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HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
Student exhibit ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
Student exhibit ...
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Choose one monumental policy or regulation and give an in-depth eval.docxnancy1113
Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
Writing Rubric – Personal Essay Exemplary Accomplish.docxMARRY7
Writing Rubric – Personal Essay
Exemplary Accomplished Developing Beginning No evidence
4 pts 3 pts 2 pts 1pt 0 pts
Academic Skill Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate assignment details to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student demonstrates above
average ability in relating
assignment details by
offering supporting evidence
by providing examples and
references. Student
provides a satisfactory
analysis of details, facts, and
concepts in a logical
sequence.
The submission reveals that
the student has a general,
fundamental understanding
of the assignment. However,
there are areas of some
concern in the linkages
provided between facts and
supporting statements.
Student generally explains
concepts, but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation and
does not perceive to have a
logical sequencing of ideas.
The student does not
attempt to explain concepts,
and does not seem to grasp
the material even in the
most basic way.
Communication Student demonstrates an
excellent command of
grammar, as well as presents
research in a clear and
concise writing style.
Presents a thorough,
extensive understanding of
word usage. Assignment is
error-free and reflects
student’s ability to prepare a
high-quality academic
assignment.
Student provides an
effective display of good
writing and grammar.
Assignment reflects
student’s ability to select
appropriate word usage and
present an above average
presentation of a given topic
or issue. Assignment appears
to be well written with no
more than 3-5 errors.
Student provides a final
written product that covers
the above-minimal
requirements.
Assignment reflects basic
writing and grammar, but
contains more than 5 errors.
Key terms and concepts are
somewhat vague and not
completely explained by
student. Student uses a basic
vocabulary in assignment.
Student’s writing ability is
average, but demonstrates a
basic understanding of the
subject matter.
Topics, concepts, and ideas
are not coherently discussed
or expressed in assignment.
Student’s writing style is
weak and needs
improvement, along with
numerous proofreading
errors. Assignment lacks
clarity, consistency, and
correctness. Student needs
to review and revise
assignment.
Assignment is completely
unclear or unrelated to the
expectations of the
assignment.
Critical Thinking Student provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while ...
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Assignment InstructionsInstructionsThe research paperwiddowsonerica
Assignment Instructions
Instructions:
The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.
PLEASE NOTE: The topic chosen for this research paper cannot be a topic discussed within the weekly assignments for this course. The re-use of any assignment is unacceptable.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
grading cubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical seque ...
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
15 points
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.
Note for Case Study #1 The case study can be found in the Assignm.docxhenrymartin15260
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
U.S. Department of Homeland Security Washington, D.C. 20528 .docxouldparis
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY LEVEL
4
ACCOMPLISHED LEVEL
3
DEVELOPING LEVEL
2
BEGINNNIG LEVEL
1
TOTAL POINTS
FOCUS/THESIS
Student exhibits a defined
and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well- documented and exceptional supporting
facts, figures, and/or statements.
Establishes a good comprehension of topic
and in the building of the
thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the
intended assignment, but
the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader
may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has
limited the quality of the assignment.
Exhibits a limited understanding of the
assignment. Reader is
unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
20/20
CONTENT/SUBJECT KNOWLEDGE
Student demonstrates
proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment.
Student provides above
average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental
understanding of the
course material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details.
Assignment appears
vague or incomplete in various segments. Student presents concepts in isolation,
and does not perceive to have a logical sequencing of ideas.
20/20
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical
thinking necessary for 300-
400 level work. Learner provides a strategic
Student exhibits a good command of critical
thinking skills in the presentation of material
and supporting
Student takes a common, conventional approach in
guiding the reader through various linkages and
connections presented in
Student demonstrates beginning understanding
of ke.
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts ...
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docxwhittemorelucilla
Graduate 500-600 Courses
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course conte ...
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docxsherni1
Assignment 3: Written Paper 2 (Week 4)
DUE: Mar 30, 2014 11:55 PM
Assignment Instructions
Instructions:
In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences.
Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...
Similar to Criteria exemplary20 pointsaccomplished17 pointsdevelopin (20)
After reviewing the Coleman (2016) article on executive compensation.docxAMMY30
After reviewing the Coleman (2016) article on executive compensation and reading this week's assigned readings, choose one of two statements below and construct an argument supporting your position:
The market trend towards escalating executive compensation reflects the critical importance of an executive to an organization’s long-term viability.
The growing compensation inequity between executive management and the average employee threatens to destabilize organizational morale and societal justice.
.
After reviewing the chapter on Recognizing Contributions, perform .docxAMMY30
**After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please write about and share what you gained.***
**Reflection paper and action plan (12 months) is the assignment requirement.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
After reviewing the chapter on Recognizing Contributions, perform a .docxAMMY30
After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please reply when you are finished with this self-reflection and share what you gained.*** 2 page
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
After reviewing the background materials and doing your own research.docxAMMY30
After reviewing the background materials and doing your own research, discuss the value in looking at other countries’ policy successes and failures. How can it be beneficial to health policy development in our own country?
Be sure to support your answer with citations from reliable sources.
.
After reviewing the articles and videos, please address the followin.docxAMMY30
After reviewing the articles and videos, please address the following questions:
https://hbr.org/2016/05/different-cultures-see-deadlines-differently
https://hbr.org/video/2363497345001/reaching-across-cultures-without-losing-yourself
https://www.youtube.com/watch?v=4DSV1NUGS3o
1. How do you define cultural communication?
2. Do you agree with the concepts presented by Molinsky as he reviews the importance of global dexterity? Why or why not?
3. In your organization, what ideas regarding cultural communication do you think are important? How will you apply them as a leader?
Please reference a minimum of three external sources to support our points.
.
After reviewing Georgia v. Randolph and Fernandez v. Californi.docxAMMY30
After reviewing
Georgia v. Randolph
and
Fernandez v. California
, answer the following questions:
What defenses, if any, were asserted in these cases?
How did these cases impact law enforcement and prosecutors?
Do you agree with the U.S. Supreme Court’s decisions?
Were these decisions consistent with each other? How does consistency in legal decisions positively and negatively impact law-enforcement officers and attorneys?
.
After reviewing chapter 11 of the E-Text and the Required Resources .docxAMMY30
After reviewing chapter 11 of the E-Text and the Required Resources please discuss the following:
Discuss the challenges that law enforcement faces when seizing digital evidence and propose at least two solutions.
Discuss the five-paragraph SMEAC that should ideally find a place in any investigation plan. Which one of these do you feel is the most important? Why?
.
After reading Library ArticlesDevine, K., Kloppenborg, .docxAMMY30
After reading
Library Articles:
Devine, K., Kloppenborg, T. J., & O’Clock, P. (2010). Project measurement and success.
Journal of Health Care Finance,
38–50.
Sandrik, K. M. (2008). Navigating today's opportunities for capital.
Healthcare Financial Management, 62
(12), 78–83.
Schuhmann, T. M. (2009). Hospital capital spending: Shifting and slowing even before the financial meltdown.
Healthcare Financial Management, 63
(11), 92–102.
Answer the following:
Investment Decisions
What types of decisions would need to be made before the investment is made? Indicate the main kinds of information/data needed to evaluate this capital investment project.
.
After reading Trifles by Susan Glaspell complete the following works.docxAMMY30
After reading Trifles by Susan Glaspell complete the following worksheet:
“Trifles” Worksheet
Name: ___________________ Period ____
1. Title Implications: Explain what the word “trifles” literally means. ____________________________________________________________________ 2. Symbolic Setting.
A. Outside: What is the weather? ________________
Specifically, where is the murder site/ farmhouse located? ________________
B. Inside the house:
List two things that let the audience “feel” how literally cold it is: ____________________________________________________________________
3. List three significant details that are evidence of a poorly kept kitchen: ___________ ____________________________________________________________________
4. Thumbnail Sketch: Make a comment about each of the characters
A. Attorney Henderson_________________________________________________ B. Sheriff Peters ______________________________________________________ C. Mr. Hale __________________________________________________________ D. Mrs. Peters ________________________________________________________ E. Mrs. Hale _________________________________________________________
5. List two “put down” comments the men make against women: __________________ ____________________________________________________________________ ____________________________________________________________________
6. What evidence is there to suggest that John Wright was a hard man to live with ? ________________________________________________________________
7. Why hadn’t Mrs. Hale gone to see Minnie Wright in over a year? _______________ _____________________________________________________________________
8. Why does Mrs. Peters not like the phrase “married to the law”? _________________ ____________________________________________________________________
9. Why do the women hide the dead bird? ____________________________________
_____________________________________________________________________
10. What other action might they have taken?___________________________________
_____________________________________________________________________
How is each of these important?
A. John Wright’s decision not to pay for a party [shared] telephone line
B. Bird cage with broken door
C. Dead bird with its neck rung
D. Millie sang in the choir thirty years before
E. The quilt pieces
(The Log Cabin quilt pattern has been a favorite because it was a wonderful & frugal pattern for using up fabric scraps. In many of the old quilts the center square was red to symbolize the hearth of the home, its symbolic heart. The overall effect of the log cabin quilt is achieved by the use of light and dark fabrics and how they are arranged.)
.
After reading through Chapter 1, the focus was on targeting the five.docxAMMY30
After reading through Chapter 1, the focus was on targeting the five communities that make up the core field for ICT-enabled policy-making. Please answer the following question.
What are those five communities involved,
Provide a brief narrative for each community above to support your response
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After reading There Is No Unmarked Woman, by Deborah Tannen, a.docxAMMY30
After reading "There Is No Unmarked Woman," by Deborah Tannen, answer the following question in a response 200 words long:
What is Tannen's strongest argument, or her strongest point, to support her thesis that women are unfairly scrutinized in society? Do you agree with her overall? Have things changed since she wrote this article in 1993?
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After reading the U.S. Constitution and the Amendments respond t.docxAMMY30
After reading the U.S. Constitution and the Amendments respond to the following questions:
(i) What is the institutional power and the personal right you believe to be the most important, and explain why;
(ii) What is the institutional power and the personal right you would remove, and explain why;
(iii) What institutional power and personal right would you add to the U.S.
An institutional power is one that authorizes or limits action and/or organization of one of the three branches of government. Examples include the power of the legislative branch "to lay and collect taxes" (Art. I) or to not "make no law respecting an establishment of religion." (First Amendment)
A personal right is one that protects or empowers the people, such as "the right of the people to keep and bear arms." (Second Amendment)
Suggested length is 3-5 pages
Your points will be allocated on the following criteria:
Offering creative and/or critical opinions;
Expressing yourself clearly and concisely;
Forming logical arguments and conclusions;
Identifying and discussing counter-arguments;
Grammar and compliance with APA (6th edition).
.
After reading the two short primary source documents listed below, c.docxAMMY30
After reading the two short primary source documents listed below, construct an essay based on the following question:
How and why did black people use the language of the American Revolution—of natural rights—in freedom petitions to argue for their freedom and the abolition of slavery?
Your essay should be based on your reading and analysis of the primary source documents. Your paper should be 2 to 3 pages in length and use double-spacing and 12 point font. Please use MLA style.
.
After reading the section titled Dominant Microprocessor Company In.docxAMMY30
After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the section titled Dominant Microprocessor Compan.docxAMMY30
After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the paper for this week, Steinfield C, LaRose R, C.docxAMMY30
After reading the paper for this week, Steinfield C, LaRose R, Chew H, Tong S. Small and Medium-Sized Enterprises in Rural Business Clusters: The Relation Between ICT Adoption and Benefits Derived From Cluster Membership. Information Society. 2012;28(2):110-120. doi:10.1080/01972243.2012.651004, please answer the following questions in a 2-page main body APA formatted document. Please make sure that there is a title and references page. All references listed need to be cited in the document.
What kind of study is this? (Hint: the videos you watched)
Please make sure that you address the type of study and why you think this was used in this paper.
How is this paper related to the topics in this course?
Do you agree with the author’s conclusions?
.
After reading the Martin Luther King, Jr. speech in the attached lin.docxAMMY30
After reading the Martin Luther King, Jr. speech in the attached link, please write a 1-2 page response which addresses the following task: Summarize the excerpts from Martin Luther King, Jr.’s 1961 address defending the student sit-ins. Then, in your opinion, discuss the three main points made in Martin Luther King, Jr.’s address. Please explain your opinion in detail.
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After reading the material from Shafer-Landau concerning the appeal .docxAMMY30
After reading the material from Shafer-Landau concerning the appeal of hedonism and the potential objections to the theory, what is your considered view on hedonism? Is it true or false as a moral theory? Do the advantages of hedonism outweigh the difficulties raised against it, or are the objections to hedonism fatal to the theory?
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After reading the IMAA article this week on Effective Manageme.docxAMMY30
After reading the IMAA article this week on
Effective Management of Change during Mergers and Acquisition
, review the case study noted within the article on item 7. It is about a merger between AOL and Time Warner in 2001. There is a chart listed with the summary that shows the cultural differences between the two companies. Review that chart.
Using this as an example, conduct some research and find two companies that similarly merged or that was acquired by another company. Write a two-page summary of the merger or acquisition to include:
1 – the reasons why it occurred and when it occurred
2 - the approximate size of each company before the merger
3 - the organizational challenges faced
4 - was the merger successful or not and
why
5 - the state of the company now
Then include a simple four column chart similar to the example and show at least five cultural elements of the companies, the cultural differences in the two companies before the merger took place and then in the fourth column include the culture now in the acquiring company. List at least five cultural elements in the chart.
Cultural Element / AOL culture / Time Warner culture / Culture adopted
Your written assignment should be no less than 700 words. Avoid using direct quotes. Use your own words. If you do use any direct quotes, increase the length of your paper accordingly. Use APA citations and ensure you document where you found your data in a separate reference listing.
.
After reading the essay, Why Rational People Buy into Conspiracy Th.docxAMMY30
After reading the essay, "Why Rational People Buy into Conspiracy Theories," answer the following questions. Provide specific details to justify your reasoning:
What is a conspiracy theory? Identify and discuss at least two recent conspiracy theories mentioned on the news, social media, and/or internet.
How does the Internet and other media help "perpetuate paranoia" (12)?
Why do you think "rational people buy into conspiracy theories"?
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Criterion Score
Focus/Thesis
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well-constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Introduction of thesis is not clearly evident, and
reader must look deeper to discover the focus of the writer.
Student’s writing is weak in the inclusion of supporting facts or
statements.
/ 20
2. Content/Subject Knowledge
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
The assignment reveals that the student has a general,
fundamental understanding of the course material. There are
areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts,
but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking
necessary for 300-400 level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions which are not
immediately obvious. Student provides well-supported ideas and
reflection with a variety of current and/or world views in the
assignment. Student presents a genuine intellectual development
of ideas throughout assignment.
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with two or fewer errors.
Student takes a common, conventional approach in guiding the
3. reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply
information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
/ 20
Organization of Ideas/Format
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction (or
abstract), well- developed paragraphs, and conclusion. Finished
assignment demonstrates student’s ability to plan and organize
research in a logical sequence. Student uses required number of
academic sources or beyond.
Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few
formatting errors. Assignment contains number of academic
sources required in assignment.
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses fewer sources or
references than required by assignment. Academic sources are
lacking.
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
explanation of key terms. The lack of appropriate references or
source materials demonstrates the student’s need for additional
help or training in this area. Student needs to review and revise
4. the assignment.
/ 20
Writing Conventions
Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough and extensive understanding of word usage.
Student excels in the selection and development of a well -
planned research assignment. Assignment is error-free and
reflects student’s ability to prepare a high-quality academic
assignment.
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to be
well written with no more than three-five errors. Student
provides a final written product that covers the above-minimal
requirements.
Assignment reflects basic writing and grammar, but more than
five errors. Key terms and concepts are somewhat vague and not
completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average,
but demonstrates a basic understanding of the subject matter.
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Student
needs to review and revise assignment.
/ 20
745
PHYSICAL ACTIVITY
5. Effect of Body Composition,
Physical Activity, and Aerobic
Fitness on the Physical Activity
and Fitness Knowledge of
At-Risk Inner-City Children
Timothy A. Brusseau, Ryan D. Burns, James C. Hannon
Abstract
SHAPE America has highlighted the importance of developing
physically literate children as part of quality physical education
pro-
gramming. Unfortunately, most children know little about
physical
activity and health-related fitness. The purpose of this study
was to
examine the physical activity and fitness content knowledge of
at-risk
inner-city children and determine if students who accumulate
more
physical activity, do more PACER laps, and/or have a lower
BMI have
higher levels of knowledge. Participants included 569 inner -city
chil-
dren (300 girls, 269 boys) from the Southwest USA who
completed
the PE Metrics knowledge test, wore a pedometer for 1 school
week,
completed the PACER test, and had their height and weight
measured.
Two-way and three-way factorial ANOVA tests were used to
exam-
ine potential differences between genders, between grades, and
among
6. tertiles of physical activity and health-related fitness
performance on
the PE Metrics knowledge test. On average, students scored
38% on
the PE Metrics knowledge test. Boys and girls scored similarly,
sixth
Timothy A. Brusseau is assistant professor, Department of
Health, Kinesiology, and
Recreation, University of Utah. Ryan D. Burns is postdoctoral
research associate,
Department of Health, Kinesiology, and Recreation, University
of Utah. James C. Hannon
is professor, Department of Coaching and Teaching Studies,
West Virginia University.
Please send author correspondence to [email protected]
The Physical Educator Vol. 73 • pp. 745–756 •
2016
https://doi.org/10.18666/TPE-2016-V73-I4-6570
746 Body Composition, Physical Activity, and Aerobic Fitness
graders scored lower than fourth and fifth graders, and children
who
were in the low and high BMI tertiles scored higher than
children in
the medium tertile (p < 0.05). As school day step counts and
PACER
laps increased, knowledge scores trended higher. At-risk youth
need
additional opportunities to learn content knowledge related to
physical
activity and fitness. Increased physical activity and aerobic
fitness were
7. related to small increases in knowledge scores. Future
interventions
should focus on child behavior and knowledge.
One of the objectives of physical education programs is to
devel-
op physically literate children who possess the knowledge and
skills
to participate in activity for a lifetime (Society of Health and
Physical
Educators, 2013). Knowledge about physical activity (PA) and
physi-
cal fitness has been highlighted as important for individuals to
be
active for a lifetime (Zhu, Safarit, & Cohen, 1999). Studies
have sug-
gested that children do not have the requisite knowledge needed
to
adopt healthy behaviors (Desmond, Price, Smith, Smith, &
Stewart,
1990; Hopple & Graham, 1995; Keating, Chen, Guan, Harrison,
& Dauenhauer, 2009; Liang et al., 1993; Prewitt et al., 2015).
More
specifically, Kulinna (2004) examined this in an elementary
school
with the use of health-related knowledge portfolio tasks. The
author
discovered that the students lacked strong content knowledge;
for
example, more than 50% of the third to sixth grade students
were
unable to list four aerobic activities. Brusseau, Kulinna, and
Cothran
(2011) further examined students’ knowledge using similar
portfolio
tasks with two American Indian communities. Students
8. completed
health-related fitness and PA behavior portfolio tasks, and the
results
indicated that students across all grade levels held many
misconcep-
tions and misunderstandings of these concepts. Furthermore, re-
searchers found that only 7% of third grade students were able
to de-
scribe why PA is important. More recently, Hodges, Hodges
Kulinna,
and Lee (2014) found that the average score for over 700
suburban
fifth graders was under 50% on the PE Metrics (National
Association
for Sport and Physical Education [NASPE], 2010) PA and
fitness
test. The evidence on students’ lack of knowledge is
disappointing
given that these findings have been evident for 2 decades
(Hopple &
Graham, 1995).
Spiegel and Foulk (2006) suggested that knowledge of PA be-
haviors can be the foundation that encourages people to engage
in
Brusseau, Burns, Hannon 747
more PA throughout their lifetimes. This was found to contain
some
validity, as other researchers have found that individuals
engaging
in more activity during leisure time had greater knowledge
(Dale,
9. Corbin, & Cuddihy, 1998; DiLorenzo, Stucky-Ropp, Vander
Wal,
& Gotham, 1998). DiLorenzo et al. (1998) discovered that
exercise
knowledge is one of a few key determinants to students’ PA
partici-
pation. Furthermore, conceptual-based physical education
(CPE),
a model that teaches health knowledge in the classroom
partnered
with PA opportunities, has also been found to influence PA
patterns
positively during leisure time (Dale et al., 1998). More
specifically,
they reported that after a yearlong CPE program, secondary
students
significantly increased their PA levels when compared to
students
with both traditional PE and control students. Therefore, to date
the literature has begun to suggest that if students gain
additional
knowledge, they often engage in more PA. Despite this, little
effort
has been made to explore the relationship, if any, between
knowledge
and body composition or aerobic fitness. Therefore, the purpose
of
this manuscript was to determine if PA patterns (steps counts),
aer-
obic fitness (PACER), or BMI had an effect on the fitness and
PA
content knowledge of ethnically diverse elementary school
children
from low-income and inner-city families. It was hypothesized
that
children who accumulated more steps, had higher PACER
10. scores,
and lower BMI would score better on the PE Metrics fitness and
PA
knowledge test. A secondary purpose was to explore differences
on
PE Metrics performance by grade and gender.
Method
Participants
Participants were 569 (300 girls, 269 boys) fourth to sixth grade
students from three inner-city Title 1 schools. Ninety-four
percent
of participating youth came from low-income (83% free and
11%
reduced lunch) families, and the sample was 86% ethnic
minority
—63% Hispanic, 14% Caucasian, 7% Pacific Islander, 6%
Black, 5%
Asian, 3% American Indian, and 2% multiracial.
Instruments
Physical activity and physical fitness knowledge test. SHAPE
America endorses the PE Metrics (NASPE, 2010) test, which
was
748 Body Composition, Physical Activity, and Aerobic Fitness
used to examine PA and physical fitness knowledge in this
study.
The instrument has been suggested as a valid and reliable
assessment
11. tool (Dyson & Williams, 2012; Zhu et al., 2011) and has been
used in
research (Hodges et al., 2014) with this age group. More
specifically,
the research team used the Standards 3 and 4 fifth grade test
that
contained 28 multiple-choice questions, of which 15 were
randomly
selected to fit the time frame for testing the children at the
beginning
of a physical education class.
Pedometers. PA was measured using Yamax DigiWalker CW600
pedometers (Tokyo, Japan). The devices were worn for 5 school
days
(Monday through Friday) between the hours of 8 a.m. and 3
p.m.
Instruments were worn on the hip at the level of the iliac crest
above
the knees on the right hip. Classroom teachers, physical
educators,
and members of the research team ensured that the devices were
worn the entire school day.
The pedometers included a 7-day memory that was used to re-
cord steps each day of the school week. Yamax DigiWalker
models
have been shown to provide an accurate recording of steps
within
± 3% of actual steps (Schneider, Crouter, Lukajic, & Bassett,
2003),
and have been shown to be a valid measure of free-living PA
(Crouter,
Schneider, Karbulut, & Bassett, 2003).
Health-related fitness. BMI was calculated using standard pro-
12. cedures taking a student’s weight in kilograms divided by the
square
or his or her height in meters. Height was measured to the
nearest
0.01 m using a portable stadiometer (Seca 213; Hanover, MD,
USA),
and weight was measured to the nearest 0.1 kg using a portable
med-
ical scale (BD-590; Tokyo, Japan). Height and weight were
collected
in the hallway during each student’s physical education class.
Aerobic fitness was measured using the 20-m Progressive
Aerobic
Cardiovascular Endurance Run (PACER), administered during
each
student’s physical education class. The PACER was conducted
on
a marked gymnasium floor with background music provided by
a
compact disc. Each student was instructed to run from one floor
marker to another floor marker across a 20-m distance within an
al-
lotted time frame. The allotted time given to reach the specified
dis-
tance incrementally shortened as the test progressed. If the
student
twice failed to reach the other floor marker, the test was
terminated
(Meredith & Welk, 2010). The final score was recorded in laps.
Brusseau, Burns, Hannon 749
Procedures
13. During three consecutive weeks during the winter of 2015, re-
search team members worked with physical education teachers
to
collect PACER scores and height and weight during class. Half
the
class completed the PACER with one research team member,
and the
other half played a game with the physical education teacher,
with
students being called out to have their height and weight
measured.
Approximately halfway through class, the groups switched
stations
(no order effect was found between students who tested first
and
students who tested second). During a separate class, members
of
the research team administered the knowledge assessment test
fol-
lowing a specific protocol during which each question and
answer
was read to the students, with an approximately 20–30-s wait
time
for each question.
Analyses
BMI, PACER, and pedometer steps were stratified into tertiles
of
approximately equal number. The preliminary descriptive
analysis
included running a 2 × 3 factorial ANOVA test to examine the
differ-
ences between genders and among grade levels on PA, health-
related
14. fitness, and the PE Metrics knowledge test scores. The alpha
level
was adjusted using the Bonferroni method to account for
analysis
on multiple dependent variables. The primary analysis consisted
of a
3 × 3 × 3 factorial ANOVA test to examine differences among
tertiles
of BMI, PACER, and pedometer steps on the PE Metrics
knowledge
scores. A Tukey post hoc test was employed for any statistically
sig-
nificant main effects from the three-way ANOVA. All analyses
had
an initial alpha level of p ≤ 0.05 and were carried out using
STATA
(14.0) statistical software package (College Station, TX, USA).
Results
On average, students scored 38% on the PE Metrics knowledge
test. Table 1 highlights the means and standard deviations on
the PE
Metrics knowledge test (raw score out of 15) by gender, grade
level,
and tertile groupings for PA and health-related fitness. A
statisti-
cally significant main effect was found for grade level on
knowledge
test scores, F(2, 180) = 3.89, p = 0.02. Tukey post hoc tests
revealed
that children in Grades 4 and 5 scored higher on the knowledge
test
15. 750 Body Composition, Physical Activity, and Aerobic Fitness
compared to children in Grade 6. A statistically significant main
ef-
fect was also found for BMI on PA knowledge, F(2, 180) =
3.64, p =
0.03. Post hoc tests revealed that children in the high BMI
tertile and
children in the low BMI tertile scored higher on the PA
knowledge
test compared to children in the medium BMI tertile. No other
main
effects were found, but there were trends that children with
high-
er PACER scores and who accumulated higher step counts
scored
higher on the PE Metrics knowledge test.
Table 1
Knowledge Scores by Gender, Grade, Physical Activity,
Aerobic
Fitness, and BMI
Category
Knowledge
score SD 95% CI
Gender
Male 5.69 3.34 5.29, 6.09
Female 5.83 2.84 5.51, 6.15
Combined 5.77 3.06 5.52, 6.02
Grade
4 6.02 2.99 5.59, 6.45
5 6.07 2.99 5.64, 6.50
16. 6* 4.34 3.10 3.90, 4.78
School Step Counts
High 5.75 2.68 5.37, 6.12
Medium 5.57 2.98 5.15, 5.99
Low 5.22 2.73 4.83, 5.60
PACER Laps
High 5.82 3.11 5.38, 6.46
Medium 5.75 3.36 5.27, 6.22
Low 5.41 2.7 5.03, 5.79
BMI
High 6.31 3.07 5.87, 6.75
Medium* 4.93 2.93 4.72, 5.14
Low 6.13 3.09 5.91, 6.35
*Significantly different when compared to other groups.
Brusseau, Burns, Hannon 751
Discussion
Similar to children in previous research (Brusseau, Kulinna, &
Cothran, 2011; Kulinna, 2004), the children in this study lacked
overall content knowledge. In fact, the average score was
38.5%.
These scores are lower than those in the previous study in which
PE
Metrics was used (Hodges et al., 2014) and indicate lower
knowl-
edge when compared across other studies (Hopple & Graham,
1995;
Kulinna, 2004). These scores are concerning, especially
17. considering
the lack of PA in low-income inner-city youth (Trost et al.,
2013).
Although we know that PA decreases with age and grade, we
an-
ticipated that as students advanced in grade, they would have
per-
formed better on the knowledge test simply by accumulating
more
knowledge over time. We found that fourth and fifth graders
per-
formed similarly on the test and sixth graders scored
significantly
lower compared to the earlier grades, which we believe might
be re-
lated to the sixth graders feeling they were “too cool” to take
the test
and not taking it as seriously as the younger students did. There
were
no significant differences by gender, which is similar to results
in
previous research (Brusseau, Kulinna, & Cothran, 2011). This is
im-
portant because the literature (Harmon, Brusseau, Collier, &
Lenz,
2013) makes it clear that inner-city ethnic minority boys at this
age
are more active than girls. Furthermore, boys outperformed girls
on
the PACER, which correlates to previous studies of aerobic
fitness in
at-risk youth (Brusseau, Finkelstein, Kulinna, & Pangrazi,
2014). It
appears as if knowledge does not help to alleviate the natural
gender
18. difference in PA or aerobic fitness, as boys were more active
and fit in
the current sample (5,194 steps and 40.3 PACER laps for boys;
4,498
steps and 34.4 PACER laps for girls; Δ = 696 steps, Δ = 5.9
laps). Our
findings suggest that knowledge is not dependent on either
grade or
gender. It is important to note that these three schools did not
offer
any type of health education and that this content (health-
related
fitness and PA) was not directly covered in academic subjects,
al-
though science classes did cover material related to the health
of
the human body. Furthermore, physical education was a
traditional
model that only met 1 day/week. Because of the time
constraints, the
physical education paraprofessionals focused exclusively on
trying
to get children active during class. Another potential issue is
that
classes were taught by paraprofessionals. Research has started
to in-
752 Body Composition, Physical Activity, and Aerobic Fitness
dicate that classes taught by nonspecialists result in less PA
(Hannon,
Destani, McGladrey, Williams, & Hill, 2013) and in more time
man-
aging children (Hall, Larson, Heinemann, & Brusseau, 2015). It
19. ap-
pears to be important for schools (especially inner-city schools)
to
find a way to incorporate content knowledge related to PA and
fit-
ness.
Of importance to our findings were the small (but not signifi -
cant) trends that the more active the child, the better he or she
per-
formed on the knowledge test. We anticipated these findings;
how-
ever, we would have expected a much larger change score. Out
of 15
questions, the difference between the low active group and the
high
active group was only a half question. These findings contradict
the
previous explorations, suggesting increased knowledge is
related to
significantly increased PA (i.e., DiLorenzo et al., 1998).
Similar to the step count trends with knowledge, knowledge
slightly increased with increases in PACER laps. This change
again
was small, < .5 question. To our knowledge, this is the first
study
to look at differences in fitness content knowledge in
comparison
to actual aerobic fitness. Aerobic fitness is an important compo-
nent for the health (Janssen & LeBlanc, 2010) and the cognition
(Chaddock-Heyman, Hillman, Cohen, & Kramer, 2014) of
children,
and we suggest that improved knowledge of this concept can
only
help with changing the needed behavior.
20. Body composition did not relate to increases in knowledge,
which differs from the role that body composition has in the
litera-
ture in which both PA (Brusseau, Kulinna, Tudor-Locke, et al.,
2011)
and physical fitness (Stratton et al., 2007) improve when
children’s
BMI decreases. This might be associated with the overall
increases in
BMI (Ogden, Carroll, Kit, & Flegal, 2012) in youth and the
concept
that youth can be fat and fit (Hainer, Toplak, & Stich, 2009).
Future research needs to replicate our work with children from
different ethnic and socioeconomic backgrounds to help make
the
findings more generalizable. Similarly, it is clear that content
knowl-
edge needs to be targeted in research and practical programming
in
schools to address the concerning findings of our work.
Brusseau, Burns, Hannon 753
Conclusion
In conclusion, at-risk inner-city children in this sample lacked
PA and fitness knowledge. Although the lack of knowledge is
not
new, the low scores compared to those in previous research is
espe-
cially alarming considering that these children often lack the
access
21. and opportunity to become physically active, which have been
con-
sistently shown as barriers to activity (Sallis, Prochaska, &
Taylor,
2000). Increased opportunities for PA and improved knowledge
should be considered when planning future interventions.
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