ESSAY #6Over the course of the quarter, you have learned to apply .docx
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ESSAY #6 Over the course of the quarter, you have learned to apply the sociological perspective to the world around you. How has taking a sociological perspective changed the way you view our social environment and/or society? In other words, how has the sociological imagination changed your view of things? Provide at least two examples to illustrate. Your response should be about 500-750 words. Essay 6 Rubric Essay 6 Rubric 标准 等级 得分 此标准已链接至学习结果 Sociological Understanding 查看较长的说明 Paper demonstrates that student learned at least two key ideas/concepts/themes this quarter. Paper is reflective. 27.0 得分 Paper includes fewer than two examples of key themes that the student learned. Little reflection. 15.0 得分 No paper submitted 0.0 得分 27.0 分 此标准已链接至学习结果 Clarity and professionalism 查看较长的说明 Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper 3.0 得分 Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay 0.0 得分 3.0 分 总得分: 30.0 ，满分 30.0 上一页 下一页 .
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ESSAY #4In contrast to thinking of poor people as deserving of bei.docx
ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
标准
等级
得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
得分
No paper submitted
0.0
得分
27.0
分
总得分:
30.0
，满分 30.0
上一页
下一页
.
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
PaperGraduate Level RubricAPUS Assignment Graduate Level .docx
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
15 points
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
SLS 1000, Student Learning Success 1 Reflection Pape.docx
SLS 1000, Student Learning Success 1
Reflection Paper Instructions
Every student studies, learns and recalls information differently. Every student will have a unique experience as they
progress through their course of study. As a result, your last assignment in SLS will be a Reflection paper in which you
take time to reflect upon your learning experiences over the past 8 units of material and connect them to your future
progress at Columbia Southern University. Reflection involves critical thinking to examine the significance of your learning
experience through insightful analysis. This assignment requires you to add an outside source of information relevant to
your topic of choice and your personal reflection. In order to support your personal opinion, select content from
professional, published works or you may use a quotation from a famous orator or writer. Any content or quotes require
appropriate APA citation.
Once you have completed your Reflection Paper, submit by uploading it through the “View/Complete” link located in Unit
VIII. Do not e-mail your paper directly to your professor. By using the link, your university record will automatically be
updated to indicate you have submitted your paper and the paper will be provided to your professor for grading.
Below are four questions. Select one and provide your response in a minimum of 500 words. Remember to include one
reference source with proper APA in-text and reference citation. A grading rubric has been placed on the last page as a
guide for you when developing your paper.
Questions
Select ONE of the following questions:
What are you most interested in and passionate about? How does that fit with what you are pursuing here at
Columbia Southern University?
The struggles of life and college require planning, effort and execution. What did you do to accomplish your goals
throughout this course?
Discuss two of the most valuable tools that you will use as you continue your academic career at CSU: goal and
priority management; time management, test taking management, or study strategies.
Review the On the Road to Graduation: Characteristics of Success Online Students. What two items have you
solidified in your academic life and what two items have you yet to accomplish in your academic career? What
steps will you take to ensure that you accomplish these two „missing‟ items?
Reflection Paper
SLS 1000, Student Learning Success 2
Components Highly Competent Competent Satisfactory Not yet Satisfactory Score
Content
50 points
35-50 points
Captivates the reader.
The writer carefully
selected words for
maximum effect and
interest. The reader
learns something
about the writer from
the essay.
20-34 points
Essay is interesting and
well organized. There is
some description and detail
to support the key points.
19-10 points
Essay contains ideas written in
a simple way. The reader may
have troub.
Recommended
ESSAY #4In contrast to thinking of poor people as deserving of bei.docx
ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
标准
等级
得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
得分
No paper submitted
0.0
得分
27.0
分
总得分:
30.0
，满分 30.0
上一页
下一页
.
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
PaperGraduate Level RubricAPUS Assignment Graduate Level .docx
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
15 points
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
SLS 1000, Student Learning Success 1 Reflection Pape.docx
SLS 1000, Student Learning Success 1
Reflection Paper Instructions
Every student studies, learns and recalls information differently. Every student will have a unique experience as they
progress through their course of study. As a result, your last assignment in SLS will be a Reflection paper in which you
take time to reflect upon your learning experiences over the past 8 units of material and connect them to your future
progress at Columbia Southern University. Reflection involves critical thinking to examine the significance of your learning
experience through insightful analysis. This assignment requires you to add an outside source of information relevant to
your topic of choice and your personal reflection. In order to support your personal opinion, select content from
professional, published works or you may use a quotation from a famous orator or writer. Any content or quotes require
appropriate APA citation.
Once you have completed your Reflection Paper, submit by uploading it through the “View/Complete” link located in Unit
VIII. Do not e-mail your paper directly to your professor. By using the link, your university record will automatically be
updated to indicate you have submitted your paper and the paper will be provided to your professor for grading.
Below are four questions. Select one and provide your response in a minimum of 500 words. Remember to include one
reference source with proper APA in-text and reference citation. A grading rubric has been placed on the last page as a
guide for you when developing your paper.
Questions
Select ONE of the following questions:
What are you most interested in and passionate about? How does that fit with what you are pursuing here at
Columbia Southern University?
The struggles of life and college require planning, effort and execution. What did you do to accomplish your goals
throughout this course?
Discuss two of the most valuable tools that you will use as you continue your academic career at CSU: goal and
priority management; time management, test taking management, or study strategies.
Review the On the Road to Graduation: Characteristics of Success Online Students. What two items have you
solidified in your academic life and what two items have you yet to accomplish in your academic career? What
steps will you take to ensure that you accomplish these two „missing‟ items?
Reflection Paper
SLS 1000, Student Learning Success 2
Components Highly Competent Competent Satisfactory Not yet Satisfactory Score
Content
50 points
35-50 points
Captivates the reader.
The writer carefully
selected words for
maximum effect and
interest. The reader
learns something
about the writer from
the essay.
20-34 points
Essay is interesting and
well organized. There is
some description and detail
to support the key points.
19-10 points
Essay contains ideas written in
a simple way. The reader may
have troub.
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
Create an argument for why healthcare is best regulated at the .docx
Create an argument for why healthcare is best regulated at the federal or state/local level. Explain the pros and cons of regulation at that level versus the other level, and consider aspects such as taxation, national standards versus local control, and the Constitution. Include recent examples in the news that support your argument. No plagiarism, will be submitted through Turnitin. Must be written in Turabian format.
Several sources should be cited and listed in the references to support points. These include the book, lessons, news articles, and relevant websites.
The task is to research, create, and support a scholarly argument using facts and evidence. Personal opinions are unnecessary and should be left out of the arguments. State facts and back them with citations. Phrases like "I feel" or "in my opinion" should appear nowhere in the essay.
Please reference the attached rubric before beginning.
Writing Rubric
Exemplary
Accomplished
Developing
Beginning
Did not attempt
Criterion Score
Synthesis Of Knowlegde
20 points
Submission exhibits a clear understanding of the assignment. Thesis is well constructed to guide the reader through the assignment. Submission builds on the thesis with well-documented supporting facts, figures, and/or statements. 17 points
Submission demonstrates good comprehension of topic and in the building of the thesis. Thesis is effectively presented, with most statements and facts helping to support the key focus of assignment. 15 points
Submission exhibits a basic understanding of the assignment, but the thesis is not fully supported or is unclear. The reader may have difficulty seeing linkages between thoughts. Submission has included few supporting facts and statements. 13 points
Submission exhibits a limited understanding of the assignment. Reader is unable to follow the logic of the submission. Thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Writing is weak in the inclusion of supporting facts or statements. 0 points
No submission or plagiarized submission. / 20Foundation of Knowledge
20 points
Submission demonstrates proficient command of the subject matter. Assignment shows an impressive ability to relate course content to practical examples and applications. Submission provides comprehensive analysis of details, facts, and concepts in a logical sequence. 17 points
Submission exhibit competent usage of subject matter in assignment. Submission provides satisfactory ability in relating course content in examples given. Details and facts presented provide an adequate presentation of current level of subject matter knowledge. 15 points
Submission demonstrates has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Submission generally explains concepts, but it only meets the minimum requirements in this area. 13 points
Submissio.
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Analyze Different Research DesignsEvaluation Title Research De.docx
Analyze: Different Research Designs
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
Estimated time to complete: 3 hours
Rubric
PS101 Unit 1 Assessment - Research Design
PS101 Unit 1 Assessment - Research DesignCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO1
18.0
ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.16.0
ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.14.0
ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.13.0
ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.11.0
ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0
ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions
18.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P
18.0
ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0
ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject kn.
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...
12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...Future Education Magazine
Here are 12 tricks to boosting essay writing skills: 1. Understand the Assignment 2. Plan Your Time 3. Research Thoroughly 4. Develop a Strong Thesis Statement 5. Create an OutlineProgram BS in Computing Technology ILO #5 – Integrated L.docx
Program: BS in Computing Technology
ILO: #5 – Integrated Learning
Course #/ Title: CSCU-315 Organizational Information Systems
Assignment Title Final Paper
Week Assessment Occurs: Week 8
Total Points for Assignment: 75
Name in GradeMark: CSCU_315_Final_Paper
Learning
Outcome
Criteria EXEMPLARY PROFICIENT DEVELOPING EMERGING
ILO Connections
Connections to
Experience or Among
Disciplines
4
Synthesizes
relationships among
experiences outside of
the formal classroom to
deepen understanding
of multiplefields of
study and to broaden
own points of view.
Or
Synthesizes
hypothetical examples,
facts, or theories from
more than one field of
study or perspective in
a clear easy to
understand manner to
deepen understanding
of multiple fields of
study and to broaden
3
Analyzes examples of
life experiences, drawn
from a variety of
contexts , to illuminate
concepts/theories/
frameworks of fields of
study.
Or
Analyzes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective in a
clear easy to
understand manner.
2
Applies life experiences
and academic
knowledge to infer
differences, as well as
similarities, and
acknowledge
perspectives other than
own.
Or
Describes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective that is
somewhat unclear or
confusing.
1
Explains connections
between life
experiences and those
academic texts and
ideas perceived as
similar and related to
own interests.
Or
Identifies hypothetical
examples, facts, or
theories from one field
of study or perspective.
own points of view.
ILO Transfer
4
Synthesizes and applies
skills, abilities, theories,
or methodologies
gained in one situation
to explore complex
issues and problem
solve in an innovative
way in a new situation.
3
Analyzes skills, abilities,
theories, or
methodologies gained
in one situation to
problem solve or make
revisions in a new
situation.
2
Applies skills, abilities,
theories, or
methodologies gained
in one situation to
contribute to the
understanding of
problems or issues in a
new situation.
1
Explains skills, abilities,
theories, or
methodologies gained
in one situation that
can be used in a new
situation.
ILO Reflection
Reflection and Self-
Assessment
4
Synthesizes, envisions
and designs a “future”
self that builds on
experiences and
continued learning that
occurs across multiple
and diverse contexts.
3
Analyzes changes in
own learning over
time, including
strengths and
challenges, recognizing
complex contextual
factors that include,
but not limited to
working with ambiguity
and risk, dealing with
frustration and
considering ethical
frameworks with
increasing self-
awareness.
2
Apply strengths and
challenges in learning
experiences,
recognizing contextual
factors that inclu.
7012EHR Organisational ChangeAssEssent GuidEAs.docx
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
A 1500 word paper detailing individual experience at an A.A. 12-step.docx
A 1500 word paper detailing individual experience at an A.A. 12-step meeting attended during the semester. The student will attend an
open
meeting and introduce him/herself as a student attending the meeting for a class on alcohol addiction. No notes, recordings, or pictures are to be taken during the experience. The paper will be a personal account of the student’s experience.
GRADING:
30 points each / rubric posted in the Assignments folder:
10 points for organization, 10 points for creativity/insights, 5 points for grammar/syntax, 5 points for applying course concpets by citing relevant readings
Format
APA format style
Separate title page
12 point font
Numbered pages
1" margins
Criteria
Distinguished
—You have clearly put extensive thought into how you have arranged and developed the layers of thought presented in your essay so that your reader is able to unpeel your insights, little by little.
Proficient
—Your essay is reasonably well-organized, but there is not an elegance to how you structure your ideas and thus there is less impact for the reader.
Needs Improvement
—You have not done a careful job setting up your argument and its supporting ideas; your essay feels rushed and disordered.
Distinguished
—You demonstrate a solid capacity to integrate ideas from your observations/experiences with the course readings/discussions so as to create provocative and thoughtful assertions/insights.
Proficient
—Your essay demonstrates several interesting insights and connections that tie together the course readings/discussions with your observations in intriguing ways.
Needs Improvement
—You provide one or two interesting insights but generally do not do enough to interpret your experiences in insightful ways.
Distinguished
—Your paper is very well-proofread, and your writing demonstrates a maturity with regard to your diction and syntax.
Proficient
—Your paper has only a few errors in grammar and/or syntax. The writing is straightforward and solid but not especially elegant or refined.
Needs Improvement
—Your paper has several errors in grammar and/or syntax. It does not seem to have been especially well-proofread.
Distinguished
—
You use a range of readings/references and consistently and properly reference them.
Proficient
—
Your essay incorporates readings/references, but either it uses too many direct quotes—instead of paraphrases—and/or does not consistently and properly cite these references.
Needs Improvement
—
You do not use a sufficient number of readings/references to make your argument and/or you do not properly cite any references that you do use.
Overall Score
.
What are learning objectivesThese are the concepts we are learn.docx
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
Essay # 3 Instructions Representations of War and Genocide .docx
Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
Essay 1 What is the role of the millennial servant leader on Capito.docx
Essay 1: What is the role of the millennial servant leader on Capitol Hill in the 21st century?
Essay 2: Identify the most pressing public policy issue affecting your community. If you were a Member of Congress, what measures would you take to address this issue? (I want the public policy issue to focus on the school to prison pipeline in Mississippi)
Responses should equal to a total of two pages for each essay which is four pages in total.
.
ErrorsKeyboarding ErrorsCapitlalization ErrorsAbbreviation err.docx
Errors
Keyboarding Errors
Capitlalization Errors
Abbreviation errors
Number Expression Errors
Scholarship Search
Subject Verb Agreement
Pronoun Problems
Sentence Construction
Comma Errors
Other punctuation errors
Format Errors: Letters and Memos
Format Errors: Report and job search documents
Editing for content, clarity and conciseness
.
Epidemiological ApplicationsDescribe how the concept of multifacto.docx
Epidemiological Applications
Describe how the concept of multifactorial etiology relates to the natural history of disease and the different levels of prevention. How should the nurse incorporate these concepts into health promotion of clients in community settings? How should the nurse approach client risk in these health promotion activities?
Disease Outbreak
Select an infectious disease and research the CDC website for information about the disease, its natural history, presenting symptoms, and outbreak characteristics. Identify an occurrence of the disease by searching the Internet for recent reports of this disease, and compare that episode or occurrence with information from the CDC website. How closely did that outbreak resemble the case definition?
.
Epidemic, Endemic, and Pandemic Occurrence of Disease(s)One aspect.docx
Epidemic, Endemic, and Pandemic Occurrence of Disease(s)
One aspect of epidemiology is the study of the epidemic, endemic, and pandemic occurrence of disease(s).
Some critics may argue diseases and conditions such as bird flu are endemic in many countries, and some may argue human immunodeficiency virus (HIV) or AIDS is a series of epidemics.
Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
Based on your research and understanding, answer the following questions:
At what point does a disease become an epidemic, endemic, or pandemic? What are the parameters that define each of these states of a disease's effect?
Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
Disease control has evolved since the discoveries and achievements of these epidemiological pioneers
—
Hippocrates, John Snow, Pasteur, and Koch. Explain the impact of at least one major historical contribution on the current status of epidemiological practices. How can history potentially shape and impact our future work in public health and clinical medicine? Explain.
.
ENVIRONMENTShould the US support initiatives that restrict carbo.docx
ENVIRONMENT
Should the US support initiatives that restrict carbon emissions (or carbon pollution)?
1000 - 1200 words persuasive essay
Must include minimum of three sources with in-text citations
Microsoft word document in APA format including Title page, Reference page
.
More Related Content
Similar to ESSAY #6Over the course of the quarter, you have learned to apply .docx
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
Create an argument for why healthcare is best regulated at the .docx
Create an argument for why healthcare is best regulated at the federal or state/local level. Explain the pros and cons of regulation at that level versus the other level, and consider aspects such as taxation, national standards versus local control, and the Constitution. Include recent examples in the news that support your argument. No plagiarism, will be submitted through Turnitin. Must be written in Turabian format.
Several sources should be cited and listed in the references to support points. These include the book, lessons, news articles, and relevant websites.
The task is to research, create, and support a scholarly argument using facts and evidence. Personal opinions are unnecessary and should be left out of the arguments. State facts and back them with citations. Phrases like "I feel" or "in my opinion" should appear nowhere in the essay.
Please reference the attached rubric before beginning.
Writing Rubric
Exemplary
Accomplished
Developing
Beginning
Did not attempt
Criterion Score
Synthesis Of Knowlegde
20 points
Submission exhibits a clear understanding of the assignment. Thesis is well constructed to guide the reader through the assignment. Submission builds on the thesis with well-documented supporting facts, figures, and/or statements. 17 points
Submission demonstrates good comprehension of topic and in the building of the thesis. Thesis is effectively presented, with most statements and facts helping to support the key focus of assignment. 15 points
Submission exhibits a basic understanding of the assignment, but the thesis is not fully supported or is unclear. The reader may have difficulty seeing linkages between thoughts. Submission has included few supporting facts and statements. 13 points
Submission exhibits a limited understanding of the assignment. Reader is unable to follow the logic of the submission. Thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Writing is weak in the inclusion of supporting facts or statements. 0 points
No submission or plagiarized submission. / 20Foundation of Knowledge
20 points
Submission demonstrates proficient command of the subject matter. Assignment shows an impressive ability to relate course content to practical examples and applications. Submission provides comprehensive analysis of details, facts, and concepts in a logical sequence. 17 points
Submission exhibit competent usage of subject matter in assignment. Submission provides satisfactory ability in relating course content in examples given. Details and facts presented provide an adequate presentation of current level of subject matter knowledge. 15 points
Submission demonstrates has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Submission generally explains concepts, but it only meets the minimum requirements in this area. 13 points
Submissio.
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Analyze Different Research DesignsEvaluation Title Research De.docx
Analyze: Different Research Designs
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
Estimated time to complete: 3 hours
Rubric
PS101 Unit 1 Assessment - Research Design
PS101 Unit 1 Assessment - Research DesignCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO1
18.0
ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.16.0
ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.14.0
ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.13.0
ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.11.0
ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0
ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions
18.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P
18.0
ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0
ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject kn.
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...
12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...Future Education Magazine
Here are 12 tricks to boosting essay writing skills: 1. Understand the Assignment 2. Plan Your Time 3. Research Thoroughly 4. Develop a Strong Thesis Statement 5. Create an OutlineProgram BS in Computing Technology ILO #5 – Integrated L.docx
Program: BS in Computing Technology
ILO: #5 – Integrated Learning
Course #/ Title: CSCU-315 Organizational Information Systems
Assignment Title Final Paper
Week Assessment Occurs: Week 8
Total Points for Assignment: 75
Name in GradeMark: CSCU_315_Final_Paper
Learning
Outcome
Criteria EXEMPLARY PROFICIENT DEVELOPING EMERGING
ILO Connections
Connections to
Experience or Among
Disciplines
4
Synthesizes
relationships among
experiences outside of
the formal classroom to
deepen understanding
of multiplefields of
study and to broaden
own points of view.
Or
Synthesizes
hypothetical examples,
facts, or theories from
more than one field of
study or perspective in
a clear easy to
understand manner to
deepen understanding
of multiple fields of
study and to broaden
3
Analyzes examples of
life experiences, drawn
from a variety of
contexts , to illuminate
concepts/theories/
frameworks of fields of
study.
Or
Analyzes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective in a
clear easy to
understand manner.
2
Applies life experiences
and academic
knowledge to infer
differences, as well as
similarities, and
acknowledge
perspectives other than
own.
Or
Describes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective that is
somewhat unclear or
confusing.
1
Explains connections
between life
experiences and those
academic texts and
ideas perceived as
similar and related to
own interests.
Or
Identifies hypothetical
examples, facts, or
theories from one field
of study or perspective.
own points of view.
ILO Transfer
4
Synthesizes and applies
skills, abilities, theories,
or methodologies
gained in one situation
to explore complex
issues and problem
solve in an innovative
way in a new situation.
3
Analyzes skills, abilities,
theories, or
methodologies gained
in one situation to
problem solve or make
revisions in a new
situation.
2
Applies skills, abilities,
theories, or
methodologies gained
in one situation to
contribute to the
understanding of
problems or issues in a
new situation.
1
Explains skills, abilities,
theories, or
methodologies gained
in one situation that
can be used in a new
situation.
ILO Reflection
Reflection and Self-
Assessment
4
Synthesizes, envisions
and designs a “future”
self that builds on
experiences and
continued learning that
occurs across multiple
and diverse contexts.
3
Analyzes changes in
own learning over
time, including
strengths and
challenges, recognizing
complex contextual
factors that include,
but not limited to
working with ambiguity
and risk, dealing with
frustration and
considering ethical
frameworks with
increasing self-
awareness.
2
Apply strengths and
challenges in learning
experiences,
recognizing contextual
factors that inclu.
7012EHR Organisational ChangeAssEssent GuidEAs.docx
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
A 1500 word paper detailing individual experience at an A.A. 12-step.docx
A 1500 word paper detailing individual experience at an A.A. 12-step meeting attended during the semester. The student will attend an
open
meeting and introduce him/herself as a student attending the meeting for a class on alcohol addiction. No notes, recordings, or pictures are to be taken during the experience. The paper will be a personal account of the student’s experience.
GRADING:
30 points each / rubric posted in the Assignments folder:
10 points for organization, 10 points for creativity/insights, 5 points for grammar/syntax, 5 points for applying course concpets by citing relevant readings
Format
APA format style
Separate title page
12 point font
Numbered pages
1" margins
Criteria
Distinguished
—You have clearly put extensive thought into how you have arranged and developed the layers of thought presented in your essay so that your reader is able to unpeel your insights, little by little.
Proficient
—Your essay is reasonably well-organized, but there is not an elegance to how you structure your ideas and thus there is less impact for the reader.
Needs Improvement
—You have not done a careful job setting up your argument and its supporting ideas; your essay feels rushed and disordered.
Distinguished
—You demonstrate a solid capacity to integrate ideas from your observations/experiences with the course readings/discussions so as to create provocative and thoughtful assertions/insights.
Proficient
—Your essay demonstrates several interesting insights and connections that tie together the course readings/discussions with your observations in intriguing ways.
Needs Improvement
—You provide one or two interesting insights but generally do not do enough to interpret your experiences in insightful ways.
Distinguished
—Your paper is very well-proofread, and your writing demonstrates a maturity with regard to your diction and syntax.
Proficient
—Your paper has only a few errors in grammar and/or syntax. The writing is straightforward and solid but not especially elegant or refined.
Needs Improvement
—Your paper has several errors in grammar and/or syntax. It does not seem to have been especially well-proofread.
Distinguished
—
You use a range of readings/references and consistently and properly reference them.
Proficient
—
Your essay incorporates readings/references, but either it uses too many direct quotes—instead of paraphrases—and/or does not consistently and properly cite these references.
Needs Improvement
—
You do not use a sufficient number of readings/references to make your argument and/or you do not properly cite any references that you do use.
Overall Score
.
What are learning objectivesThese are the concepts we are learn.docx
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
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APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
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12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...
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7012EHR Organisational ChangeAssEssent GuidEAs.docx
7012EHR Organisational ChangeAssEssent GuidEAs.docx
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A 1500 word paper detailing individual experience at an A.A. 12-step.docx
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Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
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Errors
Keyboarding Errors
Capitlalization Errors
Abbreviation errors
Number Expression Errors
Scholarship Search
Subject Verb Agreement
Pronoun Problems
Sentence Construction
Comma Errors
Other punctuation errors
Format Errors: Letters and Memos
Format Errors: Report and job search documents
Editing for content, clarity and conciseness
.
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Disease Outbreak
Select an infectious disease and research the CDC website for information about the disease, its natural history, presenting symptoms, and outbreak characteristics. Identify an occurrence of the disease by searching the Internet for recent reports of this disease, and compare that episode or occurrence with information from the CDC website. How closely did that outbreak resemble the case definition?
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Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
Based on your research and understanding, answer the following questions:
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Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
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—
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1000 - 1200 words persuasive essay
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Throughout this course, we have addressed the following areas:
Helping relationships.
Human services theory and practice.
Theoretical models of practice.
The multidisciplinary approach.
Professional development goals.
Pick
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By Wednesday, post
:
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Three mind-opening realizations about leadership that struck you from the Learning Resources this week. (Be sure to tell the reason[s] these caught your attention, and cite your sources.)
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Good information is essential to make sound decisions (individually and/or collectively) on issues affecting our environment.
View/review information in the below attached power point then answer questions that follows prompt!
Week 2 Env. Samp ppt(2).pptx
Questions
Give 2 definitions of “Environment”?
Give 4 reasons why we are so concern about the Environment?
Give 2 definitions of Pollution?
Give 5 effects of pollution on Human?
Give 5 effects of pollution on Animals
Give 5 effects of pollution on plants, fruits and vegetables?
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Explain Urban Pollution?
Explain outer space pollution?
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Why are anaerobic organisms generally not seen in a routine fecal specimen or culture?
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ENG 2480 Major Assignment #3Essay #2 CharacterAnaly.docx
ENG
2480
Major Assignment #
3
Essay #2
:
Character
Analysis Essay
Paper Specifications:
2
Full Pages
, excluding Work
s
Cited page. Typed. Double Spaced.
One-inch
Margins.
12pt. Font
.
Times New Roman. Proper MLA
.
Submit
.doc,
.
docx
,
odt
.,
or .rtf Files Only
***Do not paste the essay into the assignment forum
text box
. Attach the document instead***
Due Date: Monday,
June
1
9
, 201
7
in Blackboard by
11
:
00
pm
Using the STEAL method or Foil Characters
concept
, a
nalyze how the author
constructs a
character.
Your analytical argument should focus on how
the author creates
the character
and how the author uses the character
to embody
the theme of the work.
Find one scholarly source to help support your essay’s thesis.
Choose
only one character
from the following list
as your main point of analysis
:
•
Oscar Wilde’s
The Importance of Being Earnest
:
o
Lady
Bracknell
o
Miss Prism
o
Cecily
•
Robert Louis Stevenson’s
The Strange Case of Dr. Jekyll and Mr. Hyde
:
o
Mr. Poole
o
Mr. Gabriel John
Utterson
o
Dr. Hastie Lanyon
Remember, always establish clear criteria during your argumentation. You need a clear thesis to guide the essay and argumentative topic sentences to guide each paragraph. You are essentially discussing
how
an author creates the personality of a fictional character and how
that
character helps develop the meaning and significance of a work
, so make sure you assert your interpretation.
Do not summarize!
Consider that your audience has read the work
and
has
been exposed to the key literary
te
rms, so you do not need to define them.
Do not evaluate!
Avoid judging how well the author
writes or how good or bad the poem is
. Analyze the importance of the
literary device and remain objective
.
***
Numerous essays exist about these works. Do not be tempted to plagiarize! Use close reading and your critical thinking skills to approach your selected topic
***
Grading Scale
Title Is Helpful, Informative, and Reflective
0 to
5
Points
Presentation and Strength of the Introduction, Body, and Conclusion.
0 to 10 Points
Clearly Stated Thesis.
Must Be Analytical and Reflect the Assignment.
0 to 10 Points
Focus: Staying on Topic. Always Developing and Sticking to the Thesis
and Assignment
.
0 to 10 Points
Every Paragraph Has an Argumentative Topic Sentence. Every Paragraph Has Support or Examples or Details Explaining the Topic Sentence.
0 to 10 Points
Flow: Transitions (not simply transitional words) and Logical Progressions or Movements Between Paragraphs and Sentences Connecting Their Different Ideas.
0 to 10 Points
Organization, Order, and Structure.
0 to 10 Points
Using and Developing a Logical and In-depth Approach to Claims.
Strong Analysis without Over-Summarization.
0 to 10 Points
Vivid Descriptions. “Show. Do Not Tell.” Substantial, In-depth Detail
and Textual / Visual Evidence
.
0 to 10 Points
Clear Language that Explains and Expresses Each Idea in an Und.
English EssayMLA format500 words or moreThis is Caue types of .docx
English Essay
MLA format
500 words or more
This is Caue types of essay (Only the causes/ not the effect)
Do not cite anything from outside source
Topic: what are the causes of Divorce?
Download the File Below to see the Form of the Essay.
Due By 4/26/2017 11 pm
*** Important note: Do not use hard or complicated words. Simple essay with easy word. ***
.
Eng 2480 British Literature after 1790NameApplying Wilde .docx
Eng
2480 British Literature after 1790
Name:
Applying Wilde to Wilde (100 points)
Instructions:
Discuss how Wilde applies the ideas of aestheticism and the arguments from
The Critic as Artist
to
The Importance of Being Earnest
. What notions of living to the fullest exist in the play? What notions of living intensely and passionately do the characters reinforce? How is the play (as a creative work) acting as a critical work, as well? What does the work critique?
This response should
be around 250 to 300 words,
not
including the quotes.
Always cite specifics from the texts
.
*NEED IT COMPLETED BY 8pm eastern
.
English 1C Critical Thinking Essay (6 - 6 12 pages, MLA 12pt font .docx
English 1C: Critical Thinking Essay (6 - 6 1/2 pages, MLA 12pt font times new roman)
Due Date: (8/2/17)
Assignment: Consider one of the topics: I choose to propose my own topic. (received teacher's approval)
Requirements: Use 1-2 in class philosophical texts (I have them in the attachment) and 3-4 academic sources (requires research) to analyze, explore, and make connections to each other. Needs to have at least one quote in each body paragraph.
My proposed topic:
In class, my teacher he talks about a scenario where people from different cultures tend to have different views and values, but people who were raised in both cultures can have an internal conflict between their cultures, causing to choose one over the other, have a mix of both (as in a hybrid form of culture), or identify themselves to another culture that lies somewhere in between, or maybe even reject both cultures.
In Nietzsche's essay "On Truth and Lying in an Extra-Moral Sense", he says "for between two absolutely different spheres such as subject and object, there can be no expression, but as most an aesthetic stance, I mean an allusive transference, a stammering translation into a completely foreign medium. For this, however, in any case a freely fictionalizing and freely inventive middle sphere and middle faculty is necessary." In connection to people who have lived in two different cultures this inventive "middle ground” and “aesthetic stance” is essential for them to embrace their own set of values and beliefs.
For the research part of the essay, I wanted to explore people who have immigrated to another country from their own home country since a young age, for their development is heavily influenced by the struggles of living in multiple cultures. (I’m one of them myself). In sociology, Ruben Rumbaut was the first to coin the term “1.5 generation immigrant”, which means the people who have arrived in another country before their adolescence. Based on the age in which they immigrated, some of these immigrants might feel a stronger connection to a particular culture where some might feel they belong right in the middle, being unable to identify themselves to either of their ethnicities. (Just providing possible examples)
Optional (If there isn’t enough topics): Also for immigrants who might choose one culture over another. It can possibly relate to another philosophical text. In Plato’s “The Allegory of the Cave,” Aristotle argues that there are two mediums of knowledge that exists: the physical/sensory world(cave), where people(prisoners) are living happily in an illusion, and the intelligible world, where people can achieve a perfect form of knowledge through learning philosophy. For people, who have acquired the “perfect knowledge” of philosophy, when they go back to the sensory world, they will have a better and clearer perception of the world than those in the sensory world. They also have developed a responsibility of “quietly ruling” the people in the sensor.
ENGL 227World FictionEssay #2Write a 2-3 page essay (with work.docx
ENGL 227
World Fiction
Essay #2
Write a 2-3 page essay (with works cited page) on one of the following topics:
1.
D.H. Lawrence “The Rocking Horse Winner”
·
Describe the relationship between mother and son in this story.
How is this relationship central to the story’s themes of luck,
money, and dysfunctional families?
2.
Shirley Jackson “The Lottery”
·
Describe the importance of tradition in the community depicted in this story. What does the author appear to be saying about its effects upon society?
3.
Franz Kafka “A Hunger Artist”
·
What is Kafka suggesting about the nature of the relationship between the artist and society?
Cite examples of the artist’s attitude toward his “art” and regulations as well as society’s changing attitude toward the artist.
4.
Clarice Lispector “The Smallest Woman in the World”
·
What does the story appear to be implying about the nature of human love?
Be sure to examine love as it is described in the narrator’s depiction of Little Flower as well as in her depiction of the various readers’ reactions to the story of Little Flower.
Relate this to the overall theme of the story.
5.
Jack London “To Build a Fire”
·
Examine the difference between actions based on knowledge and those based on instinct as depicted in the behaviors of the man and the dog.
What does London seem to be saying about the nature and the value of both approaches to navigating the world?
Relate this to Naturalism.
6.
Ernest Hemingway “Hills Like White Elephants”
·
Hemingway is famous for his “iceberg theory” of narrative in which sparse prose suggests deeper elements of character and theme.
What does the dialogue suggest about the two protagonists?
What is the attitude of each toward their predicament?
·
What will change, depending on how the predicament is resolved? How does each envision the possibility of a shared future? Be sure to support your interpretation with quotations and connect character with theme.
·
Examine how the story’s setting is related to character, theme, and action (conflict).
7.
Flannery O’Connor “A Good Man is Hard to Find”
·
Discuss O’Connor’s use of humor in this story.
What kind of tone is developed at the beginning of the story through humor?
How does the tone change as we move toward the story’s conclusion?
8.
Jorge Luis Borges “Emma Zunz”
·
Examine Emma’s attitude toward sexuality.
How does this attitude relate to the crime she commits?
Why does she decide to add a sexual component to her set-up of Loewenthal?
Consider the element of sacrifice.
9.
Raymond Carver “A Small, Good Thing”
·
Discuss the theme of communication in relationships in the story, including the Weisses, the baker, Doctor Francis, and Franklin’s family.
10.
Yukio Mishima “Patriotism”
While Takeyama waits for his wife to take a bath, he thinks, “Was it death he was now waiting for? Or wild ecstasy of the senses?
The two seemed to overlap, almost as if the object of his bodily desire was death itself.
Engagement Participation Respond to two of your classmates’D.docx
Engagement/ Participation:
Respond to tw
o of your classmates’
Distinguished - Contributes to classroom conversations with at least the minimum number of replies, all of which were thoughtful, relevant, and contributed meaningfully to the conversation. Fully engages in the conversation with appropriate topic-based responses.
Proficient - Contributes to classroom conversations with the minimum number of replies that are somewhat thoughtful, relevant, and contributed meaningfully to the conversation. Attempts to fully engage in the conversation with appropriate topic-based responses.
Peer Responses must be written as though you are speaking with the classmate, having a conversation that goes back and forth and expresses whether or not you agree or disagree with their point-of-view on the topic
.
ENG 3326 Proposal Writing Instructor Dr. Natalia MatveevaSch.docx
ENG 3326: Proposal Writing
Instructor: Dr. Natalia Matveeva
Schedule: Spring 2017
Directions:
All assignment descriptions are located in the
Assignment Descriptions
folder in
Course Content
.
All PowerPoint presentations and additional reading materials (handouts, articles, etc.) are placed in the
PPPs and Supplemental Reading Materials
folder in
Course Content.
Terminology:
Study = read carefully
Read = read carefully and take notes
Scan = read most sections
Post = submit a response in
Discussions
Submit = submit an assignment through
Submit Assignments
Email = email me using Blackboard Mail
Task = complete an individual task
PPP = PowerPoint presentation
Week
Date
Activities and tasks due by
11pm
1
Tue
Jan 17
Course Introduction
Watch:
Introductory video:
https://www.youtube.com/watch?v=eneAREPC910&feature=youtu.be
Read:
·
3326_StartHere in
Course Content
·
3326_Syllabus in
Course Content
·
3326_Schedule in
Course Content
Post:
Self Introduction
Post:
Questions about the syllabus or the schedule if you have any
E
mail
: A message saying that you have read and have understood the policies
Thur
Jan 19
Unit 1: Scholarship Application
Read:
·
Ch1.Introduction to Proposals and Grants
·
“Grant Writer” by
Elka Torpey:
http://www.bls.gov/careeroutlook/2014/youre-a-what/grant-writer.htm
·
“Be a Grant Writer and Start a Grant Writing Business” by Jenny Fulbright:
http://www.powerhomebiz.com/business-ideas/grant-writer-and-start-a-grant-writing-business.htm
Listen to
: PPP: Introduction to Proposal Writing; Elements of a Successful Scholarship Application (
PPPs and Supplemental Reading Materials
)
Study:
Assignment Description: Unit 1.
Scholarship Application
Task:
Search for scholarship opportunities on campus and online.
Post:
Questions about Unit 1 if you have any
2
Tue
Jan 24
Unit 1: Scholarship Application
Read:
Ch2.
Identifying Problems and Opportunities
Listen to
: PPP: Memos, Emails, and Letters. Common Problems in Student Writing (
PPPs and Supplemental Reading Materials
)
Review:
Sample letters in
Sample Documents
Submit:
1st draft of Unit 1 in
Assignments
Note: See the assignment description for details.
Start working on your
Learning Module 1
.
Thur
Jan 26
Unit 1: Scholarship Application
Read:
Ch3.
Strategic Planning for Proposals and Grants
Study:
·
“Common Problems in Student Writing”
·
“Commonly Misused Words” (in
PPPs and Supplemental Reading Materials
)
Submit:
2nd draft of Unit 1 in
Assignments
Note: See the assignment description for details.
Post:
2nd draft of Unit 1 in
Discussions
for peer review
Note: See the assignment description for details.
Submit:
Quiz responses to
Learning Module 1
in
Assessments
Start working on your
Learning Module 2
.
3
Tue
Jan 31
Unit 1: Scholarship Application
Study
: PPP: Conquering the Comma by OWL (in
PPPs and Supplemental Reading Materials
)
Post:
Your peer review of one of the posted drafts in Discussions
Note: Se.
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