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 a National Transportation Safety Board (NTSB) report of a w.docxspoonerneddy
Choose a National Transportation Safety Board (NTSB) report of a
weather-related accident/incident
and, along with at least
five
other sources, investigate what happened in the accident/incident, offer the causes, and the recommendations for the future in order to prevent such an accident/incident.
The following components must be present within your report. Please be sure to follow the template provided.
1. Cover Page
2. Introduction
3. Synopsis of Incident
4. Causation
5. Decision Criteria
6. Analysis
7. Implications
8. Recommendations
9. Personal Narrative
10. Conclusion
11. References
.
Choose a global health issue. For this assignment, you will introduc.docxspoonerneddy
Choose a global health issue. For this assignment, you will introduce the health issue and discuss the interventions necessary to prevent the issue and promote health.
Some topics to consider may include:
Anthrax
Bioterrorism
Cholera
Clostridium
botulinum
infection
Community-associated methicillin-resistant
Staphylococcus
Ebola virus disease
Escherichia
coli
Human immunodeficiency virus disease
Malaria
Plague
Severe respiratory distress syndrome
Small pox
Suicide
Tuberculosis
Vancomycin-resistant enterococcus infection
West Nile virus
Include the following in your paper:
Introduction/overview of the health issue and the prevalence in the United States and worldwide
Contributing factors
Prevention strategies
Signs and symptoms
Diagnostic tests (if applicable)
Advanced practice nursing role and management strategies
Medical/pharmacological management (if applicable)
Follow-up care
Conclusion
Write a 3–4 page paper following APA format. You must include 2–3 scholarly sources in your citations and references.
Review the rubric for further information on how your assignment will be graded.
Due: Sunday, 11:59 p.m. (Pacific time)
Points: 100
.
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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 a National Transportation Safety Board (NTSB) report of a w.docxspoonerneddy
Choose a National Transportation Safety Board (NTSB) report of a
weather-related accident/incident
and, along with at least
five
other sources, investigate what happened in the accident/incident, offer the causes, and the recommendations for the future in order to prevent such an accident/incident.
The following components must be present within your report. Please be sure to follow the template provided.
1. Cover Page
2. Introduction
3. Synopsis of Incident
4. Causation
5. Decision Criteria
6. Analysis
7. Implications
8. Recommendations
9. Personal Narrative
10. Conclusion
11. References
.
Choose a global health issue. For this assignment, you will introduc.docxspoonerneddy
Choose a global health issue. For this assignment, you will introduce the health issue and discuss the interventions necessary to prevent the issue and promote health.
Some topics to consider may include:
Anthrax
Bioterrorism
Cholera
Clostridium
botulinum
infection
Community-associated methicillin-resistant
Staphylococcus
Ebola virus disease
Escherichia
coli
Human immunodeficiency virus disease
Malaria
Plague
Severe respiratory distress syndrome
Small pox
Suicide
Tuberculosis
Vancomycin-resistant enterococcus infection
West Nile virus
Include the following in your paper:
Introduction/overview of the health issue and the prevalence in the United States and worldwide
Contributing factors
Prevention strategies
Signs and symptoms
Diagnostic tests (if applicable)
Advanced practice nursing role and management strategies
Medical/pharmacological management (if applicable)
Follow-up care
Conclusion
Write a 3–4 page paper following APA format. You must include 2–3 scholarly sources in your citations and references.
Review the rubric for further information on how your assignment will be graded.
Due: Sunday, 11:59 p.m. (Pacific time)
Points: 100
.
Choose a geographic community of interest (Hyde park, Illinois) and .docxspoonerneddy
Choose a geographic community of interest (Hyde park, Illinois) and go to the corresponding website. Gather information on the population (race, sex, age, educational level, employment), health resources, major grocery stores and transportation. Students must make an initial post describing the official name and geographic boundaries, along with some of the findings (at least 5 facts) from the website, like overall appearance, upkeep, trash/cleanliness, type of housing (apartments vs. homes) in the area.
.
Choose a disease condition of the gastrointestinal tract, describe.docxspoonerneddy
Choose a disease condition of the gastrointestinal tract, described in your own words. Please use at least two sentences. Include a digestive system medical term with a combining form, suffix and prefix that relates to your disease condition. Define the term both literally and officially using the glossary to define the word parts and the mobile medical dictionary to define the term. Remember to use dash and slash!
.
Choose a few health issues in your community that can be used to pla.docxspoonerneddy
Choose a few health issues in your community that can be used to plan community health interventions. Briefly identify urgent health issues and non-urgent health issues. What makes health issues urgent and a priority? Which needs are not a priority and why? Who determines this or should determine this (identify internal and external stakeholders)? How would you document and present this to your community?
.
Choose a current member of Congress and research their background. P.docxspoonerneddy
Choose a current member of Congress and research their background. Prepare a 1-page analysis of their background including their views, policy choices and opinions on current issues.
Post your paper to the Discussion Area with a short introduction. Spend time reviewing other students’ papers. Comment on at least 2 students’ papers. What impact does the congressional member’s background (social, economic, educational, ethnic, gender, ideological, etc.) have on your opinion of them? Be specific. Provide concrete examples.
.
Choose a couple of ways how your life would be different without the.docxspoonerneddy
Choose a couple of ways how your life would be different without the Internet. How would the business world be different? Think of the job you have now, a job you’ve had previously, or the job you’d really like to have and discuss what you think the impact would be based on your understanding of equipment used to support Internet access such as switches and routers.
.
Choose a countrydifferent fromyournative country,and.docxspoonerneddy
Choose a country
different from
your
native country,
and
write about
three interesting
or
exotic
(touristy or not)
places
that you want to visit in that country.
As follows:
1.
Write
what features
make those places
interesting or exotic
TO YOU, NOT THE REST OF THE WORLD
Give enough details of the features of the places so you can make
readers picture those interesting or exotic places in their mind.
.
Choose 5 questions and answer them with my materials onlyD.docxspoonerneddy
Choose 5 questions and answer them with my materials only
Dispossession
1- What is meant by “dispossession”?
2- What does and does not change in this process?
Forced Movements
1- Name three ways Native Americans were moved from their homeplace?
Reservations
1- What was meant by, “kill the Indian, save the man”?
2- How was religion involved in reservations?
3- After being removed from their “spiritual homeplace”, how might this affect American Indian religion?
Christianity
1- Name one way Native Americans were “converted” to Christianity, and why they chose to do so?
2- To some American Indians, what was missing in the Christian perspective or practices?
Two Faces of History
1- Name opposing views of the world between Native Americans and Europeans? Is this evident today?
Leading Figures
1- Describe a “leading figure” according to a Native American perspective. Give three examples.
2- Who are the notable leaders we learn about in school? Why them? What do they often have in common?
.
Choose a communication situation you recently experienced at you.docxspoonerneddy
Choose a communication situation you recently experienced at your workplace or other organization you are affiliated with. Use the human communication process described in your text, starting on page 11, "Human Communication: Message and Constitutive Processes," to analyze why—or why not—a shared reality was experienced as an end result. Summarize your experience and include your analysis as an attachment in this assignment thread. Consider the following items in your analysis:
Identify the source and the receiver.
What was the message and what type of message function was it serving?
How was it encoded?
How was it decoded?
What channel was used to transmit the message?
What type of noise was experienced?
Comment on the competencies, fields of experience, and culture of the participants involved.
Identify the communication context of this situation.
What was the intended effect versus the actual effect of the message?
Was a shared reality constructed? If not, what needed to change?
.
Choose 5 interconnected leadership task (listed below). Tell why each task is important to understand as a leader that is involved with the strategic planning process.
Explain what each process means and what is involved with the five that you picked.
Interconnected Leadership task:
1)Understanding the context
2)Understanding the people involved, including oneself
3)Sponsoring Process
4)Championing the process
5)Facilitating the process
6)Fostering collective leadership
7)Using dialogue and discussion
8)Making and implementing policy decisions
9)Enforcing norms, settling disputes, and managing residual conflict
10) Pulling it all together
Outline:
Cover Page
Abstract
Introduction: (Overview what you will discuss)
Body (2 FULL Pages of Content)
Reference Page (2-3 references)
.
Choose 5 out of the first 10 questions, 5 pages essay1. Where do.docxspoonerneddy
Choose 5 out of the first 10 questions, 5 pages essay
1. Where do American Indians believe they come from?
2. As a student, how would you approach going to a ceremony?
3. How would “I” (meaning Mr. Madril), define/describe an American Indian “church”?
4. Why is the idea of the ‘circle’ valued by some American Indian people?
5. Define ‘ontology’
6. How do some American Indian people view eagles/eagle feathers?
7. How has Christianity and American Indian people interacted?
8. Name or describe some ‘sacred places’/sacred spaces
9. Name some ‘ceremonies’
10. What is a ‘holy person’?
.
Choose 3 or 4 poems from Elizabeth Bishop. You may choose any poems .docxspoonerneddy
Choose 3 or 4 poems from Elizabeth Bishop. You may choose any poems that you want, whether in our eText or from another source, but be sure to use proper citations for each of them. Discuss how the poet’s life has influenced her or his poetry. You may find context from the poet’s childhood, personal experiences, etc. and link them to poems of your choice.
Be careful not to give me five pages of biography!
When referencing poems, you may quote specific lines but
do not
type the entire poem into your essay.
MLA Format
5-6 pages, double spaced, not including Works Cited page
Works Cited page
Proper in-text citations
.
Choose 1 topic to write an essay. Dont restate all the time. Write .docxspoonerneddy
Choose 1 topic to write an essay. Don't restate all the time. Write your own thoughts. 800 words.
1. Jesus was both a person of his times and a figure whose teachings have obviously transcended his specific context. How did Jesus’s life and teachings better fit the first century? How do Jesus’s life and teachings seem to apply today? Which do you think better characterizes Jesus’s actual life and teachings? Is it more convincing to you that the first century Jesus resists our expectations, or that he anticipates them?
2. Jesus and the early Christians were a part of the larger Jewish context. At the same time, they also brought a number of innovations and new combinations. Compare Jesus’s life and message to that of the Pharisees, Essenes, followers of John the Baptist, Sadducees, priests, and/or the temple. How did Jesus and the early Christians fit with these other Jewish groups? How did they challenge them? Is it more convincing to you that Jesus and the early Christians were part of first century Judaism, or that they pushed to create a new religion?
3. Jesus avoided political attention for most of his life and work. Whatever he taught, he taught it skillfully and carefully enough that political figures allowed him to continue when many others were crucified. And yet, at the end, he too was crucified, but alone. Describe both the ways in which the historical Jesus avoided political confrontation and the ways in which he touched on politically sensitive ideas. Which gives us a better portrait of Jesus—the one who was politically cautious, or the rebel?
.
Choose 1 focal point from each subcategory of practice, educatio.docxspoonerneddy
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 an injury.
4. Suppo.
Choose 1 focal point from each subcategory of practice, education, r.docxspoonerneddy
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 an injury.
4. Sup.
Chinese HistoryBased on the lecture on Chinese History and Marxi.docxspoonerneddy
Chinese History
Based on the lecture on Chinese History and Marxist Historiography that we can observe that women’s values for love and marriage have changed dramatically. China entered different periods from the feudal system to the opening of China. In the feudal period, people attached importance to family ethics took the land as the main interest and lived a life according to family rules. However, after China entered the capitalist era, capitalism encouraged people to pursue money and material life.
Marriage and love are very important to a woman. However, at different times, a woman has a completely different way of life. For example, Yulian lived in a feudal period dominated by family so she put her husband's family first. In my opinion, Yulian sacrificed her love and happiness for putting family first, which is a great thing but not worth it. However, Jia Jia from the beginning of the gold digger because of a series of events and become a brave pursuit of their own love and life woman is very worthy of praise.
With the passage of time, people's concept has changed gradually, from the old conservative value of family to the priority of their own ideas, from the pursuit of land as the interest standard to the pursuit of money and material life as the most important goal, which is an important symbol of the changing times.
Jia Jia and Julian have something in common. They all focus on who can give them a stable and good life. However, the difference is that Yulian follows the traditional idea of giving priority to her family but Jia Jia is based on their own ideas to live out their own life.
Marxist Historiography
1. Marxist Historiography has five different stages. The first stage is Primitive Communism, People at this stage use hunting as raw meat, which is the most important asset. The second stage is Oriental Slavery, the agricultural development began, and people willing to fight elsewhere and take slaves to cultivate for themselves. The most valuable is the slave. The third stage is Feudalism, serfs or peasants serve for their king and pay the rent or tax. Capitalism is the four-stage, the most important asset is money. The five-stage is Communism, for this stage that no more private ownership and it will be a world of peace and no war.
2. Base on Marxist Historiography lecture, the era of Yulian's life is very important to the family. She listens to her family's arrangements to get married and takes care of her husband's family after marriage. So I think Yulian is in the third stage of the Marxism Feudalism stage because people at this stage serve the king, they obedient and obey the rules. Yulian's life all follow her husband’s family and obey her family. Jia Jia emphasized that she has money from the beginning of the film. Anything she wants that she just use money to get it. All Jia Jia thinks that she can buy it with money. Therefore, Jia Jia is the fourth stage Capitalism stage in Marxism.
3. On the stage of Yulian so be .
Children need an Aesthetics Experience from the teacher and in the c.docxspoonerneddy
Children need an Aesthetics Experience from the teacher and in the classroom. The above document is a brief summary of Aesthetic and some key terms.
Do the following:
1. Read the document completely
2. Study the Key Terms
3. Use the key terms and determine which words can be used in a Early Childhood Classroom and which words can be used with an An Art Conversation with a child. Give a brief explanation of your reasoning
.
China’s economy
中国经济
http://worldmap.harvard.edu/chinamap/
How has China’s economy changed 1949-present?
What is the structure of PR China’s economy?
What are some major agricultural issues in China?
What are some industrial issues in China?
What is the Belt and Road Initiative?
What are the economic forces at work in China?
How has the economic reform policy progressed in China?
How has China’s economy changed 1949-present?
Economy Timeline
Mao 1950s Land reform, Collectivization, Great Leap Forward, 1960s Cultural Revolution
1976 Four Modernizations
Deng Reforms
1980s Agricultural Responsibility System
Socialist Economy with Chinese Characteristics
Exports
1992 Deng’s Southern tour
Regional Development, Coast, Interior
2000 Develop the West
2010 Moderate Prosperity, Technology, Green
2013 Third Plenum - China Dream
http://www.bbc.co.uk/news/business-25033622
http://www.bbc.com/news/world-asia-china-31744373
Videos
China in the Red
http://www.pbs.org/wgbh/pages/frontline/shows/red/
http://www.dailymotion.com/video/xen5f7_pbs-china-in-the-red-9-11_news
What are the lives of people like?
Form of Economy
Mixed Economy
Market-Leninism
Transition: Elements of Socialism, Market & Capitalism
What is the structure of PR China’s economy?
Ownership types: State, Collective, Private and individual, Foreign
Economic Indicators
GDP Trillion $25.36
GDP per capita $18, 200
GDP growth 6.9% GDP Composition
Agriculture 8%, Industry 40% Service 52%
Labor Composition
Agriculture 28%, Industry 29% Service 43%
Poverty 3.3%, <RMB2300 ( US$400)
Trade
Exports (number 1):
US 19, Hong Kong 12, Japan 6, South Korea 5
Electrical, computers, apparel, furniture, textiles
Imports ( number 2):
South Korea 10, Japan 9, US 9, Germany 5, Australia 5
Electrical, oil, medical, ore, vehicle, soybean
Structure of China’s Transitional Economy 1
Structure of China’s Transitional Economy
Industrial structure (compare to Japan and S. Korea)
Enterprise groups – SOE State Operated Enterprise
state support/control, losing money, 25% industry
Collective enterprises – independent of state
manager bought company from state
40% industry
TVE Enterprises – Township and Village Enterprises (former collective)
Owned operated by rural - Dynamic element of economy
Structure of China’s Transitional Economy 2
Private Entrepreneurs - small business, 20% industry
services/manufactures Difficult taxes, legality, politics
Foreign Ventures – partnerships, 10% industry
– commerce, industry
Agriculture - backbone of economy 8% econ
employment / food supply
Responsibility system, state out of agriculture
have right to work land
Food price control and some subsidies still exist
Economic Dualism
Industrial v. non-industrial : worker - peasant
Coastal & open cities v. hinterland “backward”
City v. country
urban v. rural
China Inc?
Simplified form
CCP
Business Bureaucracy
(SOE, Coll., TVE) (State Council)
Rural .
Childrens Health Insurance Program CHIP. Respond to the 5 questions.docxspoonerneddy
Children's Health Insurance Program CHIP. Respond to the 5 questions in 200 words per question using at least 4 source.
1. What is the CHIP program? When and how was it established? how does it benefit children’s health and wellbeing and that of the overall population?
2. How could the CHIP program continue to be successfully funded?
3. Who do you feel should be covered in the program?
4. How should the qualifications be set for being accepted?
5. Revise one evidence-based article regarding this program and the impact it has.
.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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/
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
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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.
• Twonew mini cases based on real companies
and real IT management situations:
Working Smarter at Continental Furniture and Enterprise
Architecture at Nationstate
Insurance.
• A revised structure based on reader
feedback with six chapters and two mini cases
from the second edition being moved to the Web site.
All too often, in our efforts to prepare future executives to deal
32. 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,
xiii
33. 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
• A focus on IT management issues as opposed to
technology issues
• Critical IT issues explored within their
organizational contexts
• Readily applicablemodels and frameworks for
implementing IT strategies
• Mini cases to animate issues and focus
classroom discussions on real-world deci-
34. sions, enabling problem-based learning
• Proven strategies and best practices from leading-edge
organizations
• Useful and practical advice and guidelinesfor
delivering value with IT
• Extensive teaching notes for all mini cases
A Different ApproAch to teAching it StrAtegy
The real world of IT is one of issues—critical issues—such as
the following:
• How do we know if we are getting
value from our IT investment?
• How can we innovate with IT?
• What specific IT functions should we seek
from external providers?
• How do we buildan IT leadershipteam that is
a trusted partner with the business?
• How do we enhance IT capabilities?
• What is IT’s role in creating an intelligent
business?
• How can we best take advantage of new
technologies, such as big data and social
media, in our business?
• How can we manage IT risk?
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,
software, networks), by system
function (e.g., marketing, financial, human resources), by
35. 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
for a solution to a specific problem, as in a standard case,
students analyzing a mini
36. 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
all mini cases. Developed
by the authors and based on “tried and true” in-class experience,
37. 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
its innovative approaches to team-based and experiential
learning. In addition to its highly acclaimed MBA
38. 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
be changed to focus on
different IT concepts.
39. 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.
Chapter 2 (Developing
IT Strategy for Business Value) examines the dynamic
40. 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
see business and
IT executives at Hefty Hardware grappling with conflicting
41. 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
many IT organizations
have been given the responsibility of not only managing risk in
42. 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
emerging tech-
nologies into its strategy. In “IT Investment at North American
43. 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 …
Environmental Security
Week 10
The Environmental Security Agenda
Climate and Environmental Change
Increase in the number and ferocity of natural disasters
44. Global warming and rising sea levels
Disruption to ecosystems
Access to resources
Life
Economic
The Security Referents
The State
Economic, sovereign
Human beings (now and in the future)
Livelihood, food
Differential impact upon humans
Poor, conflict-affected, age, gender
Ecosystems
Climate, land, water, fauna and flora
Increase in natural disaster in Asia and the Pacific
The emergence of the Environmental Security agenda
The World Economic Forum’s “Evolving Risk Landscape”,
identifying the top 5 global risks.
should the environment be a security issue?
Yes: Greening Security
‘Security’ has the resources to address environmental threat:
Money
Equipment/ Resources
Government focus
States could prompt global action:
State vs Civil Action
45. States (and their citizens) are under threat
should the environment be a security issue?
No: Securitizing the Environment
Removes focus from armed conflict
Non-traditional threat (Critical)
Enemy without a face
Intentions are different
No (always) an existential threat
Cannot be addressed through force or counter-attack
Security sector does not deal with this type of threat
The military is a major polluter,
not least of all through nuclear tests
Enter Realism: Securitising the Environment“The resulting
economic decline leads to frustration, resentment, domestic
unrest or even civil war. Human suffering and turmoil make
countries ripe for authoritarian govts or external subversion.”
Jessica Tuchman Matthews (1989)“The pressure engendered by
population growth in the Third World is bound to degrade the
quality of life, and diminish the range of options available, to
governments and persons in the rich countries.”
Richard Ullman (1983)“A deteriorating environment not only
threatens public health, it impedes economic growth and can
generate tensions that threaten international stability.”
US National Security Strategy (1998)“The political and
strategic impact of surging populations, spreading disease,
deforestation and soil erosion, water depletion, air pollution…
overcrowded regions… will be the core foreign policy challenge
from which most others will emanate.” Robert Kaplan (1994)
46. 7
Environmental Conflict Thesis
Environmental Degradation + State Fragility + Social/
Community Fragility = Conflict
Conflict over Resources
Environmental Migration
climate Change and Conflict
Climate change exacerbates conflict
Conflict undermines climate resilience
Ongoing drought, food insecurity and economic downturns has
weakened the state and fueled ongoing conflict in South Sudan
Conflict has profoundly undermined Bangladesh’s capacity for
resilience to climate change in Cox’s Bazar
The Climate Emergency: Has climate change been securitized?
Yes?? – The Realist Framework
Focus upon threats to states;
Focus upon flash points and conflict;
A militarized response;
A creation of threats and enemies;
Protection of state interests.
Yes?? – The Liberal Framework
Focus upon the interconnected global threat;
Focus on prevention, mitigation, adaption
A collective, rules-based response;
A focus upon the science;
Protection of global interests.
47. The Liberal Approach: Global Governance
Challenges to the Liberal agenda
A trans-national & global challenge
statism vs porous borders
sovereignty vs community
self-help vs reliance
A future challenge
uncertainty
long-term consequences
3. A North-South Challenge
sustainable development Vs right to development
Common but differentiated responsibilities
movement of polluting industries to the global south
4. An overlapping challenge
trade & economics (market solutions)
social justice
peace, conflict and security
shared technology, R&D (air, wind, solar technology)
Top-down and bottom-up approaches
Top-down approaches
A focus upon states as the main referent for security
A focus upon states as the main providers of security
A focus upon geo-political patterns of environmental change
(conflict, economies, regional impacts)
Bottom-up approaches
A focus upon the individual ‘victims’ of environmental change;
A claim that everyone contributes to security;
A focus upon how intersectional identity markers render some
more vulnerable to climate change (region, SES, age, gender)
48. Feminist approaches: differential impacts
Gender roles and responsibilities shape men and women’s
experiences in all areas of climate change
Gender inequality disadvantages (usually) women’s access to
options, resources, support and decision-making
Gender inequality means women’s contributions to addressing
climate change remain undervalued and overlooked
Across the developing world, women are overwhelmingly
responsible for collecting water and firewood.
Case study on the gendered impacts of natural disasters
Mortality distribution by gender of selected natural disasters
Experiences can be heavily gendered:
Mortality rates
Displacement
Rebuilding
Post-disaster support (eg healthcare, employment)
Legal rights
Trafficking and prostitution
Gender-based violence
‹#›
States with high levels of gender inequality and state
fragility/conflict will see very gendered impacts of disasters.
Typhoon Haiyan which hit the Philippines in November 2013
displaced more than 4 million people; The cost of rebuilding
49. was estimated at 4.8billion. Five years on, there is still
widespread homelessness, with women taking on significant and
often invisible care work.
For example, after Hurricane Katrina in the US households
headed by poor women in New Orleans were less likely to
return to the city and rebuild than those headed by married
couples, because these women had been unable to afford
adequate home or renter’s insurance prior to the storm
14
Women’s role in addressing climate change
Women’s customary knowledge of the environment
Women’s collective action – eg. Women’s weather watch, Fiji
Women’s absence in policy and planning
Inclusive approaches to policy design and implementation
Engaging with women’s community-based knowledge of the
environment
Women’s localised knowledge of the environment – everything
from seasonal patterns to adapting to changing environmental
conditions – is often based upon generations of handed-down
knowledge, and is shared throughout the community. This kind
of knowledge, which is not technical or scientific in the way we
understand it, has sustained communities for generations. But it
is often not considered or sought in policy discussions. But it
should be. Women’s cumulative, customary knowledge can
powerfully complement and enhance technical information by
revealing how, where and when multiple risks intersect.
Women’s participation in policy and planning provides locally-
appropriate and sustainable approaches to climate policy.
50. FemLink Pacific’s Women’s Weather Watch, based in Fiji, is a
radio program which provides a women to share knowledge,
experiences, information and lessons learned in the preparation
for, during and recovery from extreme weather events.
Women have developed a range of coping mechanisms and
strategies that build household and community resilience to
climate change. These may be simple things such as
information sharing, approaches to storing and protecting
resources in times of crisis, preparing for crisis to minimize
impact, etc. However, there are a number of barriers to
women’s participation including social and cultural norms,
gendered divisions of labour and GBV, and access to resources.
3. Identifying and upscaling local women’s organising and
collective action.
15
Critical and postmodern approaches: Global resilience
Rethinking security’s referent:
Not the state, not humans, but the ecosystem;
Rethinking the discourse:
Not ‘man vs nature’
Rethinking our source of knowledge:
Placing customary knowledge alongside science.
Resisting security:
Security is not a helpful concept.
Indigenous landcare programs
operate throughout Australia
526
51. CHAPTER 35
Environmental change
Simon Dalby
ABSTRACT
In this chapter, students will learn about the Anthropocene and
how humanity
has become a force shaping the planetary system with major
consequences for
the theory and practice of security. It analyses how changes in
climate security
are prompting armed forces around the world to prepare for new
circumstances
and roles, and how far international treaties such as the 2015
Paris Agreement
can curb the negative consequences of climate change. It also
discusses whether
new thinking about global resilience and transition strategies to
more ecologic -
ally benign modes of living, including by developing post-fossil
fuel economies,
offer a solution.
CONTENTS
z Introduction: the Anthropocene 527
z Earth system boundaries/safe operating space 528
z Climate security and militarization 530
z A climate for peace? 534
z Global resilience? 536
z Climate geopolitics 538
z Anthropocene security 539
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z Introduction: the Anthropocene
In May 2011 The Economist magazine printed a cover story on
the theme of ‘Wel -
come to the Anthropocene’. Magazines dealing with global
economics and politics
don’t usually give geological issues top billing, so clearly
something of significance
is happening here. The term Anthropocene was beginning to be
used in 2011 as a
new word in Earth system science to emphasize the dramatic
scale of transforma -
tions that mostly the rich and powerful parts of humanity have
unleashed. The term
Anthropocene suggests that humanity has become a force
shaping the planetary
system quite profoundly, on a scale that requires Earth system
scientists to consider
the present as a new geological period in the planet’s history.
54. In short, we live in an increasingly artificial world, one of
cities, roads and agri -
cultural landscapes that have completely transformed terrestrial
ecosystems over
much of the fertile part of the planet. Powering this
transformation is the combustion
of fossil fuels, coal, oil and natural gas that are literally turning
rocks into air. This
is changing the composition of the atmosphere in a number of
ways that is causing
more heat from the sun to be trapped and as a result
accelerating climate change.
The Anthropocene suggests that the rich and powerful decision
makers in the
global economy are increasingly shaping the future of the
planet’s essential biolo -
gical systems, and hence humanity’s future in a rapidly
changing biosphere. This is
the new context for studying security and making policy in this
age of the Anthro -
pocene.
Whether climate change will cause armed conflict is one of the
new questions on
the agenda for security studies; fears of climate migrants have
long fuelled xenophobic
nationalism (White 2014). Some low-lying states are facing
entirely predictable
inundation in coming decades: what can security possibly mean
for them? None of
them has military options to defend against the destruction of
their territories,
damage caused indirectly by the profligate use of fossil fuels by
other states. National
security might normally mean the long-term survival of the
55. state, but in the case of
the island atoll states in the Pacific and Indian Oceans they are
unable to ensure
their future territorial integrity. This might be secured by an
international agreement
to rapidly reduce the use of fossil fuels, an arrangement that,
despite the tentative
steps forward in the Paris Agreement of December 2015, has yet
to emerge as a
comprehensive programme to tackle climate change.
Security is now partly about the conditions for particular
peoples in these new
circumstances of rapid change, and where and when they can
live safely in the manu -
factured buildings, transportation systems and infrastructure
that make urban life
possible for the majority of us (Graham 2016). Human security
is also very much
about how we will feed ourselves and supply water and
breathable air to coming
generations and more immediately about how people
dispossessed by the rapid
extension of the global economy will find their means of
livelihood. The most import -
ant questions of global security are ones concerning which
societies will shape both
the future configuration of the global climate, with all that
means for agricultural
production and reliable supplies of food for a still growing
population, who will
decide on how hot the planet will get, and with what
consequences for people unable
to easily adapt to rapidly changing conditions.
E N V I R O N M E N T A L C H A N G E
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z Earth system boundaries/safe operating space
The Anthropocene, ‘the age of humanity’, is a departure from
the previous geological
period, termed the Holocene, or ‘recent past’. This period,
going back approximately
12,000 years since the last advance of the glaciers, was an
unusually stable period
in the planet’s history. Humanity has thrived through a period
where climate fluc -
tuations were relatively minor, a stable period where, despite
small variations in the
climate, agriculture could be reliably undertaken over extended
periods. Prior to
that ice grew and retreated fairly frequently, and rapid
fluctuations in ecological
conditions were the norm. Humanity lived then in small mostly
58. nomadic groups
despite having basic technology and the ability to use fire for
cooking and heating.
But, once the glaciers retreated at the beginning of the Holocene
and humanity
spread rapidly, larger agglomerations and population growth
became possible. These
stable conditions that facilitated the flourishing of humanity are
now coming to an
end; this is what the Anthropocene means in practice (Davies
2016). But the world
isn’t slipping back into another ice age, something that would
happen were it not
for humanity’s changes to the system; we are, as a result of the
extraordinary expan -
sion of the global economy since the middle of the twentieth
century, accelerating
towards a situation of rapid global warming (McNeill and
Engelke 2016). Glaciers
and polar icecaps are receding very quickly and weather is
becoming increasingly
extreme and less predictable. If this trend is to be arrested, and
for humanity to live
in conditions approximating those that have allowed us to thrive
over the last few
millennia, a matter of having a ‘safe operating space for
humanity’, then radical
changes will be needed very soon to our habits of profligate
combustion, because
it is the waste gases from all our burning that are heating the
planet.
Climate change is key, but it is playing out in a world altered in
numerous other
ways too. One influential attempt to summarize these many
59. changes is the ‘Earth
system boundaries framework’ (Rockström et al. 2009; Steffen
et al. 2015). Human -
ity is pushing a number of crucial ecological systems beyond
what seem to be safe
boundaries; straining the systems in ways that may lead to
dangerous disruptions
to how the system has operated through most of the Holocene.
This framework
posits nine key ecological boundaries to the ‘safe operating
space’ of the Earth system
(see Figure 35.1). Climate change is the first and probably the
most important com -
ponent. Second is the rapid decline in biospheric integrity due
to the exter mination
of many species and the related destruction of many biodiverse
systems and loss of
genetic material. The depletion of stratospheric ozone is the
third system boundary,
one that humanity inadvertently endangered with the widespread
use of chloro -
fluorocarbons but which has been partly solved by international
agreements to ban
the production of these and related chemicals.
Oceans are crucial to life on Earth and the fourth system
boundary concerns the
acidification of ocean water. As carbon dioxide levels rise
owing to humanity’s com -
bustion of fossil fuels as well as forests, oceans are becoming
more acidic. They are
absorbing more carbon dioxide from the atmosphere because of
its growing concen -
tration there and this endangers numerous marine animals and
ocean eco systems.
Oceans are also vulnerable to the fifth boundary, the rapid
61. nc
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the waters of the planet. This pollution is related to the sixth
boundary, the rapid
change in land use as urbanization and agriculture expand their
reach. This expansion
of human reach on land leads to the seventh Earth system
boundary that relates to
the use of fresh water, and the wholesale damming and
appropriation of river waters
for human use with all the consequences for ‘natural’
ecosystems.
62. The atmosphere too is being changed by the addition of
numerous nitrates,
sulphates and other aerosols including soot from combustion.
This eighth system
boundary is of particular concern in Asia both because of the
direct health con sequences
for people and animals living there but also because of fears
that this pollution might
also disrupt the monsoon rains and result in further agricultural
problems where so
much of humanity is dependent on rice cultivation. Finally, the
ninth boundary of
concern is the matter of the introduction of numerous ‘novel’
entities into the Earth
system, new chemical substances, micro- and macro-plastics,
with potential but as yet
mostly unknown hazards to living things and the Earth system
generally.
The Earth system boundary formulation suggests that if
humanity is to flourish in
the future it’s a reasonable assumption that the planet has to be
maintained within
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the parameters that shaped the remarkably stable period of the
Holocene. Hence the
Holocene provides the conditions for a ‘safe operating space’ of
the Earth for the
future of humanity. Maintaining these conditions is thus the
priority for any notion
of global environmental security, but how to accomplish this
given the ‘growth’
dynamics at the heart of the current global economic system is
far from clear.
Nightmare scenarios suggest that as ecological systems are
pushed across the Earth
system boundaries humanity will be riven by conflict as
political elites struggle
to control increasingly scarce resources. Erecting fences and
militarizing frontiers to
deal with migrants displaced by environmental change just
aggravates the violence
of rapid change, rendering those forced to move doubly
vulnerable (Jones 2016).
Proponents of technological innovation suggest that we will
invent our way out of
difficulties and produce new ways of life and technologies to
solve problems as they
arise, but only if industrialists and financiers focus on making
sustainable economies
and soon (Rockström and Klum 2015).
69. Traditional environmentalism, while effective at tackling some
of the worst
symptoms of industrialization, has failed to constrain the
overall damage to the
Holocene conditions for humanity, not least because of its
inability to grapple with
the consumption culture that demands ever more ‘stuff’ for
international markets
(Dauvergne 2016). At the heart of environmental security lies
the question as to
what is to be secured, this ever-growing economy and the
economics of more, or
some new forms of human activity that take the Earth system
boundaries seriously
as the premises for security policy and economic thinking
(Gopel 2016). In particular,
security studies has to grapple with the question of what, in
these circumstances, is
the role of military agencies in such a rapidly changing world?
Who or what are
they going to protect from which threats defined by what
political agencies? Crucially,
can the transformations that are necessary if humanity is to live
within the Earth
system boundaries be undertaken peacefully (Brauch et al.
2016)? If so, what kind
of security concepts should we use to think about the
Anthropocene (see Box 35.1)?
z Climate security and militarization
Since the middle of the first decade of the twenty-first century,
increasingly alarming
statements have been issued by military agencies, in the US in
particular, but else -
where too, about the potential security dangers that climate
change presents to many
70. societies, and to the national security of metropolitan states in
particular. A series
of reports in 2007 and 2008 highlighted the risks to political
stability in poorer
parts of the world and suggested that these might inflame
insurgencies and spread
terrorism too (CNA 2007; Campbell et al. 2007; German
Advisory Council 2008).
Disasters requiring military intervention to aid with rescue and
relief were also
highlighted. Given that military institutions often have the
heavy equipment, ships,
communications gear, helicopters and all-terrain vehicles that
are useful in responding
to emergencies, they are often the ‘first responders’ in disaster
situations.
Some of these formulations included the idea of climate change
as a ‘threat multi -
plier’, a phenomenon that would in future crises make violence
more likely. Hence
the US military in particular needed to be prepared for more
violent conflicts made
more likely as environmental change accelerated. This
formulation found its way
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into the 2009 UN Secretary-General’s report on climate and
security, discussed in
the lead-up to the 2009 Copenhagen climate meetings. While
this formulation of
security was frequently rejected by governments in the Global
South, who preferred
to think about climate change as a problem of development and
insisted that sustain -
able development was the appropriate policy framework for
dealing with climate
(Dalby 2016), it is significant in that various states were
attempting to raise the issue
BOX 35.1 Forms of environmental security thinking
Cooperative security focuses attention on how states, militaries
and other insti -
tutions can work together for common benefit, on such things as
shared rivers
or waterways, but also on how such efforts and the habits of
working together
can prevent conflict occurring in crisis situations. It is
73. sometimes fairly close to
ideas of the new security agenda where states work together to
tackle problems
that cross national boundaries.
Ecological security is concerned with maintaining the integrity
of natural systems
on which humanity is dependent, an especially complicated and
difficult matter
now that humanity is effectively changing the planet’s ecology
in the Anthro -
pocene.
Climate security, in so far as it aims to keep the planet’s
temperature close to
what civilization has so far known, is now obviously a key to
ecological security.
Environmental security frequently refers to discussions about
the risks of environ -
mental change causing armed conflict, but also refers to
assumptions that
resource management strategies, conservation techniques and
pollution preven -
tion can maintain the parts of the natural world that humanity
uses in conditions
that allow for the continued use by the economy.
Human security focuses on vulnerable people and the provision
of the essential
needs for people to thrive in their particular places. As
humanity increasingly
lives in cities and requires commodities from all over the planet
to supply the
global economy that keeps us alive, infrastructure and trade
become more
74. important in providing this form of security.
Global security has traditionally focused on avoiding major
international and
particularly nuclear wars, which given their immense
destructive consequences
would render people and states everywhere insecure. Now the
question is
whether climate change is potentially an equally important
‘global’ consideration.
National security focuses on the state, sovereignty and the
military control of
national territory, in many cases not the appropriate scale for
thinking about
climate changes that have global effects. Focusing on ‘threats’
from migration
and using huge amounts of fuel to run military institutions
suggests that such
policies are part of the problem rather than the solution to many
climate issues.
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of climate as a security threat, and hence a matter of top
international priority for
the UN. Indeed, the international security implications of
climate change also
featured in UN Security Council debates in 2007 and 2011 (See
McDonald 2013).
Subsequently the ‘threat multiplier’ formulation, one that had
initially been under -
stood as a potential future problem, became rephrased by the
CNA Corporation
(2014) in terms of a present danger and a matter specifically of
climate change as
a ‘conflict catalyst’.
In part this discussion draws on a long series of analyses that
suggest that environ -
mental change will induce conflict (Ide et al. 2016). Some
analysts argue that rising
temperatures cause conflict even if the precise mechanisms that
link extreme weather
to social upheaval aren’t clear. If there are clear relationships
they don’t obviously
lead to warfare even if they may aggravate small-scale social
conflict (Buhaug 2015).
Research on this point has been especially contentious in social
sciences recently
because of contrasting methods and assumptions used by
various researchers. Even
the widely discussed case of Syria (Gleick 2014), where drought
apparently drove
77. farmers off the land and into cities, where they were part of the
protests that sub -
sequently led to civil war, turns out to be much more
complicated than media reports
and initial analyses suggested (Selby et al. 2017). Other
research suggests that larger
social problems, international economic disruptions and food
price spikes in particu -
lar are a much greater cause of social unrest (Homer-Dixon et
al. 2015). The Arab
Spring protests in 2011 were in part about rising food prices,
caused by international
market conditions following the summer droughts in Russia in
2010 in particular,
rather than about local shortages.
Comprehensive research on water stresses, development and
conflict make it clear
that governance, or the lack thereof, is key to determining when
environmental
difficulties lead to conflict, or simply serious suffering on the
part of marginal peoples
without the resources to effectively cope with novel situations
(Zografos et al.
2014). These studies emphasize the need for intelligent
development strategies
that facilitate the ability to adapt to climate changes in
particular as well as other
Anthro pocene disruptions. Insofar as climate is thus considered
a matter of sustain -
able development it’s not clear what role military agencies
might play in dealing
with it. As Daniel Deudney (1990) noted when environmental
security first became
a major policy discussion at the end of the Cold War, the
military isn’t an agency
78. well suited to dealing with environmental matters. Indeed given
the destruction
wrought by military actions, and the fuel used in military
operations, it is easy to
see the military as part of the problem of environmental change
rather than part of
any solution. Perhaps, however, security agencies have a useful
function in raising
the alarm about the likely consequences of climate change, and
doing so in
institutional fora that are more influential than most
environmental organizations
(Mabey 2007)?
During the Obama administrations in the US these warnings
were taken seriously
and climate security was integrated into national security
strategy documents and
into military planning. Not least, this is a very practical matter
for the US Navy in
particular, as rising sea levels are threatening its facilities quite
directly and requiring
plans to raise docks and protect port facilities from higher tides
and storm surges.
Attempts to diversify fuel supplies have led to fairly extensive
attempts to use bio -
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fuels as an alternative to petroleum, although while this is being
talked about as
providing ‘green’ or environmentally friendly fuel for the Navy,
given how many
biofuels are produced and processed it is unlikely many of them
are actually helping
with climate change reduction (DeCicco et al. 2016).
Critics have been quick to challenge claims that the military is
environment -
ally friendly or, despite the increasing use of solar power for
military facilities and
operations, a genuinely ‘green’ institution (Marzec 2015). Just
as corporations are
increasingly finding ways to ‘financialize’ climate risks,
diversifying supply chains,
looking for ways to reduce their exposure to environmental
disruptions by outsourc -
ing potentially dangerous parts of their operations, shifting
production and buying
carbon offset credits in the growing carbon markets, so the
critics argue, climate is
becoming militarized and military organizations are intervening
81. to ensure the supply
of resources to metropoles even if it involves the violent
dispossession of traditional
peoples from their lands to supply resources to international
markets (Buxton and
Hayes 2016).
In part this is about the extension of military operations as part
of the global
‘war on terror’ and the extension of ‘security’ modes of
governance into many facets
of social and economic life. All of this can easily suggest that
nature itself is becom -
ing a battleground as environmental change accelerates and
conflict over access to
resources continues (Keucheyan 2016). As noted above, the
global economy has
expanded rapidly through the period of the Anthropocene now
often called ‘the
great acceleration’. In part, the ever larger extension of the
economy requires more
raw materials, more fuel and more agricultural and plantation
commodities
(Dauvergne 2016). This is key to expanding the landscape
changes that are disrupting
ecosystems, the question of the sixth Earth system boundary.
This formulation is
nearly exactly the opposite of the ideas of climate change as a
threat multiplier; it
suggests quite directly that the violence related to climate is
about the extension
of the global economy. In the process, it points to both the
direct consequences this
has for peoples in the way of resource development, and
indirectly in terms of their
vulnerabilities to storms and droughts made worse as climate
82. change accelerates
(Parenti 2011).
One of the more interesting controversies in all this is how the
relationship between
the military and climate change has played out in Washington,
DC. While tra -
ditionally the US military was closely aligned with the
Republican Party in American
politics, on the issue of climate change many Republican
politicians, influenced by
the campaigns to deny the significance of climate change
(Oreskes and Conway
2010), and partly funded by fossil fuel company-derived
electoral campaign contri -
butions, have actively tried to defund Pentagon initiatives
related to climate change
(Dalby 2016). The argument between Republican politicians and
with the Obama
administration over whether ISIS or climate change is the
biggest threat to national
security and on whether Obama had in fact declared a ‘war on
coal’ highlights
the importance of the politics of security in terms of who
defines what endangers
whom. With the accession of the Trump administration in early
2017 and the
appointment of Rex Tillerson, the CEO of ExxonMobil, to be
US Secretary of State,
the question of whether US policy will be to act in the long-
term interests of a sustain -
able biosphere on in the short-term interests of oil company
profits became especially
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acute. In the first few months of the administration a number of
executive orders
were signed that among other things explicitly removed the
obligation of federal
government agencies to consider climate change in their
planning.
Given the urgency of tackling climate change, if biospheric
integrity is taken
seriously, environmental activists and opponents of fossil fuel
companies have also
taken to using military analogies and sometimes explicitly
talked in terms of warfare.
Australian activists have invoked the image of British war
mobilization following
the evacuation of Dunkirk as an appropriate model of the kind
85. of economic action
needed to tackle the emergency situation of, to use the medical
terms warning of
imminent death without intervention, a planetary condition of
‘climate code red’
(Spratt and Sutton 2009). More recently, Bill McKibben (2016),
the leading spokes -
person for the fossil fuel divestment movement, has explicitly
invoked war metaphors
too, calling for industrial mobilization on a war footing to
rapidly produce a solar
powered American energy system. His article in the New
Republic came complete
with graphics showing solar panels and windmills invading a
fossil fuel technology
territory!
z A climate for peace?
The Anthropocene discussion suggests that humanity is
fundamentally reshaping
many key aspects of the Earth system. Decisions that are made
about resource use,
which fuels are used and which are left in the ground, are hence
key to shaping
the human future as well as determining the fate of numerous
other species. Thus
how the future is shaped, and what future is deemed worth
securing, is now key to
global politics. So far, climate change and environmental
matters are not the priority;
old-fashioned rivalries between states continue to be the
‘macro-securitization’ that
drives much international policymaking (Buzan and Wæver
2009).
The nationalist rhetoric of 2016 in many parts of the world,
86. only most obviously
in the British case of the ‘Brexit’ referendum and the Trump
presidential cam -
paign in the United States, revived fears regarding international
cooperation on
many issues, and not just the highlighted themes of trade and
migration. The Trump
campaign rhetoric frequently denied the reality of climate
change and threatened
the tentative progress made in international efforts to tackle it
codified in the
December 2015 Paris Agreement (see Box 35.2). Fears that
globalization might once
again fail, as it did in 1914, and lead to major conflict
(Macdonald 2015) raise part -
icular concerns for climate action as clearly international
cooperation on this issue
is likely to be nearly impossible in a situation of serious global
tension if not actual
hostilities.
The alternative is to think more imaginatively about
international institutions
and the possibilities of using United Nations agencies in more
imaginative ways that
build on human rights and development ideas related explicitly
to its mandate of
promoting peace (Conca 2015). Security in these terms isn’t
about guaranteeing flows
of petroleum to international markets. It is about ecological
agriculture and land -
scapes that can both buffer the extremes of …