EGR 1403
TECHNICAL COMMUNICATION
JOHN W. STRYBOS, P.E.
210-367-3039
[email protected][email protected]
9/28/2015 EGR 1403 1
mailto:[email protected]
mailto:[email protected]
ABET FOLDER IS REQUIRED FOR EACH
STUDENT
• DUE WHEN YOU TAKE THE FINAL EXAM.
• THE ABET FOLDER INCLUDES GRADED
HOMEWORK, QUIZZES, TESTS AND PROJECT.
• THE ABET FOLDER DOES NOT INCLUDE NOTES
AND HANDOUTS.
• Extra credit of an amount to be determined
will be provided for students that turn in a
complete and organized ABET binder.
9/28/2015 CE 4313 2
PROJECT STEPS
DATE Memo
Number
Essay Title Ideas % of Final
Course
Grade
September 16, 2015 1 Brainstorming Several 10%
September 30, 2015 2 Comparison and
Contrast
4 (3 plus
conventional
construction)
10%
October 14, 2015 3 Technical Memo 1 10%
November 18, 2015 4 Technical Memo
with Graphs =
Draft Final Report
1 10%
11/23, 25, 30, 12/1,
2015
Group
Presentation
Presentation 1 10%
December 7 and 9,
2015
Group Final
Report
Final Report 1 10%
Total 1
Presentation
5 Writing
Assignments
60%
9/28/2015 EGR 1403 3
EGR 1403 COURSE GRADING CRITERIA
Due Date ASSIGNMENT % WHAT YOU
EARNED
Quizzes
December 7, and 9, 2015 Written Communication = Final Exam 10
Homework 1 11/02/2015
Homework 2 11/16/2015
Graphical Communication 5
5
Quiz 1 August 31, 2015
Quiz 2 September 2, 2015
Personal responsibility through professional ethics and case
studies.
5
5
Writing Exercises
November 18, 2015 Summary Memorandum, after attending presentation. NO. 5 10
September 30, 2015 Compare and Contrast Memorandum after select writings. NO.
2
10
October 14, 2015 Technical instructions memorandum. NUMBER 3 10
November 18, 2015 Edit technical writing examples with graphs memorandum NO.
4 (Draft Final Report)
10
Team Design Project
September 16, 2015 Brain-storming and background research memorandum NO. 1 10
December 7 and 9, 2015 Formal project design report. (Group Final Report) 10
11/23, 25, 30, 12/1, 2015 Oral and visual presentation with audience participation 10
TOTAL 100
9/28/2015 EGR 1403 4
FINAL PRESENTATION GRADING
CRITERIA
CATEGORY Excellent 4 Good 3 Fair 2 Poor 1
Organization Students present information in logical,
interesting sequence which audience
can follow.
Students present information in
logical sequence which
audience can follow.
Audience has difficulty following
presentation because students
jump around.
Audience cannot understand
presentation because there is
no sequence of information.
Graphics Slides clear and uncluttered with
lettering large enough to be seen.
Diagrams and photos clearly labeled.
Slides clear, but contain a few
distracting transitions or
unnecessary graphics.
Slides too busy or lettering too
small.
Poorly prepared slides which
are hard to read and hard to
follow.
Mechanics Presentation has no misspellings or
grammatical errors.
Presentation has no more than
two misspellings and/or
gram ...
Community Analysis Intervention PowerPoint RubricCHDV 3210 –.docxrichardnorman90310
This rubric provides criteria for evaluating a community analysis intervention PowerPoint presentation. It includes categories for effectiveness, best practices, sequencing of information, originality, organization, references, spelling/grammar, visual display, delivery, and overall impression. The document also provides an example PowerPoint for a community analysis intervention focused on lack of childcare resources in Westlake Village, CA. The PowerPoint covers community demographics, protective/risk factors, an intervention overview identifying the issue and supporting data/research, best practices, intervention goals/description, required changes, resources needed, and costs/funding.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxmadlynplamondon
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
1. Week Three Written Assignment Inclusive and Differentiated Lea.docxjeremylockett77
1. Week Three Written Assignment: Inclusive and Differentiated Learning and Assessments WLO 3 CLO 2,4
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Along with using assessments to make informed decisions about meeting the needs of children, you will also encounter the use of standardized assessments in your work with learners with exceptionalities. Currently there is a lot of controversy surrounding assessments and the role that they should play when working with young learners. Whether you agree or disagree with this practice, it is important that you know how to make sure you are using standardized assessments in the most appropriate way possible when working with diverse learners in inclusive environments.
To prepare for this assignment,
· Please refer to the Week Three Guidance for further tips and examples that will support your success on this assignment.
· Read Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape.
For your assignment, imagine that you have been asked to be a part of a task force for determining which standardized assessments your school or center will be using. Your supervisor has asked you to create an 8- to 10-slide presentation, to share with your colleagues, highlighting the key factors that need to be taken into account when selecting a standardized assessment that addresses the needs of all learners.
In your presentation,
· Describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments. (Principles 1 and 3)
· Summarize how you will make sure that the assessments are designed for accessibility by all. (Principle 2)
· Explain how you make sure the assessment results are fair and valid and the importance of reporting results of the assessment for all students. (Principle 4 and 5)
· Examine how you will continually evaluate the assessment process to improve it and ensure student success. (Principle 6)
· Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments. Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards. Make sure to support your reasoning with at least one scholarly source.
· Discuss how as an administrator you will foster collaboration amongst your teachers about using assessments with young children.
The Inclusive and Differentiated Learning and Assessments presentation
· Must be 8 to 10 slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center.
· Must include a separate title slide with the following:
· Title of presentation
· Student’s name
· Course name and n ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
This document provides instructions for students to create an e-portfolio as part of an English course assignment. The e-portfolio involves reflecting on assignments completed throughout the semester and demonstrating learning outcomes. Students are asked to provide reflective entries on each graded assignment, discussing aims, accomplishments, strengths, weaknesses and learning strategies. They must also upload photos or media with 150-200 word descriptions related to a compare/contrast essay and research project. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language quality and clarity of presented information. A rubric is provided to evaluate e-portfolios on written language, reflections, multimedia use, navigation, layout and meeting objectives.
Note for Case Study #1 The case study can be found in the Assignm.docxhenrymartin15260
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
This document provides instructions for an assignment to create an e-portfolio. Students are asked to reflect on their learning over the past 18 weeks and compile documents from their graded assignments. They must answer questions about learning outcomes and strategies. Students must also upload photos or media from two assignments, and provide 150-200 word descriptions. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language and presentation quality. A rubric is provided to evaluate the e-portfolios.
Community Analysis Intervention PowerPoint RubricCHDV 3210 –.docxrichardnorman90310
This rubric provides criteria for evaluating a community analysis intervention PowerPoint presentation. It includes categories for effectiveness, best practices, sequencing of information, originality, organization, references, spelling/grammar, visual display, delivery, and overall impression. The document also provides an example PowerPoint for a community analysis intervention focused on lack of childcare resources in Westlake Village, CA. The PowerPoint covers community demographics, protective/risk factors, an intervention overview identifying the issue and supporting data/research, best practices, intervention goals/description, required changes, resources needed, and costs/funding.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxmadlynplamondon
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
1. Week Three Written Assignment Inclusive and Differentiated Lea.docxjeremylockett77
1. Week Three Written Assignment: Inclusive and Differentiated Learning and Assessments WLO 3 CLO 2,4
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Along with using assessments to make informed decisions about meeting the needs of children, you will also encounter the use of standardized assessments in your work with learners with exceptionalities. Currently there is a lot of controversy surrounding assessments and the role that they should play when working with young learners. Whether you agree or disagree with this practice, it is important that you know how to make sure you are using standardized assessments in the most appropriate way possible when working with diverse learners in inclusive environments.
To prepare for this assignment,
· Please refer to the Week Three Guidance for further tips and examples that will support your success on this assignment.
· Read Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape.
For your assignment, imagine that you have been asked to be a part of a task force for determining which standardized assessments your school or center will be using. Your supervisor has asked you to create an 8- to 10-slide presentation, to share with your colleagues, highlighting the key factors that need to be taken into account when selecting a standardized assessment that addresses the needs of all learners.
In your presentation,
· Describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments. (Principles 1 and 3)
· Summarize how you will make sure that the assessments are designed for accessibility by all. (Principle 2)
· Explain how you make sure the assessment results are fair and valid and the importance of reporting results of the assessment for all students. (Principle 4 and 5)
· Examine how you will continually evaluate the assessment process to improve it and ensure student success. (Principle 6)
· Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments. Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards. Make sure to support your reasoning with at least one scholarly source.
· Discuss how as an administrator you will foster collaboration amongst your teachers about using assessments with young children.
The Inclusive and Differentiated Learning and Assessments presentation
· Must be 8 to 10 slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center.
· Must include a separate title slide with the following:
· Title of presentation
· Student’s name
· Course name and n ...
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
This document provides instructions for students to create an e-portfolio as part of an English course assignment. The e-portfolio involves reflecting on assignments completed throughout the semester and demonstrating learning outcomes. Students are asked to provide reflective entries on each graded assignment, discussing aims, accomplishments, strengths, weaknesses and learning strategies. They must also upload photos or media with 150-200 word descriptions related to a compare/contrast essay and research project. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language quality and clarity of presented information. A rubric is provided to evaluate e-portfolios on written language, reflections, multimedia use, navigation, layout and meeting objectives.
Note for Case Study #1 The case study can be found in the Assignm.docxhenrymartin15260
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
This document provides instructions for an assignment to create an e-portfolio. Students are asked to reflect on their learning over the past 18 weeks and compile documents from their graded assignments. They must answer questions about learning outcomes and strategies. Students must also upload photos or media from two assignments, and provide 150-200 word descriptions. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language and presentation quality. A rubric is provided to evaluate the e-portfolios.
MNG81001 2017 Session 3 MARKING RUBRIC: ASSESSMENT 4
MNG81001 MANAGEMENT COMMUNICATION
Assessment 4
GROUP REPORT
Document design
Report
Due Date
Friday 2nd February 9.00am(QLD time)
Length
1500 words (+/- 10%) per individual group member + group contribution + 3-minute individual presentation
Weight
35%
Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication.
2. Communicating to customers.
3. Connecting with employees.
4. Crisis communication developing strategies to protect the reputation of the organisation in a crisis.
Working in groups of four, each student will write on one of the workplace communication strategies.
Please follow these guidelines to complete the assessment:
1. This assessment comprises two parts: a. group-assigned written report b. three-minute individual oral presentation.
2. You will be assigned to a group of four students. Internal students will be given their group in the tutorial; external students will be notified via email.
3. The purpose of this assessment is for you to engage in web-based research. Each student in your group needs to select ONE of the four workplace communication strategies.
4. Start your web-based research with a search of popular business publications, even trade journals, professional journals and current affairs journals, for any information about workplace communication strategies. Finally, use academic research to support your findings in relation to your selected theme.
5. Each student needs to find 8-10 secondary sources for his/her section. Please note you are expected to use a minimum of four (4) refereed academic journals. You will be shown how to tell if a journal is peer reviewed/refereed. Do not include more than 10 references per student.
6. Document using SCU Harvard format.
7. You are encouraged to write a first draft of this report at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
8. Submit the report Turnitin via the Blackboard site no later than the due date: Friday 2nd February 2018, 9.00am (QLD time). Please note: only one student submits on behalf of their group.
9. In addition to the report each student will be required to give a three minute oral presentation on their respective report section.
10. Refer to the Marking Criteria Guide and Marking Rubric located under Assessment Details on the Blackboard.
PRIOS/CDT brief (covered in lecture and tutorials) for Assessment 4:
a. Purpose: To conduct web-based res ...
Core Curriculum Assessment Current Events in Science Presentation.docxfaithxdunce63732
Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
1. Communication skills, including effective development, interpretation and expression of ideas through oral, visual, and written communication
2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
Note that these are very large issues, and your presentation will NOT be able to address them in full. Rather, you will briefly summarize some of the current research, and prese.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxShiraPrater50
The document provides instructions for a training project to create a standardized training program for corporate trainers. The project requires developing a 12-15 slide PowerPoint presentation covering topics such as curriculum design, trainer competencies, needs analysis, learning sites, and program assessment. The presentation must include narrative notes on each slide along with references cited in APA format. It will be evaluated based on addressing all elements, organization, narrative quality, professionalism, and writing mechanics.
This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
The presentation rubric evaluates organization, visual aids, verbal techniques, attire, subject knowledge, and confidence. Areas are scored from 1-4.
Compiled by Ms Amal Alsahli Page 1 YANBU UNIVERSTY CO.docxmaxinesmith73660
This document outlines the requirements and guidelines for a group project on leadership theories for a management science course. Students will form groups to prepare both an oral presentation and written report on an approved topic. Presentations will take place on two specified dates and the written report is due on the day of each group's presentation. The report must be 5-10 pages and follow APA style guidelines. Several potential topics on leadership theories are provided for the groups to choose from. Groups must approve their topic by a certain date. The project will be graded based on communication skills, analytical skills, ethical skills, and IT skills demonstrated. Rubrics are also provided to evaluate different dimensions of the written reports.
The document discusses using rubrics for grading assessments. It provides tips on developing rubrics and outlines criteria to consider, such as validity, reliability, and transparency. It also introduces some online tools that can help with rubric-based grading, including the Assignments tool and PostEm tool in Sulis and Turnitin Feedback Studio. Turnitin Feedback Studio allows instructors to provide detailed feedback and integrate with the Assignments tool in Sulis, though grades do not directly transfer back. The document provides guidance on aligning rubric criteria with learning outcomes and constructing descriptive standards and levels of performance.
Module 1: Master's Prepared Nurse Interview Guide
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
80%
88%
92%
100%
Content – 70%
Introduction
5%
Introduction lacks any discernible overall purpose or organizing claim.
Introduction is insufficiently developed and/or vague. Purpose is not clear.
Introduction is clear, forecasting development of the paper.
Introduction is comprehensive; purpose of the paper is present.
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
Career
Overview
15%
Omits major elements and is disorganized.
Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.
Addresses most of the primary elements of the individual's career in a logical fashion.
Addresses the primary elements. Reader can easily see purpose.
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
Graduate
Education
15%
Omits major elements; is disorganized; and has no depth or detail.
Describes but fails to address some of the elements; lacks depth and detail.
Addresses the same elements but lacks depth and detail.
Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
Present
Position (includes pearls of wisdom)
20%
Omits major elements; information is tangential and disorganized.
Describes but fails to address most of the primary elements in any depth.
Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
All key elements are presented with clarity.
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
Conclusion
15%
Conclusion lacks any discernible purpose.
Conclusion is insufficiently developed and/or vague.
Conclusion is clear and identifies key points of interview but fails to draw inferences.
Conclusion is clearly evident to the reader. Career opportunities are present.
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
Organization and Effectiveness – 20%
Thesis Development and Purpose
7%
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are com ...
Lunch and Learn Assignment (COMM 2204)Assignments 1 & 2 Brochur.docxSHIVA101531
Lunch and Learn Assignment (COMM 2204)
Assignments 1 & 2: Brochure and Oral Presentation
Total: 25%
Many companies find it hard to schedule training into employees’ work weeks. Another issue is that not all training is relevant to or of interest to all employees. A popular, cost effective alternative to full-day, off-site training is the “lunch and learn”, a short lunch hour session that employees participate in while eating their own lunches. These sessions are usually interactive, fun and provide some “quick win” solutions. The intention is that after the session employees have learned a few quick techniques or information they can apply to their work immediately.
Topic
Presentation about a Party’s Celebration for people in general (not for kids and seniors)
Presentation included:
· Budget
· Invited
· Date
· Venue
· Theme
· Invitations + souvenirs
· Menu
· Program
· Photographer
· DJ
Part A: Brochure and Project File
(Group Mark) 15%
Brochure (10%) – Group Mark
· After completing your research or experiments, create a brochure to communicate your findings. Be sure to consider both the verbal and nonverbal messages this document communicates (words and appearance).
· Your submission will include:
· A one or two fold brochure – one page double sided in total (Microsoft Office has many templates)
i. Text (minimum of one quote and one paraphrase / summarization)
ii. Images (minimum of one – labelled, referred to in text, sourced)
· Works cited sheet in MLA format containing a minimum of 3 different references.
i. References must be used directly and referenced in-text on your brochure (references can be for quotes, paraphrases / summarizations, and / or images)
Submit one copy for the group in the DC Connect dropbox.
Project File (5%) – Group Mark
· This is a mandatory requirement for the assignment. Project Files not submitted on the day of your presentation will not be graded.
· On the day of your presentation, you must also submit a ‘Project File’. The Project File is a file folder containing materials that demonstrate and document the group’s process in creating your project/presentation. Materials can include meeting notes, printed e-mail correspondence, rough drafts, brainstorming charts, photos, research, copies of handouts, etc.
· The Project File is not a formal piece of writingand will not be graded as such; it is graded holistically as a part of your overall presentation. You should include a minimum of 5 sufficient items for a maximum of 5%.
· A one-line email is not sufficient, but three separate emails would be
There are four components to this part of the project:
1. Presentation: A 10 to 15 minute presentation on your topic. If you include a video clip it must enhance your content and can be no longer than 2 minutes in length.
2. Visuals: Your Lunch and Learn must be supported with visuals for your audience to follow along.
3. Interactive and Lively: The ...
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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
Assessment Information
Subject Code: BUS606
Subject Name: Business Research Proposal Topic Selection, Justification and
Presentation
Assessment Title: Assessment 1 – Individual Presentation
Weighting: 15 %
Total Marks:
Length:
15
Minimum of 10 slides (+- 10%)
Due Date: Submission due Week 6– Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Proposal and Literature Review
Unit Code: BUS606
Type of
Assessment:
Assessment 1 – Individual Presentation
Unit Learning
Outcomes
addressed:
(a) Demonstrate an advanced ability to identify, assimilate,
and review applications of, particular research techniques.
(b) Identify various means of data collection that are feasible
and can be ethically enacted.
(c) Articulate and critically evaluate differences between
alternative research methodologies.
(d) Explain how research outcomes may be affected by the
nature and application of particular research techniques.
(e) Demonstrate an advanced ability to construct a robust
methodology for addressing a research question.
(f) Explain how the use of selected methodologies is relevant
to a specific research proposal.
Criteria for
Assessment:
Understanding of the proposed project
Evidence of analysis
Organisation and use of visual aids
Non-verbal & verbal communication skills
Assessment Task:
Students are to select their proposed research topic for the Master
of Business Research thesis and make a presentation to the class
for at least 10 minutes followed by question and answer. The
presentation is required to use PowerPoint slides.
Submission Date:
Week 6– Sunday at 11.59 pm (online submission) of the
PowerPoint presentation slide deck.
Total Mark &
Weighting:
15 marks | 15%
Students are advised that any submissions past the due date without an approved
extension or approved extenuating circumstances incur a 5% penalty per calendar
day,
calculated from the total mark e.g. a task marked out of 15 will incur a 1.75 mark penalty
per calendar day.
Assessment 1– Individual Presentation. Presentations will be made during the
scheduled class time.
Assessment Description
Students are required to select a proposed research topic for their Master of Business
Research thesis that is aligned to one of the seven Research Clusters in the School of
Business as listed below. Students are required to make a presentation for 10 minutes to the
class on their proposed research topic and answer questions from the class and the lecturer.
Students must conduct extensive research on the topic and must cite relevant sources to
support their research proposal.
The MBR Research Clusters are:
Cluster 1: Leadership and Management of Large Corporations
Cluster 2: Leadership and Management of Not-for Profit Organisations
Cluster 3: Leadership and Management of Start-ups, SMEs and Family Business
Cluster 4: ...
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
Mgmt. 350 Collaborative GuidelinesBusiness Communication many ti.docxbuffydtesurina
This document provides guidelines for collaborative presentations in a business communications class. Students will complete three types of communication: written, visual, and oral.
For the written assignment, students will submit a 10-15 page paper as a team that analyzes a case study using 3 theories or concepts, and provides 3 examples for each. The visual presentation will be a PowerPoint or Prezi with 10 slides mirroring the written analysis. Each student must also submit a 1-2 minute YouTube or video explaining their portion.
The guidelines describe the requirements for the structure and content of each component, including cover pages, tables of contents, theories/concepts, examples, conclusions, and references. Teams will present their visual presentation or
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
The document provides guidelines for writing thesis proposals and final reports at the Department of Marketing and Entrepreneurship at the University of Ghana. It outlines the roles and responsibilities of students in completing their theses on time. It also details the required components of research proposals and final reports, including preliminaries, chapters, formatting, and submission checklists. Students must generate topics, compile bibliographies, and submit work according to schedules. Thesis drafts must be fully referenced with no more than 30% referenced material. Supervisors provide guidance and students must address any recommendations.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections to Common Core and Next Generation Science Standards. The course uses a design thinking model and has students complete a course project applying the model to develop a STEM lesson plan.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
More Related Content
Similar to EGR 1403TECHNICAL COMMUNICATIONJOHN W. STRYBOS, P.E.21.docx
MNG81001 2017 Session 3 MARKING RUBRIC: ASSESSMENT 4
MNG81001 MANAGEMENT COMMUNICATION
Assessment 4
GROUP REPORT
Document design
Report
Due Date
Friday 2nd February 9.00am(QLD time)
Length
1500 words (+/- 10%) per individual group member + group contribution + 3-minute individual presentation
Weight
35%
Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication.
2. Communicating to customers.
3. Connecting with employees.
4. Crisis communication developing strategies to protect the reputation of the organisation in a crisis.
Working in groups of four, each student will write on one of the workplace communication strategies.
Please follow these guidelines to complete the assessment:
1. This assessment comprises two parts: a. group-assigned written report b. three-minute individual oral presentation.
2. You will be assigned to a group of four students. Internal students will be given their group in the tutorial; external students will be notified via email.
3. The purpose of this assessment is for you to engage in web-based research. Each student in your group needs to select ONE of the four workplace communication strategies.
4. Start your web-based research with a search of popular business publications, even trade journals, professional journals and current affairs journals, for any information about workplace communication strategies. Finally, use academic research to support your findings in relation to your selected theme.
5. Each student needs to find 8-10 secondary sources for his/her section. Please note you are expected to use a minimum of four (4) refereed academic journals. You will be shown how to tell if a journal is peer reviewed/refereed. Do not include more than 10 references per student.
6. Document using SCU Harvard format.
7. You are encouraged to write a first draft of this report at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
8. Submit the report Turnitin via the Blackboard site no later than the due date: Friday 2nd February 2018, 9.00am (QLD time). Please note: only one student submits on behalf of their group.
9. In addition to the report each student will be required to give a three minute oral presentation on their respective report section.
10. Refer to the Marking Criteria Guide and Marking Rubric located under Assessment Details on the Blackboard.
PRIOS/CDT brief (covered in lecture and tutorials) for Assessment 4:
a. Purpose: To conduct web-based res ...
Core Curriculum Assessment Current Events in Science Presentation.docxfaithxdunce63732
Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
1. Communication skills, including effective development, interpretation and expression of ideas through oral, visual, and written communication
2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
Note that these are very large issues, and your presentation will NOT be able to address them in full. Rather, you will briefly summarize some of the current research, and prese.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxShiraPrater50
The document provides instructions for a training project to create a standardized training program for corporate trainers. The project requires developing a 12-15 slide PowerPoint presentation covering topics such as curriculum design, trainer competencies, needs analysis, learning sites, and program assessment. The presentation must include narrative notes on each slide along with references cited in APA format. It will be evaluated based on addressing all elements, organization, narrative quality, professionalism, and writing mechanics.
This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
The presentation rubric evaluates organization, visual aids, verbal techniques, attire, subject knowledge, and confidence. Areas are scored from 1-4.
Compiled by Ms Amal Alsahli Page 1 YANBU UNIVERSTY CO.docxmaxinesmith73660
This document outlines the requirements and guidelines for a group project on leadership theories for a management science course. Students will form groups to prepare both an oral presentation and written report on an approved topic. Presentations will take place on two specified dates and the written report is due on the day of each group's presentation. The report must be 5-10 pages and follow APA style guidelines. Several potential topics on leadership theories are provided for the groups to choose from. Groups must approve their topic by a certain date. The project will be graded based on communication skills, analytical skills, ethical skills, and IT skills demonstrated. Rubrics are also provided to evaluate different dimensions of the written reports.
The document discusses using rubrics for grading assessments. It provides tips on developing rubrics and outlines criteria to consider, such as validity, reliability, and transparency. It also introduces some online tools that can help with rubric-based grading, including the Assignments tool and PostEm tool in Sulis and Turnitin Feedback Studio. Turnitin Feedback Studio allows instructors to provide detailed feedback and integrate with the Assignments tool in Sulis, though grades do not directly transfer back. The document provides guidance on aligning rubric criteria with learning outcomes and constructing descriptive standards and levels of performance.
Module 1: Master's Prepared Nurse Interview Guide
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
80%
88%
92%
100%
Content – 70%
Introduction
5%
Introduction lacks any discernible overall purpose or organizing claim.
Introduction is insufficiently developed and/or vague. Purpose is not clear.
Introduction is clear, forecasting development of the paper.
Introduction is comprehensive; purpose of the paper is present.
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
Career
Overview
15%
Omits major elements and is disorganized.
Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.
Addresses most of the primary elements of the individual's career in a logical fashion.
Addresses the primary elements. Reader can easily see purpose.
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
Graduate
Education
15%
Omits major elements; is disorganized; and has no depth or detail.
Describes but fails to address some of the elements; lacks depth and detail.
Addresses the same elements but lacks depth and detail.
Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
Present
Position (includes pearls of wisdom)
20%
Omits major elements; information is tangential and disorganized.
Describes but fails to address most of the primary elements in any depth.
Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
All key elements are presented with clarity.
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
Conclusion
15%
Conclusion lacks any discernible purpose.
Conclusion is insufficiently developed and/or vague.
Conclusion is clear and identifies key points of interview but fails to draw inferences.
Conclusion is clearly evident to the reader. Career opportunities are present.
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
Organization and Effectiveness – 20%
Thesis Development and Purpose
7%
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are com ...
Lunch and Learn Assignment (COMM 2204)Assignments 1 & 2 Brochur.docxSHIVA101531
Lunch and Learn Assignment (COMM 2204)
Assignments 1 & 2: Brochure and Oral Presentation
Total: 25%
Many companies find it hard to schedule training into employees’ work weeks. Another issue is that not all training is relevant to or of interest to all employees. A popular, cost effective alternative to full-day, off-site training is the “lunch and learn”, a short lunch hour session that employees participate in while eating their own lunches. These sessions are usually interactive, fun and provide some “quick win” solutions. The intention is that after the session employees have learned a few quick techniques or information they can apply to their work immediately.
Topic
Presentation about a Party’s Celebration for people in general (not for kids and seniors)
Presentation included:
· Budget
· Invited
· Date
· Venue
· Theme
· Invitations + souvenirs
· Menu
· Program
· Photographer
· DJ
Part A: Brochure and Project File
(Group Mark) 15%
Brochure (10%) – Group Mark
· After completing your research or experiments, create a brochure to communicate your findings. Be sure to consider both the verbal and nonverbal messages this document communicates (words and appearance).
· Your submission will include:
· A one or two fold brochure – one page double sided in total (Microsoft Office has many templates)
i. Text (minimum of one quote and one paraphrase / summarization)
ii. Images (minimum of one – labelled, referred to in text, sourced)
· Works cited sheet in MLA format containing a minimum of 3 different references.
i. References must be used directly and referenced in-text on your brochure (references can be for quotes, paraphrases / summarizations, and / or images)
Submit one copy for the group in the DC Connect dropbox.
Project File (5%) – Group Mark
· This is a mandatory requirement for the assignment. Project Files not submitted on the day of your presentation will not be graded.
· On the day of your presentation, you must also submit a ‘Project File’. The Project File is a file folder containing materials that demonstrate and document the group’s process in creating your project/presentation. Materials can include meeting notes, printed e-mail correspondence, rough drafts, brainstorming charts, photos, research, copies of handouts, etc.
· The Project File is not a formal piece of writingand will not be graded as such; it is graded holistically as a part of your overall presentation. You should include a minimum of 5 sufficient items for a maximum of 5%.
· A one-line email is not sufficient, but three separate emails would be
There are four components to this part of the project:
1. Presentation: A 10 to 15 minute presentation on your topic. If you include a video clip it must enhance your content and can be no longer than 2 minutes in length.
2. Visuals: Your Lunch and Learn must be supported with visuals for your audience to follow along.
3. Interactive and Lively: The ...
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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
Assessment Information
Subject Code: BUS606
Subject Name: Business Research Proposal Topic Selection, Justification and
Presentation
Assessment Title: Assessment 1 – Individual Presentation
Weighting: 15 %
Total Marks:
Length:
15
Minimum of 10 slides (+- 10%)
Due Date: Submission due Week 6– Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Proposal and Literature Review
Unit Code: BUS606
Type of
Assessment:
Assessment 1 – Individual Presentation
Unit Learning
Outcomes
addressed:
(a) Demonstrate an advanced ability to identify, assimilate,
and review applications of, particular research techniques.
(b) Identify various means of data collection that are feasible
and can be ethically enacted.
(c) Articulate and critically evaluate differences between
alternative research methodologies.
(d) Explain how research outcomes may be affected by the
nature and application of particular research techniques.
(e) Demonstrate an advanced ability to construct a robust
methodology for addressing a research question.
(f) Explain how the use of selected methodologies is relevant
to a specific research proposal.
Criteria for
Assessment:
Understanding of the proposed project
Evidence of analysis
Organisation and use of visual aids
Non-verbal & verbal communication skills
Assessment Task:
Students are to select their proposed research topic for the Master
of Business Research thesis and make a presentation to the class
for at least 10 minutes followed by question and answer. The
presentation is required to use PowerPoint slides.
Submission Date:
Week 6– Sunday at 11.59 pm (online submission) of the
PowerPoint presentation slide deck.
Total Mark &
Weighting:
15 marks | 15%
Students are advised that any submissions past the due date without an approved
extension or approved extenuating circumstances incur a 5% penalty per calendar
day,
calculated from the total mark e.g. a task marked out of 15 will incur a 1.75 mark penalty
per calendar day.
Assessment 1– Individual Presentation. Presentations will be made during the
scheduled class time.
Assessment Description
Students are required to select a proposed research topic for their Master of Business
Research thesis that is aligned to one of the seven Research Clusters in the School of
Business as listed below. Students are required to make a presentation for 10 minutes to the
class on their proposed research topic and answer questions from the class and the lecturer.
Students must conduct extensive research on the topic and must cite relevant sources to
support their research proposal.
The MBR Research Clusters are:
Cluster 1: Leadership and Management of Large Corporations
Cluster 2: Leadership and Management of Not-for Profit Organisations
Cluster 3: Leadership and Management of Start-ups, SMEs and Family Business
Cluster 4: ...
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
Mgmt. 350 Collaborative GuidelinesBusiness Communication many ti.docxbuffydtesurina
This document provides guidelines for collaborative presentations in a business communications class. Students will complete three types of communication: written, visual, and oral.
For the written assignment, students will submit a 10-15 page paper as a team that analyzes a case study using 3 theories or concepts, and provides 3 examples for each. The visual presentation will be a PowerPoint or Prezi with 10 slides mirroring the written analysis. Each student must also submit a 1-2 minute YouTube or video explaining their portion.
The guidelines describe the requirements for the structure and content of each component, including cover pages, tables of contents, theories/concepts, examples, conclusions, and references. Teams will present their visual presentation or
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
The document provides guidelines for writing thesis proposals and final reports at the Department of Marketing and Entrepreneurship at the University of Ghana. It outlines the roles and responsibilities of students in completing their theses on time. It also details the required components of research proposals and final reports, including preliminaries, chapters, formatting, and submission checklists. Students must generate topics, compile bibliographies, and submit work according to schedules. Thesis drafts must be fully referenced with no more than 30% referenced material. Supervisors provide guidance and students must address any recommendations.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections to Common Core and Next Generation Science Standards. The course uses a design thinking model and has students complete a course project applying the model to develop a STEM lesson plan.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
Similar to EGR 1403TECHNICAL COMMUNICATIONJOHN W. STRYBOS, P.E.21.docx (20)
Anorexia1-Definition2-Epidemiology in united states2.docxjack60216
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docxjack60216
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
Annual Report to the Nation on the Status of Cancer,Part I .docxjack60216
Annual Report to the Nation on the Status of Cancer,
Part I: National Cancer Statistics
Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3;
Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5;
Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6
BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer
Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates
on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI-
funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the
National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all can-
cers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the
annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec-
tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to
2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015
decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5-
year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18
most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14
of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal
(men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and
women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men
only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial
and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other
racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men
and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from
2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV)
for colorectal cancer, from 55.
Annotated BibliographyDue 1212019 @ 12pm Eastern Time (Unite.docxjack60216
Annotated Bibliography
Due 12/1/2019 @ 12pm Eastern Time (United States)
3-5 pages
Must be in APA format
Must use a minimum of 8
scholarly article
Must be submitted through turnitin and submit the report
Instructions are attached
.
Annotated BibliographyFor this assignment, you will create an .docxjack60216
Annotated Bibliography
For this assignment, you will create an annotated bibliography on social determinants.
- Select five articles you wish to annotate. Make certain to select different types of disparities, such as race, gender, SES, age, language, liability status, etc.
For more information about the elements of an
Annotated Bibliography
.
Attached, you will find a document that can provide more in-depth information on how to construct an annotated bibliography, including samples.
FREE OF PLAGIARISM (TURNITIN ASSIGNMENT)
.
Annotated bibliography due in 36 hours. MLA format Must incl.docxjack60216
Annotated bibliography due in 36 hours.
MLA format
Must include 8 sources
Annotations should be between 4 to 7 sentences.
PLEASE PLEASE PLEASE review ALL attachments because they are very important and are beneficial for the next part (research paper).
The book is Things Fall Apart by Chinua Achebe.
I also included an attachment for the research paper so you can know what to focus on for the annotated bib.
.
Analyzing a Short Story- The Necklace by Guy de MaupassantIntro.docxjack60216
Analyzing a Short Story- The Necklace by Guy de Maupassant
Intro
- 5 to 8 line and thesis = what you think is the major theme of the story at end of the intro just a one sentence.
Plot
- What is the plot? (2-3 lines summary)
Understandable or too complex?
Tension/conflict?
Too fast/slow? Appropriate?
Characters
- Indentify major character(s)
Descriptions of major characters; must have at least one physical description and one personality description for each major character
Stereotypes and break in stereotypes of major characters
Setting
- Geographical (city/state/country)
Time period (year/time of year/day/time of day)Specific (house/village, etc)
Cultural (any prevailing social/ political /religious conditions that affect/ influence the story )
Narrator
- Is it internal (one of the characters in the story)Or is it external (someone outside the story)Which do you prefer and why?
Images/Symbols- Images or symbols used (must have at least one human and one non-human) Must explain what each one symbolizes.
Theme/Message-
What is the main message of the story? Explain how you arrived at your answer.
Conclusion (1 Para, exactly 10 lines)
Length: 4 pages
(not counting Works Cited)
Length starts with first word of intro para (NOT top of first page)
Make sure on each full page you have 23 lines total; otherwise, you will have to make up those lines on the last page to meet the minimum length requirement.
must be original writing and no plagiarism and cannot use any other website then the short story that is provided.
sample of essay example provided below.
.
Andy Sylvan was the assistant director of the community developm.docxjack60216
Andy Sylvan was the assistant director of community development in Greenwood. He helped the Governor uncover financial mismanagement of a state grant by Sylvan's boss, Rose Almindinger. However, after helping the Governor, Sylvan's career suffered - he was passed over for a promotion, received a poor performance review, and faced ostracization at work. He eventually left his job and took a teaching position with less pay due to how he was treated after blowing the whistle on corruption.
Annotated Bibliography Althaus, F. U.S. Maternal Morta.docxjack60216
Annotated Bibliography
Althaus, F. “U.S. Maternal Mortality Has Continued Its Decline, but Risk Remains Higher
among Minority Women.” Family Planning Perspective, vol. 23, no. 3, May 1991, pp.
140–141. EBSCOhost, doi: 10.2307/2135829.
According to the article by F. Althaus, the development in the American health system
has continuously transformed the health sector and the delivery environment among expectant
mothers. When compared to the previous era, expectant White-American mothers are delivering
safely, specifically those who live in states where the quality of health infrastructure and services
are high. Unfortunately, though, the population of people of color’s maternal mortality rate is
increasingly reporting the highest in minority communities due to the low quality of health
infrastructure and services in their living environments. Althaus presents that both maternal and
child mortality rates among Black mothers are three times that of Whites. This author stretches
the discussion to address the long history of birth oppression among Black mothers and the
strategies that have been applied to suppress these oppressions. The author outlines that the
Black, marginalized, population contributes significantly to the American ecosystem. Therefore,
providing quality service, especially for the expectant mothers of color, should be something the
federal government sees as a must do instead of coming up with illegal family planning
approaches with a hidden agendas. It is imperative that equity prevails for all races during
maternity and childbirth.
El Sayed, Abdulrahman M., et al.: Social Environment, Genetics, and Black-White
Disparities in Infant Mortality."Paediatric & Perinatal Epidemiology, Vol.29. no.6.
November.2015.pp.546-551.EBSCOhost.doi:10.1111/ppe.12227
The above article presents information on genetics and one’s surroundings as the factors
that interplay and produce the wellness of the population within a given place. The article
discusses parental race differences and vulnerabilities of infant mortality rates through studying
how genes and a person’s environment could shape these perinatal vulnerabilities. El Sayed
found that the dynamic of child deaths continue to increase among the black community with
said improvement in the health sector impacting only the white population. Instead of genetics
being the main impact on child deaths, it is shown that race-driven prejudice and structural
socio-economic opportunities of social surroundings is a great explanation of why there are
racial differences in infant mortality rates. Despite these factors being proven to be contributing
to the number of deaths among infants, the government does little to address the associated risk
factors. The author recommends that the federal government could mitigate the social factors and
introduce more diverse healthcare providers to promote wellness among Black-American
expectant mothers.
.
Ann, a community nurse, made an afternoon home visit with Susan and .docxjack60216
Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. "I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn't let me help him with his laundry. I felt terrible! I am at my wits' end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan's father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.
.
Andrea Walters Week 2 Main Post The key functional area of n.docxjack60216
Andrea Walters' Week 2 Main Post: The key functional area of nursing informatics relevant to me is education and consultant. Education is relevant as newly hired nurses need education to be competent with the electronic health records (EHR) used in the specialty. I precept nurses new to oncology and educate them on how informatics is used in oncology, how data is placed into the EHRs and how then used by informaticists. Consultant is relevant when there has been an issue, I have been used as a consultant and a liaison between nursing science and computer science. I have given my knowledge to the EHR developers on how they may better serve other oncology practices. Although I have been used as a consultant, oncology is constantly changing. Technology informatics guiding education reform (TIGER) has core competencies for specific areas. One core competency area under direct patient care is enhance information and knowledge management (Hubner et al., 2018). This competency will aid me to become more proficient in oncology and using a database by engaging in researching upcoming and new evidence-based practice. This competency is necessary to help identify problems and become part of the solution instead of waiting on the organization to develop solutions. The plan for developing this competency is to subscribe to an oncology journal, such as The Oncology Nurse to further my education outside of work, and research evidence-based practice through the organization’s research database, CINHAL. I will set aside 30 minutes twice weekly to research and read to develop this competency. Developing this competency will help refine and improve my skills and move from being a good to an expert nurse consultant and educator. Continuing education concentrating on informatics is necessary for all nurses in order to productively participate with content and dialogue that correlates to the informatics realm as nursing informatics is a rapidly changing field (Yen, Kennedy, Phillips & Collin, 2017). References Hubner, U., Shaw, T., Thye, J., Egbert, N., Marin, H., Chang, P., ... Ball, M. (2018). Technology informatics guiding education -TIGER. Methods of Information in Medicine, 57(S 01), e30-342. doi: 10.3414/ME17-01-0155 Yen, P., Kennedy, M., Phillips, A., & Collins, S. (2017). Nursing informatics competency assessment for the nurse leader. The Journal of Nursing Administration, 47(5), 271-277. doi: 10.1097/NNA.0000000000000478
.
and emergency CPR all changed ways of thinking about risk of death.docxjack60216
and emergency CPR all changed ways of thinking about risk of death, so too did the idea of organs moving among family members, friends, or even strangers open up social and familial obligations to being expressed via emerging medical-technical means.” (p. 166)
Using this quote as a point of entry, write about 2-3 pages (double-spaced) about how the practice of medicine in the US has “opened up” new ways of living in a world imbued with social, cultural and political meanings and values. You can use any examples and materials you want (either covered in class or not). Make sure you quote your sources.
Choose a picture that best illustrates for you the social and/or cultural and/or political significance of the Covid-19 public health crisis. It can be a picture taken by you or found somewhere else (mention the sources either way). Write a mini-essay of about 200 words, explaining why that particular image captures, in your opinion, something important about the pandemic. Give a title to your mini-essay. Be as creative as you would like. Upload the picture and the text in one document.
BOTH prompts are mandatory. Upload them on BlueLine by November 24 at 5 pm.
.
analyze, and discuss emerging ICT tools and technologies present.docxjack60216
analyze, and discuss emerging ICT tools and technologies presenting the potential to enhance policy making. Visualization tool are discussed in
Visualization tools help users better understand data and provide a more meaningful view in context, especially by presenting data in a graphical form.
Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans.
Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
Initial Post:
Create a new thread. As indicated above, (1) Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans. (2) Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
In order to receive full credit for the initial discussion post, you must include at least two citations (APA) from academic resources
.
Analyzing a Research ArticleNote Please complete this dis.docxjack60216
Analyzing a Research Article
Note
: Please complete this discussion before completing the assignment in this unit.
For this discussion, select one of the peer-reviewed
In your initial post:
Cite the article and provide your own analysis of it. Use the general outline for analyzing a research article from the Analyze Results page (link given in the resources).
State why this specific article is important to your course project.
Post according to the Faculty Expectations Response Guidelines. Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation should be from materials you have read during this unit. It may be from course textbooks, assigned readings, or an outside source.
Overprescribing antiobics
References
Brink, A. J., Messina, A. P., Feldman, C., Richards, G. A., Becker, P. J., Goff, D. A., ... & Alliance, N. A. S. S. (2016). Antimicrobial stewardship across 47 South African hospitals: an implementation study.
The Lancet Infectious Diseases
,
16
(9), 1017-1025.
Dobson, E. L., Klepser, M. E., Pogue, J. M., Labreche, M. J., Adams, A. J., Gauthier, T. P., ... & Task, S. C. P. A. S. (2017). Outpatient antibiotic stewardship: Interventions and opportunities.
Journal of the American Pharmacists Association
,
57
(4), 464-473.
.
Analyze the Civil Rights Movement of the 1950s and 1960s. What p.docxjack60216
Analyze the Civil Rights Movement of the 1950s and 1960s. What progress did the movement make in the U.S. Supreme Court? How did southern segregationists react to the Court’s decisions? Who was Emmett Till, and what happened to him? Explain the Montgomery Bus Boycott and its impact. What style of protest did Martin Luther King, Jr. (MLK) and civil rights activists practice? How did college students become engaged in the movement? Who were the Freedom Riders? How did Civil Rights activists advocate for voting rights and address social and economic inequities in the United States? What is the legacy of the Civil Rights Movement?
.
Analytical Research Project InstructionsINFA 630 – Intrusion.docxjack60216
Analytical Research Project Instructions
INFA 630 – Intrusion Detection and Intrusion Prevention
Summary
This is a paper describing the results of an analytical research project, worth 25% of your total grade. Your paper should be 10-12 pages, double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. Your paper must use APA formatting with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. Following UMUC policy, all students must upload their papers to Turnitin.com (following instructions provided by your instructor), produce and review an originality report, and submit the final version of the paper to your Assignment Folder prior to the submission deadline.
Paper Topic Selection
Prior to writing your paper, you must submit a short, ungraded, topic proposal. You should submit your intended research paper topic by the end of Session 3. The purpose of this preliminary milestone is to provide your instructor the opportunity to confirm the appropriateness of your proposed topic, sufficiently early in the course to allow for topic revision if necessary. It will be helpful if you include, with your proposed paper topic, the sort of research you intend to do and any specific sources you may have already found or plan to use in researching your topic. Your instructor will provide feedback on the suitability of the proposed topic by the start of Session 5. Students who do not provide a proposed topic will be preparing their research papers "at risk;"
i.e.
, they will run the risk of delivering a paper reflecting research that is not suitable for this course.
Analytical Research Project
The purpose of the Research Project is to develop an in-depth understanding of the intrusion detection and/or prevention technology and the way in which such technology is used to protect specific computing environments against specific threats. To arrive at this understanding, your project may choose to follow either one of two analytical approaches:
1. Analysis of a tool or technique including functional applicability and limitations
2. Analysis of environmental security requirements and technologies to meet those requirements
Tool-centric Research
: Projects of the first type will focus on a specific tool, technique, or method used in intrusion detection or intrusion prevention. Choosing a topic for this type of project will mean selecting the tool you want to research and analyze and developing a research question or thesis statement that your research is intended to answer. The analysis for a tool-centric research project should emphasize the use and application of the tool, technique, or method rather than a simple explanation of its features. If you choose a product or tool with a broad set of capabilities, you may choose to provide an analysis of one or more aspects of the tool. The paper distills fundamental issues, focuses on one available solution, a.
Analyze the performance of the leadership of an organization (Netfli.docxjack60216
Analyze the performance of the leadership of an organization (Netflix). The focus of this paper (4-6 pages) will be on the actions taken by the corporate leadership in the face of the global financial crisis since 2007. For the purpose of assurance of learning, one score will be given, based on the articulation of the situation, interaction style, goal-setting process, and leadership behaviour. Figure out exactly what was the reaction to the difficult business environment. Just pick a few things (or even only one and go in detail).
.
Analyze the subjective portion of the note. List additiona.docxjack60216
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
ABDOMINAL ASSESSMENT NOTE
Subjective:
• CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
• PMH: HTN, Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs
• Allergies: NKDA
• FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
• VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Skin: Intact without lesions, no urticaria
• Abd: soft, hyperactive bowel sounds, pos pain in the LLQ
• Diagnostics: None
Assessment:
• Left lower quadrant pain
• Gastroenteritis
.
Analyze the measures your state and local community have in pl.docxjack60216
Analyze the measures your state and local community have in place to prepare hospitals for two (2) different types of threats to public health. Question whether the design of these measures allows for the sufficient protection of the population in the face of an imminent threat. Justify your response.
Examine two to three (2-3) changes to the preparedness policies of your chosen state and federal government agencies. Determine the significant social, political, or environmental factors that have influenced these changes. Provide support for your rationale.
.
Analyze two (2) advantages and two (2) disadvantages of creati.docxjack60216
Analyze two (2) advantages and two (2) disadvantages of creating portable learning assets for an LMS.
Research alternatives to Shareable Content Object Reference Model (SCORM). Determine at least one (1) alternative to SCORM and recommend a way for an organization of your choice to package its assets to make them portable. Explain your rationale.
.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Main Java[All of the Base Concepts}.docxadhitya5119
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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EGR 1403TECHNICAL COMMUNICATIONJOHN W. STRYBOS, P.E.21.docx
1. EGR 1403
TECHNICAL COMMUNICATION
JOHN W. STRYBOS, P.E.
210-367-3039
[email protected][email protected]
9/28/2015 EGR 1403 1
mailto:[email protected]
mailto:[email protected]
ABET FOLDER IS REQUIRED FOR EACH
STUDENT
• DUE WHEN YOU TAKE THE FINAL EXAM.
• THE ABET FOLDER INCLUDES GRADED
HOMEWORK, QUIZZES, TESTS AND PROJECT.
• THE ABET FOLDER DOES NOT INCLUDE NOTES
AND HANDOUTS.
• Extra credit of an amount to be determined
will be provided for students that turn in a
complete and organized ABET binder.
9/28/2015 CE 4313 2
2. PROJECT STEPS
DATE Memo
Number
Essay Title Ideas % of Final
Course
Grade
September 16, 2015 1 Brainstorming Several 10%
September 30, 2015 2 Comparison and
Contrast
4 (3 plus
conventional
construction)
10%
October 14, 2015 3 Technical Memo 1 10%
November 18, 2015 4 Technical Memo
with Graphs =
Draft Final Report
1 10%
11/23, 25, 30, 12/1,
3. 2015
Group
Presentation
Presentation 1 10%
December 7 and 9,
2015
Group Final
Report
Final Report 1 10%
Total 1
Presentation
5 Writing
Assignments
60%
9/28/2015 EGR 1403 3
EGR 1403 COURSE GRADING CRITERIA
Due Date ASSIGNMENT % WHAT YOU
4. EARNED
Quizzes
December 7, and 9, 2015 Written Communication = Final Exam
10
Homework 1 11/02/2015
Homework 2 11/16/2015
Graphical Communication 5
5
Quiz 1 August 31, 2015
Quiz 2 September 2, 2015
Personal responsibility through professional ethics and case
studies.
5
5
Writing Exercises
November 18, 2015 Summary Memorandum, after attending
presentation. NO. 5 10
September 30, 2015 Compare and Contrast Memorandum after
select writings. NO.
2
5. 10
October 14, 2015 Technical instructions memorandum.
NUMBER 3 10
November 18, 2015 Edit technical writing examples with graphs
memorandum NO.
4 (Draft Final Report)
10
Team Design Project
September 16, 2015 Brain-storming and background research
memorandum NO. 1 10
December 7 and 9, 2015 Formal project design report. (Group
Final Report) 10
11/23, 25, 30, 12/1, 2015 Oral and visual presentation with
audience participation 10
TOTAL 100
9/28/2015 EGR 1403 4
FINAL PRESENTATION GRADING
CRITERIA
CATEGORY Excellent 4 Good 3 Fair 2 Poor 1
Organization Students present information in logical,
6. interesting sequence which audience
can follow.
Students present information in
logical sequence which
audience can follow.
Audience has difficulty following
presentation because students
jump around.
Audience cannot understand
presentation because there is
no sequence of information.
Graphics Slides clear and uncluttered with
lettering large enough to be seen.
Diagrams and photos clearly labeled.
Slides clear, but contain a few
distracting transitions or
unnecessary graphics.
Slides too busy or lettering too
7. small.
Poorly prepared slides which
are hard to read and hard to
follow.
Mechanics Presentation has no misspellings or
grammatical errors.
Presentation has no more than
two misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or grammatical
errors.
Student's presentation has four
or more spelling errors and/or
grammatical errors.
Eye Contact Students maintain eye contact with
audience, seldom returning to notes.
Students maintain eye contact
8. most of the time but frequently
return to notes.
Students occasionally use eye
contact, but still read most of
report.
Students read all of report with
no eye contact.
Elocution Students use a clear voice and correct,
precise pronunciation of terms so that
all audience members can hear
presentation.
Students’ voice is clear.
Students pronounce most
words correctly. Most audience
members can hear
presentation.
Students’ voice is low. Students
incorrectly pronounce terms.
9. Audience members have
difficulty hearing presentation.
Students mumble, incorrectly
pronounce terms, and speak
too quietly for students in the
back of class to hear.
Presentation
(Was it obvious the
material had been
rehearsed and
understood by the
speakers?)
Presenters were all very confident
(demonstrated a sense that the
presenters knew what they were
talking about). Preparation very
evident.
Presenters were occasionally
10. confident with their
presentation; however the
presenters were not as
confident as could have been.
Preparation was evident.
Presenters were not consistent
with the level of confidence and
preparedness shown, but had
some strong moments.
Preparation was somewhat
evident.
Presenters appeared
unconfident and demonstrated
little evidence of understanding
or planning prior to
presentation.
Use of teamwork Team members transitions organized
and seamless
11. Team member transitions fairly
organized
Transitions somewhat
disorganized
Some team members did not
contribute
9/28/2015 EGR 1403 5
FINAL REPORT GRADING CRITERIA
CATEGORY Excellent 4 Good 3 Fair 2 Poor 1
Information Gathering Accurate information taken from
several sources in a systematic
manner.
Accurate information taken from
a couple of sources in a
systematic manner.
Accurate information taken from
a couple of sources but not
12. systematically.
Information taken from only one
source.
Informational Content Clear and accurate understanding of
scientific principles underlying the
topic.
Presented information is concise,
accurate and complete.
Answers to all expected questions are
within program.
Relatively accurate
understanding of scientific
principles underlying the topic.
Presented information is
accurate and mostly complete.
Answers to most expected
questions are within the
program.
13. Some understanding of
scientific principles underlying
the topic.
Presented information is
incomplete or inaccurate in
places.
Answers to some expected
questions are within program.
Not much understanding
illustrated of scientific principles
underlying the topic.
Presented information is grossly
incomplete and/or inaccurate.
Answers to few expected
questions in program.
Organization Students present information in logical,
interesting sequence which audience
can follow.
14. Students present information in
logical sequence which
audience can follow.
Audience has difficulty following
presentation because students
jump around.
Audience cannot understand
presentation because there is
no sequence of information.
Development Report has a well defined introduction,
body, conclusion.
The report lacks one of the
following well defined
introduction, body, or
conclusion.
Report lacks more than one of
the following: well defined
introduction, body, conclusion.
15. Report is fragmentary.
Visual Aids Visual aids explain and reinforce the
report.
Visual aids relate to report. Visual aids rarely support topic
or report.
Visual aids superfluous or no
visual aids.
Mechanics
(Presentation)
Presentation has no misspellings or
grammatical errors.
Presentation has no more than
two misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or grammatical
errors.
Student's presentation has four
16. or more spelling errors and/or
grammatical errors.
9/28/2015 EGR 1403 6
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
(10 % of Semester Grade) DUE September 30, 2015
1) One Memorandum for each group member.
2) Use any format that you are comfortable with but you will
begin transitioning to a essay or
a report type format. Include the time(s) and place(s) of the
group meetings.
3) Portions of Memorandum for each group member may be
very similar, but written in your
own words.
4) Memorandum may include attachments such as sketches,
articles, diagrams, meeting
minutes, etc.
5) Required to select and recommend one idea and explain why
(in “technical” terms).
6) Required to include a list of references in the correct format
(may be footnotes.)
7) Required to have a “plan” for what you will do for
17. Memoranda Number 3 – Technical
Instructions Memoranda.
8) Required to include a brief section of one of the topics from
Creative Problem Solving.
9) Required to include Microsoft project construction schedules
for conventional construction
(1 schedule) and one separate schedule for each idea. So if you
3 ideas you have 4 separate
schedules. Example schedules are posted on Blackboard.
(Appendix A)
10) Required to include a Power point presentation as an
Appendix B in your memo.
9/28/2015 EGR 1403 7
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
(10 % of Semester Grade) DUE September 30, 2015
• Required to compare and contrast benefits, costs,
constructability, environmental factors, etc.
• Comparison and Contrast Matrix
9/28/2015 EGR 1403 8
SIX METHODS REQUIRED FOR COMPARISON AND
CONTRAST
ASSUMING YOU HAVE 3 DIFFERENT IDEAS.
2 IDEAS = 4 METHODS FOR COMPARISON AND
18. CONTRAST
1 IDEA = 2 METHODS FOR COMPARISON AND CONTRAST
(1) Conventional construction TO Idea A (4) Idea A TO Idea B
(2) Conventional construction TO Idea B (5) Idea A TO Idea C
(3) Conventional construction TO Idea C (6) Idea B TO Idea C
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
(10 % of Semester Grade) DUE September 30, 2015 Powerpoint
Presentation
• One presentation for each group member.
• Each presentation is unique, but will have some common
subject matter.
• Pick any background from Powerpoint.
• Print out 6 slides per page does not have to be in color.
• Slide 1 = Cover Slide
• Slide 2 = Introduction or an agenda
• Slides 3 through 10 = Body (photos, graphs, tables, etc.)
• Slides 11-12 = Summary-Recommendations-Conclusions.
• NO PRESENTATIONS will be made to the class.
9/28/2015 EGR 1403 9
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
19. (10 % of Semester Grade) DUE September 30, 2015
• Memo (essay or report) recommended content:
• Cover page
• Introduction – One paragraph (1/2 page + or -)
• Body – 12 pages + or – (six pages single spaced narrative with
six
pages of tables, photographs, etc.)
• Conclusions – One paragraph (1/2 page + or -)
• References – May be footnotes. One page if listed separately
• Appendix A – Schedules (4 schedules = 4 pages)
• Appendix B – Power point presentation (12 slides = 2 pages)
• Appendix C – Optional additional ideas, photographs, meeting
minutes, etc..
9/28/2015 EGR 1403 10
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
(10 % of Semester Grade) DUE September 30, 2015
• The memo (essay, report) does not have to be
single spaced, but it does need to look
professional.
• The memo (essay, report) does not have to be
“bound” or in a folder. It can be stapled.
• The memo (essay, report) can be double
sided.
20. 9/28/2015 EGR 1403 11
Comparison and Contrast memorandum
MEMORANDA NUMBER 2
(10 % of Semester Grade) DUE September 30, 2015 Check list
Did you include it? Section Number of Pages Max Points Points
Earned
cluding List of tables and List
of Figures)
0.0 0
– Project Schedules (4) 4.0 10
dix B– Power point presentation 2.0 10
–Additional figures and data 8.0 10
21. – Cost Estimate 0.0 0
–Graphical Communications Figures 0.0 0
– Quad sheet 0.0 0
formatting and appearance 10
9/28/2015 EGR 1403 12
Basic Memorandum Information
is shown on the next slides
9/28/2015 EGR 1403 13
COVER PAGE
1) “Photograph” of your project.
2) Title of “report” for example: “Memo Number 3 -
Technical Instructions on How to Build a House from
Widgets and Whatits”
3) Your name
4) The class (EGR 1403) and your section (001 or 002)
5) Due Date
6) Group Number
22. 7) Names of all group members including your name
again.
9/28/2015 EGR 1403 14
Table of Contents Example (Not
numbered versus numbered)
Topic Page Topic Page
Introduction 1 1.0 Introduction 1
Discussion of Ideas 1 2.0 Discussion of Ideas 1
Idea A 2 2.1 Idea A 2
Idea B 3 2.2 Idea B 3
Idea C 4 2.3 Idea C 4
Conclusions 5 3.0 Conclusions 5
References 6 4.0 References 6
Appendix A – Schedule 7 Appendix A – Schedule 7
Appendix B – Power Point
Presentation
9 Appendix B – Power Point
Presentation
23. 9
Appendix C – Additional
Information
13 Appendix C – Additional
Information
13
9/28/2015 EGR 1403 15
EXAMPLE BODY NARRATIVE TOPIC
HEADINGS FOR MEMO 2
INTRODUCTION
DISCUSSION OF IDEAS
CONVENTIONAL CONSTRUCTION
IDEA A refer to appendix A
IDEA B
IDEA C
COMPARISON AND CONTRAST IDEAS
Conventional construction to Idea A
Conventional construction to Idea B
Conventional construction to Idea C
Idea A to Idea B
Idea B to Idea C
Idea A to Idea C
24. Memo Number 3 Action Plan
Updated Schedule
Cost Estimate
Additional Idea Research
Creative Problem Solving Discussion
Conclusions
9/28/2015 EGR 1403 16
EXAMPLE BODY NARRATIVE TOPIC
HEADINGS FOR MEMO 2
References (could be footnotes)
Appendix A – Schedule (4) (if you have 3 ideas)
Appendix B–Power Point Presentation
Appendix C – Other information
9/28/2015 EGR 1403 17
Example – Labor, Materials and Equipment Necessary
for an Idea or part of an Idea (Solar Panels)
– Purchase from Distributor
– Purchase from Distributor
– Purchase almost anywhere.
ical Switch gear - Purchase from Distributor
25. Electricians
9/28/2015 EGR 1403 18
Table of Contents Example (Continued)
List of Tables
Table Page
1. Summary of Widgets 1
2. Widget Physical Properties 2
9/28/2015 EGR 1403 19
Table of Contents Example (Continued)
List of Figures
Figures Page
1. “First” Widget 3
2. “Next Generation” Widget 5
26. 9/28/2015 EGR 1403 20
Memorandum Introduction
• Purpose is to capture the interest of the
audience. The first task is to hook your
audience. What is it about your subject that
the audience would find most interesting and
relevant.
9/28/2015 EGR 1403 21
Memorandum Body
• Purpose is to keep your audience interested. The
audience will continue to pay attention if you
keep the material interesting and relevant to the
audience.
• Divide the memorandum into two or three main
points and organize thoughts and ideas around
those points.
• Use one or more simple examples to illustrate
each major point.
• Include graphs, photos, or other visual aids.
9/28/2015 EGR 1403 22
27. Memorandum Conclusions
• Purpose is to pull it all together. Summarize
major points.
9/28/2015 EGR 1403 23
Presentation Memorandum Number 5 Homework
Assignment Due November 18, 2015
(10 % of Semester Grade)
1) Identify a presentation to attend.
2) Attend the presentation and take notes.
3) Prepare and submit your memorandum.
4) Memorandum is an essay that is a least two
pages long single spaced properly formatted.
9/28/2015 EGR 1403 24
Presentation Memorandum Number 5 Homework Assignment
Due November
18, 2015
(10 % of Semester Grade) Presentation Opportunities
1) September 1, 2015, Tuesday at 5:00 PM American Society of
Civil
28. Engineers (ASCE) UTSA. Where: BSB 3.02.02 Loeffler Room
2) September 3, 2015, Thursday 5:15-6:15 P.M. Texas Society
of
Professional Engineers BSE 2.102 Speaker is David Gomez
3) September 4, 2015 from 12:00 – 1:00 p.m. AET-0.204
ENVIRONMENTAL SCIENCE and ENGINEERING
PRESENTS:
DR. Carlos Welsh Earth Science Center
VERACRUZ UNIVERSITY, MEXICO
TITLE: CLIMATE CHANGE AND TROPICAL DISEASE
VECTORS:
DENGUE FEVER IN VERACRUZ, MEXICO
4) September 15, 2015, Tuesday at 5:00 PM American Society
of Civil
Engineers (ASCE) UTSA chapter. Where: BSE 2.102
Multipurpose Room
9/28/2015 EGR 1403 25
SEMESTER SCHEDULE
DATE ACTIVITY
August 19, 2015 Wednesday First Day of Class – Ethics
August 24, 2015 Monday Ethics
August 26, 2015 Wednesday Group Assignments Ethics
August 31, 2015 Monday Ethics Quiz 1
29. September 2, 2015 Wednesday Ethics Quiz 2
September 7, 2015 Monday No Class – Labor Day Holiday
September 9, 2015 Wednesday Brain Storming and background
research
September 14, 2015 Monday Brain Storming and background
research
September 16, 2015 Wednesday Brain Storming and background
research –
Memorandum Number 1 Due
September 21, 2015 Monday Comparison and Contrast Readings
9/28/2015 EGR 1403 26
SEMESTER SCHEDULE
DATE ACTIVITY
September 23, 2015 Wednesday Comparison and Contrast
Readings
September 28, 2015 Monday Comparison and Contrast Readings
September 30, 2015 Wednesday Comparison and Contrast –
Memorandum Number 2 Due
October 5, 2015 Monday Technical Instructions
October 7, 2015 Wednesday Technical Instructions
30. October 12, 2015 Monday Technical Instructions
October 14, 2015 Wednesday Technical Instructions
Memorandum Number 3 Due
October 19, 2015 Monday Graphical Communications
October 21, 2015 Wednesday Graphical Communications
October 26, 2015 Monday Graphical Communications
October 28, 2015 Wednesday Graphical Communications
9/28/2015 EGR 1403 27
SEMESTER SCHEDULE
DATE ACTIVITY
November 2, 2015 Monday Graphical Communications –
Assignment Number 1 due
November 4, 2015 Wednesday Graphical Communications
November 9, 2015 Monday Graphical Communications
November 11, 2015 Wednesday Graphical Communications
November 16, 2015 Monday Graphical Communications –
Assignment Number 2 due
November 18, 2015 Wednesday Edit Technical Writings with
Graphics – Final Draft
31. Report Number 4, Presentation Memorandum Number 5
November 23, 2015 Monday GROUP PRESENTATIONS
November 25, 2015 Wednesday GROUP PRESENTATIONS
November 30, 2015 Monday GROUP PRESENTATIONS
December 2, 2015 Wednesday GROUP PRESENTATIONS
December 7, 2015 8:45 - 11:15 P.M.
Wednesday
FINAL EXAM, PROJECTS DUE, Section 001
December 9, 2015 6:00 - 8:30 P.M.
Wednesday
FINAL EXAM, PROJECTS DUE, Section 002
9/28/2015 EGR 1403 28
SECTION 001 GROUP PROJECTS
PRESENTATIONS November 23, 25, 30 AND December
2, 2015
GROUP
NUMBER
GROUP
32. TOPIC
MEMBER A MEMBER B MEMBER C
1 Aguilar, Tyler W. Gonzalez, Edgar E.
2 Albattat, Abdulelah A. Batooq, Mazen A.
3 Almutairi, Khalid H. Hsieh, Chris U. Alobaidallah,
Mohammed I.
4 Alsubaie, Basil N. Rashid, Zaryaab
5 Alvarez, Luis I. Ramos, Eric Velasquez,
Gerson A.
6 Amaya, Priscilla A. Rodriguez, Omar A. Mejia, Roberto
7 Ballesteros-Velasco,
Nicolas
Keeler, Sam P.
9/28/2015 EGR 1403 29
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34. TOPIC
MEMBER A MEMBER B MEMBER C
8 Casillas, Argenis A. Falcon, Victor M. Lee-Vargas, Carlos
9 Berry, Jessica F. Gonzalez, Julio Davis, Derek B.
10 Boston, Zachariah A. Gonzalez Montemayor,
Gerardo
Crutcher, Joseph K.
11 Boyle, Patrick R. Torres, Miguel
12
13 Castillon, Erick Howell, Blake P.
14 Cordova, Juan C. Flores Del Campo, Javier
9/28/2015 EGR 1403 30
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38. 25 Parker, Nicholas B. Weinberg, Cory S. Solis, Jeremy R.
26 Rodgers, Sarah N. Taylor, Gordon W. Sandefur, Chad P.
Drops Canseco, Victor E.
9/28/2015 EGR 1403 32
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SECTION 002 GROUP PROJECTS
PRESENTATIONS November 23, 25, 30 AND December
2, 2015
GROUP
NUMBER
GROUP
TOPIC
MEMBER A MEMBER B MEMBER C
1 Baeza, Arlen E. Rios, Alex S. Owusu-Boateng, Wilfred
2 Barrera, Jacob J. Puckett, Joshua K. Valdes, Diego
3 Cavazos Navarrete,
Jahir E.
Puntos, Martin Gasca, Irlanda M.
4 Murcia, Justin E. Stout, Tanner W.
5 Costilla, Vanessa G. Lafaire, Valeria Roha, Lena L.
6 Delgado, Ruperto Silva, Raul A.
40. 7 Fernandez, Jose O. Traya, Joshua Gutierrez, Reynaldo
8 Garduno, Daniel A. Zhou, Guang L.
9 Garibay, Veronica Rosalez, Gabrielle R.
9/28/2015 EGR 1403 33
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42. 100 10 10
TOTAL 30 30
“A” = 0.9*30 = 27
“B” = 0.8*30 = 24
“C” = 0.7*30 = 21
9/28/2015 EGR 1403 34
Technical instructions memorandum NUMBER 3 October 14,
2015
(10 % of Semester Grade – Check list)
Did you include it? Section Number of Pages Max Points Points
Earned
List of Figures)
1.0 5
4) Body narrative 9.0 20
43. – Project Schedule (one schedule) 1.0 10
– Power point presentation 2.0 10
C – Quad sheet 1.0 10
– Cost Estimate 4.0 10
(12) Appendix E – Additional figures and data 8.0 5
– Graphical Communications
Plans
0.0 0
appearance
5
9/28/2015 EGR 1403 35
Technical instructions memorandum NUMBER 3
October 14, 2015
(10 % of Semester Grade)
1) One Memorandum for each group member.
44. 2) Use a “report” or “essay” type format.
3) Portions of Memorandum for each group member may be
very similar, but written in your own
words.
4) Memorandum will include attachments such as sketches,
articles, diagrams, etc.
5) Memorandum is very detailed and specific. All of the steps to
construct your house.
6) Do NOT use personal pronouns (I, it, we, you, he, she, they,
them, their, etc.)
7) List Skilled trades (electricians, plumbers, Heating-
Ventilation and Air Conditioning (HVAC)). The
skilled trades will have their tools. The supplies that are needed
still need to be identified.
8) Required – updated narrative.
9) Required – Action Plan of tasks needed to complete the
PROJECT DRAFT FINAL REPORT
(MEMORANDUM NUMBER 4).
10) Required – updated discussion from Creative Problem
Solving.
11) Required – updated construction schedule for your house
(Appendix A).
12) Required – updated powerpoint presentation (Appendix B).
13) Required – include a “quad sheet” as discussed in class
(Appendix C).
45. 14) Required – include a cost estimate for your house
(Appendix D).
9/28/2015 EGR 1403 36
Technical instructions memorandum NUMBER 3 October
14, 2015
(10 % of Semester Grade – Powerpoint presentation
1) This presentation is updated from the Comparison and
Contrast
Memorandum.
2) One presentation for each group member.
3) Each presentation is unique, but will have some common
subject matter.
4) Pick any background from Powerpoint.
5) Print out 6 slides per page does not have to be in color.
6) Slide 1 = Cover Slide
7) Slide 2 = Introduction
8) Slides 3 through 10 = Body (photos, graphs, tables, etc.)
9) Slides 11-12 = Summary-Recommendations-Conclusions
10) Include footer information (page number, date, topic).
11) In general do NOT use paragraphs. Use bullets, numbers,
brief ideas.
12) Every slide has a title.
9/28/2015 EGR 1403 37
46. GRAPHICAL COMMUNICATIONS
HOMEWORK
NUMBER 1 IS DUE NOVEMBER 2, 2015
NUMBER 2 IS DUE NOVEMBER 16, 2015
9/28/2015 EGR 1403 38
Edit Technical instructions memorandum with Graphs
Memorandum NUMBER 4 DUE November 18, 2015
(10 % of Semester Grade)
1) This is a “Draft Final Report”
2) This is NOT a Memorandum. This is a draft final report –
One for each group member.
3) Portions of Draft Final Report for each group member may
be very similar, but written in your own words.
4) Draft Final Report may include attachments such as sketches,
articles, diagrams, etc.
5) Draft Final Report is very detailed and specific. All of the
steps to construct your house.
6) Do NOT use personal pronouns (I, it, we, you, he, she, they,
them, their, etc.)
7) List Skilled trades (electricians, plumbers, Heating-
Ventilation and Air Conditioning *HVAC) The skilled
47. trades will have their tools.
8) List supplies and equipment needed for construction of
house.
9) Required – updated narrative.
10) Required – Action Plan of tasks needed to complete the
PROJECT FINAL REPORT.
11) Required – updated discussion from Creative Problem
Solving.
12) Required – updated construction schedule for your house
(Appendix A).
13) Required – updated powerpoint presentation (Appendix B).
14) Required – include a “quad sheet” as discussed in class
(Appendix C).
15) Required – include a cost estimate for your house
(Appendix D).
16) Required – Six (6) pages of Graphical Communications
drawings prepared by the group that show Excels
Graphs as discussed in class.
9/28/2015 EGR 1403 39
EGR 1403 DRAFT FINAL REPORT = Edit Technical
instructions memorandum with
Graphs = Memorandum NUMBER 4 DUE November 18, 2015
48. ON GRADING CRITERIA
(10 % of Semester Grade – Check list)
Did you include it? Section Number of Pages Max Points Points
Earned
List of Figures)
1.0 5
ons 0.5 5
– Project Schedule (one schedule) 1.0 10
– Power point presentation 2.0 10
– Quad sheet 1.0 10
– Cost Estimate 12.0 5
– Additional figures and data 12.0 5
–Graphical Communications
Figures
49. 6.0 10
appearance
5
DUE ON November 18, 2015
ONE PER STUDENT
• MEMO NUMBER 4 = (DRAFT FINAL REPORT)
• MEMO NUMBER 5 = (PRESENTATION MEMO)
9/28/2015 EGR 1403 41
Group PowerPoint Presentation before entire class DUE
November 23, 25, 30 AND December 2, 2015
(10 % of Semester Grade)
• All Group members speak.
• Presentation is approximately 10 minutes.
• Presentation includes approximately 10 real
slides.
50. • Each group member turns in a copy of the
presentation.
• Each class member writes a sentence about
each group presentation.
9/28/2015 EGR 1403 42
EGR 1403 FINAL REPORT GRADING CRITERIA DUE ON
December 7 OR December 9,
2015
(10 % of Semester Grade – Check list)
Did you include it? Section Number of Pages Max Points Points
Earned
List of Figures)
1.0 5
51. – Project Schedule (one schedule) 1.0 10
– Power point presentation 2.0 10
– Quad sheet 1.0 10
– Cost Estimate 12.0 5
– Additional figures and data 12.0 5
–Graphical Communications
Figures
6.0 10
appearance
5
9/28/2015 EGR 1403 43
Final Report DUE December 7 and 9, 2015
(10 % of Semester Grade)
• This is the Final Report for the project.
• One report for all group members.
• Report should be “bound”, organized and
formatted.
52. • Electronic copies of all files are due.
• See grading criteria.
9/28/2015 EGR 1403 44
Final Exam December 7 and 9, 2015
(10 % of Semester Grade)
• Ethics questions = 33 points.
• One basic Graphical Communications = 33
points.
• One page summary about a topic assigned in
class. = 34 points.
• December 9, 2015 from 6:00 p.m. to 8:30 p.m.
Section 001.
• December 7, 2015 from 8:45 p.m. to 11:15
p.m. Section 002.
9/28/2015 EGR 1403 45
PROJECT RESOURCES ARE SHOWN
ON THE FOLLOWNG SLIDES
9/28/2015 EGR 1403 46
53. Microsoft Tutorials
• Word and Excel Tutorials are posted on
Blackboard.
9/28/2015 EGR 1403 47
Examples of Technical Instructions
Memoranda
• International Code Council – Evaluation
Service www.icc-es.org
9/28/2015 EGR 1403 48
http://www.iccsafe.org/
CONVENTIONAL CONSTRUCTION WEB
SITES
• www.awc.org
• www.apawood.org
• www.masonryinstitute.org
• www.gobrick.com
9/28/2015 EGR 1403 49
http://www.awc.org/
http://www.apawood.org/
54. http://www.masonryinstitute.org/
http://www.gobrick.com/
Cost Estimating Resource (free)
• www.craftsman-book.com
• Downloads
• 2015 National Construction Estimator 30 day
Trial
9/28/2015 EGR 1403 50
http://www.craftsman-book.com/
Brain-storming and background research memorandum
(MEMORANDUM NUMBER 1)
(10 % of Semester Grade) DUE September 16, 2015
• One Memorandum for each group member.
• May use Meeting minute memorandum format.
• Portions of Memorandum for each group member may
be very similar, but written in your own words.
• Memorandum may include attachments such as
sketches, articles, diagrams, etc.
• Describe your brainstorming process, what your team
did, what were your ideas, why did you pick certain
ideas and why did you eliminate certain ideas.
55. • On Blackboard Learn under the Creative Problem
Solving folder, review Chapter 7 and other chapters as
needed.
9/28/2015 EGR 1403 51
Brain-storming and background research memorandum
(MEMORANDUM NUMBER 1)
(10 % of Semester Grade) DUE September 16, 2015
• Assigned Problem statement:
Identify “new” or “different” or “alternative”
methods for residential home construction
(structural systems and or façade, Heating,
ventilation and air conditioning, “green” or
sustainable).
Some examples: Adobe, Compressed Earth Bricks
(CEB) hay bales, tires, recycled plastic, steel
shipping containers, airplanes, Structural Insulated
Panels (SIP), Insulated Concrete Forms (ICF), etc..
9/28/2015 EGR 1403 52
Brain-storming and background research memorandum
(MEMORANDUM NUMBER 1)
(10 % of Semester Grade) DUE September 16, 2015
• “Internal” only EGR 1403
• “Brief” or “Short” 4 pages approximately (more or less)
56. • Include attachments as appropriate
• Format matters
• Date written (date submitted)
• Date of event
• Who is it from (you)
• Who is it to (John Strybos)
• Subject
• Do NOT use pronouns (I, we, you, he, she, it, they, them,
their, etc.)
• Do NOT use a cover page or a table of contents.
9/28/2015 EGR 1403 53
Brain-storming and background research memorandum
(MEMORANDUM NUMBER 1)
(10 % of Semester Grade) DUE September 16, 2015
• Introduction
• Body
• Conclusions or a summary or
Recommendations (maybe)
• Action Items (maybe)
• References (maybe)
• See example meeting minutes memorandum.
9/28/2015 EGR 1403 54
57. MEETING MINUTES MEMORANDUM
TO
FROM
DATE
SUBJECT: House Construction
Attendees:
Meeting Date:
1.0 Brainstorming
With the usage of residential houses gaining popularity in an
era where people living in places far away from their homes due
to work and other socio-economic forces, methods of
construction are constantly changing. While brainstorming
about an ideal construction method for a house meant for
residential occupancy, a review of existing designs was
undertaken through research. This was in a bid to create a basis
for making a proposal capitalizing on the knowledge about
existing construction designs. The result of the review portrayed
how in choosing a method of construction for a house for
residential purposes, the materials used and the architectural
design chosen play a role in determining how well the plan is
executed. The residential house design in this paper will be live
to the fact that while plans are drawn by engineers who pursued
courses in universities and are highly regulated, those who
implement them in most cases are masons and other artisan
technicians who studied in technical based institutions. As such
the materials and the complexity of the method needs to be
made as easily readable as possible and offer the convenience of
accessibility of the necessary construction material to be used.
58. The paper therefore would propose a blend of masonry-oriented
methods with civil-engineering ones to give the best of both
worlds in one construction project.
2.0 Ideas for the proposed construction
Having observed some of the buildings in academic institutions,
it came out that most of them were concrete based. This
involves making a mixture of cement sand and water to produce
a strong structure that stands the effects of the agents of wear
and tear. The strength of the buildings is desirable although
those were too concretized appeared too overloaded.
Walls of the most city residential buildings are made of blocks
that necessitates a lot of finishing tasks. However, this
construction method can be modified to be more reliable by
applying aspects of the “stick-built” method that we observed
used to construct municipality houses.
According to architectural information from architectural
practitioners we consulted, they suggested that aspects of
cement and the stick-built can be integrated in a new method of
construction an idea that was appealing to us. Blending is in a
bid to create a design that has both the appeal of modernity as
well as the strength of tradition. Concrete in this construction is
not used as the primary building agent to hold it together but is
selectively used to set up the foundation and mainly the
columns and the pillars.
3.0 Highlights for the proposed method
· Members suggested ways of how to utilize the ideas by
blending cement and stick-built methods. In this case, when the
foundation is laid, concrete has to be used in most of it to create
a strong foundation to sustain as many stories as the
construction plan will demand. After the foundation however,
the use of concrete is limited to pillars and columns, pieces of
dimensional lumber becomes the major construction material.
59. · Upon concrete foundation, the walls are set up using vertically
arranged lumber clamped together by means of nailing or by
carving as by an artisan. This will call for the use of a mason’s
skill to fix the lumbers on two the columns or pillars to feel up
the spaces left between them.
· For a storied building, a platform is created above the
foundation as supported by the pillars. Framing is done for the
walls again only that parts of the wall will need to be comprised
of bricks that are arranged and held together by use of mortar.
Using iron sheets or light steel that is painted for protection
against rust is another way to do this part.
The case of a storied house
· In essence, the second story would have to be protected
against cold winds that would blow against it since it is
elevated. Since storied houses are bound to get colder on the
upper floors, it is necessary that plastering be done to make
brick-made walls thicker.
· Where metallic materials are used such as iron sheets, such
beef-up measures as aligning layer or two of plywood or wood
carving would help in controlling the air conditions inside the
rooms of the house.
4.0 Consideration of the weaknesses of the Idea
· However, this design is not suitable for skyscrapers as it is not
heavy and the upper stories are light rendering them susceptible
to destruction by strong destabilizers such as earthquakes.
However, the roofing needs to be elaborate and to use strong
materials that exact weight on the walls. The walls can be
strengthened by use of strong metallic bars that are interlocked
to form the roof.
· The attendees agreed that the material that covers over the
roof is left to the discretion of an architect to ascertain based on
the strength of the walls he built and the materials used.
· We also observed that the method of construction needs to be
60. used in a customized way depending on the anticipated carriage
of occupancy. If occupancy will be heavy using concrete needs
to be more on the walls as well. This should not overshadow the
woodwork and carvings of lumbers that are arranged on the
walls with selected fixes of metallic material. This intricacy is
what characterizes the design and should hence be well used.
5.0 Memoranda
The proposed method was presented to a consultancy
architectural firm where its content was analyzed. Feedback on
the content is expected in due course.
Approvals
Faculty:
Lecturer: