CRITERIA Expectation on content Maximum number of Points .docx
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CRITERIA Expectation on content Maximum number of Points Description Thesis statement Causes Effects Discuss at least three causes, three effects Opposing viewpoints, if applicable Supporting studies on statements Discussion must be accurate and supported with data/statistics 10 Solution s/Problem Solving/Critical Thinking .
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Critical Response Rubric Category 0 1 1.5 2 Timelin.docx
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docx
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docx
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Projectzzz.docx
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docx
This document discusses a reading from the book "Who Speaks for Justice, Part 5: Culture" and encourages critical reflection on culture. It prompts students to think about why cultural beliefs and behaviors exist, rather than just what they are or when they occur. Students are asked to consider what culture they practice, where it came from, how it impacts their own actions and thinking, and how it affects others. The reading suggests that cultural and social influences do not provide definite explanations for why societies are a certain way and calls for mindfulness of cultural norms and patterns of behavior.
Critical Reflection ExerciseStudents are expected to have co.docx
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docx
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docx
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Recommended
Critical Response Rubric Category 0 1 1.5 2 Timelin.docx
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docx
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docx
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Projectzzz.docx
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docx
This document discusses a reading from the book "Who Speaks for Justice, Part 5: Culture" and encourages critical reflection on culture. It prompts students to think about why cultural beliefs and behaviors exist, rather than just what they are or when they occur. Students are asked to consider what culture they practice, where it came from, how it impacts their own actions and thinking, and how it affects others. The reading suggests that cultural and social influences do not provide definite explanations for why societies are a certain way and calls for mindfulness of cultural norms and patterns of behavior.
Critical Reflection ExerciseStudents are expected to have co.docx
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docx
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docx
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docx
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection Discussion Questions How.docx
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docx
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docx
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docx
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docx
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docx
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docx
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docx
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docx
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docx
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
CriminologyCHAPTERCopyright © 2016, 2014, 2011 by Pear.docx
Criminology
CHAPTER
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
THIRD EDITION
Crimes Against Persons—
What We Fear
9
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Describe the major national crime-
data-gathering programs and explain
the differences between them.
• Summarize various types and patterns
of murder
• Provide a closer look at the crime of
murder.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objective
• Define serial murder and list the
different types of serial killers.
• Explain how mass murder differs from
serial murder and list the different
types of mass murderers.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Show how definitions of rape differ and
describe the various perspectives that
have been offered to explain the crime
of rape.
• Summarize the various types and
patterns of rape and violence against
women.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Describe the types and patterns of child
physical and sexual abuse.
• Describe the crime of robbery.
• Compare the different types of assault.
• Describe other violent crimes, including
hate crimes, workplace violence, and
stalking.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Learning Objective 9.1
Describe the major national crime-data-
gathering programs and explain the
differences between them.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Crime Data Programs
• Bureau of Justice conducts the annual
National Crime Victimization Survey
(NCVS).
• FBI publishes yearly data under
summary based Uniform Crime
Reporting (UCR) program and more
detailed National Incident Based
Reporting System (NIBRS).
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Crime Data Programs
• Each program uses their own definition
of what is scored as a crime.
• None of the definitions used by the
reporting agencies is strictly based on
federal or state statutory crime
classifications.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Learning Objective 9.2
Summarize the various types and
patterns of murder.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
FIGURE 9-1 Violent Crimes and Their Definitions.
Source: Federal Bureau of Investigatio.
Critical Analyses 3CA 3ManagING Human ResourceS Social .docx
Critical Analyses 3
CA 3:
ManagING Human ResourceS
Social Contract
The Right Way with Employees?
As a senior manager for a global player in automobile production and sales, Jane Ellis had joined thousands of fellow employees in the excitement surrounding production of the company’s new hybrid vehicles.
But barely two years into production, embarrassing component shortages, delivery delays, and a recall of the first models had a ripple effect, presenting the company with mounting concerns. In the confusion, many customers canceled orders and turned to competitors for purchase of the eco-friendly vehicles. Ellis’s company was facing a financial downturn.
With three decades of service to the company, Jane led a contingent of managers intent upon keeping together as much of the company and as many employees as possible.
“We know there will be some necessary cuts,” Jane admitted. “But this company has a long history of sticking by its people. Our first priority should be internal streamlining of how we do things and making sure we have the right people on board.”
Many managers liked what they heard from Jane. She was well-respected and had a unequaled reputation for her leadership and collaborative skills and her ability to work with managers, as well as line workers on the factory floors. People marveled at the number of individuals she knew on a personal level throughout the company.
Drew Cunningham influenced a second contingent within the management group. A brash go-getter with a reputation for fixing companies in crisis, he proposed across-the-board cuts in employees in order to implement a solution as quickly as possible. He proposed the immediate creation of a forced ranking system in order to identify and get rid of lower-ranking employees.
Jane raised her hand and rose to her feet in objection. “So we’re going to create a system to
fire
…”
“I didn’t say
fire
…”
“OK,
cut
our own hard-working people? It sounds like some lame government commission,” Jane said. “We’ve got bright people. This thing simply got worse faster than we thought. We can work with the people we have in setting up more efficient workflow, establishing reasonable deadlines to increase output and …”
“Jane, these are not the days of knowing everyone in the plant,” Drew said. “You’re not throwing out your uncle Harry. We’re taking a serious look at what we do, how we do it, and streamlining everything by keeping the right people in the organization and cutting the rest.”
Apply Your Skills: Case for Critical Analysis
The Right Way with Employees?
1.
What kind of employee social contract is assumed by Jane Ellis and Drew Cunningham? Explain fully – what is the traditional social contract and what is the “new” social contract.
2.
If you were an HR manager at the company, which view would you support? Why?
3.
HR departments hire and develop human capital to serve the organization’s strategy and drive performance. Which approach—Jane Ellis’s or .
Critical Access Hospital Goal Setting Provided By The Nat.docx
Critical Access Hospital Goal Setting
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
Key Health Alliance, Regional Extension Assistance Center for HIT
http://www.HealthIT.gov
National Learning Consortium
• The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources designed to
support healthcare providers and health IT professionals working towards the implementation, adoption and
meaningful use of certified EHR systems.
• The NLC represents the collective EHR implementation experiences and knowledge gained directly from the field
of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information Technology Research
Center (HITRC) Communities of Practice (CoPs).
• The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended by
“boots-on-the-ground” professionals for use by others who have made the commitment to implement or upgrade to
certified EHR systems.
EHR Implementation Lifecycle
The material in this document was developed by Regional Extension Center staff in the performance of technical support and EHR implementation. The
information in this document is not intended to serve as legal advice nor should it substitute for legal counsel. Users are encouraged to seek additional detailed
technical guidance to supplement the information contained within. The REC staff developed these materials based on the technology and law that were in
place at the time this document was developed. Therefore, advances in technology and/or changes to the law subsequent to that date may not have been
incorporated into this material.
September 30, 2013 • Version 1.0
www.HealthIT.gov
1
http://www.healthit.gov/providers-professionals/regional-extension-centers-recs
http://www.healthit.gov/providers-professionals/beacon-community-centers
http://www.healthit.gov/policy-researchers-implementers/state-health-information-exchange
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://www.healthit.gov/providers-professionals/ehr-implementation-steps
http://www.HealthIT.gov
www.HealthIT.gov
2
Description & Instructions
• The Critical Access Hospital Goal Setting guide is intended to aid providers
and health IT implementers with Planning, Selecting, Implementing, and
Achieving Meaningful Use. It can be used to determine what goals are, how
they should be set, and how they should be measured.
• This resource includes goal setting tools and tips.
September 30, 2013 • Version 1.0
www.HealthIT.gov
Goals
• Goals play an important part of many of the aspects of planning, selecting,
implementing, and realizing benefits of HIT
• Help educate about what is possible with an EHR
• Initiate change management by recognizi.
CRITERION Explain the role of international and altruistic organi.docx
CRITERION: Explain the role of international and altruistic organizations in providing health care services during a global event.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Explains the role of either international or altruistic organizations in providing health care services during a global event, or the explanation lacks key elements.
Faculty Comments:“
Your paper does not explain the role of either international or altruistic organizations in providing health care services during a global event. Your paper currently discusses governmental contributions. Please define what an altruistic organization is and name specific organizations and discuss the role of nursing within the organizations. To earn a distinguished grade, you need to explain the role of international and altruistic organizations in providing health care services during a global event and consider how professional nursing can play a greater part within the organizations.
Running Head: NATURAL DISASTER RESPONSE 1
NATURAL DISASTER RESPONSE 2
NATURAL DISASTER RESPONSE
Alexander V Chacon
Capella University
January, 2019
Introduction
World disasters are happening more intensely and frequently, demonstrating a critical need for the enhancement of risk management and response. High-profile disasters are increasing worldwide consciousness to strengthen national and regional capacity to mitigate, respond to and manage these disasters. Developing countries such as in the Caribbean islands, the middle east, and Africa are particularly vulnerable to natural disasters for reasons of lack of infrastructure, resources and exacerbated by geology, tectonic setting, topography and location, poor environmental management practices and land use among other reasons related to the country and respective natural or man-made disasters that frequent it (Veeneema, 2018).
Earthquakes, hurricanes, and wildfires are some of the most common natural disasters that have even affected developed nations such as the United States crippling small and large communities, killing thousands and destroying any infrastructure around where they occur. The disasters being experienced today worldwide are some of most devastating and strongest in the last 100 years of the human history and have been argued to be a just mere precedents for the worst that are yet to come in the near future in the face of climate change and global warming as well as other destructive human activities.
Local, state and national response
The use of technology has been employed in response to these disasters enabling rescue operations and recovery allowing cities to rebuild after each event in the wake of these disastrous happenings and empowering the rescuers to help save more lives and others to intervene. Under normal circumstances worldwide, disaster repose in high-income cou.
CriterionStatusCriterion FeedbackIntroductory RemarksDoes .docx
Criterion
Status
Criterion Feedback
Introductory Remarks
Does not meet
The study overview is incomplete or unclear.
Key elements are inadequately addressed, all points are not supported in the literature, key concepts lack coherence and clarity. Not framed to proper program of study.
You might add more references to the general literature.
Statement of the Problem
Meets
Your study is novel, but you could do well to more explicitly state the problem: "A lack of diversity results in..."
Purpose of the Study
Meets
The purpose of the study is described and aligns to the stated problem, a summary of how the study will be/was conducted is provided.
Introduction to Theoretical/Conceptual Framework
Meets
The theory(ies) or conceptual framework used to frame the study are identified and explained through use of the literature and study topic.
If multiple frameworks are used, a description is provided for how they interrelate within the context of the study topic and literature.
Nature of Study
Meets
A brief overview of the study design, variables/constructs, instruments, and analyses is provided based on current literature describing why the proposed method and design were chosen to address the study’s research question(s).
This part s Strong!!!
Research Questions/Hypotheses
Does not meet
The research questions are incomplete or lack coherence, clarity, not testable, and/or not aligned to the problem and purpose.
The core concepts and/or operational variables are missing.
The hypotheses (quantitative studies only) are incomplete or lack coherence and clarity, are not testable or not aligned to problem, purpose, and/or design.
The research questions are strong, but the language "job performance" infers analyzing individuals' job performances whereas your DVs seem to be firm-level.
Significance of the Study
Meets
If you gave a preview of your findings this would be easier for the reader to detect.
Definition of Key Terms
Does not meet
The definitions of key terms are incomplete or unclear. Personal descriptions are used, too many common words are used, methods and theoretical terms are included.
"job performance" is ambiguous
Summary
Meets
Chapter ends with a basic summary of the need and purpose of the study, method and design, anticipated contributions, and transitions into the next chapter.
APA Format
Meets
Consistently applies fundamental APA formatting for TOC, List of Tables, List of Figures, throughout the Chapter. The template requirements are followed.
Writing / Presentation
Meets
Follows conventions of scholarly writing, grammar, and punctuation.
NORMAN, ELTON_DIS9901A_ALLIGNMENT TABLE 1
RESEARCH QUESTIONS 3
Statement of the Problem
Purpose of the Study
Research Questions
Conceptual framework
Despite efforts by the government to foster ethnic diversity at the workplace through practices and policies, gender diversity has fallen short in the banking sector in the United States.
The study expounds on what makes up improved performa.
Criteria Key issues relating to the question have been developed.docx
Criteria:
Key issues relating to the question have been developed
Original and clear argument
Logical and convincing discussion
Ideas and assertions substantiated through use of high quality reference material and key academic perspectives/views used to develop arguments
Appropriate Harvard style referencing (intext and list of references)
Number and quality of references
Clear and comprehensive written style (spelling, grammar, syntax etc.)
.
CRITERIA DISTINGUISHED Analyze the origins and evolution of th.docx
CRITERIA
DISTINGUISHED
Analyze the origins and evolution of theories of related to problem-solving, creativity, reasoning and intelligence.
13%
Clearly, concisely, and comprehensively analyzes the origins and evolution of theories related to problem-solving, creativity, reasoning, and intelligence.
Explain how theories, principles, and evidence-based best practices of related to problem-solving, creativity, reasoning and intelligence can be applied in professional practice.
14%
Evaluates theories, principles, and evidence-based best practices related to problem-solving, creativity, reasoning, and intelligence and explains how they can be applied in professional practice.
Analyze how brain physiology or neuroscience is relevant to problem-solving, creativity, reasoning and intelligence.
13%
Makes clear assessment of what is known and what is not known about how brain physiology or neuroscience are relevant to problem-solving, creativity, reasoning, and intelligence.
Analyze how affect may impact cognitive performance in related to problem-solving, creativity, reasoning or intelligence.
14%
Analyzes how affect may impact cognitive performance in related to problem-solving, creativity, reasoning, and intelligence, and describes related best practices.
Explain one or more ethical issues might arise in application of theories and principles related to problem-solving, creativity, reasoning or intelligence.
14%
Explains and evaluates ethical issues that are likely to arise in application of theories and principles related to problem-solving, creativity, reasoning, and intelligence.
Explain how theories and principles related to problem-solving, creativity, reasoning or intelligence apply to culturally diverse populations.
14%
Explains how theories and principles, related to problem-solving, creativity, reasoning, and intelligence, apply to culturally diverse populations and describes related best practices.
Write clearly, with correct spelling, grammar, syntax, and good organization.
10%
Writes concisely with excellent clarity and organization, with no errors in spelling, grammar or syntax, and employing critical or analytical reasoning as needed.
Apply proper APA formatting and style.
8%
Applies proper APA formatting and style consistently throughout the assessment.
ISOL534-50-51 Application Security: Request for Proposal (RFP) Form
Table of Contents
ISOL534-50-51 Application Security: Request for Proposal (RFP) Form 1
Introduction 3
Access control Problem Statement 3
Purpose Statement 4
Scope Statement 4
Impact assessment 4
Budget /Financial Assessment 5
High-Level Functional Requirements 5
Business Benefits 6
Special Issues or Constraints 6
Conclusion 6
References 7
Introduction
Poor security policies in business result in disastrous impacts for both the organization and the clients. Since most businesses are dependent on technology to execute most of their func.
Crisis Reflection RubricThe following rubric will be used .docx
Crisis Reflection Rubric
The following rubric will be used to evaluate your writing sample. When preparing your document, please
follow the Five C’s of Effective Writing. Make your writing: Clear, Concise, Correct, Courteous, and
Comprehensive.
Excellent Good Acceptable Unacceptable Score
Content
(20 points
possible)
The essay illustrates
exemplary understanding
of the course material by
thoroughly and correctly:
(1) addressing the relevant
content; (2) identifying
and explaining all of the
key concepts/ideas; (3)
using correct terminology;
(4) explaining the
reasoning behind key
points/claims; and (5)
(where necessary or
useful) substantiating
points with several
accurate and original
examples.
(20 points)
The essay illustrates
solid understanding of
the course material by
correctly: (1) addressing
most of the relevant
content; (2) identifying
and explaining most of
the key concepts/ideas;
(3) using correct
terminology; (4)
explaining the reasoning
behind most of the key
points/claims; and (5)
(where necessary or
useful) substantiating
some points with
accurate examples.
(15 points)
The essay illustrates
rudimentary understanding
of the course material by:
(1) mentioning, but not
fully explaining, the
relevant content; (2)
identifying some of the key
concepts/ideas (though
failing to fully or accurately
explain many of them); (3)
using terminology, though
sometimes inaccurately or
inappropriately; and (4)
incorporating some key
claims/points, but failing to
explain the reasoning
behind them (or doing so
inaccurately).
(10 points)
The essay illustrates poor
understanding of the
course material by (1)
failing to address or
incorrectly addressing the
relevant content; (2)
failing to identify or
inaccurately
explaining/defining key
concepts/ideas; (3)
ignoring or incorrectly
explaining key
points/claims and the
reasoning behind them;
and (4) incorrectly or
inappropriately using
terminology.
(5 points)
Reasoning
(20 points
possible)
The essay reflects expert
reasoning by:
(1) synthesizing material;
(2) making connections
between relevant
ideas/claims/points; (3)
presenting an insightful
and thorough evaluation
of the relevant issue or
problem; (4) identifying
and discussing important
nuances in the relevant
material; and (5)
identifying and discussing
key assumptions and/or
implications.
(20 points)
The essay reflects fairly
strong reasoning by:
(1) synthesizing material,
(2) making appropriate
connections between
some of the key
ideas/claims/points; (3)
accurately evaluating the
issue/problem; and (4)
identifying ad discussing
key assumptions and/or
implications.
(15 points)
The essay reflects basic
reasoning by:
(1) synthesizing some of
the material, though
remains vague and
undeveloped; (2) making a
few connections between
ideas/claims/points, but
ignoring or inaccurately
connecting others; (3)
evaluating the
issue/problem at a ver.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
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Critical InfrastructuresThe U.S. Department of Homeland Security h.docx
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection Discussion Questions How.docx
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docx
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docx
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docx
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docx
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docx
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docx
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docx
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docx
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docx
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
CriminologyCHAPTERCopyright © 2016, 2014, 2011 by Pear.docx
Criminology
CHAPTER
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
THIRD EDITION
Crimes Against Persons—
What We Fear
9
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Describe the major national crime-
data-gathering programs and explain
the differences between them.
• Summarize various types and patterns
of murder
• Provide a closer look at the crime of
murder.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objective
• Define serial murder and list the
different types of serial killers.
• Explain how mass murder differs from
serial murder and list the different
types of mass murderers.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Show how definitions of rape differ and
describe the various perspectives that
have been offered to explain the crime
of rape.
• Summarize the various types and
patterns of rape and violence against
women.
continued on next slide
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Chapter Objectives
• Describe the types and patterns of child
physical and sexual abuse.
• Describe the crime of robbery.
• Compare the different types of assault.
• Describe other violent crimes, including
hate crimes, workplace violence, and
stalking.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Learning Objective 9.1
Describe the major national crime-data-
gathering programs and explain the
differences between them.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Crime Data Programs
• Bureau of Justice conducts the annual
National Crime Victimization Survey
(NCVS).
• FBI publishes yearly data under
summary based Uniform Crime
Reporting (UCR) program and more
detailed National Incident Based
Reporting System (NIBRS).
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Crime Data Programs
• Each program uses their own definition
of what is scored as a crime.
• None of the definitions used by the
reporting agencies is strictly based on
federal or state statutory crime
classifications.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
Learning Objective 9.2
Summarize the various types and
patterns of murder.
Copyright © 2016, 2014, 2011 by Pearson Education, Inc.
All Rights Reserved
Criminology, 3e
Frank Schmalleger
FIGURE 9-1 Violent Crimes and Their Definitions.
Source: Federal Bureau of Investigatio.
Critical Analyses 3CA 3ManagING Human ResourceS Social .docx
Critical Analyses 3
CA 3:
ManagING Human ResourceS
Social Contract
The Right Way with Employees?
As a senior manager for a global player in automobile production and sales, Jane Ellis had joined thousands of fellow employees in the excitement surrounding production of the company’s new hybrid vehicles.
But barely two years into production, embarrassing component shortages, delivery delays, and a recall of the first models had a ripple effect, presenting the company with mounting concerns. In the confusion, many customers canceled orders and turned to competitors for purchase of the eco-friendly vehicles. Ellis’s company was facing a financial downturn.
With three decades of service to the company, Jane led a contingent of managers intent upon keeping together as much of the company and as many employees as possible.
“We know there will be some necessary cuts,” Jane admitted. “But this company has a long history of sticking by its people. Our first priority should be internal streamlining of how we do things and making sure we have the right people on board.”
Many managers liked what they heard from Jane. She was well-respected and had a unequaled reputation for her leadership and collaborative skills and her ability to work with managers, as well as line workers on the factory floors. People marveled at the number of individuals she knew on a personal level throughout the company.
Drew Cunningham influenced a second contingent within the management group. A brash go-getter with a reputation for fixing companies in crisis, he proposed across-the-board cuts in employees in order to implement a solution as quickly as possible. He proposed the immediate creation of a forced ranking system in order to identify and get rid of lower-ranking employees.
Jane raised her hand and rose to her feet in objection. “So we’re going to create a system to
fire
…”
“I didn’t say
fire
…”
“OK,
cut
our own hard-working people? It sounds like some lame government commission,” Jane said. “We’ve got bright people. This thing simply got worse faster than we thought. We can work with the people we have in setting up more efficient workflow, establishing reasonable deadlines to increase output and …”
“Jane, these are not the days of knowing everyone in the plant,” Drew said. “You’re not throwing out your uncle Harry. We’re taking a serious look at what we do, how we do it, and streamlining everything by keeping the right people in the organization and cutting the rest.”
Apply Your Skills: Case for Critical Analysis
The Right Way with Employees?
1.
What kind of employee social contract is assumed by Jane Ellis and Drew Cunningham? Explain fully – what is the traditional social contract and what is the “new” social contract.
2.
If you were an HR manager at the company, which view would you support? Why?
3.
HR departments hire and develop human capital to serve the organization’s strategy and drive performance. Which approach—Jane Ellis’s or .
Critical Access Hospital Goal Setting Provided By The Nat.docx
Critical Access Hospital Goal Setting
Provided By:
The National Learning Consortium (NLC)
Developed By:
Health Information Technology Research Center (HITRC)
Key Health Alliance, Regional Extension Assistance Center for HIT
http://www.HealthIT.gov
National Learning Consortium
• The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources designed to
support healthcare providers and health IT professionals working towards the implementation, adoption and
meaningful use of certified EHR systems.
• The NLC represents the collective EHR implementation experiences and knowledge gained directly from the field
of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information Technology Research
Center (HITRC) Communities of Practice (CoPs).
• The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended by
“boots-on-the-ground” professionals for use by others who have made the commitment to implement or upgrade to
certified EHR systems.
EHR Implementation Lifecycle
The material in this document was developed by Regional Extension Center staff in the performance of technical support and EHR implementation. The
information in this document is not intended to serve as legal advice nor should it substitute for legal counsel. Users are encouraged to seek additional detailed
technical guidance to supplement the information contained within. The REC staff developed these materials based on the technology and law that were in
place at the time this document was developed. Therefore, advances in technology and/or changes to the law subsequent to that date may not have been
incorporated into this material.
September 30, 2013 • Version 1.0
www.HealthIT.gov
1
http://www.healthit.gov/providers-professionals/regional-extension-centers-recs
http://www.healthit.gov/providers-professionals/beacon-community-centers
http://www.healthit.gov/policy-researchers-implementers/state-health-information-exchange
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495
http://www.healthit.gov/providers-professionals/ehr-implementation-steps
http://www.HealthIT.gov
www.HealthIT.gov
2
Description & Instructions
• The Critical Access Hospital Goal Setting guide is intended to aid providers
and health IT implementers with Planning, Selecting, Implementing, and
Achieving Meaningful Use. It can be used to determine what goals are, how
they should be set, and how they should be measured.
• This resource includes goal setting tools and tips.
September 30, 2013 • Version 1.0
www.HealthIT.gov
Goals
• Goals play an important part of many of the aspects of planning, selecting,
implementing, and realizing benefits of HIT
• Help educate about what is possible with an EHR
• Initiate change management by recognizi.
CRITERION Explain the role of international and altruistic organi.docx
CRITERION: Explain the role of international and altruistic organizations in providing health care services during a global event.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Explains the role of either international or altruistic organizations in providing health care services during a global event, or the explanation lacks key elements.
Faculty Comments:“
Your paper does not explain the role of either international or altruistic organizations in providing health care services during a global event. Your paper currently discusses governmental contributions. Please define what an altruistic organization is and name specific organizations and discuss the role of nursing within the organizations. To earn a distinguished grade, you need to explain the role of international and altruistic organizations in providing health care services during a global event and consider how professional nursing can play a greater part within the organizations.
Running Head: NATURAL DISASTER RESPONSE 1
NATURAL DISASTER RESPONSE 2
NATURAL DISASTER RESPONSE
Alexander V Chacon
Capella University
January, 2019
Introduction
World disasters are happening more intensely and frequently, demonstrating a critical need for the enhancement of risk management and response. High-profile disasters are increasing worldwide consciousness to strengthen national and regional capacity to mitigate, respond to and manage these disasters. Developing countries such as in the Caribbean islands, the middle east, and Africa are particularly vulnerable to natural disasters for reasons of lack of infrastructure, resources and exacerbated by geology, tectonic setting, topography and location, poor environmental management practices and land use among other reasons related to the country and respective natural or man-made disasters that frequent it (Veeneema, 2018).
Earthquakes, hurricanes, and wildfires are some of the most common natural disasters that have even affected developed nations such as the United States crippling small and large communities, killing thousands and destroying any infrastructure around where they occur. The disasters being experienced today worldwide are some of most devastating and strongest in the last 100 years of the human history and have been argued to be a just mere precedents for the worst that are yet to come in the near future in the face of climate change and global warming as well as other destructive human activities.
Local, state and national response
The use of technology has been employed in response to these disasters enabling rescue operations and recovery allowing cities to rebuild after each event in the wake of these disastrous happenings and empowering the rescuers to help save more lives and others to intervene. Under normal circumstances worldwide, disaster repose in high-income cou.
CriterionStatusCriterion FeedbackIntroductory RemarksDoes .docx
Criterion
Status
Criterion Feedback
Introductory Remarks
Does not meet
The study overview is incomplete or unclear.
Key elements are inadequately addressed, all points are not supported in the literature, key concepts lack coherence and clarity. Not framed to proper program of study.
You might add more references to the general literature.
Statement of the Problem
Meets
Your study is novel, but you could do well to more explicitly state the problem: "A lack of diversity results in..."
Purpose of the Study
Meets
The purpose of the study is described and aligns to the stated problem, a summary of how the study will be/was conducted is provided.
Introduction to Theoretical/Conceptual Framework
Meets
The theory(ies) or conceptual framework used to frame the study are identified and explained through use of the literature and study topic.
If multiple frameworks are used, a description is provided for how they interrelate within the context of the study topic and literature.
Nature of Study
Meets
A brief overview of the study design, variables/constructs, instruments, and analyses is provided based on current literature describing why the proposed method and design were chosen to address the study’s research question(s).
This part s Strong!!!
Research Questions/Hypotheses
Does not meet
The research questions are incomplete or lack coherence, clarity, not testable, and/or not aligned to the problem and purpose.
The core concepts and/or operational variables are missing.
The hypotheses (quantitative studies only) are incomplete or lack coherence and clarity, are not testable or not aligned to problem, purpose, and/or design.
The research questions are strong, but the language "job performance" infers analyzing individuals' job performances whereas your DVs seem to be firm-level.
Significance of the Study
Meets
If you gave a preview of your findings this would be easier for the reader to detect.
Definition of Key Terms
Does not meet
The definitions of key terms are incomplete or unclear. Personal descriptions are used, too many common words are used, methods and theoretical terms are included.
"job performance" is ambiguous
Summary
Meets
Chapter ends with a basic summary of the need and purpose of the study, method and design, anticipated contributions, and transitions into the next chapter.
APA Format
Meets
Consistently applies fundamental APA formatting for TOC, List of Tables, List of Figures, throughout the Chapter. The template requirements are followed.
Writing / Presentation
Meets
Follows conventions of scholarly writing, grammar, and punctuation.
NORMAN, ELTON_DIS9901A_ALLIGNMENT TABLE 1
RESEARCH QUESTIONS 3
Statement of the Problem
Purpose of the Study
Research Questions
Conceptual framework
Despite efforts by the government to foster ethnic diversity at the workplace through practices and policies, gender diversity has fallen short in the banking sector in the United States.
The study expounds on what makes up improved performa.
Criteria Key issues relating to the question have been developed.docx
Criteria:
Key issues relating to the question have been developed
Original and clear argument
Logical and convincing discussion
Ideas and assertions substantiated through use of high quality reference material and key academic perspectives/views used to develop arguments
Appropriate Harvard style referencing (intext and list of references)
Number and quality of references
Clear and comprehensive written style (spelling, grammar, syntax etc.)
.
CRITERIA DISTINGUISHED Analyze the origins and evolution of th.docx
CRITERIA
DISTINGUISHED
Analyze the origins and evolution of theories of related to problem-solving, creativity, reasoning and intelligence.
13%
Clearly, concisely, and comprehensively analyzes the origins and evolution of theories related to problem-solving, creativity, reasoning, and intelligence.
Explain how theories, principles, and evidence-based best practices of related to problem-solving, creativity, reasoning and intelligence can be applied in professional practice.
14%
Evaluates theories, principles, and evidence-based best practices related to problem-solving, creativity, reasoning, and intelligence and explains how they can be applied in professional practice.
Analyze how brain physiology or neuroscience is relevant to problem-solving, creativity, reasoning and intelligence.
13%
Makes clear assessment of what is known and what is not known about how brain physiology or neuroscience are relevant to problem-solving, creativity, reasoning, and intelligence.
Analyze how affect may impact cognitive performance in related to problem-solving, creativity, reasoning or intelligence.
14%
Analyzes how affect may impact cognitive performance in related to problem-solving, creativity, reasoning, and intelligence, and describes related best practices.
Explain one or more ethical issues might arise in application of theories and principles related to problem-solving, creativity, reasoning or intelligence.
14%
Explains and evaluates ethical issues that are likely to arise in application of theories and principles related to problem-solving, creativity, reasoning, and intelligence.
Explain how theories and principles related to problem-solving, creativity, reasoning or intelligence apply to culturally diverse populations.
14%
Explains how theories and principles, related to problem-solving, creativity, reasoning, and intelligence, apply to culturally diverse populations and describes related best practices.
Write clearly, with correct spelling, grammar, syntax, and good organization.
10%
Writes concisely with excellent clarity and organization, with no errors in spelling, grammar or syntax, and employing critical or analytical reasoning as needed.
Apply proper APA formatting and style.
8%
Applies proper APA formatting and style consistently throughout the assessment.
ISOL534-50-51 Application Security: Request for Proposal (RFP) Form
Table of Contents
ISOL534-50-51 Application Security: Request for Proposal (RFP) Form 1
Introduction 3
Access control Problem Statement 3
Purpose Statement 4
Scope Statement 4
Impact assessment 4
Budget /Financial Assessment 5
High-Level Functional Requirements 5
Business Benefits 6
Special Issues or Constraints 6
Conclusion 6
References 7
Introduction
Poor security policies in business result in disastrous impacts for both the organization and the clients. Since most businesses are dependent on technology to execute most of their func.
Crisis Reflection RubricThe following rubric will be used .docx
Crisis Reflection Rubric
The following rubric will be used to evaluate your writing sample. When preparing your document, please
follow the Five C’s of Effective Writing. Make your writing: Clear, Concise, Correct, Courteous, and
Comprehensive.
Excellent Good Acceptable Unacceptable Score
Content
(20 points
possible)
The essay illustrates
exemplary understanding
of the course material by
thoroughly and correctly:
(1) addressing the relevant
content; (2) identifying
and explaining all of the
key concepts/ideas; (3)
using correct terminology;
(4) explaining the
reasoning behind key
points/claims; and (5)
(where necessary or
useful) substantiating
points with several
accurate and original
examples.
(20 points)
The essay illustrates
solid understanding of
the course material by
correctly: (1) addressing
most of the relevant
content; (2) identifying
and explaining most of
the key concepts/ideas;
(3) using correct
terminology; (4)
explaining the reasoning
behind most of the key
points/claims; and (5)
(where necessary or
useful) substantiating
some points with
accurate examples.
(15 points)
The essay illustrates
rudimentary understanding
of the course material by:
(1) mentioning, but not
fully explaining, the
relevant content; (2)
identifying some of the key
concepts/ideas (though
failing to fully or accurately
explain many of them); (3)
using terminology, though
sometimes inaccurately or
inappropriately; and (4)
incorporating some key
claims/points, but failing to
explain the reasoning
behind them (or doing so
inaccurately).
(10 points)
The essay illustrates poor
understanding of the
course material by (1)
failing to address or
incorrectly addressing the
relevant content; (2)
failing to identify or
inaccurately
explaining/defining key
concepts/ideas; (3)
ignoring or incorrectly
explaining key
points/claims and the
reasoning behind them;
and (4) incorrectly or
inappropriately using
terminology.
(5 points)
Reasoning
(20 points
possible)
The essay reflects expert
reasoning by:
(1) synthesizing material;
(2) making connections
between relevant
ideas/claims/points; (3)
presenting an insightful
and thorough evaluation
of the relevant issue or
problem; (4) identifying
and discussing important
nuances in the relevant
material; and (5)
identifying and discussing
key assumptions and/or
implications.
(20 points)
The essay reflects fairly
strong reasoning by:
(1) synthesizing material,
(2) making appropriate
connections between
some of the key
ideas/claims/points; (3)
accurately evaluating the
issue/problem; and (4)
identifying ad discussing
key assumptions and/or
implications.
(15 points)
The essay reflects basic
reasoning by:
(1) synthesizing some of
the material, though
remains vague and
undeveloped; (2) making a
few connections between
ideas/claims/points, but
ignoring or inaccurately
connecting others; (3)
evaluating the
issue/problem at a ver.
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