This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and mechanics.
through these slides, Mahdi Modarres tries to show how the writing task 2 band descriptors are interpreted by a typical examiner and suggest how we may integrate writing activities with reading practice in our IELTS preparation courses.
https://sellfy.com/p/jIvF/ (and more)
Basil, son of a father WHO values the family pedigree and WHO wouldn't let him marry below his station, falls crazy initially sight with a lady he sees on a bus. He follows her and discovers she is Margaret Sherwin, solely female offspring of a linen bargainer. He persuades her father to let him marry her on the QT. He agrees on the condition, that, as his female offspring is barely seventeen, they live apart for the primary year. initially the key works, on the other hand the mysterious Mannion, whose emotions can not be browse in his face, returns from abroad. On the last night of the year Basil follows Margaret and Mannion and discovers them in flagrante delicto. Basil attacks Mannion within the street and tries to murder him, however succeeds solely in mutilating his face by pushing it into the recent tarmacadam within the road. Mannion survives, recovers and swears revenge, and it's unconcealed that Basil's father indirectly caused Mannion's father to be hanged for forgery.
Basil repudiates Margaret, however Sherwin threatens him with exposure unless he holds to his wedding. Basil confesses to his father, WHO disowns him, however his sister Clara stands by him. Basil's brother Ralph undertakes to shop for Sherwin off, however in the meantime Margaret flees to Mannion, thereby acknowledging her guilt. Visiting Mannion in hospital, she catches rickettsial disease and dies. Basil, having been placed on her track by Ralph, visits her on her deathbed.
https://sellfy.com/p/jIvF/
through these slides, Mahdi Modarres tries to show how the writing task 2 band descriptors are interpreted by a typical examiner and suggest how we may integrate writing activities with reading practice in our IELTS preparation courses.
https://sellfy.com/p/jIvF/ (and more)
Basil, son of a father WHO values the family pedigree and WHO wouldn't let him marry below his station, falls crazy initially sight with a lady he sees on a bus. He follows her and discovers she is Margaret Sherwin, solely female offspring of a linen bargainer. He persuades her father to let him marry her on the QT. He agrees on the condition, that, as his female offspring is barely seventeen, they live apart for the primary year. initially the key works, on the other hand the mysterious Mannion, whose emotions can not be browse in his face, returns from abroad. On the last night of the year Basil follows Margaret and Mannion and discovers them in flagrante delicto. Basil attacks Mannion within the street and tries to murder him, however succeeds solely in mutilating his face by pushing it into the recent tarmacadam within the road. Mannion survives, recovers and swears revenge, and it's unconcealed that Basil's father indirectly caused Mannion's father to be hanged for forgery.
Basil repudiates Margaret, however Sherwin threatens him with exposure unless he holds to his wedding. Basil confesses to his father, WHO disowns him, however his sister Clara stands by him. Basil's brother Ralph undertakes to shop for Sherwin off, however in the meantime Margaret flees to Mannion, thereby acknowledging her guilt. Visiting Mannion in hospital, she catches rickettsial disease and dies. Basil, having been placed on her track by Ralph, visits her on her deathbed.
https://sellfy.com/p/jIvF/
Report: The History of Corrosion Protection in Automotive ManufacturingAutomotive IQ
Corrosion has the potential to cause significant headaches for manufacturers, and we only have to look at the number of corrosion related recalls this year alone to get some perspective on the issue.
Recalls in general have come under scrutiny this year after General Motors reached a $900 million settlement with the US government over defective ignition switches that caused 124 deaths, and OEM’s have been quick to recall vehicles this year to avoid potential lawsuits and loss of reputation.
Automotive IQ has written an exclusive free article on the topic of "History of Corrosion Protection in Automotive Manufacturing".
The article covers the following:
• Overview of corrosion related recalls within the automotive industry
• The electrophoretic painting process
• Development in the pre-treatment phase
Download the article for free here:
http://bit.ly/_SPReport_AutomotiveIQ
75645 Topic documenting the project life cycleNumber of Pages.docxsleeperharwell
75645 Topic: documenting the project life cycle
Number of Pages: 4 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Coursework
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
Well-written project documentation clarifies intent, documents decisions and results, and allows project managers to assess project progress (and report it, as necessary, to project stakeholders) at every step of the project lifecycle.
For this assignment, you will create two examples of project documentation that align with the Project Plan Draft assignment you completed in Week 1. The documentation you will create for this assignment aligns with the initiation and planning phases of a project.
If you chose the waterfall methodology for your Week 1 Project Plan Draft assignment, create the following:
A business requirements document, or BRD: Use the Business Requirements Template as the basis for your BRD.
A work breakdown schedule, or WBS: Use the Work Breakdown Structure (WBS) Example document as the basis for your WBS.
Alternatively, if you chose the Agile methodology for your Week 1 Project Plan Draft assignment, create the following:
A product requirements document, or PRD: Read "Product Requirements Documents, Downsized" for assistance in creating this document.
User stories/scenarios and acceptance criteria: Review "Agile Requirements Snail: Feature to User Story to Scenario" for help in creating this document. Then use the Scenarios and COS tabs located in User Scenarios And Acceptance Criteria Example as the basis for your user stories/scenarios and acceptance criteria.
Submit your completed BRD and WBS, or your completed PRD and user stories/scenarios with acceptance criteria.
CSCI 561 DB Standardized Rubric
50 Points
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Thread (19 pts.)
Student effectively answers the questions with supporting material from the week’s reading with thoughtful analysis. Christian worldview integration found, supported by scripture.
19 to 17 points*
Student’s post effectively answers both questions in the discussion board by thoroughly analyzing material presented by the course readings (internal sources) as well as other academically approved sources (external). Post shows a thorough interaction with material in a thought-provoking manner to encourage class interaction.
16 points*
Student’s post effectively answers the key points of both questions in the discussion board. Post reveals interaction with course readings (internal) sources or other academically approved (external) sources. Post shows proficient interaction with material in logical manner so as to encourage class interaction.
15 to 1 points*
Student’s post answers all or most of the key points of both questions in the discussion board. Post reveals interaction with some course (internal) sources or other (external) s.
Community Analysis Intervention PowerPoint RubricCHDV 3210 –.docxrichardnorman90310
Community Analysis Intervention PowerPoint Rubric
CHDV 3210 – Torres
CATEGORY
4
3
2
1
Notes
Effectiveness
Project includes all material needed to gain a comfortable understanding of the intervention.
Project includes most material needed to gain a comfortable understanding of the intervention, but is lacking one or two key elements.
Project is missing more than two key elements.
Project is lacking several key elements and has inaccuracies.
Best Practices
Best practices clearly support intervention. Strongly incorporates aspects of best practices into intervention.
Best practices mostly support intervention. Incorporates some aspects of best practices into intervention.
Best practices lack connection to intervention. Does not incorporate aspects of best practices into intervention.
Best practices are unclear. Does not incorporate aspects of best practices into intervention.
Sequencing of Information
Information is organized in a clear, logical way. Includes all title slides. Presentation of material is not overwhelming with text. Additional information is in the “notes” section of the PowerPoint.
Most information is organized in a clear, logical way. One slide or item of information seems out of place. Includes all title slides. Slides have an overwhelming amount of text.
Some information is logically sequenced. An occasional slide or item of information seems out of place. Missing some title slides. Slides have an overwhelming amount of text.
There is no clear plan for the organization of information. Missing title slides. Slides have an overwhelming amount of text.
Originality of Intervention
Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.
Presentation shows an attempt at originality and inventiveness on 1-2 slides.
Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Organization
PowerPoint contains all required slides. All parts of the task are completed fully and support the intervention in the presentation. Student names are at the end of each bullet point/slide.
PowerPoint contains all required slides. All parts of the task are completed partially and support the intervention in the presentation. Student names are at the end of each bullet point/slide.
PowerPoint does not contain all required slides or some slides designed do not support the intervention in the presentation. Student names are missing from some slides.
PowerPoint does not contain all required slides and is missing several parts of the intervention. Slides designed do not support the intervention in the presentation. Student names are missing from all slides.
References
All sources are accurately documented in APA format. Includes 2 references per student and name at the end of each r.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docxvickeryr87
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
Analyze Different Research DesignsEvaluation Title Research De.docxjack60216
Analyze: Different Research Designs
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
Estimated time to complete: 3 hours
Rubric
PS101 Unit 1 Assessment - Research Design
PS101 Unit 1 Assessment - Research DesignCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO1
18.0
ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.16.0
ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.14.0
ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.13.0
ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.11.0
ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0
ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions
18.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P
18.0
ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0
ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject kn.
Educational LeadershipInternshipInformation Critical for the.docxjack60216
Educational Leadership
Internship
Information Critical for the
Successful Completion of the
Project Reports
Project Report Guidelines
The following guidelines and accompanying templates should be used when submitting your three project reports to your intern supervisor at the end of the internship. These three project reports can only be submitted in hard copy.These three project reports must follow these guidelines:
1. Your three project reports should be professionally packaged as though they were being submitted to your superintendent.
2. A binder is recommended for each project report to allow for the easy design of sections.
3. Section one of each project report will be the actual “project” you completed for the school administrator. If the project contained a huge amount of information (the entire master schedule, all 4th grade test results, etc.) just supply a copy of one or two pages as an example. If it was something like a New Teacher Handbook, obviously the entire Handbook would appear in section one.
4. The remaining sections of each binder would be those items addressed below for each separate project.
5. If the project did not come to completion by the end of the internship, submit what you did accomplish and explain what will be occurring in the future beyond your internship. Highlight your future role as you perceive it.
Template for BINDER #1: EDUCATIONAL SYSTEMS PROJECT
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
Template for BINDER #2: EDUCATIONAL VISION PROJECT
1. Describe the nature of the project that you accomplished which supported the educational vision of your building/district.
2. Incorporate an organizational map of the school or district which identifies the key people, networks and relationships that exists at this work setting.
3. Design a strategic communication system that will be used to disseminate the information in your project to all stakeholders.
4. Submit your goals for improving curriculum, instruction and/or assessment practices.
5. Describe how your project was supported or hindered by existing “structural” aspects of the school or district, such as, professional development, scheduling, policies and budgeting.
Template for BINDER #3: SCHOOL IMPROVEMENT PLAN
...
Touchstones are projects that illustrate your comprehension of the.docxjuliennehar
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
BA 308Writing Assignment #1 ProblemOpportunity Identification.docxwilcockiris
BA 308
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site..
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :
1. Describe a significant problem
2. Pick specific constituency (group of people) in the community and,
3. Provide evidence for the problem. For example, you might provide evidence for the following problems:
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions. That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it. We often make the mistake of offe.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxjoyjonna282
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
Instructions.Local government leaders have asked you to provid.docxnormanibarber20063
Instructions.
Local government leaders have asked you to provide information and recommendations for increasing sustainability in the community.
Perform an initial search to learn about green initiatives for a city in your area.
Create a 5- to 8-slide PowerPoint® presentation orWrite a 350- to 525-word proposal to your local government.
Include the following:
· A summary of green initiatives for a city in your area.
· Recommendations to your local government for creating a greener, more sustainable and livable community.
· The proposal should include recommendations both for actions by the local government and by individual homeowners.
· Explain how implementing these recommendations would promote sustainability and improve like for residents.
Include appropriate images.
Cite resources and list corresponding references in APA format.
Format your presentation consistent with APA guidelines.
· For Local Campus students, these are oral presentations accompanied by Microsoft® PowerPoint® presentations.
· For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes similar to what you would present orally.
Rubric
Guidance for Community Sustainability Proposal
Notes:
1. The organization and mechanics section of the scoring guide below describe an exemplary paper and PowerPoint® Presentation. Note that presentations must include speaker's notes.
1. Tip: Good responses cite credible sources when paraphrasing and summarizing information.da
Community Sustainability Proposal
Dimension
Comments
Points Available
Points Earned*
Content:
7.00
The paper is 300 to 525 words long or presentation is 5 to 8 slides long and covers all key elements in a substantive way, and includes:
Yes
No
•
A summary of green initiatives for a city in your area.
•
Recommendations to your local government for creating a greener, more sustainable and livable community.
•
Recommendations both for actions by the local government and by individual homeowners.
•
The paper or presentation (slides and speaker’s notes) is consistent with UOP and APA format standards.
•
An explanation of how implementing these recommendations would promote sustainability and improve life for residents.
•
Cites two or more outside resources.
Organization:
1.50
•
Organization
Exemplary: * The structure is clear, logical, and easy to follow. * Subsequent sections develop and support the central theme.
•
Sentences and Transitions
Exemplary: * Sentences are strong throughout the paper or speaker’s notes.
Mechanics:
1.50
•
Grammar and Spelling
Exemplary: * All words spelled correctly. * No grammar errors. * No capitalization errors.
•
Format
Exemplary: * The paper, references, and citations alight with APA guidelines and have no format errors. * Format of paper or presentation is easy to read. * Student's name appears on the first page or slide.
•
Scholarly Tone
Exemplary: * The paper or presentation avoids clichés, colloquial.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Competition and Regulation in Professional Services – KLEINER – June 2024 OEC...
E portfolio assignment brief
1. Taylor’s University FNBE - English 1 (ENGL 0105) 1 | P a g eP a g e | 1 of 4
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Foundation in Natural and Built Environment (FNBE)
Effective Public Communication [COM 30103]
Assignment: e-Portfolio
Assignment Individual work. Students to
reflect on the learning process
for all graded assignments.
LO
As per
stated in the
module
10%
Online
reflective
journal
Week 18
Portfolio
submission
INTRODUCTION
e-Portfolio is an online compilation of documents that is flexible and is based on evidences of
which students are directly involved in a continuous reflection process towards their own learning,
the progress of their achievement on knowledge, technical and generic skills as well as their
personal, academic and career development planning. Additionally, it allows showing people your
reflective capacity, telling people your current status and future plan. Letting people know you are a
lifelong learner.
"We do not learn from experiences; we learn from reflecting on our experiences."
-- John Dewey, 1933
Referencing:
All persons, books and other sources of information are to be referenced in accordance with the
APA Style.
OBJECTIVES OF E-PORTFOLIO
The objectives of this project are as follows:
To reflect on all learning outcomes and Taylor’s Graduate Capabilities for this module.
2. Taylor’s University FNBE - English 1 (ENGL 0105) 2 | P a g eP a g e | 2 of 4
LEARNING OUTCOMES OF THIS REPORT
To demonstrate the ability to reflect on your work.
To communicate the relevant ideas in a clear, logical and appropriate academic English.
To share your educational experiences.
To create a dynamic resume.
TASKS - METHODOLOGY
Your tasks are as follows:
a) Prepare a reflective entry for each graded assignment by answering the following
questions
i. Aims and accomplishments.
Do you know the intended learning outcomes (ILOs) of each assignment?
Can you identify the right attitude and practical ways to achieve these outcomes/goals?
At the end of your semester, summarize what outcomes you have achieved.
ii. Reflection:
Having completed the module, what are your overall reflections? Have you identified your
strengths and weaknesses? Which learning strategies have been proved effective? What
areas can be further improved?
b) Provide a brief description for about 300 to 350 words to explain your academic journey
this semester.
SUBMISSION REQUIREMENT
Upload photos or other appropriate media and write-up on a blog.
Font Arial 12
Appendix (if any).
References.
ASSESSMENT CRITERIA
The assessment for this assignment will be based on:
Your demonstrated understanding of the brief.
The content of the write-up—strength of central idea and relevance to the question.
Clear and coherent organization of ideas and argument.
Ability to use scholarly references to support arguments and ideas.
Grammar and mechanics.
3. Taylor’s University FNBE - English 1 (ENGL 0105) 3 | P a g eP a g e | 3 of 4
MARKING CRITERIA
A Generic Rubric for Evaluating ePortfolios
Exemplary Proficient Partially Proficient Incomplete
Criterion: Selection of artifacts and written communication
3 points
All artifacts and work
samples are clearly and
directly related to the
purpose of the e-portfolio. All
of the components
demonstrate the use of clear,
well organized, and accurate
written communication.
2 points
Most artifacts and work
samples are related to the
purpose of the e-portfolio.
There are only one or two
occurrences of unorganized,
inaccurate, or difficult to
interpret written information.
1 point
Few artifacts and work
samples are related to the
purpose of the e-portfolio.
There are three or four
occurrences of unorganized,
inaccurate, or difficult to
interpret written information.
0 points
Most artifacts and work
samples are unrelated to the
purpose of the e-portfolio.
There are more than four
instances of unorganized,
inaccurate, or difficult to
interpret written information.
Criterion: Reflections
3 points
All reflections clearly identify
and describe professional
growth goals for lifelong
learning and are constructive
in nature.
2 points
Most of the reflections
identify and describe
professional growth goals for
lifelong learning and are
constructive in nature.
1 point
A few reflections identify and
describe professional growth
goals for lifelong learning and
these are constructive in
nature.
0 points
No reflections identify and
describe professional growth
goals for lifelong learning.
Criterion: Use of Multimedia
3 points
All of the multimedia
enhance the purpose of the
e-portfolio, create interest,
and are appropriate. The
content of the e-portfolio is
enhanced in an original way.
All of the examples are
appropriate for the chosen
purpose.
2 points
Most of the multimedia
enhance the purpose of the
e-portfolio, create interest,
and are generally
appropriate. The content of
the e-portfolio is enhanced
somewhat in an original way.
1 point
A few of the multimedia
enhance the purpose of the
e-portfolio, create interest,
and are sometimes
appropriate. The content of
the e-portfolio is not always
enhanced because of the
inappropriate examples
chosen for the purpose.
0 points
The photographs, graphics,
sounds, and/or videos are
inappropriate. They are
distracting and detract from
the content.
Criterion: Captions
3 points
Each artifact is accompanied
by a caption that clearly
explains the importance of
that particular work including
title, author, and date.
2 points
Most of the artifacts are
accompanied by a caption
that clearly explains the
importance of that particular
work including title, author,
and date.
1 point
Some of the artifacts are
accompanied by a caption
that clearly explains the
importance of that particular
work including title, author,
and date.
0 points
None of the artifacts are
accompanied by a caption
that clearly explains the
importance of that particular
work including title, author,
and date.
Criterion: Ease of Navigation
3 points
All of the portfolio navigation
links and all sections
(standards, artifacts, and
reflections) connect back to
the Home page and all
external links connect to the
appropriate website.
2 points
Most of the portfolio
navigation links and most
sections (standards, artifacts,
and reflections) connect back
to the Home page. Most of
the external links connect to
the appropriate website.
1 point
Some of the portfolio
navigation links and some
sections (standards, artifacts,
and reflections) connect back
to the Home page, but
sometimes the links do not
connect to preceding pages
or to the original Home page.
Some of the external links
connect to the appropriate
website.
0 points
There are significant
problems with portfolio
navigation links and many
sections (standards, artifacts,
and reflections) do not
connect back to the Home
page or preceding pages.
Many external links do not
connect to the appropriate
website.
Criterion: Layout and Text Elements
3 points
The e-portfolio is easy to
read. Fonts, point size,
bullets, italics, bold, and
indentations for headings
2 points
The e-portfolio is generally
easy to read. Fonts, point
size, bullets, italics, bold, and
indentations for headings
1 point
The e-portfolio is often
difficult to read. Fonts, point
size, bullets, italics, bold, and
indentations for headings
0 points
The e-portfolio is difficult to
read. Fonts, point size,
bullets, italics, bold, and
indentations for headings
4. Taylor’s University FNBE - English 1 (ENGL 0105) 4 | P a g eP a g e | 4 of 4
and sub-headings enhance
the presentation. Horizontal
and vertical white space is
always used appropriately.
Background and colours
enhance the readability and
aesthetic quality of the text.
and sub-headings enhance
the presentation. A few minor
format changes would
enhance the presentation.
Horizontal and vertical white
space is used appropriately
in most places. Background
and colours generally
enhance the readability of
the text.
and sub-headings do not
always enhance the
presentation. Some
formatting tools are under or
over-utilized. Horizontal and
vertical white space is used
inappropriately in some
places. Background and
colours are distracting in
some places. They diminish
somewhat the readability of
the text.
and sub-headings do not
enhance the presentation.
Many formatting tools are
under or over-utilized.
Horizontal and vertical white
space is used inappropriately
so that the content appears
cluttered. Background and
colours are distracting. They
diminish the readability of the
text.
Criterion: Writing Mechanics
3 points
There are no errors in
grammar, capitalization,
punctuation, and spelling.
2 points
There are a few errors in
grammar, capitalization,
punctuation, and spelling.
These require minor editing
and revision.
1 point
There are 4 or more errors in
grammar, capitalization,
punctuation, and spelling
requiring editing and revision.
0 points
The text has more than 6
errors in grammar,
capitalization, punctuation,
and spelling. It requires
major editing and revision.
Adapted and used with permission from Joan M. Vandervelde (2004).
Source: http://www.danwilton.com/eportfolios/rubric.php
SUGGESTED REFERENCES
ePortfolio.org (2012). Use ePortfolio to achieve your goals. Retrieved on 22nd September,2012. Connecticut
Distance Learning Consortium (CDLC). Available at http://www.eportfolio.org/
Nadarajan,S. (2008). Undergraduate Language Teaching. The E-Portfolio Way. Paper presentation at the
National Student’s Development and Educational Conference (Nasdec ‘ 08), at University Teknologi
Malaysia on 22nd October,2008. Available at
http://kk1.um.edu.my/Student%20Development%20Journal%20on%20web/Shanthi%20Nadarajan_Und
ergaduate%20Language%20Teaching%20The%20E-Portfolio%20Way.pdf