
Passive changes the verb to a past participle.
The commander is assisted by the adjutant. Assisted is a past participle in the sentence.
Examples of Past Participles
Verb Past Participle
Promote Promoted
Tell Told
Show Shown
Fight Fought
Lose Lost
Choose Chosen
Give Given
Passive Constructions
To Be + Past Participle
They will be promoted.
I am told that the decision is final.
A film is usually shown every Friday.
Battles are somehow lost.
The candidates were very well chosen.
Passive—No Matter What Tense
Present: He is being counseled.
Past: He was counseled.
Future: He will be counseled.
Present Perfect: He has been counseled.
Past Perfect: He had been counseled.
Future Perfect: He will have been counseled
Third Rule
When you get to the action verb you can ask the following: “By Whom?”
The documents were signed. – Signed by whom?
The topic was discussed. – Discussed by whom?
US ARMY SERGEANTS MAJOR ACADEMY
MASTER LEADER COURSE
Form 1009W, Assessing Writing
IAW TP 350-70-7 Appendix C Assessment Instruments
NAME:
ASSIGNMENT TITLE: INDIVIDUAL RESEARCH PAPER DATE:
FACILITATOR:
RATING: UNSATISFACTORY SATISFACTORY SUPERIOR
RANGE: 0-69 70-89 90-100
EARNED:
COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels
ANALYZING: Breaking material into constituent parts, determining how the parts relate to each other and
to an overall structure or purpose through differentiating, organizing, and attributing.
APPLYING: Carrying out or using a procedure through executing, or implementing.
UNDERSTANDING: Constructing meaning from oral, written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Writing Assignment
Analyze the major points of your base article for research. Use your research time to develop a deep understanding of
your topic so you can fully explain your part of the themed outline and support the group effort. Student will write a
three to five page research paper (not including the reference or title pages) using Times New Roman 12 point font,
and APA 6th edition format. Student will provide an additional three references to the base document.
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
US ARMY SERGEANTS MAJOR ACADEMY
MASTER LEADER CO ...
Evaluate your improvements made and weaknesses that still persist .docxpauline234567
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
Graduate Writing RubricPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
(10%)
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
(10%)
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
Argument and Synthesis of Knowledge
(20%)
The argument builds logically upon the thesi ...
Life Transitions Assignment Assignment Life Transitions As.docxLaticiaGrissomzz
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
ENG 115ASSIGNMENT 3 STANCE ESSAYDue Week 10 and worth 230.docxSALU18
ENG 115
ASSIGNMENT 3: STANCE ESSAY
Due Week 10 and worth 230 points
Congratulations! You made it to your final assignment, and you have learned so much along the way.
• In the personal essay, you learned how to write with a strong personal voice.
• In the informative essay, you learned how to write objectively and support your points with credible sources to
inform the audience.
Now in your final assignment, you will combine these writing techniques to write a stance essay. A stance essay takes a
position on a topic and argues and supports that position with evidence. Consider your topic:
• What possible positions/arguments are there?
• What position resonates with you? (Which position do you believe is correct?)
• What are your main points?
• What are the counterpoints? Are you ready to dispute them?
• Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except
you should maintain a formal tone. And just like assignment 2, you will need to support your points with credible sources.
You’re ready to take a position on the topic you have been writing about and to be persuasive!
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your atitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
...
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 ...
Total Possible Score 4.00General ContentSubject Knowledge To.docxturveycharlyn
Total Possible Score: 4.00
General Content/Subject Knowledge
Total: 2.00
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
Critical Thinking
Total: 0.40
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
Written Communication
Total: 0.20
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays limited control o ...
Similar to CharacteristicHigh Distinction (80 and above). Excellent standa.docx (20)
Choose 1 focal point from each subcategory of practice, educatio.docxbissacr
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management
Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
CHOICE TOPIC Pick a philosophical topic of your own choosing and re.docxbissacr
CHOICE TOPIC: Pick a philosophical topic of your own choosing and relay your own perspective on that topic giving as much evidence and supporting reasoning as possible.
The assignment should be standard font, double spaced, at least a page and a half with proper citations when appropriate.
.
Choice Hotels InternationalOverviewRead the case study, .docxbissacr
Choice Hotels International
Overview
Read the case study,
Choice Hotels International
.
Instructions
Write a fully developed paper in which you: DO NOT WRITE IN 1ST PERSON
Assess the two distinct networking functions.
Analyze the issues Choice is likely to experience as it expands its network to full global reach. Provide a rationale for your answer.
Critique Choice implementing free high-speed Internet access for all guests in its Clarion Hotels and Comfort Suites from the security point of view.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
.
Choice Theory- Is to choose to engage in delinquent and criminal beh.docxbissacr
Choice Theory- Is to choose to engage in delinquent and criminal behavior after weighing the consequences and benefits of their actions
Classical Criminology
People have free will to choose criminal or conventional behaviors, people choose to commit crime for reasons of greed or personal need, and crime can be controlled only by the fear of criminal sanctions.
1. In 1764, criminologist Cesare Beccaria wrote An Essay on Crimes and Punishments, which set forth classical criminological theory. He argued that the only justified rationale for laws and punishments was the principle of utility.
2. Beccaria believed the basis of society, as well as the origin of punishments and the right to punish, is the social contract. The only legitimate purpose of punishment is special deterrence and general deterrence.
3. Beccaria believed the best way to prevent and deter crime was to: • Enact laws that are clear, simple, and unbiased, and that reflect the consensus of the population. • Educate the public. • Eliminate corruption from the administration of justice. • Reward virtue.
4. Real-world drawbacks of Beccaria’s theory are: • Not all offenders are alike, juveniles are treated the same as adults. • Similar crimes are not always as similar as they might appear,first-time offenders are treated the same as repeat offenders.
I don't pay for cover pages
1 APA style page
12 pt font
I gave a breakdown of what the teacher is looking for
.
CHM130LLLab 2Measurements Accuracy and PrecisionName __.docxbissacr
CHM130LL
Lab 2
Measurements: Accuracy and Precision
Name : _____________________________
A. Data Tables
Data Table 1 (12 points)
Measurement
Data
(1) Length of aluminum plastic packet
(2) Height of aluminum plastic packet
(3) Temperature of faucet water
(3) Temperature of ice water
(5) Volume of water in 10-mL
graduated cylinder
(6) Volume of water in 50-mL
graduated cylinder
Data Table 2 (10 points)
Measurement
Data
(1) Inside diameter of 50-mL
graduated cylinder
(2) Height of 50-mL graduated cylinder
(3) Water temperature
(4) Initial volume of water in 50-mL
graduated cylinder
10.0 mL
(5) Mass of water in the 50-mL
graduated cylinder
10.0 g
(6) Volume of water and aluminum shot in 50-mL graduated cylinder
(7) Mass of aluminum shot (given on outside of packet)
B. Insert the picture of the plastic packet containing aluminum shots with student’s name and MEID (25 points)
C. Follow-Up Questions (Show all calculations for full credits)
Part I
1. Convert the length and height measurements for the packet that contains the aluminum shot from units of cm to units of mm using the unit-factor method. (10 points)
2. Convert the temperature measurements for the faucet water and the ice water from oC to oF, using the following equation: oF =1.8(oC) + 32. (10 points)
3. Convert the volumes of the water in the 10-mL and 50-mL graduated cylinders from mL to L, using the unit-factor method. (10 points)
4. Looking at your measurements for the volumes of water in the 10-mL and 50-mL graduated cylinders, are your values identical? Discuss at least two reasons why the measurements were not identical. (5 points)
Part II
5. Calculate the volume of the 50mL graduated cylinder using your measurements of diameter and height, using the formula V= πr2h (r=½ diameter). This is your experimental value. (10 points)
6. Assuming the accepted value of the volume of the graduated cylinder is 50.00 mL, calculate the percent error of your volume calculation, using the following formula and the experimental value calculated in question 5: (10 points)
Percent Error
=
|
accepted value - experimental value
accepted value
|
x
100
7. Calculate the mass of 10ml of water in the graduated cylinder using 1/5 the volume calculated in question 5, the density of water of 1.00 g/mL and this given the formula: (10 points)
Density
=
mass
volume
8. Using 10.0 g as the accepted value for the mass of the water, and the mass calculated in #7 above as the experimental value, calculate the percent error of your mass calculation, using the same formula as in #6 above. (10 points)
9. Calculate the volume of aluminum shot added to the graduated cylinder, using the information from Data Table 2 in the following formula: (10 points)
Volume of water and aluminum shot in 50-mL graduated cylinder(#6) – Initial volume of water in 50-mL graduated cylinder (#4) = volume of aluminum shot
10. Calculate the experimental value for density of the aluminum shot based on its mass (given on.
Chocolates by Jacki has provided information relating to its curre.docxbissacr
Chocolates by Jacki has provided information relating to its current year. The Controller has asked you to complete a First-Stage Allocation to Activity Cost Pools. Use the information included in the Excel Simulation and the Excel functions described below to complete the task.
· Cell Reference: Allows you to refer to data from another cell in the worksheet. From the Excel Simulation below, if in a blank cell, “=B7” was entered, the formula would output the result from cell B7, or 400,000 in this example.
· Absolute Reference: Allows you to maintain the original cell reference when a formula is copied to another cell. The cell reference is “locked” by putting a dollar sign ($) before the column and row references. By default a cell reference is relative, so when you copy a formula to another cell the values update based on a relative reference. For example, if you copy the formula “=B8+B9” from cell C1 to cell C2, the formula in cell C2 will relatively update to be “=B9+B10” since the copied formula moved down one cell, the formula cell references also moved down one cell. Conversely, by adding the absolute cell reference “locks” to the equation, the formula will not change when copied to any other cell. For example, “=$B$8+$B$9” written in cell C1 is copied to cell C2, the formula in cell C2 will remain “=$B$8+$B$9”. You can also use a mixed cell reference by only “locking” the column or row only ($B8 or B$8) which locks that specific column or row and the other reference becomes a relative reference and “moves” with the formula as its copied to another cell. For example, if you copy the formula “=B$8+B9” from cell C1 to cell C2, the formula in cell C2 will update to be “=B$8+B10” since the copied formula moved down one cell, the formula cell relative references also moved down one cell, but the absolute “locked” reference remained the same.
· Basic Math functions: Allows you to use the basic math symbols to perform mathematical functions. You can use the following keys: + (plus sign to add), - (minus sign to subtract), * (asterisk sign to multiply), and / (forward slash to divide). From the Excel Simulation below, if in a blank cell “=B18+B19” was entered, the formula would add the values from those cells and output the result, or 250,000 in this example. If using the other math symbols the result would output an appropriate answer for its function.
· SUM function: Allows you to refer to multiple cells and adds all the values. You can add individual cell references or ranges to utilize this function. From the Excel Simulation below, if in a blank cell “=SUM(B13,B14,B15)” was entered, the formula would output the result of adding those three separate cells, or 375,000 in this example. Similarly, if in a blank cell “=SUM(B13:B15)” was entered, the formula would output the same result of adding those cells, except they are expressed as a range in the formula, and the result would be 375,000 in this example.
Quest.
Chloe1a. This study uses qualitative meta-synthesis to take a.docxbissacr
Chloe
1a. This study uses qualitative meta-synthesis to take a holistic approach to innovation in information systems companies. The article stated that the researchers used qualitative meta-synthesis that analyzed over 370 different articles, journals or other written forums, which required a severe amount of time to read a review and correlate to each other to show a holistic approach. Some of the artifacts used were, “Fear of technological complexity”, “Data collection and processing tools”, and others in Table 1 (Lawrence, 2013).
1b. Information systems innovation is difficult. Not only just systems such as Facebook and Google but the backbone of systems that run corporations such as FedEx and UPS. Changing the users’ experience where it is not just easy to use, but functional has always been difficult such as when we think back to how clunky MySpace and AOL were. This article is about how cultures in information systems companies need mediation to generate innovation, which is directly applicable to how to generate innovative environments.
2a. This research focused on how social media could or could not enhance innovation. The researcher’s hypothesis was that a new connection + novel idea = innovation. In order to connect people, the researcher’s used social media due to its proclivity in today’s world. There were 31 owner-managers from the United Kingdom that signed up and 42 interviews that were conducted. The result of those interviews were over 500 pages of transcripts that required combing through, but first as binned by coding into nine different categories. Overall there was an extensive amount of qualitative research conducted is considerably larger than most qualitative studies.
2b. This article specifically applies to my topic of how to generate innovative environments because it takes a 21st-century approach to innovation, which is ironic, and assess how to use social media to generate innovative ideas. Though overall the discovery is that social media is a difficult platform to meet strangers, there is an avenue such as like type communities on social media that would work better.
References:
Lawrence, C. (2013). A Holistic Narrative of Culture’s Mediation of Information Systems Innovation: A
Qualitative Meta-Synthesis. Journal of Global Information Technology Management, 31–52.
Berne, D. F., Coda, R., Krakauer, P., & Donaire, D. (2019). The innovation challenge in micro and small enterprises
(MSE): An exploratory study at São Paulo metropolitan region. Studii de Ştiintă Şi Cultură, 15(4), 235–252. https://doi.org/10.1108/INMR-03-2019-0031
PAUL:
Part one:
Article one: The article chosen discusses how sales professionals perceive leadership. Interviews were conducted with both sales leaders and salespeople. What was found was that the salespeople overwhelmingly supported specific leadership traits that contributed to their overall performance. The four areas covered were coaching, collaborat.
Chinese railroad workers began to contribute to the Canadian railr.docxbissacr
Chinese railroad workers began to contribute to the Canadian railroad in 1800, but they paid a lot of labour and even life with low wages. Now, many bronze men in the Roger's Centre in Toronto are reminding people that many Chinese workers died while building the railroad, they were overworked and their salaries were low (China town concern group, 2016, para.1). However, these hard and lovely people have not received the respect they deserve in such a difficult situation. After they built the Canadian Pacific Railway, one of Canada's outstanding engineering projects, they were discriminatorily levied a head tax on Chinese workers. As the Frey (2017) suggests, the racist law imposed a "head tax" on Chinese immigrants from 1885 to 1923, acknowledging that the abuse of Chinese immigrants is a long process, and it is necessary to fight against historical inertia and racist laws (para.18). Over time, people's awareness of racism has increased, and they have begun to reflect on previous mistakes and modify some wrong regulations and measures. The websites show the unequal treatment and compensation of many Chinese railroad workers.
Reference
China town concern group. (2016, April 28). “Now and Then: Chinese Railroad Workers Memorial”. https://chinatownconcerngroup.wordpress.com/2016/05/13/now-and-then-chinese-railroad-workers-memorial/
Frey, W. (2017). Chinese workers integral in building Canada's first megaproject. Construct Connect. https://canada.constructconnect.com/Leaders2017/chinese-workers.html
.
CHIROPRACTIC & MANUAL THERAPIESClar et al. Chiropractic & .docxbissacr
CHIROPRACTIC & MANUAL THERAPIES
Clar et al. Chiropractic & Manual Therapies 2014, 22:12
http://www.chiromt.com/content/22/1/12
SYSTEMATIC REVIEW Open Access
Clinical effectiveness of manual therapy for the
management of musculoskeletal and non-
musculoskeletal conditions: systematic review
and update of UK evidence report
Christine Clar1, Alexander Tsertsvadze1, Rachel Court1, Gillian Lewando Hundt2, Aileen Clarke1 and Paul Sutcliffe1*
Abstract
Background: This systematic review updated and extended the “UK evidence report” by Bronfort et al. (Chiropr
Osteopath 18:3, 2010) with respect to conditions/interventions that received an ‘inconclusive’ or ‘negative’ evidence
rating or were not covered in the report.
Methods: A literature search of more than 10 general medical and specialised databases was conducted in August
2011 and updated in March 2013. Systematic reviews, primary comparative studies and qualitative studies of
patients with musculoskeletal or non-musculoskeletal conditions treated with manual therapy and reporting clinical
outcomes were included. Study quality was assessed using standardised instruments, studies were summarised, and
the results were compared against the evidence ratings of Bronfort. These were either confirmed, updated, or new
categories not assessed by Bronfort were added.
Results: 25,539 records were found; 178 new and additional studies were identified, of which 72 were systematic
reviews, 96 were randomised controlled trials, and 10 were non-randomised primary studies. Most ‘inconclusive’ or
‘moderate’ evidence ratings of the UK evidence report were confirmed. Evidence ratings changed in a positive
direction from inconclusive to moderate evidence ratings in only three cases (manipulation/mobilisation [with
exercise] for rotator cuff disorder; spinal mobilisation for cervicogenic headache; and mobilisation for
miscellaneous headache). In addition, evidence was identified on a large number of non-musculoskeletal conditions
not previously considered; most of this evidence was rated as inconclusive.
Conclusions: Overall, there was limited high quality evidence for the effectiveness of manual therapy. Most reviewed
evidence was of low to moderate quality and inconsistent due to substantial methodological and clinical diversity.
Areas requiring further research are highlighted.
Keywords: Clinical effectiveness, Manual therapy, Systematic review, Musculoskeletal, Bronfort
Background
Manual therapy is a non-surgical type of conservative
management that includes different skilled hands/fingers-
on techniques directed to the patient’s body (spine and
extremities) for the purpose of assessing, diagnosing,
and treating a variety of symptoms and conditions [1-4].
Manual therapy constitutes a wide variety of different
* Correspondence: [email protected]
1Populations, Evidence and Technologies, Division of Health Sciences,
Warwick Medical School, University of Warwick, Coventry CV4 7AL, England
Full list of author info.
Chinese Society 中国社会What are the social voices in China.docxbissacr
Chinese Society
中国社会
What are the social voices in China?
Tradition
Confucianism
Revolution
Communism, Maoism
Reform (Current)
Socialism with Chinese Characteristics?
Capitalism?
Deng Xiaoping Thought?
Harmonious Society (since 2005)
What are the components in Chinese society?
Danwei
Work unit
Guanxi
Connections
Family
One child, two childe
How has Chinese society changed?
Time
Space
Money
Commodification
Landscape
Self
Sex
What are the paths to success?
Mao’s China
Red- politics, White - education
Army, marriage
Deng’s China
Golden - business
To get rich is glorious
Redefining China’s Families
http://www.washingtonpost.com/wp-srv/world/interactives/chinafamilies/
How has the family in China changed?
Young and Restless in China
http://www.pbs.org/wgbh/pages/frontline/youngchina/
What are the lives of people like ?
Hutong Old Beijing
10
PSY 345: Social Psychology
McAuliff
Personal Application Paper
PERSONAL APPLICATION PAPER
In addition to reading and thinking about the concepts covered in the text, an important part of the
learning process includes applying these concepts to your own life and experiences. To facilitate
this process, a personal application paper must be uploaded on Moodle no later than 10am on
Monday, May 11. The paper should be typed (12 characters/inch font), three to five pages in
length, and double-spaced with one inch margins. Late papers will not be accepted and
students not turning in papers will receive a 0. The personal application paper will count
for 25% of your final grade.
For the paper, students should select one or two central topics discussed during the semester and
write about how the topic(s) is relevant to you and your life. For example, for the chapter on
prejudice, you might write about a time you directly or indirectly experienced some form of
prejudice. Alternatively, you could analyze a television commercial with an eye toward the material
covering the use of persuasion to increase compliance. Remember, this assignment is intended to
help you recognize how the material covered in class is personally relevant, as well as to
encourage you to think critically about the concepts presented instead of passively accepting them
as truths. Thus it is acceptable (and commendable) to include in your paper a discussion of the
reasons why you agree/disagree with what the author is saying. To reiterate, each paper must
have the following two components: a review (including proper citation) of the concept from the text
to be discussed; and second, your thoughts/feelings on this topic and a discussion of how it applies
to your life including whether you agree/disagree with what the author has said.
PSY 345: Social Psychology
McAuliff
Personal Application Paper Grading Form
_____ Introduction (2)
_____ Statement of interest (1)
_____ Explained (1)
_____ Description of Social Psychological Concept, Theory, or Research (.
China’s geography
中国地理
China’s physiography
Regional Geography
The same area as the U.S.
1.39 Billion People, 0.3% growth
90 percent live in the Eastern half
NORTHMandarinCoal; wheat;
Heavy industrySOUTHCantonesecotton; rice;
light industryWESTMinoritiesOil;
Agriculture
4
Figure 11-12
Title:
Landscape Regions of China
Caption:
The term China proper denotes the densely populated, culturally Han Chinese areas to the east of the blue line. The Yangtze Valley divides China proper into two general areas. Immediately to the north is the large fertile area of the North China Plain, bisected by the Huang He (or Yellow) River. To the west is the Loess Plateau, an upland area of soil derived from wind-deposited silt after the prehistoric glacial period, about 15,000 years ago.
China/USA
What are the characteristics of China’s territory?
Size of US 9,600,000 sq km
1.39 billion people
mid latitude
Continental
West dry, mountainous
East coastal humid
Vast in territory, rich in resources
Land is scarce, people are many
How do the mountains, rivers and basins combine in China?
Three tiers
SW mountains Tibetan Plateau >3000m
Himalayas, Kun Lun, Karakoram, Tian Shan
Basins and Plateaus 1000-3000m
Tarim Basin, Junggar Basin, Mongolian Plateau (Ordos),
Great Xingan, Chang Bai
Loess Plateau, Sichuan Basin, Yunnan Plateau
South China Hills (Wuyi)
Lowlands <500m
North China Plain, Northeast Plain, Deltas
Karakoram mountains
Tibetan plateau
Everest Chomolongma
Sichuan
Loess plateau
Guangdong
North China
South China
SW - Yunnan
Yellow River - West
Yellow River - East
Yangzi Basin
Yangzi River
Three Gorges Dam
Electrical power
Flood control?
Earthquake
Silt in lake
Aquatic habitat
2 million people moved
Physical environment
Climate
11_04.JPG
18
Figure 11-04
Title:
Flooding on the North China Plain
Caption:
Major flooding, sometimes inundating large sections of the North China Plain, has been a historical problem with the Huang He River. Severe droughts can also plague the same region. Extensive dikes have been built along much of the river to protect the countryside from flooding, as seen in this photo taken near the historical city of Kaifeng. (Yang Xiuyun/ChinaStock Photo Library)
11_05.JPG
19
Figure 11-05
Title:
Denuded Hillslopes in China
Caption:
Because of the need to clear forests for wood products and agricultural lands, China's mountain slopes have long been deforested. Without forest cover, soil erosion is a serious issue. (Bob Sacha/Corbis)
11_07.JPG
20
Figure 11-07
Title:
Coal-Fired Power Plant in China
Caption:
A coal-fired power plant emits large quantities of pollution in northwestern China. As China industrializes, it is building many such plants, damaging local air quality and contributing to global warming. (Natalie Behring/OnAsia.com)
Environmental Challenges
21
China’s population
中国人口
Current stats
http://www.prb.org/
Population Reference Bureau.
China’s reliance on coal epitomizes the central single energy .docxbissacr
China’s reliance on coal epitomizes the central “single energy dilemma” by being dependent upon oil heavily over the last decade. China became a net coal importer in 2009. They have multiple sources that supplies the country in proximity; specifically, Australia, Russia, and Indonesia to name a couple. China is the “second largest economy and destination of foreign direct investment” (Sarah Ladislaw, 2014). China due to the heavy growth must use more energy in order to support the growth. Another source stated that China also imported 5.4 million barrels per day of crude and 706 billion cubic feet of natural gas in 2012 alone. This contributes to the “single energy dilemma” because China seemingly is dependent on imported oils due to the amount of growth that they are experiencing.
In my personal assessment it is likely that China can move away from and off goal due to the development and interest in shale gas which is an alternative to coal. China used 10.7 million barrels of oil per day in 2013 which accounted for one third of global oil demand. Due to shale gas being developed China is rethinking their relationships with the Middle East and North Africa. Their dependence on Middle East supplies continues to grow so there needs to be another option for a country who grows ten percent per decade. There are other avenues other than the Middle East. For example, China has been looking into resources closer to home such as central Asian countries for oil. In conclusion China can move away from and off coal with the development of great relationships closer to home.
Sarah Ladislaw, M. L. (2014).
New Energy, New Geopolitics.
Bradshaw, M. (2013).
Global Energy Dilemmas.
.
chinese civilization essay question text 2-3 pages Cours.docxbissacr
chinese civilization essay question text
2-3 pages
Course Syllabus
Jump to Today
Chinese 10: Chinese Civilization
Instructor:
Dr. Jingyu Xue
Email:
[email protected]
Class Hours:
W 3:45-6:55 pm, Room R219
Office Hours:
before and after class, or by appointment
COURSE DESCRIPTION:
This course traces the development of Chinese civilization, one of the world’s oldest continuous civilizations, from Neolithic times down to the present. It covers the study of Chinese geography, philosophy, religion, political environment, social relations, family and gender roles, literature, art and drama. Classes will be a combination of lecture and discussion, and students are expected to participate in classroom discussion in order to better understand the rich heritage and full complexity of Chinese culture.
This class will be taught entirely in English. No prior knowledge of Chinese language or culture is required.
TEXTBOOK:
All required readings will be posted on Canvas.
Recommended textbook:
Ebrey, Patricia.
The Cambridge Illustrated History of China, 2nd
edition.
Cambridge: Cambridge University Press, 2010.
STUDENT LEARNING OUTCOMES:
After the completion of this course, students will be able to perform the following tasks:
Describe the major geographic features of China.
Describe the historical contributions of important people in Chinese history.
Explain at least two aspects of Chinese culture and aesthetic tradition.
Analyze various religious influences in China.
Compare/ contrast the differences between the Western and Chinese cultures in family, artistic, and philosophical values.
REQUIREMENTS:
Attendance is mandatory and factored into your participation grade. A student who arrives more than 10 minutes late or leaves more than 10 minutes early will be marked as half-absence. More than 1 unexcused absence will adversely affect your participation grade (10 points out of 100 will be subtracted for each absence). Any student who is absent 3 times in a row will be dropped from the class. An appropriate document is required for all excused absences.
All required readings will be posted on Canvas
. Students are expected to complete reading the assigned texts before coming to each class. It is very important to keep up with the weekly reading assignments and come to class with your textbooks and notes. By doing so, you will be better prepared to participate in class discussion
Active and informed participation in class discussion is required. The final grade can be raised or lowered a few points based on participation. Also, answers to all the exam questions will be addressed during class lectures and discussion. Please be sure to pay close attention and take careful notes. Please turn off all cell phones, pagers and other electronic devices during our class sessions.
Academic Honesty
. All written assignments must be original work put in an individual student’s own words. They can never be copied from another student,.
ChinaThe Third RevolutionXi Jinping and the New Chinese Sta.docxbissacr
China:
The Third Revolution
Xi Jinping and the New Chinese State
Elizabeth Economy
Elizabeth Economy, PhD
Council on Foreign Relations:
C. V. Starr senior fellow
Director for Asia studies
Hoover Institution of Stanford University
Visiting Fellow
She is an acclaimed author and expert on Chinese domestic and foreign policy, writing on topics ranging from China's environmental challenges to its role in global governance.
BA – Swarthmore; MA – Stanford; PhD – University of Michigan
Primary Theses
1. Xi Jinping has steered politics and economics towards repression, state control, and confrontation
Xi Jinping has used his power to reassert dominance of the Communist Party and of his own position within it
As part of the campaign against corruption, he has purged potential rivals
He has executed sweeping reorganization of the People’s Liberation Army to ensure loyalty of the military to the party and to him personally
Mr. Xi has imprisoned supporters of Western liberal reform and stamped out criticism of the party and government in the media and online
He has created a surveillance state to monitor discontent and deviance.
China increasingly controls business as an arm of state power
Made in China 2025 plan uses subsidies and protection to create world leadership in ten industries including aviation, tech & energy
Belt and Road Initiative subsidizes infrastructure development in Asia and Africa in return for Chinese trade agreements
c. Regional production chains or production networks are the mechanism by which China influences Asian economies and integrates itself with the global economy.
Enables higher degree of specialization and integration
Facilitates exploitation of scale and scope economies
Ideologically, Chinese path is captured in the “Chinese Dream”
The Third Revolution
The Rejuvenation of the Great Chinese Nation
Common Factors that Explain Takeoff
Openness to trade and investment – higher than rest of world
Strong Export Demand in advanced industrial economy
Increasing intra-regional trade
High Domestic Savings & Investment Rates
Strengthened physical and digital infrastructure
Improved quality of human capital
Active Government Involvement in Economy
Openness to trade
Share of Asian trade as % total world trade increasing at expense of European and Russian trade
North American trade relatively stable.
China: export partners in 2016, by export value
(in billion yuan)
United States
“…other than trade and FDI (foreign direct investment), regional production chains or production networks became a mechanism by which Asian economies tangibly influenced each other as well as integrated in a market-led manner. As barriers to the movement of goods, services and factors of production are dropped further, Asian economies would integrate more with each other as well as with the global economy.” Das, p. 13
Enables higher degree of specialization and integration
Facilitates .
Chinas first emperor, Qin, unified the different territories and st.docxbissacr
China's first emperor, Qin, unified the different territories and states into one empire. Discuss the importance of "standardization" (coins, stamps, language, etc.) in that unification.
Need at least two sources minimum and all sources need to be cited.
Minimum 300 words, maximum 500 words.
.
Chinas Great Wall Please respond to the following, using sources.docxbissacr
China's Great Wall" Please respond to the following, using sources under the Explore heading as the basis of your response:
Describe two (2) specific aspects about the Great Wall of China, such as facts about its size, length, purposes, varied materials, labor force, and its phases of construction. Consider the various purposes of such a wall and its impact for good or bad, and compare the Chinese wall in this respect to some specific wall of more modern times.
Compare and contrast the Great Wall of China with The Tomb and Terra Cotta Warriors of Qin Shihuangdi. Which is his greatest legacy?
Or, take the opposite approach and present the case that neither was Qin Shihuangdi’s greatest legacy.
Explore
China and Its Great Wall
•Chapter 7 (pp. 212-213, 220), early phases, (p. 605) later phase
•Explore wall interactively at http://www.panoramas.dk/7-wonders/great-wall.html
•Video at http://www.discovery.com/tv-shows/other-shows/videos/discovery-atlas-china-revealed-the-great-wall.htm
•UNESCO article at http://whc.unesco.org/en/list/438
•“China’s Wall Less Great in View from Space” article at http://www.nasa.gov/vision/space/workinginspace/great_wall.html
.
China1. Assess and include transcultural beliefs including l.docxbissacr
China
1. Assess and include transcultural beliefs including language, religious practices, socioeconomic status, end-of-life practices, dietary preferences, risky behaviors
2. Identify healthcare behaviors (i.e. nontraditional therapies)
3. Identify challenges and barriers to healthcare and outcomes related to these challenges
4. Develop an evidence-based plan that can be used to improve healthcare outcomes and access to healthcare (including use of IT systems, interdisciplinary members, etc.) for your selected culture. Provide supporting data from peer-reviewed articles
.
APA formatted, 2-page paper
Minimum of 3 references within 5 years
.
China, also known as the Peoples Republic of China or PRC, is a cou.docxbissacr
China, also known as the People's Republic of China or PRC, is a country located in the east of Asia. It is the largest Asian country and has the biggest population in the world at around 1.4 billion. Its ruling and founding political party is called the
Communist Party
wherein the head of state is the President, elected by the National People's Congress. He supervises the state council which consists of four vice premiers and the heads of ministries and commissions.
Although Human rights are exercised in this country, a sample of which is the freedom of speech, it is not freely implemented, since it is limited and firmly restricted by specific regulations and laws. This essay will tackle the restriction of freedom of speech in China.
Limited Freedom of Expression
Freedom of expression is the right to convey one’s opinions and thoughts without fear of being punished by the country's government. And although a lot of countries are exercising freedom of speech, some countries like China don't have this as one of their basic human rights.
As a sample, during the 2008 Summer Olympics, the Chinese government agreed to release permits allowing the people to protest in specific areas designed as protest parks in Beijing, but most of the applications sent to the government were either refused, banned or withheld and the police authorities even apprehended the people who applied for permits. If you are looking for essay examples, for example, a
freedom of speech persuasive essay
, it would impossible to find an essay that cites controversial issues. This is because access to web pages considered by the authorities of China as "threatening" or "risky" to the Communist Party are blocked on the internet.
On the brighter side, The Chinese government is spending huge amounts of money on catching and blocking not only web pages that advertise political change within the country, but also websites which may have violence and pornography. According to the Constitution of the People's Republic of China, Chinese citizens can enjoy the freedom of the press and freedom of speech.
However, these kinds of freedom are not institutionally protected. Public speeches that consist of forbidden subjects that can have a huge impact on the people could result in a penalty by the government, and that can include criminal sentences.
As a country ruled by
communism
, it does not accept any disapproval or protest from its people, and other parties defying the government and criticizing them are at risk of persecution. As a Chinese citizen, you are not allowed to freely use social media and have access to western news since it is also controlled by the government.
Other Restrictions
Aside from the government's restriction on freedom of speech, there are other limitations and regulations as well, such as on the administration of publishing and radio and television administration. According to the constitution regarding the administration of publication, .
china & USA ----Food curlture1 follow news story, and related curr.docxbissacr
china & USA ----Food curlture
1 follow news story, and related current events, for the entire semester, using diverse global news sources.
2 utilize diverse reference materials and peer reviewed academic journal articles across disciplines
3 present and explanation of research three times during the semester news report days.
NEWS report presentation rubric
outline
completion
format
detail
source list
cotent
accuracy&depth of research
connection to texts&class discussions
questions raised for further research
significant contribution to group
diverse sources
slant/bias considered or acknowledged
quality of sources
style
pace&volume
clarity
creativity
enthusiasm
.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
1. Characteristic:
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Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
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The essay is extremely well
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The writer employs evidence
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Research:
The essay reflects excellent research
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The essay is meticulously
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of its accuracy and
throughout in terms
throughout. Its
of both placement
of both placement
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either of accuracy
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and accuracy of
and accuracy of
presented in either
or placement. It
bibliographical list
construction in either
construction in
the approved
may not be using
entail significant
14. the approved
either the approved
Harvard or Chicago
either the Harvard
gaps or are
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or Chicago styles.
missing in too
styles. It includes a
styles. Its
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references and bibliographical list
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entirely.
also meticulously accurate.
are mostly accurate, but a few shortcomings exist.
some shortcomings.
gaps or errors.
15. IT STraTegy:
ISSueS and PracTIceS
This page intentionally left blank
IT STraTegy:
ISSueS and PracTIceS
T h i r d E d i t i o n
James D. McKeen
Queen’s University
Heather A. Smith
Queen’s University
Boston Columbus Indianapolis New York San Francisco Upper
Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich
Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
Editor in Chief: Stephanie Wall
Acquisitions Editor: Nicole Sam
Program Manager Team Lead: Ashley Santora
Program Manager: Denise Vaughn
17. ISBN 0-13-354424-9 (alk. paper)
1. Information technology—Management. I. Smith, Heather A.
II. Title.
HD30.2.M3987 2015
004.068—dc23
2014017950
ISBN–10: 0-13-354424-9
ISBN–13: 978-0-13-354424-4
10 9 8 7 6 5 4 3 2 1
CoNTENTS
Preface xiii
About the Authors xxi
Acknowledgments xxii
Section I Delivering Value with IT 1
Chapter 1 DeVelopIng anD DelIVerIng on The IT Value
propoSITIon 2
Peeling the Onion: Understanding IT Value 3
What Is IT Value? 3
Where Is IT Value? 4
Who Delivers IT Value? 5
When Is IT Value Realized? 5
18. The Three Components of the IT Value Proposition 6
Identification of Potential Value 7
Effective Conversion 8
Realizing Value 9
Five Principles for Delivering Value 10
Principle 1. Have a Clearly Defined Portfolio Value
Management
Process 11
Principle 2. Aim for Chunks of Value 11
Principle 3. Adopt a Holistic Orientation to Technology Value
11
Principle 4. Aim for Joint Ownership of Technology Initiatives
12
Principle 5. Experiment More Often 12
Conclusion 12 • References 13
Chapter 2 DeVelopIng IT STraTegy for BuSIneSS Value 15
Business and IT Strategies: Past, Present, and Future 16
Four Critical Success Factors 18
The Many Dimensions of IT Strategy 20
Toward an IT Strategy-Development Process 22
Challenges for CIOs 23
Conclusion 25 • References 25
Chapter 3 lInkIng IT To BuSIneSS MeTrICS 27
Business Measurement: An Overview 28
19. Key Business Metrics for IT 30
v
vi Contents
Designing Business Metrics for IT 31
Advice to Managers 35
Conclusion 36 • References 36
Chapter 4 BuIlDIng a STrong relaTIonShIp
wITh The BuSIneSS 38
The Nature of the Business–IT Relationship 39
The Foundation of a Strong Business–IT
Relationship 41
Building Block #1: Competence 42
Building Block #2: Credibility 43
Building Block #3: Interpersonal Interaction 44
Building Block #4: Trust 46
Conclusion 48 • References 48
Appendix A The Five IT Value Profiles 50
Appendix B Guidelines for Building a Strong Business–IT
Relationship 51
Chapter 5 CoMMunICaTIng wITh BuSIneSS ManagerS 52
20. Communication in the Business–IT Relationship 53
What Is “Good” Communication? 54
Obstacles to Effective Communication 56
“T-Level” Communication Skills for IT Staff 58
Improving Business–IT Communication 60
Conclusion 61 • References 61
Appendix A IT Communication Competencies 63
Chapter 6 BuIlDIng BeTTer IT leaDerS froM
The BoTToM up 64
The Changing Role of the IT Leader 65
What Makes a Good IT Leader? 67
How to Build Better IT Leaders 70
Investing in Leadership Development: Articulating the Value
Proposition 73
Conclusion 74 • References 75
MInI CaSeS
Delivering Business Value with IT at Hefty Hardware 76
Investing in TUFS 80
IT Planning at ModMeters 82
Contents vii
21. Section II IT governance 87
Chapter 7 CreaTIng IT ShareD SerVICeS 88
IT Shared Services: An Overview 89
IT Shared Services: Pros and Cons 92
IT Shared Services: Key Organizational Success Factors 93
Identifying Candidate Services 94
An Integrated Model of IT Shared Services 95
Recommmendations for Creating Effective IT
Shared Services 96
Conclusion 99 • References 99
Chapter 8 a ManageMenT fraMework for
IT SourCIng 100
A Maturity Model for IT Functions 101
IT Sourcing Options: Theory Versus Practice 105
The “Real” Decision Criteria 109
Decision Criterion #1: Flexibility 109
Decision Criterion #2: Control 109
Decision Criterion #3: Knowledge Enhancement 110
Decision Criterion #4: Business Exigency 110
A Decision Framework for Sourcing IT Functions 111
22. Identify Your Core IT Functions 111
Create a “Function Sourcing” Profile 111
Evolve Full-Time IT Personnel 113
Encourage Exploration of the Whole Range
of Sourcing Options 114
Combine Sourcing Options Strategically 114
A Management Framework for Successful
Sourcing 115
Develop a Sourcing Strategy 115
Develop a Risk Mitigation Strategy 115
Develop a Governance Strategy 116
Understand the Cost Structures 116
Conclusion 117 • References 117
Chapter 9 The IT BuDgeTIng proCeSS 118
Key Concepts in IT Budgeting 119
The Importance of Budgets 121
The IT Planning and Budget Process 123
viii Contents
Corporate Processes 123
23. IT Processes 125
Assess Actual IT Spending 126
IT Budgeting Practices That Deliver Value 127
Conclusion 128 • References 129
Chapter 10 ManagIng IT- BaSeD rISk 130
A Holistic View of IT-Based Risk 131
Holistic Risk Management: A Portrait 134
Developing a Risk Management Framework 135
Improving Risk Management Capabilities 138
Conclusion 139 • References 140
Appendix A A Selection of Risk Classification
Schemes 141
Chapter 11 InforMaTIon ManageMenT: The nexuS
of BuSIneSS anD IT 142
Information Management: How Does IT Fit? 143
A Framework For IM 145
Stage One: Develop an IM Policy 145
Stage Two: Articulate the Operational
Components 145
Stage Three: Establish Information Stewardship 146
Stage Four: Build Information Standards 147
24. Issues In IM 148
Culture and Behavior 148
Information Risk Management 149
Information Value 150
Privacy 150
Knowledge Management 151
The Knowing–Doing Gap 151
Getting Started in IM 151
Conclusion 153 • References 154
Appendix A Elements of IM Operations 155
MInI CaSeS
Building Shared Services at RR Communications 156
Enterprise Architecture at Nationstate Insurance 160
IT Investment at North American Financial 165
Contents ix
Section III IT-enabled Innovation 169
Chapter 12 InnoVaTIon wITh IT 170
The Need for Innovation: An Historical
25. Perspective 171
The Need for Innovation Now 171
Understanding Innovation 172
The Value of Innovation 174
Innovation Essentials: Motivation, Support,
and Direction 175
Challenges for IT leaders 177
Facilitating Innovation 179
Conclusion 180 • References 181
Chapter 13 BIg DaTa anD SoCIal CoMpuTIng 182
The Social Media/Big Data Opportunity 183
Delivering Business Value with Big Data 185
Innovating with Big Data 189
Pulling in Two Different Directions: The Challenge
for IT Managers 190
First Steps for IT Leaders 192
Conclusion 193 • References 194
Chapter 14 IMproVIng The CuSToMer experIenCe:
an IT perSpeCTIVe 195
Customer Experience and Business value 196
Many Dimensions of Customer Experience 197
The Role of Technology in Customer Experience 199
26. Customer Experience Essentials for IT 200
First Steps to Improving Customer Experience 203
Conclusion 204 • References 204
Chapter 15 BuIlDIng BuSIneSS InTellIgenCe 206
Understanding Business Intelligence 207
The Need for Business Intelligence 208
The Challenge of Business Intelligence 209
The Role of IT in Business Intelligence 211
Improving Business Intelligence 213
Conclusion 216 • References 216
x Contents
Chapter 16 enaBlIng CollaBoraTIon wITh IT 218
Why Collaborate? 219
Characteristics of Collaboration 222
Components of Successful Collaboration 225
The Role of IT in Collaboration 227
First Steps for Facilitating Effective Collaboration 229
Conclusion 231 • References 232
MInI CaSeS
Innovation at International Foods 234
27. Consumerization of Technology at IFG 239
CRM at Minitrex 243
Customer Service at Datatronics 246
Section IV IT portfolio Development and Management 251
Chapter 17 applICaTIon porTfolIo ManageMenT 252
The Applications Quagmire 253
The Benefits of a Portfolio Perspective 254
Making APM Happen 256
Capability 1: Strategy and Governance 258
Capability 2: Inventory Management 262
Capability 3: Reporting and Rationalization 263
Key Lessons Learned 264
Conclusion 265 • References 265
Appendix A Application Information 266
Chapter 18 ManagIng IT DeManD 270
Understanding IT Demand 271
The Economics of Demand Management 273
Three Tools for Demand management 273
Key Organizational Enablers for Effective Demand
Management 274
28. Strategic Initiative Management 275
Application Portfolio Management 276
Enterprise Architecture 276
Business–IT Partnership 277
Governance and Transparency 279
Conclusion 281 • References 281
Contents xi
Chapter 19 CreaTIng anD eVolVIng a TeChnology
roaDMap 283
What is a Technology Roadmap? 284
The Benefits of a Technology Roadmap 285
External Benefits (Effectiveness) 285
Internal Benefits (Efficiency) 286
Elements of the Technology Roadmap 286
Activity #1: Guiding Principles 287
Activity #2: Assess Current Technology 288
Activity #3: Analyze Gaps 289
Activity #4: Evaluate Technology
Landscape 290
29. Activity #5: Describe Future Technology 291
Activity #6: Outline Migration Strategy 292
Activity #7: Establish Governance 292
Practical Steps for Developing a Technology
Roadmap 294
Conclusion 295 • References 295
Appendix A Principles to Guide a Migration
Strategy 296
Chapter 20 enhanCIng DeVelopMenT
proDuCTIVITy 297
The Problem with System Development 298
Trends in System Development 299
Obstacles to Improving System Development
Productivity 302
Improving System Development Productivity: What we
know that Works 304
Next Steps to Improving System Development
Productivity 306
Conclusion 308 • References 308
Chapter 21 InforMaTIon DelIVery: IT’S eVolVIng role 310
Information and IT: Why Now? 311
Delivering Value Through Information 312
30. Effective Information Delivery 316
New Information Skills 316
New Information Roles 317
New Information Practices 317
xii Contents
New Information Strategies 318
The Future of Information Delivery 319
Conclusion 321 • References 322
MInI CaSeS
Project Management at MM 324
Working Smarter at Continental Furniture International 328
Managing Technology at Genex Fuels 333
Index 336
PREFACE
Today, with information technology (IT) driving constant
business transformation,
overwhelming organizations with information, enabling 24/7
global operations, and
undermining traditional business models, the challenge for
business leaders is not
simply to manage IT, it is to use IT to deliver business value.
31. Whereas until fairly recently,
decisions about IT could be safely delegated to technology
specialists after a business
strategy had been developed, IT is now so closely integrated
with business that, as one
CIO explained to us, “We can no longer deliver business
solutions in our company
without using technology so IT and business strategy must
constantly interact with
each other.”
What’s New in This Third Edition?
• Six new chapters focusing on current critical issues in IT
management, including
IT shared services; big data and social computing; business
intelligence; manag-
ing IT demand; improving the customer experience; and
enhancing development
productivity.
• Two significantly revised chapters: on delivering IT functions
through different
resourcing options; and innovating with IT.
•
TwonewminicasesbasedonrealcompaniesandrealITmanagementsi
tuations:
Working Smarter at Continental Furniture and Enterprise
Architecture at Nationstate
Insurance.
•
Arevisedstructurebasedonreaderfeedbackwithsixchaptersandtwo
minicases
from the second edition being moved to the Web site.
32. All too often, in our efforts to prepare future executives to deal
effectively with
the issues of IT strategy and management, we lead them into a
foreign country where
they encounter a different language, different culture, and
different customs. Acronyms
(e.g., SOA, FTP/IP, SDLC, ITIL, ERP), buzzwords (e.g.,
asymmetric encryption, proxy
servers, agile, enterprise service bus), and the widely adopted
practice of abstraction
(e.g., Is a software monitor a person, place, or thing?) present
formidable “barriers to
entry” to the technologically uninitiated, but more important,
they obscure the impor-
tance of teaching students how to make business decisions about
a key organizational
resource. By taking a critical issues perspective, IT Strategy:
Issues and Practices treats IT
as a tool to be leveraged to save and/or make money or
transform an organization—not
as a study by itself.
As in the first two editions of this book, this third edition
combines the experi-
ences and insights of many senior IT managers from leading-
edge organizations with
thorough academic research to bring important issues in IT
management to life and
demonstrate how IT strategy is put into action in contemporary
businesses. This new
edition has been designed around an enhanced set of critical
real-world issues in IT
management today, such as innovating with IT, working with
big data and social media,
33. xiii
xiv Preface
enhancing customer experience, and designing for business
intelligence and introduces
students to the challenges of making IT decisions that will have
significant impacts on
how businesses function and deliver value to stakeholders.
IT Strategy: Issues and Practices focuses on how IT is changing
and will continue to
change organizations as we now know them. However, rather
than learning concepts
“free of context,” students are introduced to the complex
decisions facing real organi-
zations by means of a number of mini cases. These provide an
opportunity to apply
the models/theories/frameworks presented and help students
integrate and assimilate
this material. By the end of the book, students will have the
confidence and ability to
tackle the tough issues regarding IT management and strategy
and a clear understand-
ing of their importance in delivering business value.
Key Features of This Book
• AfocusonITmanagement issues as opposed to technology
issues
• CriticalITissuesexploredwithintheirorganizationalcontexts
•
ReadilyapplicablemodelsandframeworksforimplementingITstrat
egies
34. •
Minicasestoanimateissuesandfocusclassroomdiscussionsonreal-
worlddeci-
sions, enabling problem-based learning
• Provenstrategiesandbestpracticesfromleading-
edgeorganizations
•
UsefulandpracticaladviceandguidelinesfordeliveringvaluewithIT
• Extensiveteachingnotesforallminicases
A Different ApproAch to teAching it StrAtegy
The real world of IT is one of issues—critical issues—such as
the following:
• HowdoweknowifwearegettingvaluefromourITinvestment?
• HowcanweinnovatewithIT?
• WhatspecificITfunctionsshouldweseekfromexternalproviders?
•
HowdowebuildanITleadershipteamthatisatrustedpartnerwiththeb
usiness?
• HowdoweenhanceITcapabilities?
• WhatisIT’sroleincreatinganintelligentbusiness?
•
Howcanwebesttakeadvantageofnewtechnologies,suchasbigdataan
dsocial
media, in our business?
• HowcanwemanageITrisk?
However, the majority of management information systems
(MIS) textbooks are orga-
nized by system category (e.g., supply chain, customer
relationship management, enterprise
resource planning), by system component (e.g., hardware,
35. software, networks), by system
function (e.g., marketing, financial, human resources), by
system type (e.g., transactional,
decisional, strategic), or by a combination of these.
Unfortunately, such an organization
does not promote an understanding of IT management in
practice.
IT Strategy: Issues and Practices tackles the real-world
challenges of IT manage-
ment. First, it explores a set of the most important issues facing
IT managers today, and
second, it provides a series of mini cases that present these
critical IT issues within the
context of real organizations. By focusing the text as well as the
mini cases on today’s
critical issues, the book naturally reinforces problem-based
learning.
Preface xv
IT Strategy: Issues and Practices includes thirteen mini cases—
each based on a real
company presented anonymously.1 Mini cases are not simply
abbreviated versions of
standard, full-length business cases. They differ in two
significant ways:
1. A horizontal perspective. Unlike standard cases that develop
a single issue within
an organizational setting (i.e., a “vertical” slice of
organizational life), mini cases
take a “horizontal” slice through a number of coexistent issues.
Rather than looking
36. for a solution to a specific problem, as in a standard case,
students analyzing a mini
case must first identify and prioritize the issues embedded
within the case. This mim-
ics real life in organizations where the challenge lies in
“knowing where to start” as
opposed to “solving a predefined problem.”
2. Highly relevant information. Mini cases are densely written.
Unlike standard
cases, which intermix irrelevant information, in a mini case,
each sentence exists for
a reason and reflects relevant information. As a result, students
must analyze each
case very carefully so as not to miss critical aspects of the
situation.
Teaching with mini cases is, thus, very different than teaching
with standard cases.
With mini cases, students must determine what is really going
on within the organiza-
tion. What first appears as a straightforward “technology”
problem may in fact be a
political problem or one of five other “technology” problems.
Detective work is, there-
fore, required. The problem identification and prioritization
skills needed are essential
skills for future managers to learn for the simple reason that it
is not possible for organi-
zations to tackle all of their problems concurrently. Mini cases
help teach these skills to
students and can balance the problem-solving skills learned in
other classes. Best of all,
detective work is fun and promotes lively classroom discussion.
To assist instructors, extensive teaching notes are available for
37. all mini cases. Developed
by the authors and based on “tried and true” in-class experience,
these notes include case
summaries, identify the key issues within each case, present
ancillary information about the
company/industry represented in the case, and offer guidelines
for organizing the class-
room discussion. Because of the structure of these mini cases
and their embedded issues, it
is common for teaching notes to exceed the length of the actual
mini case!
This book is most appropriate for MIS courses where the goal is
to understand how
IT delivers organizational value. These courses are frequently
labeled “IT Strategy” or
“IT Management” and are offered within undergraduate as well
as MBA programs. For
undergraduate juniors and seniors in business and commerce
programs, this is usually
the “capstone” MIS course. For MBA students, this course may
be the compulsory core
course in MIS, or it may be an elective course.
Each chapter and mini case in this book has been thoroughly
tested in a variety
of undergraduate, graduate, and executive programs at Queen’s
School of Business.2
1 We are unable to identify these leading-edge companies by
agreements established as part of our overall
research program (described later).
2 Queen’s School of Business is one of the world’s premier
business schools, with a faculty team renowned
for its business experience and academic credentials. The
School has earned international recognition for
38. its innovative approaches to team-based and experiential
learning. In addition to its highly acclaimed MBA
programs, Queen’s School of Business is also home to Canada’s
most prestigious undergraduate business
program and several outstanding graduate programs. As well,
the School is one of the world’s largest and
most respected providers of executive education.
xvi Preface
These materials have proven highly successful within all
programs because we adapt
how the material is presented according to the level of the
students. Whereas under-
graduate students “learn” about critical business issues from the
book and mini cases
for the first time, graduate students are able to “relate” to these
same critical issues
based on their previous business experience. As a result,
graduate students are able to
introduce personal experiences into the discussion of these
critical IT issues.
orgAnizAtion of thiS Book
One of the advantages of an issues-focused structure is that
chapters can be approached
in any order because they do not build on one another. Chapter
order is immaterial; that
is, one does not need to read the first three chapters to
understand the fourth. This pro-
vides an instructor with maximum flexibility to organize a
course as he or she sees fit.
Thus, within different courses/programs, the order of topics can
39. be changed to focus on
different IT concepts.
Furthermore, because each mini case includes multiple issues,
they, too, can be
used to serve different purposes. For example, the mini case
“Building Shared Services
at RR Communications” can be used to focus on issues of
governance, organizational
structure, and/or change management just as easily as shared
services. The result is a
rich set of instructional materials that lends itself well to a
variety of pedagogical appli-
cations, particularly problem-based learning, and that clearly
illustrates the reality of IT
strategy in action.
The book is organized into four sections, each emphasizing a
key component of
developing and delivering effective IT strategy:
• Section I: Delivering Value with IT is designed to examine the
complex ways that
IT and business value are related. Over the past twenty years,
researchers and prac-
titioners have come to understand that “business value” can
mean many different
things when applied to IT. Chapter 1 (Developing and
Delivering on the IT Value
Proposition) explores these concepts in depth. Unlike the
simplistic value propo-
sitions often used when implementing IT in organizations, this
chapter presents
“value” as a multilayered business construct that must be
effectively managed at
several levels if technology is to achieve the benefits expected.
40. Chapter 2 (Developing
IT Strategy for Business Value) examines the dynamic
interrelationship between
business and IT strategy and looks at the processes and critical
success factors
used by organizations to ensure that both are well aligned.
Chapter 3 (Linking IT
to Business Metrics) discusses new ways of measuring IT’s
effectiveness that pro-
mote closer business–IT alignment and help drive greater
business value. Chapter
4 (Building a Strong Relationship with the Business) examines
the nature of the
business–IT relationship and the characteristics of an effective
relationship that
delivers real value to the enterprise. Chapter 5 (Communicating
with Business
Managers) explores the business and interpersonal competencies
that IT staff will
need in order to do their jobs effectively over the next five to
seven years and what
companies should be doing to develop them. Finally, Chapter 6
(Building Better IT
Leaders from the Bottom Up) tackles the increasing need for
improved leadership
skills in all IT staff and examines the expectations of the
business for strategic and
innovative guidance from IT.
Preface xvii
In the mini cases associated with this section, the concepts of
delivering
value with IT are explored in a number of different ways. We
41. see business and
IT executives at Hefty Hardware grappling with conflicting
priorities and per-
spectives and how best to work together to achieve the
company’s strategy. In
“Investing in TUFS,” CIO Martin Drysdale watches as all of the
work his IT depart-
ment has put into a major new system fails to deliver value. And
the “IT Planning
at ModMeters” mini case follows CIO Brian Smith’s efforts to
create a strategic
IT plan that will align with business strategy, keep IT running,
and not increase
IT’s budget.
• Section II: IT Governance explores key concepts in how the IT
organization is
structured and managed to effectively deliver IT products and
services to the orga-
nization. Chapter 7 (IT Shared Services) discusses how IT
shared services should be
selected, organized, managed, and governed to achieve
improved organizational
performance. Chapter 8 (A Management Framework for IT
Sourcing) examines
how organizations are choosing to source and deliver different
types of IT functions
and presents a framework to guide sourcing decisions. Chapter 9
(The IT Budgeting
Process) describes the “evil twin” of IT strategy, discussing
how budgeting mecha-
nisms can significantly undermine effective business strategies
and suggesting
practices for addressing this problem while maintaining
traditional fiscal account-
ability. Chapter 10 (Managing IT-based Risk) describes how
42. many IT organizations
have been given the responsibility of not only managing risk in
their own activities
(i.e., project development, operations, and delivering business
strategy) but also
of managing IT-based risk in all company activities (e.g.,
mobile computing, file
sharing, and online access to information and software) and the
need for a holistic
framework to understand and deal with risk effectively. Chapter
11 (Information
Management: The Nexus of Business and IT) describes how new
organizational
needs for more useful and integrated information are driving the
development of
business-oriented functions within IT that focus specifically on
information and
knowledge, as opposed to applications and data.
The mini cases in this section examine the difficulties of
managing com-
plex IT issues when they intersect substantially with important
business issues.
In “Building Shared Services at RR Communications,” we see
an IT organiza-
tion in transition from a traditional divisional structure and
governance model
to a more centralized enterprise model, and the long-term
challenges experi-
enced by CIO Vince Patton in changing both business and IT
practices, includ-
ing information management and delivery, to support this new
approach. In
“Enterprise Architecture at Nationstate Insurance,” CIO Jane
Denton endeavors
to make IT more flexible and agile, while incorporating new and
43. emerging tech-
nologies into its strategy. In “IT Investment at North American
Financial,” we
show the opportunities and challenges involved in prioritizing
and resourcing
enterprisewide IT projects and monitoring that anticipated
benefits are being
achieved.
• Section III: IT-Enabled Innovation discusses some of the ways
technology is
being used to transform organizations. Chapter 12 (Innovation
with IT) examines
the nature and importance of innovation with IT and describes a
typical inno-
vation life cycle. Chapter 13 (Big Data and Social Computing)
discusses how IT
leaders are incorporating big data and social media concepts and
technologies
xviii Preface
to successfully deliver business value in new ways. Chapter 14
(Improving the
Customer Experience: An IT Perspective) explores the IT
function’s role in creating
and improving an organization’s customer experiences and the
role of technology
in helping companies to understand and learn from their
customers’ experiences.
Chapter 15 (Building Business Intelligence) looks at the nature
of business intelli-
gence and its relationship to data, information, and knowledge
and how IT can be
44. used to build a more intelligent organization. Chapter 16
(Enabling Collaboration
with IT) identifies the principal forms of collaboration used in
organizations, the
primary business drivers involved in them, how their business
value is measured,
and the roles of IT and the business in enabling collaboration.
The mini cases in this section focus on the key challenges
companies face in
innovating with IT. “Innovation at International Foods”
contrasts the need for pro-
cess and control in corporate IT with the strong push to
innovate with technology
and the difficulties that ensue from the clash of style and
culture. “Consumerization
of Technology at IFG” looks at issues such as “bring your own
device” (BYOD) to
the workplace. In “CRM at Minitrex,” we see some of the
internal technological and
political conflicts that result from a strategic decision to
become more customercen-
tric. Finally, “Customer Service at Datatronics” explores the
importance of present-
ing unified, customer-facing IT to customers.
• Section IV: IT Portfolio Development and Management looks
at how the IT
function must transform itself to be able to deliver business
value effectively in
the future. Chapter 17 (Application Portfolio Management)
describes the ongoing
management process of categorizing, assessing, and
rationalizing the IT application
portfolio. Chapter 18 (Managing IT Demand) looks at the often
neglected issue of
45. demand management (as opposed to supply management),
explores the root causes
of the demand for IT services, and identifies a number of tools
and enablers to
facilitate more effective demand management. Chapter 19
(Creating and Evolving
a Technology Roadmap) examines the challenges IT managers
face in implement-
ing new infrastructure, technology standards, and types of
technology in their real-
world business and technical environments, which is composed
of a huge variety of
hardware, software, applications, and other technologies, some
of which date back
more than thirty years. Chapter 20 (Enhancing Development
Productivity) explores
how system development practices are changing and how
managers can create
an environment to promote improved development productivity.
And Chapter 21
(Information Delivery: IT’s Evolving Role) examines the fresh
challenges IT faces in
managing the exponential growth of data and digital assets;
privacy and account-
ability concerns; and new demands for access to information on
an anywhere, any-
time basis.
The mini cases associated with this section describe many of
these themes
embedded within real organizational contexts. “Project
Management at MM” mini
case shows how a top-priority, strategic project can take a
wrong turn when proj-
ect management skills are ineffective. “Working Smarter at
Continental Furniture”
46. mini case follows an initiative to improve the company’s
analytics so it can reduce
its environmental impact. And in the mini case “Managing
Technology at Genex
Fuels,” we see CIO Nick Devlin trying to implement
enterprisewide technology for
competitive advantage in an organization that has been limping
along with obscure
and outdated systems.
Preface xix
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the geneSiS of thiS Book
Since 1990 we have been meeting quarterly with a group of
senior IT managers from
a number of leading-edge organizations (e.g., Eli Lilly, BMO,
Honda, HP, CIBC, IBM,
Sears, Bell Canada, MacDonalds, and Sun Life) to identify and
discuss critical IT manage-
ment issues. This focus group represents a wide variety of
industry sectors (e.g., retail,
manufacturing, pharmaceutical, banking, telecommunications,
48. insurance, media, food
processing, government, and automotive). Originally, it was
established to meet the com-
panies’ needs for well-balanced, thoughtful, yet practical
information on emerging IT
management topics, about which little or no research was
available. However, we soon
recognized the value of this premise for our own research in the
rapidly evolving field
of IT management. As a result, it quickly became a full-scale
research program in which
we were able to use the focus group as an “early warning
system” to document new IT
management issues, develop case studies around them, and
explore more collaborative
approaches to identifying trends, challenges, and effective
practices in each topic area.3
3 This now includes best practice case studies, field research in
organizations, multidisciplinary qualitative
and quantitative research projects, and participation in
numerous CIO research consortia.
http://www.pearsonhighered.com/mckeen
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xx Preface
As we shared our materials with our business students, we
realized that this issues-
based approach resonated strongly with them, and we began to
incorporate more of our
research into the classroom. This book is the result of our many
years’ work with senior
49. IT managers, in organizations, and with students in the
classroom.
Each issue in this book has been selected collaboratively by the
focus group after
debate and discussion. As facilitators, our job has been to keep
the group’s focus on IT
management issues, not technology per se. In preparation for
each meeting, focus group
members researched the topic within their own organization,
often involving a number
of members of their senior IT management team as well as
subject matter experts in
the process. To guide them, we provided a series of questions
about the issue, although
members are always free to explore it as they see fit. This
approach provided both struc-
ture for the ensuing discussion and flexibility for those
members whose organizations
are approaching the issue in a different fashion.
The focus group then met in a full-day session, where the
members discussed all
aspects of the issue. Many also shared corporate documents with
the group. We facilitated
the discussion, in particular pushing the group to achieve a
common understanding of
the dimensions of the issue and seeking examples, best
practices, and guidelines for deal-
ing with the challenges involved. Following each session, we
wrote a report based on the
discussion, incorporating relevant academic and practitioner
materials where these were
available. (Because some topics are “bleeding edge,” there is
often little traditional IT
research available on them.)
50. Each report has three parts:
1. A description of the issue and the challenges it presents for
both business and IT
managers
2. Models and concepts derived from the literature to position
the issue within a con-
textual framework
3. Near-term strategies (i.e., those that can be implemented
immediately) that have
proven successful within organizations for dealing with the
specific issue
Each chapter in this book focuses on one of these critical IT
issues. We have learned
over the years that the issues themselves vary little across
industries and organizations,
even in enterprises with unique IT strategies. However, each
organization tackles the
same issue somewhat differently. It is this diversity that
provides the richness of insight
in these chapters. Our collaborative research approach is based
on our belief that when
dealing with complex and leading-edge issues, “everyone has
part of the solution.”
Every focus group, therefore, provides us an opportunity to
explore a topic from a
variety of perspectives and to integrate different experiences
(both successful and oth-
erwise) so that collectively, a thorough understanding of each
issue can be developed
and strategies for how it can be managed most successfully can
be identified.
51. ABoUT THE AUTHoRS
James D. McKeen is Professor Emeritus at the Queen’s School
of Business. He has been
working in the IT field for many years as a practitioner,
researcher, and consultant. In
2011, he was named the “IT Educator of the Year” by
ComputerWorld Canada. Jim has
taught at universities in the United Kingdom, France, Germany,
and the United States.
His research is widely published in a number of leading journals
and he is the coau-
thor (with Heather Smith) of five books on IT management.
Their most recent book—IT
Strategy: Issues and Practices (2nd ed.)—was the best-selling
business book in Canada
(Globe and Mail, April 2012).
Heather A. Smith has been named the most-published researcher
on IT management
issues in two successive studies (2006, 2009). A senior research
associate with Queen’s
University School of Business, she is the author of five books,
the most recent being IT
Strategy: Issues and Practices (Pearson Prentice Hall, 2012).
She is also a senior research
associate with the American Society for Information
Management’s Advanced Practices
Council. A former senior IT manager, she is codirector of the IT
Management Forum and
the CIO Brief, which facilitate interorganizational learning
among senior IT executives.
In addition, she consults and collaborates with organizations
52. worldwide.
xxi
ACKNowLEDGMENTS
The work contained in this book is based on numerous meetings
with many senior IT
managers. We would like to acknowledge our indebtedness to
the following individuals
who willingly shared their insights based on their experiences
“earned the hard way”:
Michael Balenzano, Sergei Beliaev, Matthias Benfey, Nastaran
Bisheban, Peter
Borden, Eduardo Cadena, Dale Castle, Marc Collins, Diane
Cope, Dan Di Salvo,
Ken Dschankilic, Michael East, Nada Farah, Mark Gillard, Gary
Goldsmith, Ian
Graham, Keiko Gutierrez, Maureen Hall, Bruce Harding,
Theresa Harrington,
Tom Hopson, Heather Hutchison, Jim Irich, Zeeshan Khan,
Joanne Lafreniere,
Konstantine Liris, Lisa MacKay, Mark O’Gorman, Amin
Panjwani, Troy Pariag,
Brian Patton, Marius Podaru, Helen Restivo, Pat Sadler, A. F.
Salam, Ashish
Saxena, Joanne Scher, Stewart Scott, Andy Secord, Marie Shafi,
Helen Shih, Trudy
Sykes, Bruce Thompson, Raju Uppalapati, Len Van Greuning,
Laurie Schatzberg,
Ted Vincent, and Bond Wetherbe.
We would also like to recognize the contribution of Queen’s
53. School of Business
to this work. The school has facilitated and supported our vision
of better integrat-
ing academic research and practice and has helped make our
collaborative approach
to the study of IT management and strategy an effective model
for interorganizational
learning.
James D. McKeen
Kingston, Ontario
Heather A. Smith
School of Business
June 2014
xxii
S e c t i o n i
Delivering Value with IT
Chapter 1 Developing and Delivering on the IT Value
Proposition
Chapter 2 Developing IT Strategy for Business Value
Chapter 3 Linking IT to Business Metrics
Chapter 4 Building a Strong Relationship with the Business
Chapter 5 Communicating with Business Managers
Chapter 6 Building Better IT Leaders from the Bottom Up
Mini Cases
■ Delivering Business Value with IT at Hefty Hardware
■ Investing in TUFS
54. ■ IT Planning at ModMeters
2
C h a p t e r
1 Developing and Delivering on the it Value Proposition1
1 This chapter is based on the authors’ previously published
article, Smith, H. A., and J. D. McKeen.
“Developing and Delivering on the IT Value Proposition.”
Communications of the Association for Information
Systems 11 (April 2003): 438–50. Reproduced by permission of
the Association for Information Systems.
It’s déjà vu all over again. For at least twenty years, business
leaders have been trying to figure out exactly how and where
IT can be of value in their organizations. And IT managers have
been trying to learn how to deliver this value. When IT was
used mainly as a productivity improvement tool in small areas
of a business, this was
a relatively straightforward process. Value was measured by
reduced head counts—
usually in clerical areas—and/or the ability to process more
transactions per person.
However, as systems grew in scope and complexity,
unfortunately so did the risks. Very
few companies escaped this period without making at least a
few disastrous invest-
ments in systems that didn’t work or didn’t deliver the bottom-
line benefits executives
thought they would. Naturally, fingers were pointed at IT.
With the advent of the strategic use of IT in business, it became
55. even more difficult
to isolate and deliver on the IT value proposition. It was often
hard to tell if an invest-
ment had paid off. Who could say how many competitors had
been deterred or how
many customers had been attracted by a particular IT initiative?
Many companies can
tell horror stories of how they have been left with a substantial
investment in new forms
of technology with little to show for it. Although over the years
there have been many
improvements in where and how IT investments are made and
good controls have been
established to limit time and cost overruns, we are still not able
to accurately articulate
and deliver on a value proposition for IT when it comes to
anything other than simple
productivity improvements or cost savings.
Problems in delivering IT value can lie with how a value
proposition is conceived
or in what is done to actually implement an idea—that is,
selecting the right project and
doing the project right (Cooper et al. 2000; McKeen and Smith
2003; Peslak 2012). In
addition, although most firms attempt to calculate the expected
payback of an IT invest-
ment before making it, few actually follow up to ensure that
value has been achieved or
to question what needs to be done to make sure that value will
be delivered.
Chapter1 • DevelopingandDeliveringontheITValueProposition 3
56. This chapter first looks at the nature of IT value and “peels the
onion” into its
different layers. Then it examines the three components of
delivering IT value: value
identification, conversion, and value realization. Finally, it
identifies five general
principles for ensuring IT value will be achieved.
Peeling the OniOn: Understanding it ValUe
Thirty years ago the IT value proposition was seen as a simple
equation: Deliver the
right technology to the organization, and financial benefits will
follow (Cronk and
Fitzgerald 1999; Marchand et al. 2000). In the early days of IT,
when computers were
most often used as direct substitutes for people, this equation
was understandable,
even if it rarely worked this simply. It was easy to compute a
bottom-line benefit where
“technology” dollars replaced “salary” dollars.
Problems with this simplistic view quickly arose when
technology came to be
used as a productivity support tool and as a strategic tool.
Under these conditions,
managers had to decide if an IT investment was worth making if
it saved people time,
helped them make better decisions, or improved service. Thus,
other factors, such as
how well technology was used by people or how IT and
business processes worked
together, became important considerations in how much value
was realized from an IT
investment. These issues have long confounded our
understanding of the IT value prop-
57. osition, leading to a plethora of opinions (many negative) about
how and where technol-
ogy has actually contributed to business value. Stephen Roach
(1989) made headlines
with his macroeconomic analysis showing that IT had had
absolutely no impact on pro-
ductivity in the services sector. More recently, research shows
that companies still have a
mixed record in linking IT to organizational performance, user
satisfaction, productivity,
customer experience, and agility (Peslak 2012).
These perceptions, plus ever-increasing IT expenditures, have
meant business
managers are taking a closer look at how and where IT delivers
value to an organization
(Ginzberg 2001; Luftman and Zadeh 2011). As they do this,
they are beginning to change
their understanding of the IT value proposition. Although,
unfortunately, “silver bullet
thinking” (i.e., plug in technology and deliver bottom-line
impact) still predomi-
nates, IT value is increasingly seen as a multilayered concept,
far more complex than
it first appeared. This suggests that before an IT value
proposition can be identified
and delivered, it is essential that managers first “peel the
onion” and understand more
about the nature of IT value itself (see Figure 1.1).
What is it Value?
Value is defined as the worth or desirability of a thing (Cronk
and Fitzgerald 1999). It is
a subjective assessment. Although many believe this is not so,
the value of IT depends
58. very much on how a business and its individual managers
choose to view it. Different
companies and even different executives will define it quite
differently. Strategic posi-
tioning, increased productivity, improved decision making, cost
savings, or improved
service are all ways value could be defined. Today most
businesses define value broadly
and loosely, not simply as a financial concept (Chakravarty et
al. 2013). Ideally, it is tied
to the organization’s business model because adding value with
IT should enable a firm
to do its business better. In the focus group (see the Preface),
one company sees value
4 SectionI • DeliveringValuewithIT
resulting from all parts of the organization having the same
processes; another defines
value by return on investment (ROI); still another measures it
by a composite of key
performance indicators. In short, there is no single agreed-on
measure of IT value. As a
result, misunderstandings about the definition of value either
between IT and the busi-
ness or among business managers themselves can lead to
feelings that value has not
been delivered. Therefore, a prerequisite of any IT value
proposition is that everyone
involved in an IT initiative agree on what value they are trying
to deliver and how they
will recognize it.
Where is it Value?
59. Value may also vary according to where one looks for it
(Davern and Kauffman 2000;
Oliveira and Martins 2011). For example, value to an enterprise
may not be perceived as
value in a work group or by an individual. In fact, delivering
value at one level in an orga-
nization may actually conflict with optimizing value at another
level. Decisions about
IT value are often made to optimize firm or business process
value, even if they cause
difficulties for business units or individuals. As one manager
explained, “At the senior
levels, our bottom-line drivers of value are cost savings, cash
flow, customer satisfaction,
and revenue. These are not always visible at the lower levels of
the organization.” Failure
to consider value implications at all levels can lead to a value
proposition that is coun-
terproductive and may not deliver the value that is anticipated.
Many executives take a
hard line with these value conflicts. However, it is far more
desirable to aim for a value
What Value will be
Delivered?
Where will Value be
Delivered?
Who will
Deliver Value?
When will Value
be Delivered?
60. How will Value
be Delivered?
FigUre 1.1 IT Value Is a Many-Layered Concept
Chapter1 • DevelopingandDeliveringontheITValueProposition 5
that is not a win–lose proposition but is a win–win at all levels.
This can leverage overall
value many times over (Chan 2000; Grant and Royle 2011).
Who delivers it Value?
Increasingly, managers are realizing that it is the interaction of
people, information, and
technology that delivers value, not IT alone.2 Studies have
confirmed that strong IT
practices alone do not deliver superior performance. It is only
the combination of these
IT practices with an organization’s skills at managing
information and people’s behav-
iors and beliefs that leads to real value (Birdsall 2011; Ginzberg
2001; Marchand et al.
2000). In the past, IT has borne most of the responsibility for
delivering IT value. Today,
however, business managers exhibit a growing willingness to
share responsibility with
IT to ensure value is realized from the organization’s
investments in technology. Most
companies now expect to have an executive sponsor for any IT
initiative and some busi-
ness participation in the development team. However, many IT
projects still do not
have the degree of support or commitment from the business
61. that IT managers feel is
necessary to deliver fully on a value proposition (Peslak 2012).
When is it Value realized?
Value also has a time dimension. It has long been known that
the benefits of technol-
ogy take time to be realized (Chan 2000; Segars and Chatterjee
2010). People must be
trained, organizations and processes must adapt to new ways of
working, information
must be compiled, and customers must realize what new
products and services are
being offered. Companies are often unprepared for the time it
takes an investment to
pay off. Typically, full payback can take between three and five
years and can have at
least two spikes as a business adapts to the deployment of
technology. Figure 1.2 shows
this “W” effect, named for the way the chart looks, for a single
IT project.
Initially, companies spend a considerable amount in deploying a
new technology.
During this twelve-to-sixteen-month period, no benefits occur.
Following implementa-
tion, some value is realized as companies achieve initial
efficiencies. This period lasts
for about six months. However, as use increases, complexities
also grow. Information
overload can occur and costs increase. At this stage, many can
lose faith in the initia-
tive. This is a dangerous period. The final set of benefits can
occur only by making the
business simpler and applying technology, information, and
people more effectively. If
62. a business can manage to do this, it can achieve sustainable,
long-term value from its IT
investment (Segars and Chatterjee 2010). If it can’t, value from
technology can be offset
by increased complexity.
Time also changes perceptions of value. Many IT managers can
tell stories of
how an initiative is vilified as having little or no value when
first implemented, only
to have people say they couldn’t imagine running the business
without it a few years
later. Similarly, most managers can identify projects where time
has led to a clearer
2 These interactions in a structured form are known as
processes. Processes are often the focus of much orga-
nizational effort in the belief that streamlining and
reengineering them will deliver value. In fact, research
shows that without attention to information and people, very
little value is delivered (Segars and Chatterjee
2010). In addition, attention to processes in organizations often
ignores the informal processes that contribute
to value.
6 SectionI • DeliveringValuewithIT
understanding of the potential value of a project. Unfortunately,
in cases where antici-
pated value declines or disappears, projects don’t always get
killed (Cooper et al. 2000).
Clarifying and agreeing on these different layers of IT value is
the first step involved
63. in developing and delivering on the IT value proposition. All
too often, this work is for-
gotten or given short shrift in the organization’s haste to answer
this question: How will
IT value be delivered? (See next section.) As a result,
misunderstandings arise and tech-
nology projects do not fulfill their expected promises. It will be
next to impossible to do a
good job developing and delivering IT value unless and until
the concepts involved in IT
value are clearly understood and agreed on by both business and
IT managers.
the three COmPOnents OF the it ValUe PrOPOsitiOn
Developing and delivering an IT value proposition involves
addressing three compo-
nents. First, potential opportunities for adding value must be
identified. Second, these
opportunities must be converted into effective applications of
technology. Finally, value
12–16 Months
EVA
Time
Get the House
in Order
Harvest Low-
Hanging Fruit
Make the
Business
64. Complex
Make Business
Simpler
16–22 Months 22–38 Months 3–5 Years
FigUre 1.2 The ‘W’ Effect in Delivering IT Value (Segars &
Chatterjee, 2010)
Best Practices in Understanding IT Value
• LinkITvaluedirectlytoyourbusinessmodel.
•
Recognizevalueissubjective,andmanageperceptionsaccordingly.
• Aimforavalue“win–
win”acrossprocesses,workunits,andindividuals.
• SeekbusinesscommitmenttoallITprojects.
• Managevalueovertime.
Chapter1 • DevelopingandDeliveringontheITValueProposition 7
must be realized by the organization. Together, these
components comprise the funda-
mentals of any value proposition (see Figure 1.3).
identification of Potential Value
Identifying opportunities for making IT investments has
typically been a fairly
informal activity in most organizations. Very few companies
have a well-organized
means of doing research into new technologies or strategizing
about where these tech-
65. nologies can be used (McKeen and Smith 2010). More
companies have mechanisms
for identifying opportunities within business units. Sometimes a
senior IT manager
will be designated as a “relationship manager” for a particular
unit with responsi-
bility for working with business management to identify
opportunities where IT
could add value (Agarwal and Sambamurthy 2002; Peslak
2012). Many other com-
panies, however, still leave it up to business managers to
identify where they want
to use IT. There is growing evidence that relegating the IT
organization to a passive
role in developing systems according to business instructions is
unlikely to lead to
high IT value. Research shows that involving IT in business
planning can have a direct
and positive influence on the development of successful
business strategies using IT
(Ginzberg 2001; Marchand et al. 2000). This suggests that
organizations should estab-
lish joint business–IT mechanisms to identify and evaluate both
business and technical
opportunities where IT can add value.
Once opportunities have been identified, companies must then
make decisions
about where they want to focus their dollars to achieve optimal
value. Selecting the
right projects for an organization always involves balancing
three fundamental factors:
cash, timing, and risk (Luehrman 1997). In principle, every
company wants to under-
take only high-return projects. In reality, project selection is
based on many different
66. factors. For example, pet or political projects or those mandated
by the government or
competitors are often part of a company’s IT portfolio (Carte et
al. 2001). Disagreement
at senior levels about which projects to undertake can arise
because of a lack of a coher-
ent and consistent mechanism for assessing project value. All
organizations need some
formal mechanism for prioritizing projects. Without one, it is
very likely that project
selection will become highly politicized and, hence, ineffective
at delivering value.
There are a variety of means to do this, ranging from using
strictly bottom-line metrics,
to comparing balanced scorecards, to adopting a formal value-
assessment methodology.
However, although these methods help to weed out higher cost–
lower return projects,
they do not constitute a foolproof means of selecting the right
projects for an organiza-
tion. Using strict financial selection criteria, for example, can
exclude potentially high-
value strategic projects that have less well-defined returns,
longer payback periods,
and more risk (Cooper et al. 2000; DeSouza 2011). Similarly, it
can be difficult getting
Identification Conversion Realization
IT
Value
FigUre 1.3 The Three Components of the IT Value Proposition
67. 8 SectionI • DeliveringValuewithIT
important infrastructure initiatives funded even though these
may be fundamental to
improving organizational capabilities (Byrd 2001).
Therefore, organizations are increasingly taking a portfolio
approach to project
selection. This approach allocates resources and funding to
different types of projects,
enabling each type of opportunity to be evaluated according to
different criteria (McKeen
and Smith 2003; Smith and McKeen 2010). One company has
identified three different
classes of IT—infrastructure, common systems, and business
unit applications—and
funds them in different proportions. In other companies,
funding for strategic initia-
tives is allocated in stages so their potential value can be
reassessed as more information
about them becomes known. Almost all companies have found it
necessary to justify
infrastructure initiatives differently than more business-oriented
projects. In fact, some
remove these types of projects from the selection process
altogether and fund them with
a “tax” on all other development (McKeen and Smith 2003).
Other companies allocate a
fixed percentage of their IT budgets to a technology renewal
fund.
Organizations have come a long way in formalizing where and
how they choose to
invest their IT dollars. Nevertheless, there is still considerable
room for judgment based
on solid business and technical knowledge. It is, therefore,
68. essential that all executives
involved have the ability to think strategically and
systematically as well as financially
about project identification and selection.
effective Conversion
“Conversion” from idea/opportunity to reality has been what IT
organizations have
been all about since their inception. A huge amount of effort
has gone into this central
component of the IT value proposition. As a result, many IT
organizations have become
very good at developing and delivering projects on time and on
budget. Excellent
project management, effective execution, and reliable
operations are a critical part of
IT value. However, they are not, in and of themselves,
sufficient to convert a good idea
into value or to deliver value to an organization.
Today managers and researchers are both recognizing that more
is involved in
effective conversion than good IT practices. Organizations can
set themselves up for
failure by not providing adequate and qualified resources. Many
companies start more
projects than they can effectively deliver with the resources
they have available. Not
having enough time or resources to do the job means that people
are spread too thin
and end up taking shortcuts that are potentially damaging to
value (Cooper et al. 2000).
Resource limitations on the business side of a project team can
be as damaging to con-
version as a lack of technical resources. “[Value is about] far
69. more than just sophisticated
managerial visions. . . . Training and other efforts . . . to obtain
value from IT investments
Best Practices in Identifying Potential Value
• Jointbusiness–
ITstructurestorecognizeandevaluateopportunities
• Ameansofcomparingvalueacrossprojects
• Aportfolioapproachtoprojectselection
• Afundingmechanismforinfrastructure
Chapter1 • DevelopingandDeliveringontheITValueProposition 9
are often hamstrung by insufficient resources” (Chircu and
Kauffman 2000). Inadequate
business resources can lead to poor communication and
ineffective problem solving on
a project (Ginzberg 2001). Companies are beginning to
recognize that the number and
quality of the staff assigned to an IT project can make a
difference to its eventual out-
come. They are insisting that the organization’s best IT and
businesspeople be assigned
to critical projects.
Other significant barriers to conversion that are becoming more
apparent now
that IT has improved its own internal practices include the
following:
• Organizational barriers. The effective implementation of IT
frequently requires
the extensive redesign of current business processes (Chircu and
70. Kauffman 2000).
However, organizations are often reluctant to make the difficult
complementary
business changes and investments that are required (Carte et al.
2001). “When
new IT is implemented, everyone expects to see costs come
down,” explained one
manager. “However, most projects involve both business and IT
deliverables. We,
therefore, need to take a multifunctional approach to driving
business value.” In
recognition of this fact, some companies are beginning to put
formal change man-
agement programs in place to help businesses prepare for the
changes involved
with IT projects and to adapt and simplify as they learn how to
take advantage of
new technology.
• Knowledge barriers. Most often new technology and processes
require employ-
ees to work differently, learn new skills, and have new
understanding of how and
where information, people, and technologies fit together (Chircu
and Kauffman
2000; Perez-Lopez and Alegre 2012). Although training has
long been part of new
IT implementations, more recently businesses are recognizing
that delivering value
from technology requires a broader and more coordinated
learning effort (Smith
and McKeen 2002). Lasting value comes from people and
technology working
together as a system rather than as discrete entities. Research
confirms that high-
performing organizations not only have strong IT practices but
71. also have people
who have good information management practices and who are
able to effectively
use the information they receive (Beath et al. 2012; Marchand et
al. 2000).
realizing Value
The final component of the IT value proposition has been the
most frequently ignored.
This is the work involved in actually realizing value after
technology has been imple-
mented. Value realization is a proactive and long-term process
for any major initiative.
All too often, after an intense implementation period, a
development team is disbanded
to work on other projects, and the business areas affected by
new technology are left to
Best Practices in Conversion
• AvailabilityofadequateandqualifiedITandbusinessresources
• Traininginbusinessgoalsandprocesses
• Multifunctionalchangemanagement
• Emphasisonhigher-levellearningandknowledgemanagement
10 SectionI • DeliveringValuewithIT
sink or swim. As a result, a project’s benefits can be
imperfectly realized. Technology
must be used extensively if it is to deliver value. Poorly
designed technology can lead
to high levels of frustration, resistance to change, and low
levels of use (Chircu and
72. Kauffman 2000; Sun et al., 2012).
Resistance to change can have its root cause in an assumption or
an action that
doesn’t make sense in the everyday work people do. Sometimes
this means challeng-
ing workers’ understanding of work expectations or information
flows. At other times
it means doing better analysis of where and how a new process
is causing bottlenecks,
overwork, or overload. As one manager put it, “If value is not
being delivered, we
need to understand the root causes and do something about it.”
His company takes
the unusual position that it is important to keep a team working
on a project until the
expected benefits have been realized. This approach is ideal but
can also be very costly
and, therefore, must be carefully managed. Some companies try
to short-circuit the
value management process by simply taking anticipated cost
savings out of a business
unit’s budget once technology has been implemented, thereby
forcing it to do more
with less whether or not the technology has been as beneficial
as anticipated. However,
most often organizations do little or no follow-up to determine
whether or not benefits
have been achieved.
Measurement is a key component of value realization (Thorp
1999). After imple-
mentation, it is essential that all stakeholders systematically
compare outcomes against
expected value and take appropriate actions to achieve benefits.
In addition to monitor-
73. ing metrics, a thorough and ongoing assessment of value and
information flows must
also be undertaken at all levels of analysis: individual, team,
work unit, and enterprise.
Efforts must be taken to understand and improve aspects of
process, information, and
technology that are acting as barriers to achieving value.
A significant problem with not paying attention to value
recognition is that areas
of unexpected value or opportunity are also ignored. This is
unfortunate because it is
only after technology has been installed that many
businesspeople can see how it could
be leveraged in other parts of their work. Realizing value
should, therefore, also include
provisions to evaluate new opportunities arising through
serendipity.
FiVe PrinCiPles FOr deliVering ValUe
In addition to clearly understanding what value means in a
particular organization and
ensuring that the three components of the IT value proposition
are addressed by every
project, five principles have been identified that are central to
developing and deliver-
ing value in every organization.
Best Practices in Realizing Value
• Planavalue-realizationphaseforallITprojects.
• Measureoutcomesagainstexpectedresults.
• Lookforandeliminaterootcausesofproblems.
• Assessvaluerealizationatalllevelsintheorganization.
• Haveprovisionsforactingonnewopportunitiestoleveragevalue.
74. Chapter1 • DevelopingandDeliveringontheITValueProposition
11
Principle 1. have a Clearly defined Portfolio
Value management Process
Every organization should have a common process for managing
the overall value
being delivered to the organization from its IT portfolio. This
would begin as a means of
identifying and prioritizing IT opportunities by potential value
relative to each other. It
would also include mechanisms to optimize enterprise value
(e.g., through tactical, stra-
tegic, and infrastructure projects) according to a rubric of how
the organization wants
to allocate its resources.
A portfolio value management process should continue to track
projects as they
are being developed. It should ensure not only that projects are
meeting schedule and
budget milestones but also that other elements of conversion
effectiveness are being
addressed (e.g., business process redesign, training, change
management, informa-
tion management, and usability). A key barrier to achieving
value can be an organiza-
tion’s unwillingness to revisit the decisions made about its
portfolio (Carte et al. 2001).
Yet this is critically important for strategic and infrastructure
initiatives in particular.
Companies may have to approve investments in these types of
75. projects based on imper-
fect information in an uncertain environment. As they develop,
improved information
can lead to better decision making about an investment. In some
cases this might lead to
a decision to kill a project; in others, to speed it up or to
reshape it as a value proposition
becomes clearer.
Finally, a portfolio value management process should include an
ongoing means
of ensuring that value is realized from an investment.
Management must monitor
expected outcomes at appropriate times following
implementation and hold someone
in the organization accountable for delivering benefits (Smith
and McKeen 2010).
Principle 2. aim for Chunks of Value
Much value can be frittered away by dissipating IT investments
on too many projects
(Cho et al. 2013; Marchand et al. 2000). Focusing on a few key
areas and designing a set
of complementary projects that will really make a difference is
one way companies are
trying to address this concern. Many companies are undertaking
larger and larger tech-
nology initiatives that will have a significant transformational
and/or strategic impact
on the organization. However, unlike earlier efforts, which
often took years to complete
and ended up having questionable value, these initiatives are
aiming to deliver major
value through a series of small, focused projects that, linked
together, will result in both
76. immediate short-term impact and long-term strategic value. For
example, one company
has about three hundred to four hundred projects underway
linked to one of a dozen
major initiatives.
Principle 3. adopt a holistic Orientation to technology Value
Because value comes from the effective interaction of people,
information, and tech-
nology, it is critical that organizations aim to optimize their
ability to manage and use
them together (Marchand et al. 2000). Adopting a systemic
approach to value, where
technology is not viewed in isolation and interactions and
impacts are anticipated and
planned, has been demonstrated to contribute to perceived
business value (Ginzberg
2001). Managers should aim to incorporate technology as an
integral part of an overall
12 SectionI • DeliveringValuewithIT
program of business change rather than dealing with people and
information manage-
ment as afterthoughts to technology (Beath et al. 2012). One
company has done this by
taking a single business objective (e.g., “increase market
penetration by 15 percent over
five years”) and designing a program around it that includes a
number of bundled tech-
nology projects.
Principle 4. aim for Joint Ownership of technology initiatives
77. This principle covers a lot of territory. It includes the necessity
for strong executive
sponsorship of all IT projects. “Without an executive sponsor
for a project, we simply
won’t start it,” explained one manager. It also emphasizes that
all people involved in
a project must feel they are responsible for the results. Said
another manager, “These
days it is very hard to isolate the impact of technology,
therefore there must be a ‘we’
mentality.” This perspective is reinforced by research that has
found that the quality of
the IT–business relationship is central to the delivery of IT
value. Mutual trust, visible
business support for IT and its staff, and IT staff who consider
themselves to be part of
a business problem-solving team all make a significant
difference in how much value
technology is perceived to deliver (Ginzberg 2001).
Principle 5. experiment more Often
The growing complexity of technology, the range of options
available, and the
uncertainty of the business environment have each made it
considerably more difficult
to determine where and how technology investments can most
effectively be made.
Executives naturally object to the risks involved in investing
heavily in possible business
scenarios or technical gambles that may or may not realize
value. As a result, many
companies are looking for ways to firm up their understanding
of the value proposition
for a particular opportunity without incurring too much risk.
78. Undertaking pilot studies
is one way of doing this (DeSouza 2011). Such experiments can
prove the value of an
idea, uncover new opportunities, and identify more about what
will be needed to make
an idea successful. They provide senior managers with a greater
number of options
in managing a project and an overall technology portfolio. They
also enable poten-
tial value to be reassessed and investments in a particular
project to be reevaluated
and rebalanced against other opportunities more frequently. In
short, experimentation
enables technology investments to be made in chunks and makes
“go/no go” decisions
at key milestones much easier to make.
This chapter has explored the concepts
and activities involved in developing and
delivering IT value to an organization. In
their efforts to use technology to deliver
business value, IT managers should keep
clearly in mind the maxim “Value is in the
eye of the beholder.” Because there is no
single agreed-on notion of business value, it
is important to make sure that both business
and IT managers are working to a common
goal. This could be traditional cost reduction,
process efficiencies, new business capabili-
ties, improved communication, or a host of
other objectives. Although each organization
Conclusion
79. Chapter1 • DevelopingandDeliveringontheITValueProposition
13
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15
C h a p t e r
2 Developing IT Strategy for Business Value1
1 This chapter is based on the authors’ previously published
article, Smith, H. A., J. D. McKeen, and S. Singh.
“Developing IT Strategy for Business Value.” Journal of
Information Technology Management XVIII, no. 1 (June
2007): 49–58. Reproduced by permission of the Association of
Management.
Suddenly, it seems, executives are “getting” the strategic
potential of IT. Instead of being relegated to the back rooms of
the enterprise, IT is now being invited to the boardrooms and is
86. being expected to play a leading role in delivering top-
line value and business transformation (Korsten 2011; Luftman
and Zadeh 2011; Peslak
2012). Thus, it can no longer be assumed that business strategy
will naturally drive IT
strategy, as has traditionally been the case. Instead, different
approaches to strategy
development are now possible and sometimes desirable. For
example, the capabilities
of new technologies could shape the strategic direction of a firm
(e.g., mobile, social
media, big data). IT could enable new competencies that would
then make new busi-
ness strategies possible (e.g., location-based advertising). New
options for governance
using IT could also change how a company works with other
firms (think Wal-Mart
or Netflix). Today new technologies coevolve with new
business strategies and new
behaviors and structures (see Figure 2.1). However, whichever
way it is developed, if
IT is to deliver business value, IT strategy must always be
closely linked with sound
business strategy.
87. Ideally, therefore, business and IT strategies should complement
and support each
other relative to the business environment. Strategy
development should be a two-way
process between the business and IT. Yet unfortunately, poor
alignment between them
remains a perennial problem (Frohman 1982; Luftman and
Zadeh 2011; McKeen and
Smith 1996; Rivard et al. 2004). Research has already identified
many organizational
challenges to effective strategic alignment. For example, if their
strategy-development
processes are not compatible (e.g., if they take place at different
times or involve differ-
ent levels of the business), it is unlikely that the business and
IT will be working toward
the same goals at the same time (Frohman 1982). Aligning with
individual business
units can lead to initiatives that suboptimize the effectiveness
of corporate strategies
(McKeen and Smith 1996). Strategy implementation must also
be carefully aligned to
88. 16 SectionI • DeliveringValuewithIT
ensure the integration of business and IT efforts (Smith and
McKeen 2010). Finally, com-
panies often try to address too many priorities, leading to an
inadequate focus on key
strategic goals (Weiss and Thorogood 2011).
However, strategic alignment is only one problem facing IT
managers when they
develop IT strategy. With IT becoming so much more central to
the development and
delivery of business strategy, much more attention is now being
paid to strategy devel-
opment than in the past. What businesses want to accomplish
with their IT and how IT
shapes its own delivery strategy are increasingly vital to the
success of an enterprise.
This chapter explores how organizations are working to improve
IT strategy develop-
ment and its relationship with business strategy. It looks first at
how our understanding
of business and IT strategies has changed over time and at the
forces that will drive
even further changes in the future. Then it discusses some
89. critical success factors for IT
strategy development about which there is general consensus.
Next it looks at the dif-
ferent dimensions of the strategic use of IT that IT management
must address. Finally,
it examines how some organizations are beginning to evolve a
more formal IT strategy-
development process and some of the challenges they are facing
in doing so.
Business and iT sTraTegies: PasT, PresenT, and FuTure
At the highest level, a strategy is an approach to doing business
(Gebauer 1997).
Traditionally, a competitive business strategy has involved
performing different activi-
ties from competitors or performing similar activities in
different ways (Porter 1996).
Ideally, these activities were difficult or expensive for others to
copy and, therefore,
resulted in a long-term competitive advantage (Gebauer 1997).
They enabled firms to
charge a premium for their products and services.
Until recently, the job of an IT function was to understand the
90. business’s strategy
and figure out a plan to support it. However, all too often IT’s
strategic contribution
was inhibited by IT managers’ limited understanding of
business strategy and by busi-
ness managers’ poor understanding of IT’s potential. Therefore,
most formal IT plans
were focused on the more tactical and tangible line of business
needs or opportunities
New
Capabilities
New Behaviors & S
tructu
re
s
N
e
w
T
e
91. ch
no
lo
gy
New Strate
gie
s
Figure 2.1 Business and IT Strategies Co-evolve to Create New
Capabilities
Chapter2 • DevelopingITStrategyforBusinessValue 17
for operational integration rather than on supporting enterprise
strategy (Burgelman
and Doz 2001). And projects were selected largely on their
abilities to affect the short-
term bottom line rather than on delivering top-line business
value. “In the past IT had
92. to be a strategic incubator because businesspeople simply didn’t
recognize the potential
of technology,” said a member of the focus group.
As a result, instead of looking for ways to be different, in the
past much business
strategy became a relentless race to compete on efficiencies
with IT as the primary means
of doing so (Hitt et al. 1998; Porter 1996). In many industries,
companies’ improved
information-processing capabilities have been used to drive
down transaction costs to
near zero, threatening traditional value propositions and shaving
profit margins. This
is leading to considerable disruption as business models (i.e.,
the way companies add
value) are under attack by new, technology-enabled approaches
to delivering products
and services (e.g., the music industry, bookselling). Therefore:
Strategists [have to] honestly face the many weaknesses
inherent in [the]
industrial-age ways of doing things. They [must] redesign,
build upon and reconfig-
ure their components to radically transform the value
93. proposition. (Tapscott 1996)
Such new business strategies are inconceivable without the use
of IT. Other factors,
also facilitated by IT, are further influencing the relationship
between the business
and IT strategy. Increasingly, globalization is altering the
economic playing field. As
countries and companies become more deeply interrelated,
instability is amplified.
Instead of being generals plotting out a structured campaign,
business leaders are now
more likely to be participating in guerilla warfare (Eisenhardt
2002; Friedman 2005).
Flexibility, speed, and innovation are, therefore, becoming the
watchwords of competi-
tion and must be incorporated into any business or IT strategy–
development process.
These conditions have dramatically elevated the business’s
attention to the
value of IT strategy (Korsten 2011; Weiss and Thorogood
2011). As a result, business
executives recognize that it was a mistake to consider
technology projects to be solely
94. the responsibility of IT. There is, thus, a much greater
understanding that business
executives have to take leadership in making technology
investments in ways that will
shape and/or complement business strategy. There is also
recognition at the top of most
organizations that problems with IT strategy implementation are
largely the fault of
leaders who “failed to realize that adopting … systems posed a
business—not just a
technological—challenge” and didn’t take responsibility for the
organizational and
process changes that would deliver business value (Ross and
Beath 2002).
Changing value models and the development of integrated,
cross-functional
systems have elevated the importance of both a corporate
strategy and a technology
strategy that crosses traditional lines of business. Many
participants remarked that their
executive teams at last understand the potential of IT to affect
the top line. “IT recently
added some new distribution channels, and our business has just
exploded,” stated
95. one manager. Others are finding that there is a much greater
emphasis on IT’s ability to
grow revenues, and this is being reflected in how IT budgets are
allocated and projects
prioritized. “Our executives have finally recognized that
business strategy is not only
enabled by IT, but that it can provide new business
opportunities as well,” said another
manager. This is reflected in the changing position of the CIO
in many organizations
over the past decade. “Today our CIO sits on the executive team
and takes part in all
18 SectionI • DeliveringValuewithIT
business strategy discussions because IT has credibility,” said a
group member. “Our
executives now want to work closely with IT and understand the
implications of tech-
nology decisions,” said another. “It’s not the same as it was
even five years ago.” Now
CIOs are valued for their insight into business opportunities,
their perspective across
96. the entire organization, and their ability to take the long view
(Korsten 2011).
However, this does not mean that organizations have become
good at developing
strategy or at effectively integrating business and IT strategies.
“There are many incon-
sistencies and problems with strategy development,” said a
participant. Organizations
have to develop new strategy-making capabilities to cope in the
future competitive
environment. This will mean changing their current top–down
method of developing
and implementing strategy. If there’s one thing leading
academics agree on, it’s that
future strategy development will have to become a more
dynamic and continuous pro-
cess (Casadesus and Ricart 2011; Eisenhardt 2002; Kanter 2002;
Prahalad and Krishnan
2002; Quinn 2002; Weill et al. 2002). Instead of business
strategy being a well-crafted
plan of action for the next three to five years, from which IT
can devise an appropri-
ate and supportive technology strategy, business strategy must
become more and more
97. evolutionary and interactive with IT. IT strategy development
must, therefore, become
more dynamic itself and focused on developing strategic
capabilities that will support a
variety of changing business objectives. In the future, managers
will not align business
strategy and IT at particular points in time but will participate
in an organic process
that will address the need to continually evolve IT and business
plans in concert with
each other (Casadesus and Ricart 2011).
Four CriTiCal suCCess FaCTors
Each focus group member had a different approach to
developing IT strategy, but there
was general agreement that four factors had to be in place for
strategy development to
be effective.
1. Revisit your business model. The worlds of business and IT
have traditionally
been isolated from each other, leading to misaligned and
sometimes conflicting
strategies. Although there is now a greater willingness among
98. business manag-
ers to understand the implications of technology in their world,
it is still IT that
must translate their ideas and concepts into business language.
“IT must absolutely
understand and focus on the business,” said a participant.
Similarly, it is essential that all managers thoroughly
understand how their
business as a whole works. Although this sounds like a truism,
almost any IT man-
ager can tell “war stories” of business managers who have very
different visions
of what they think their enterprise should look like. Business
models and strate-
gies are often confused with each other (Osterwalder and
Pigneur 2010). A business
model explains how the different pieces of a business fit
together. It ensures that
everyone in an organization is focused on the kind of value a
company wants to
create. Only when the business model is clear can strategies be
developed to articu-
late how a company will deliver that value in a unique way that
others cannot easily