FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
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FINAL PROJECT EVALUATION CRITERIA There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course). Scoring Instructions · For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator). · For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points. · Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points. 4 (Exemplary) 3 (Meets the Standard) 2 (Progressing) 1 (Emerging) RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) 4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It: · Responds to assigned or selected topic; · Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.); · Is substantive and evidence-based; · Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date. 3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It: · Responds to assigned or selected topic; · Is substantive and evidence-based; · Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date. 2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content: · Somewhat misses the point of the assigned or selected topic; · Lacks in substance, relying more on anecdotal than scholarly evidence; · Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date. 1 Paper or writing assignment is unresponsi ...
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Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P.docx
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements ...
Grading Rubric Application Assignments, Journals, and Final Paper.docx
Grading Rubric: Application Assignments, Journals, and Final Papers
12 possible points per application/journal assignment
20 possible points for final papers
There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content Knowledge, and Quality of Writing). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only, and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to the assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence based; demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/
provides lack of understanding ...
Assignment Rubric – Weeks 1, 3–6, and 9–10Grading Rubric Appl.docx
Assignment Rubric – Weeks 1, 3–6, and 9–10
Grading Rubric: Application Assignments (Wks 1, 3–6, and 9–10)
12 possible points per Application Assignment
There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the .
Week 3 Assignment Complete homework exercises in Word o.docx
Week 3 Assignment
Complete homework exercises in Word or Excel.
Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14
https://lms.grantham.edu/webapps/assignment/uploadAssignment?content_id=_4337513_1&course_id=_53572_1&group_id=&mode=view
Quick Reference List for APA Formatting
1. When there are only two authors always list both. When you reference them in text, use Jones and Jones (2005). When you reference them at the end of your sentence you use "&" (Jones & Jones, 2005).
2. When you list a group of authors in a reference, the first time you use them list all authors unless there are more than six authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next time you reference them you can use (Jones et al., 2005).
3. Don’t reference every sentence in a paragraph with the same source. Begin your paragraph with Smith and Jones (2005) found…. Until you introduce another source or switch paragraphs it is understood the information is coming from that source.
4. When you reference authors in a sentence such as; Jones and Jones (2005) found ….don't put a comma after or before the date. Use a comma after the date if it is grammatically correct. For example; According to Smith (2003), recent findings have disputed…
5. If you are speaking from your personal experience or stating an opinion or belief, make it clear to the reader that you are the source of information. Professionally speaking, …. Personal experiences have been…
6. References at the end of your post and papers need to be alphabetized.
7. When you summarize an article, as you will need to do for assignments, or when you are citing the literature, do not state "in an article read", "the article I found on …." "the book titled …" It is understood you have read the material, don't tell your readers you have read it. Instead tell the readers what you have found, e.g. Jones and Smith (2003) have identified key elements in a successful therapeutic relationship.
8. Avoid direct quotes in your work. I want to hear what you have to say about the information. Graduate school is the time for you to develop your professional voice and become the expert on a topic. We can all go to the source of information, especially our text books and assigned reading, to read what has been said. Instead, I want to see how you synthesize and apply the material that you have read so I don't want to see direct quotes in your work. Very few things are so important that they need to be quoted verbatim. Give us your take on the information
9. Before you can use an acronym the proper name must be used first followed by the abbreviation in parentheses. The American Counseling Association (ACA) is the leading authority in…. Rational Emotive Behavior Therapy (REBT) is a common therapy for the treatment of …..Not all readers will know what you are referring to if you only use the acronym.
10. Proof Proof and Proof your work some more. Make sure you are turning in profession.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
Final Project (Week Eight)Required Elements of Final Projec.docx
Final Project: (Week Eight)
Required Elements of Final Project:
·
Research in more detail the topics in weeks four through eight.
·
Write on the following theme:
“The twentieth century leader’s job was about moving goods while the twenty-first century leader is about moving people.”
·
Provide anexplanation of the difference between the business landscapes of the two centuries as well as the differences between the leadership skills that the landscapes dictate.
·
The discussion of leadership differences should include the idea of how the roles of leader and manager have separated between the centuries and why the new leadership skills (discussed in weeks four through eight) must interface with people centric skills of the leader.
Required Formatting of Final Project:
This paper should be double-spaced, 12-point font, and five to seven pages in length excluding the title page and reference page;
Title page;
Introductory paragraph and a summary paragraph;
Use headings;
Write in the third person;
Use at least four sources from the course material and four additional sources from your research;
Use APA formatting for in-text citations and a reference page.
You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Hide Rubrics
Rubric Name: Written Assignment (30%)
Criteria
demonstrates a high degree of critical thinking, is consistent in accurately interpreting questions & material; provides solid assumptions, reasoning & claims; thorough analysis & evaluation with sound conclusions
shows good critical thinking; accurately interprets most questions & material; usually identifies relevant arguments/reasoning/claims; offers good analysis & evaluation with fairly sound conclusions
shows occasional critical thinking; questions & material is at times accurately interpreted; arguments/reasoning/claims are occasionally explained; offers fair analysis & evaluation with a conclusion
shows little critical thinking, misinterprets questions or material; ignores or superficially evaluates; justifies little and seldom explains reasoning; draws unwarranted conclusions
lacks critical thinking consistently offers biased interpretations; ignores or superficially evaluates; argues using poor reasoning, and/or unwarranted claims
arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts
arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts
arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material
arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the .
Recommended
Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P.docx
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements ...
Grading Rubric Application Assignments, Journals, and Final Paper.docx
Grading Rubric: Application Assignments, Journals, and Final Papers
12 possible points per application/journal assignment
20 possible points for final papers
There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content Knowledge, and Quality of Writing). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only, and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to the assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence based; demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/
provides lack of understanding ...
Assignment Rubric – Weeks 1, 3–6, and 9–10Grading Rubric Appl.docx
Assignment Rubric – Weeks 1, 3–6, and 9–10
Grading Rubric: Application Assignments (Wks 1, 3–6, and 9–10)
12 possible points per Application Assignment
There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the .
Week 3 Assignment Complete homework exercises in Word o.docx
Week 3 Assignment
Complete homework exercises in Word or Excel.
Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14
https://lms.grantham.edu/webapps/assignment/uploadAssignment?content_id=_4337513_1&course_id=_53572_1&group_id=&mode=view
Quick Reference List for APA Formatting
1. When there are only two authors always list both. When you reference them in text, use Jones and Jones (2005). When you reference them at the end of your sentence you use "&" (Jones & Jones, 2005).
2. When you list a group of authors in a reference, the first time you use them list all authors unless there are more than six authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next time you reference them you can use (Jones et al., 2005).
3. Don’t reference every sentence in a paragraph with the same source. Begin your paragraph with Smith and Jones (2005) found…. Until you introduce another source or switch paragraphs it is understood the information is coming from that source.
4. When you reference authors in a sentence such as; Jones and Jones (2005) found ….don't put a comma after or before the date. Use a comma after the date if it is grammatically correct. For example; According to Smith (2003), recent findings have disputed…
5. If you are speaking from your personal experience or stating an opinion or belief, make it clear to the reader that you are the source of information. Professionally speaking, …. Personal experiences have been…
6. References at the end of your post and papers need to be alphabetized.
7. When you summarize an article, as you will need to do for assignments, or when you are citing the literature, do not state "in an article read", "the article I found on …." "the book titled …" It is understood you have read the material, don't tell your readers you have read it. Instead tell the readers what you have found, e.g. Jones and Smith (2003) have identified key elements in a successful therapeutic relationship.
8. Avoid direct quotes in your work. I want to hear what you have to say about the information. Graduate school is the time for you to develop your professional voice and become the expert on a topic. We can all go to the source of information, especially our text books and assigned reading, to read what has been said. Instead, I want to see how you synthesize and apply the material that you have read so I don't want to see direct quotes in your work. Very few things are so important that they need to be quoted verbatim. Give us your take on the information
9. Before you can use an acronym the proper name must be used first followed by the abbreviation in parentheses. The American Counseling Association (ACA) is the leading authority in…. Rational Emotive Behavior Therapy (REBT) is a common therapy for the treatment of …..Not all readers will know what you are referring to if you only use the acronym.
10. Proof Proof and Proof your work some more. Make sure you are turning in profession.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
Final Project (Week Eight)Required Elements of Final Projec.docx
Final Project: (Week Eight)
Required Elements of Final Project:
·
Research in more detail the topics in weeks four through eight.
·
Write on the following theme:
“The twentieth century leader’s job was about moving goods while the twenty-first century leader is about moving people.”
·
Provide anexplanation of the difference between the business landscapes of the two centuries as well as the differences between the leadership skills that the landscapes dictate.
·
The discussion of leadership differences should include the idea of how the roles of leader and manager have separated between the centuries and why the new leadership skills (discussed in weeks four through eight) must interface with people centric skills of the leader.
Required Formatting of Final Project:
This paper should be double-spaced, 12-point font, and five to seven pages in length excluding the title page and reference page;
Title page;
Introductory paragraph and a summary paragraph;
Use headings;
Write in the third person;
Use at least four sources from the course material and four additional sources from your research;
Use APA formatting for in-text citations and a reference page.
You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Hide Rubrics
Rubric Name: Written Assignment (30%)
Criteria
demonstrates a high degree of critical thinking, is consistent in accurately interpreting questions & material; provides solid assumptions, reasoning & claims; thorough analysis & evaluation with sound conclusions
shows good critical thinking; accurately interprets most questions & material; usually identifies relevant arguments/reasoning/claims; offers good analysis & evaluation with fairly sound conclusions
shows occasional critical thinking; questions & material is at times accurately interpreted; arguments/reasoning/claims are occasionally explained; offers fair analysis & evaluation with a conclusion
shows little critical thinking, misinterprets questions or material; ignores or superficially evaluates; justifies little and seldom explains reasoning; draws unwarranted conclusions
lacks critical thinking consistently offers biased interpretations; ignores or superficially evaluates; argues using poor reasoning, and/or unwarranted claims
arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts
arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts
arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material
arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the .
PSYC 221Article Critique Grading RubricStudent ________.docx
PSYC 221
Article Critique Grading Rubric
Student: _______________________________
5
4
3
2
1
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content. Critique includes three outside sources to support evaluation.
Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. Critique includes two outside sources to support evaluation.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. Critique includes one outside source to support evaluation.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction. Critique does not include outside sources to support evaluation.
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. Critique is missing.
No assignment was turned in.
Content
Assignment parameters (length, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; assertions are clearly supported and/or illustrated
Assignment parameters (length, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; assertions weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; assertions weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors ...
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Assignment 2 Audit Planning and ControlDue Week 8 and worth 280.docx
Assignment 2: Audit Planning and Control
Due Week 8 and worth 280 points
It is common industry knowledge that an audit plan provides the specific guidelines auditors must follow when conducting an external audit. External public accounting firms conduct external audits to ensure outside stakeholders that the company’s financial statements are prepared in accordance with generally accepted accounting principles (GAAP) or International Financial Reporting Standards (IFRS) standards.
Use the Internet to select a public accounting company that appeals to you. Imagine that you are a senior partner in a public accounting firm hired to complete an audit for the chosen public company.
Write a four to six (4-6) page paper in which you:
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
1. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
1. Analyze the balance sheet and income statement of the company that you have selected, and outline your method for evidence collection which should include, but not be limited to, the type of evidence to collect and the manner in which you would determine the sufficiency of the evidence.
1. Discuss the audit risk model, and ascertain which sampling or non-sampling techniques you would use in order to establish your preliminary judgment about materiality. Justify your response.
1. Assuming that the end result is an unqualified audit report, outline the primary responsibilities of the audit firm after it issues the report in question.
1. Use at least two (2) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
1. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
1. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
1. Plan and design a generalized audit program.
1. Determine the nature and extent of evidence accumulated to conduct an audit after considering the unique circumstances of an engagement.
1. Evaluate a company’s various risk factors and the related impact to the audit process.
1. Evaluate effective internal controls that minimize audit risk and pote ...
Assignment InstructionsInstructionsThe research paper
Assignment Instructions
Instructions:
The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.
PLEASE NOTE: The topic chosen for this research paper cannot be a topic discussed within the weekly assignments for this course. The re-use of any assignment is unacceptable.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
grading cubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical seque ...
Assignment InstructionsInstructionsIn 2-3 pages (not co
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
King AbdulAziz University Faculty of Economics and Adm.docx
King AbdulAziz University
Faculty of Economics and Administration
Human Resource Management Department
RESEARCH PROPOSAL GUIDELINE
Executive Master Program
Semester 1st Semester Academic Year 2022
STEPS TOWARDS YOUR PROPOSAL:
• Articles: You should read peer reviewed academic articles and answer the following questions for each
article.
o What is the author’s main purpose?
o What is the points s/he makes (related to your topic)?
o How the points are supported (what kind of evidence is used)?
o Whether the evidence seems strong and persuasive?
o The conclusions that are reached (related to your topic)
• Outline: You should use the notes on the articles and develop a detailed outline of all aspects of the final
research proposal.
• Rough Draft: Expand the outline by including details of what you intend to include in the final proposal.
Write your rough draft in the same manner you would in your final proposal. Remember your draft will help
you to figure out the quality of your proposal. Feel free to use a peer reviewer for feedback.
• Write your Final Proposal
o Title: You should include a relevant and interesting title to your research topic.
o Introduction: Write an introduction that engages the reader and includes important background
information.
o Literature Review: Use peer-reviewed academic articles to tie together the different ideas that shape
your research question
o Explanation of Research Questions: You should explain your primary research questions and any
other sub questions that may support answering the primary research question.
o Research Methodology: Identify which research method you will use and explain why you chose
that method (linking back to your research question and literature review)
o Bibliography: cite all sources in an appropriate style; APA style is preferred to be used.
King AbdulAziz University
Faculty of Economics and Administration
Human Resource Management Department
NOTE: Plagiarism is a serious research offense that may lead to your disqualification. Do not copy other
people’s work and whenever you use someone else’s work, ensure that you acknowledge it through proper
citation and referencing.
The commonest types of plagiarism may involve the following:
• Copying a paragraph word for word from a book, journal, webpage, lecture notes or other
printed or electronic source without acknowledgement.
• Copy the work of another student (past or present).
• Copying a paragraph, but making small changes, such as replacing a few verbs or adjectives
with words which mean the same thing.
• Cutting and pasting a paragraph by using a few sentences of the original but leaving one or
two out, or by putting one or two sentences in a different order.
• Putting a paragraph together by cutting and pasting a few choice phrases from a number of
different sources and adding in some words of your own.
King AbdulAziz Uni.
As part of continuing your work on your evidence-based project p.docx
As part of continuing your work on your evidence-based project proposal, identify between two and five peer-reviewed tools that have been validated and found reliable to measure change for your EBP proposal. These tools can include surveys or questionnaires that have been used in the literature to evaluate similar evidence-based practice projects. Many tools may be available to you depending on your topic. This assignment involves you searching the databases to learn about how your topic has been evaluated in the past.
Assignment Instructions
After you identify between two and five peer-reviewed tools, in a Word document, describe in 300 to 500 words why you have selected them and how you plan to use them in your proposal. Include the validity and reliability of the tools (which is found in journal articles). Submit the names of the tools along with your 300- to 500-word justification and ensure that you use APA format.
Writing Assignment Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 points
The writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 points
The writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 points
Absent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccuratel.
Choose one monumental policy or regulation and give an in-depth eval.docx
Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
CJUS 310Research Paper – Outline InstructionsYou must provide .docx
CJUS 310
Research Paper – Outline Instructions
You must provide an in-depth outline of the research paper you plan to write based on the topic you selected in Module/Week 2. Your outline must contain headings that correlate to your chosen topic:
Introduction
First Heading
Sub-heading
Second Heading
Sub-heading
Third Heading
Sub-heading
Conclusion
Reference List
You must describe each point with 1–2 sentences. See the Research Paper – Final Draft Instructions for details on each section of the paper.
See the Research Paper – Outline Grading Rubric for all grading criteria. You will receive written explanation if your outline needs to be modified.
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.
CJUS 310
Research Paper – Final Instructions
Now that you have selected a topic, created an outline, and completed a rough draft, you will submit the final copy of your Research Paper. Below you will find detailed instructions for what needs to be included in each section of your paper as well as the details on the formatting.
Research Paper Guidelines
· Length of Paper: A minimum of 5 pages, excluding the title page, abstract, table of contents, reference list, and appendices.
· References: A minimum of 5 primary references and 5 biblical references. All references must be cited in the body of the paper and included in the reference list. Biblical references are only cited in text.
· Formatting: The paper must use 12-point, Times New Roman font and be double-spaced with 1-inch margins. The paper must follow current APA format.
Content
· Title Page: The title must be short and to the point. If the title is more than one line, double-space between the lines. The page header and page number appear at the top right of the title page. The title of the paper is centered on the page. Your name appears 1 double-space below the title. Your institutional affiliation appears 1 double-space below your name, then the course number and title 1 double-space below that. The running head must be in the upper right-hand corner.
· Abstract: A synopsis or executive summary of your project that also describes the purpose of the project and what it accomplishes.
· Introduction: A statement of your approach and assumptions, the background the reader needs to understand your approach, and an explanation of how you intend to address the main issues.
· First Heading: Presents an overview of the history and/or current learning related to the topic, based on literature and electronic sources. It provides the reader with an in-depth understanding regarding the topic.
· Second Heading: Provides the reader with an in-depth understanding of the topic and how the topic is applied in practical settings.
· Third Heading: Integrates the information about the topic and makes assumptions about the current and future use of juvenile justice. The presentation must provide the reader with sufficient information to understand and support the assumptions.
· Conclusi ...
The name of the company is south air lineFinal Project Fi.docx
The name of the company is south air line
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Required Formatting of PowerPoint Present.
Discussion Posting and Response RubricExemplaryProficientP.docx
Discussion Posting and Response Rubric
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
10 points (28%)
Posts exceed requirements of the discussion instructions (e.g., respond to the question being asked; go beyond what is required (i.e., incorporates additional readings outside of the assigned learning resources, and/or shares relevant professional experiences); are substantive, reflective, and refers to learning resources demonstrating that the student has considered the information in learning resources and colleague postings).
10 points
Posts are responsive to and meet the requirements of the discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to learning resources demonstrating that the student has read, viewed, and considered the learning resources and colleague postings.
8–9 points
Posts are somewhat responsive to the requirements of the discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
5–7 points
Posts are unresponsive to the requirements of the discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
0–4 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
10 points (28%)
Posts demonstrate the student's ability to apply, reflect, AND synthesize concepts and issues presented in the weekly learning objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
10 points
Posts demonstrate the student's ability to apply, reflect OR synthesize concepts and issues presented in the weekly learning objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
8–9 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
5–7 points
Posts demonstrate a l.
In this SLP, you will prepare a presentation in which you provide .docx
In this SLP, you will prepare a presentation in which you provide your audience with information on the following areas:
1. Introduce the immune system.
2. Explain the differences between antibody mediated immunity and cell mediated immunity.
3. List one example of antibody mediated and cell mediated immunity.
ASSIGNMENT EXPECTATIONS
Number of Slides: 15
Content of Slides: Your presentation should address each of the areas listed above.
Speaker Notes
Each slide will contain speaker notes sufficient to tell me what the purpose of each slide is—specifically, what you would say to a live audience that you were presenting your program to.
SLP: Second Part
Many healthcare programs have modified their operational design and culture to one of being patient-centered while being fiscally viable. As part of your interview of a healthcare manager or executive selected for module 1 discuss how the program was or will be transformed to be patient-centered. In your discussion please address the following questions.
1. How was the program restructured or reengineered to adapt to internal and external factors impacting it?
2. What internal and external factors were considered in the transformation?
3. What were the barriers or obstacles were encountered (e.g. internal politics, economics, resource limitations, time constraints, etc.).
4. What is the potential impact on the program of technology, legislation, etc on the services provided on the program.
*Please note that you may add any additional questions that tie into the themes presented in module 2.
Expectations
Assignment Expectations:
1. Be sure to conduct additional research to gather sufficient information to familiarize yourself with the facts of the case and be sure to justify/support your position.
2. Limit your responses to a maximum of three pages.
3. Please support your discussions with scholarly support (3-5 references). Be sure to properly cite all references.
4. Apply critical thinking skills the the assignment component.
5. I will grade your paper on your ability to address the assignment criteria listed above with depth and breadth of discussion. I will also critique your writing format (i.e. proper reference citations, spacing, etc.).
Your case paper will be further evaluated based on the following criteria:
Precision (Excellent; Good; Average; Poor)
· Each question and or assignment requirement is addressed in the paper
· Accuracy of your answers, key points and supporting discussion
Clarity (Excellent; Good; Average; Poor)
· The paper is well organized, concise, reads clearly, and it is not confusing.
Breadth (Excellent; Good; Average; Poor)
· The paper presents appropriate breadth covering the assignment questions/requirements
Depth (Excellent; Good; Average; Poor)
· Presents key points that lead to deeper matters and issues
· Integrates several points into coherent conclusions
Critical Thinking (Excellent; Good; Average; Poor)
· The paper demonstrates good under.
Early Intervention Research Paper CriteriaExemplary Proficie.docx
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
Cost and benefit analysisWe are doing group presentation.docx
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
<>
In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docx
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
More Related Content
Similar to FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
PSYC 221Article Critique Grading RubricStudent ________.docx
PSYC 221
Article Critique Grading Rubric
Student: _______________________________
5
4
3
2
1
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content. Critique includes three outside sources to support evaluation.
Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. Critique includes two outside sources to support evaluation.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. Critique includes one outside source to support evaluation.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction. Critique does not include outside sources to support evaluation.
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. Critique is missing.
No assignment was turned in.
Content
Assignment parameters (length, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; assertions are clearly supported and/or illustrated
Assignment parameters (length, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; assertions weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; assertions weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors ...
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Scoring Full Points on Discussion Questions1. Use headings to se.docx
Scoring Full Points on Discussion Questions
1. Use headings to separate the different parts of your discussion. This helps to make sure you address everything you are asked to address in the discussion.
2. Use at least one outside professional resource published in the last 5 years in your initial post. I’ve already read your textbooks, so I want to see you applying material beyond what we are discussing in the course. Professional resources refer to books or journal articles, not Wikipedia or other non-professional sources.
3. Give a substantial response to more peers than is required for the minimum. For instance, if you are required to respond to one peer and you respond to one peer – you have met the standard. If you want to go above and beyond, respond to at least two peers in an effort to keep the conversation going. Responding to me does not count as a peer response.
4. Use at least one professional outside resource in your peer responses. This means using a book or journal article, not Wikipedia or other non-professional sources. This should not be the same resource as the one used in your initial post.
5. Proof read all work before posting! The best way to do this is to type a response in word, use spell check; proof read your work and then copy and paste into the discussion area. If you consistently turn in work that is full of spelling errors and grammatical mistakes, you will receive lower scores for your writing.
6. Be on time with all posts.
Scoring Full Points on Application Papers and Final Projects
1. Review the Quick Reference List for APA Formatting to make sure you are not making any of the mistakes outlined there.
2. Be sure to know the difference between quotation marks (“”), which are used around direct quotes, and apostrophes (‘) which are used to make words plural such as client’s or clients’.
3. Make sure to always include a cover page with page numbers. Refer to your APA manual as a guide.
4. Start each paper with an introduction that outlines what your paper will be talking about.
5. Use headings to separate the different areas of your paper. This will also help you make sure you are addressing everything you are being asked to address in your paper.
6. Include a conclusion that summarizes everything you have discussed in your paper.
7. Use at least two outside professional resources in your application papers that have been published within the last 5 years.
8. Put your references on a separate page and make sure all references are listed in alphabetical order and are double spaced.
9. Be sure to have accurate APA references and in text citations. Be sure to follow the APA 6th edition for how to do your citations and references.
10. Be on time with your applications.
11. Please note that Wikipedia and other online sites of that caliber are NOT scholarly resources. Your resources should be limited to academic books and journal articles only that are no more than 5 years old. The only exception for olde.
MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Assignment 2 Audit Planning and ControlDue Week 8 and worth 280.docx
Assignment 2: Audit Planning and Control
Due Week 8 and worth 280 points
It is common industry knowledge that an audit plan provides the specific guidelines auditors must follow when conducting an external audit. External public accounting firms conduct external audits to ensure outside stakeholders that the company’s financial statements are prepared in accordance with generally accepted accounting principles (GAAP) or International Financial Reporting Standards (IFRS) standards.
Use the Internet to select a public accounting company that appeals to you. Imagine that you are a senior partner in a public accounting firm hired to complete an audit for the chosen public company.
Write a four to six (4-6) page paper in which you:
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
1. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
1. Analyze the balance sheet and income statement of the company that you have selected, and outline your method for evidence collection which should include, but not be limited to, the type of evidence to collect and the manner in which you would determine the sufficiency of the evidence.
1. Discuss the audit risk model, and ascertain which sampling or non-sampling techniques you would use in order to establish your preliminary judgment about materiality. Justify your response.
1. Assuming that the end result is an unqualified audit report, outline the primary responsibilities of the audit firm after it issues the report in question.
1. Use at least two (2) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
1. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
1. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
1. Plan and design a generalized audit program.
1. Determine the nature and extent of evidence accumulated to conduct an audit after considering the unique circumstances of an engagement.
1. Evaluate a company’s various risk factors and the related impact to the audit process.
1. Evaluate effective internal controls that minimize audit risk and pote ...
Assignment InstructionsInstructionsThe research paper
Assignment Instructions
Instructions:
The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.
PLEASE NOTE: The topic chosen for this research paper cannot be a topic discussed within the weekly assignments for this course. The re-use of any assignment is unacceptable.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
grading cubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical seque ...
Assignment InstructionsInstructionsIn 2-3 pages (not co
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
Graduate Writing RubricAPUS AssignmentRubricGraduate WritingEX.docx
Graduate Writing RubricAPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning -=to or <4%
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
Exemplary 10%
Accomplished 8%
Developing 5%
Beginning <4%
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, approp ...
King AbdulAziz University Faculty of Economics and Adm.docx
King AbdulAziz University
Faculty of Economics and Administration
Human Resource Management Department
RESEARCH PROPOSAL GUIDELINE
Executive Master Program
Semester 1st Semester Academic Year 2022
STEPS TOWARDS YOUR PROPOSAL:
• Articles: You should read peer reviewed academic articles and answer the following questions for each
article.
o What is the author’s main purpose?
o What is the points s/he makes (related to your topic)?
o How the points are supported (what kind of evidence is used)?
o Whether the evidence seems strong and persuasive?
o The conclusions that are reached (related to your topic)
• Outline: You should use the notes on the articles and develop a detailed outline of all aspects of the final
research proposal.
• Rough Draft: Expand the outline by including details of what you intend to include in the final proposal.
Write your rough draft in the same manner you would in your final proposal. Remember your draft will help
you to figure out the quality of your proposal. Feel free to use a peer reviewer for feedback.
• Write your Final Proposal
o Title: You should include a relevant and interesting title to your research topic.
o Introduction: Write an introduction that engages the reader and includes important background
information.
o Literature Review: Use peer-reviewed academic articles to tie together the different ideas that shape
your research question
o Explanation of Research Questions: You should explain your primary research questions and any
other sub questions that may support answering the primary research question.
o Research Methodology: Identify which research method you will use and explain why you chose
that method (linking back to your research question and literature review)
o Bibliography: cite all sources in an appropriate style; APA style is preferred to be used.
King AbdulAziz University
Faculty of Economics and Administration
Human Resource Management Department
NOTE: Plagiarism is a serious research offense that may lead to your disqualification. Do not copy other
people’s work and whenever you use someone else’s work, ensure that you acknowledge it through proper
citation and referencing.
The commonest types of plagiarism may involve the following:
• Copying a paragraph word for word from a book, journal, webpage, lecture notes or other
printed or electronic source without acknowledgement.
• Copy the work of another student (past or present).
• Copying a paragraph, but making small changes, such as replacing a few verbs or adjectives
with words which mean the same thing.
• Cutting and pasting a paragraph by using a few sentences of the original but leaving one or
two out, or by putting one or two sentences in a different order.
• Putting a paragraph together by cutting and pasting a few choice phrases from a number of
different sources and adding in some words of your own.
King AbdulAziz Uni.
As part of continuing your work on your evidence-based project p.docx
As part of continuing your work on your evidence-based project proposal, identify between two and five peer-reviewed tools that have been validated and found reliable to measure change for your EBP proposal. These tools can include surveys or questionnaires that have been used in the literature to evaluate similar evidence-based practice projects. Many tools may be available to you depending on your topic. This assignment involves you searching the databases to learn about how your topic has been evaluated in the past.
Assignment Instructions
After you identify between two and five peer-reviewed tools, in a Word document, describe in 300 to 500 words why you have selected them and how you plan to use them in your proposal. Include the validity and reliability of the tools (which is found in journal articles). Submit the names of the tools along with your 300- to 500-word justification and ensure that you use APA format.
Writing Assignment Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 points
The writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 points
The writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 points
Absent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccuratel.
Choose one monumental policy or regulation and give an in-depth eval.docx
Choose one monumental policy or regulation and give an in-depth evaluation the regulation is about, your vision of the regulation, and the reason you chose the regulation i
n 2-3 pages
.
Please use attached Policy as reference for this essay and format your paper consistent with APA guidelines.
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
CJUS 310Research Paper – Outline InstructionsYou must provide .docx
CJUS 310
Research Paper – Outline Instructions
You must provide an in-depth outline of the research paper you plan to write based on the topic you selected in Module/Week 2. Your outline must contain headings that correlate to your chosen topic:
Introduction
First Heading
Sub-heading
Second Heading
Sub-heading
Third Heading
Sub-heading
Conclusion
Reference List
You must describe each point with 1–2 sentences. See the Research Paper – Final Draft Instructions for details on each section of the paper.
See the Research Paper – Outline Grading Rubric for all grading criteria. You will receive written explanation if your outline needs to be modified.
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.
CJUS 310
Research Paper – Final Instructions
Now that you have selected a topic, created an outline, and completed a rough draft, you will submit the final copy of your Research Paper. Below you will find detailed instructions for what needs to be included in each section of your paper as well as the details on the formatting.
Research Paper Guidelines
· Length of Paper: A minimum of 5 pages, excluding the title page, abstract, table of contents, reference list, and appendices.
· References: A minimum of 5 primary references and 5 biblical references. All references must be cited in the body of the paper and included in the reference list. Biblical references are only cited in text.
· Formatting: The paper must use 12-point, Times New Roman font and be double-spaced with 1-inch margins. The paper must follow current APA format.
Content
· Title Page: The title must be short and to the point. If the title is more than one line, double-space between the lines. The page header and page number appear at the top right of the title page. The title of the paper is centered on the page. Your name appears 1 double-space below the title. Your institutional affiliation appears 1 double-space below your name, then the course number and title 1 double-space below that. The running head must be in the upper right-hand corner.
· Abstract: A synopsis or executive summary of your project that also describes the purpose of the project and what it accomplishes.
· Introduction: A statement of your approach and assumptions, the background the reader needs to understand your approach, and an explanation of how you intend to address the main issues.
· First Heading: Presents an overview of the history and/or current learning related to the topic, based on literature and electronic sources. It provides the reader with an in-depth understanding regarding the topic.
· Second Heading: Provides the reader with an in-depth understanding of the topic and how the topic is applied in practical settings.
· Third Heading: Integrates the information about the topic and makes assumptions about the current and future use of juvenile justice. The presentation must provide the reader with sufficient information to understand and support the assumptions.
· Conclusi ...
The name of the company is south air lineFinal Project Fi.docx
The name of the company is south air line
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Required Formatting of PowerPoint Present.
Discussion Posting and Response RubricExemplaryProficientP.docx
Discussion Posting and Response Rubric
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
10 points (28%)
Posts exceed requirements of the discussion instructions (e.g., respond to the question being asked; go beyond what is required (i.e., incorporates additional readings outside of the assigned learning resources, and/or shares relevant professional experiences); are substantive, reflective, and refers to learning resources demonstrating that the student has considered the information in learning resources and colleague postings).
10 points
Posts are responsive to and meet the requirements of the discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to learning resources demonstrating that the student has read, viewed, and considered the learning resources and colleague postings.
8–9 points
Posts are somewhat responsive to the requirements of the discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
5–7 points
Posts are unresponsive to the requirements of the discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
0–4 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
10 points (28%)
Posts demonstrate the student's ability to apply, reflect, AND synthesize concepts and issues presented in the weekly learning objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
10 points
Posts demonstrate the student's ability to apply, reflect OR synthesize concepts and issues presented in the weekly learning objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
8–9 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
5–7 points
Posts demonstrate a l.
In this SLP, you will prepare a presentation in which you provide .docx
In this SLP, you will prepare a presentation in which you provide your audience with information on the following areas:
1. Introduce the immune system.
2. Explain the differences between antibody mediated immunity and cell mediated immunity.
3. List one example of antibody mediated and cell mediated immunity.
ASSIGNMENT EXPECTATIONS
Number of Slides: 15
Content of Slides: Your presentation should address each of the areas listed above.
Speaker Notes
Each slide will contain speaker notes sufficient to tell me what the purpose of each slide is—specifically, what you would say to a live audience that you were presenting your program to.
SLP: Second Part
Many healthcare programs have modified their operational design and culture to one of being patient-centered while being fiscally viable. As part of your interview of a healthcare manager or executive selected for module 1 discuss how the program was or will be transformed to be patient-centered. In your discussion please address the following questions.
1. How was the program restructured or reengineered to adapt to internal and external factors impacting it?
2. What internal and external factors were considered in the transformation?
3. What were the barriers or obstacles were encountered (e.g. internal politics, economics, resource limitations, time constraints, etc.).
4. What is the potential impact on the program of technology, legislation, etc on the services provided on the program.
*Please note that you may add any additional questions that tie into the themes presented in module 2.
Expectations
Assignment Expectations:
1. Be sure to conduct additional research to gather sufficient information to familiarize yourself with the facts of the case and be sure to justify/support your position.
2. Limit your responses to a maximum of three pages.
3. Please support your discussions with scholarly support (3-5 references). Be sure to properly cite all references.
4. Apply critical thinking skills the the assignment component.
5. I will grade your paper on your ability to address the assignment criteria listed above with depth and breadth of discussion. I will also critique your writing format (i.e. proper reference citations, spacing, etc.).
Your case paper will be further evaluated based on the following criteria:
Precision (Excellent; Good; Average; Poor)
· Each question and or assignment requirement is addressed in the paper
· Accuracy of your answers, key points and supporting discussion
Clarity (Excellent; Good; Average; Poor)
· The paper is well organized, concise, reads clearly, and it is not confusing.
Breadth (Excellent; Good; Average; Poor)
· The paper presents appropriate breadth covering the assignment questions/requirements
Depth (Excellent; Good; Average; Poor)
· Presents key points that lead to deeper matters and issues
· Integrates several points into coherent conclusions
Critical Thinking (Excellent; Good; Average; Poor)
· The paper demonstrates good under.
Early Intervention Research Paper CriteriaExemplary Proficie.docx
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
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Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
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In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
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conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
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1 intro slide that discusses the motivation behind the project and CBA
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Information about which groups have standing, and how they either benefit or lose from the considered policies
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Numbers, sources
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Conclusion
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1-2 slides on other key information you would need to conduct a thorough analysis
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1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
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Cosmetics as endocrine disruptors are they a health risk.docx
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
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sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
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rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
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products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
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garding their endocrine-disrupting effects. Although numer-
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many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
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Bsafe^. The main justification is the fact that manufacturers
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In this assignment, you will combine 3 different cloud services to build an application of your choice.
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NB. This assignment is focused on Amazon products, primarily because that is what we teach in ITIS,
but, you are also allowed to use Google or Microsoft products, or a combination – but only with prior
permission from the Course Coordinator. And we may not be able to help you if problems between
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For this assignment, you will provide a simple working cloud implementation, and submit the contents in a
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List of Amazon Services: https://aws.amazon.com/products/
List of Amazon services available to AWS Educate: https://s3.amazonaws.com/awseducate-starter-account-
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Submission Details
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3. Submission will be the following:
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(not more than a page)
1. This will be due in week 11
2. Worth 5%, and will provide feedback from your tutor.
2. Report – A PDF report containing the following sections
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- The rationale behind this website or cloud construction. More or less a copy
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2. Cost Estimates
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3. An installation manual that
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4. There is no limit on report size, but a guide is about 10-15 pages including figures,
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Counselor Dispositional Expectations
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Background
During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.
Discussion Assignment Requirements
Initial Posting – In your initial posting for this assignment, include the following:
•Identify an appropriate research question that would require the use of correlation and regression to answer.
•Describe why this question is appropriate for a correlational study.
•Identify the two variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, and scale of measurement (nominal, ordinal, interval, or ratio).
•Do the variables fit the qualifications of a correlational study? Explain.
•What type of correlation would you expect to find for this study (i.e., positive or negative)? Explain.
•What predictions might you be interested in making with these variables if the correlation is found to be significant?
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In the body of your posting, include an overview of the following topics:
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•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
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Z, T, or Chi-Square Test Study
Background
During th.
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• Develop a complete and accurate disaster recovery plan.
• Assess risks that may impact an organization
• Identify data storage and recovery sites.
• Develop plans, procedures and relationships.
• Develop procedures for special circumstances.
• Test the disaster recovery plan.
• Continue to assess needs, threats, and solutions after testing the disaster recovery
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Correctional Counseling
Robert Hanser
Scott Mire
2011
1 The Role of the Correctional Counselor
CHAPTER OBJECTIVES
After reading this chapter, you will be able to:
· 1. Identify the functions and parameters of the counseling process.
· 2. Discuss the competing interests between security and counseling in the correctional counseling process.
· 3. Know common terms and concerns associated with custodial corrections.
· 4. Understand the role of the counselor as facilitator.
· 5. Identify the various personal characteristics associated with effective counselors.
· 6. Be aware of the impact that burnout can have on a counselor’s professional performance.
· 7. Identify the various means of training and supervision associated with counseling.
PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS
There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders.
It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and emotional problems (Brown & Srebalus, 2003). Around the same time (1890), Sigmund Freud began treating mental patients with his patented technique of psychoanalysis. As a result, the origins of counseling can be traced to two different but simultaneous movements: (1) guidance and (2) psychotherapy.
Guidance
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Correlate health and safety issues at workplace with ideals.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 276-283). New York: McGraw-Hill.
No Wiki, Dictionary.com or Plagiarism
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Correctional Program ShowcaseSubmitted BY Intensive moti.docx
Correctional Program Showcase
Submitted BY
Intensive motivational program of alternative correctional treatment (IMPACT)
IMPACT- Two phase program
Mission: to engage and rehabilitate the offenders with sentence of seven years
Goals: To engage the offenders into correction program for their betterment
To help the offenders to live a life with worth with out committing a crime.
Intensive motivational program of alternative correctional treatment (IMPACT) is a program that is based on the two phases, it is continuation shock incarcerations that initially started in the 1987. The mission of the program is to engage the offenders who are sentenced for 7 years into correctional program. Goals of the program is to engage the offender voluntarily in the two phase program and they can quite if they are not willing to continue the program. The offenders ahs to pass through the phases and complete the instructions of the drill instructors. The target population is based on the offender who do not mix in to normal general population. IMPACT is among the top three programs of the state to correct and rehabilitate the offenders (Mackenzie & Shaw, 2006).
2
Intensive motivational program of alternative correctional treatment (IMPACT)
Population : Offenders with sentence of seven years
Effectiveness:
Increased the prosocial behavior in offenders
Decreased the aggression and anxiety
Improvements have been seen in the offenders that lead them towards rehabilitation.
The program is effective for the offenders by send in to the offenders into military boot camps. Offenders who were engage in the IMPACT program were reported as having the high prosocial behaviors anxiety and aggression have been lowered in the offenders who have completed the program. Offender with change are promoted to the next phase of rehabilitation (Mackenzie & Shaw, 2006). It was designed because authorities are aware of that emotional instability is a main reason behind the offenses. Thus this program helped to provide emotional stability and also help in rehabilitation process.
3
Reentry Program
Reentry program is basically developed as a correctional program which is covering different aspects.
Educational paradigm
Health sector
Rehabilitation sector
Job skills and Employment Readiness program
Reentry programs is an effort made by the Louisiana corrections. The mission of the program is to provide the services regarding education, job and employment skills, substance abuse treatment and rehabilitation services are offered by the programs to education the offenders and help them rehabilitate in the society. Reentry program was designed to motivate those offenders who came again after relapse of drugs or crime. This program focus on all areas of life of offenders because it not only provided basic education but also provide job skills to make them productive member of society. Some profit and not for profit organizations help to design and to make it effective by financ.
Corrections in America - please type the answers separateDiscu.docx
Corrections in America - please type the answers separate
Discussion Board #2A : Research and discuss the differences between State and Federal Prison Systems. Who goes to Prison in each of these systems? What about Women Offenders? What about Juvenile Offenders?
iscussion Board #2B concerns Racial Issues within Prison Systems. Research and discuss if there is racial disparity as to who is sent to jail/prison. Are all groups sentenced equally? Why is there an issue with fair sentencing? Who is to blame?
.
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Correction to be made for my code of ethical plan: Inclusion of a letter from leadership to the reader of the Code of Ethics. This sets the tone and lets the reader know why the Board of Directors and management consider the code of Ethics important.
2. Accetable and unacceptable behavior on the part of employees.
3. Resources for more information and what to do if unethical behavior is seen such as contact information for an Ethics Compliance Officer or if someone needs to report unethical conduct. This includes reporting procedures.
4. Ethics training and awarness program for your company.
5. Consequences of unethical /or illegal behavior
6. The legal regulations of conducting business overseas.
7. The ethical code of conduct for employees and vendors
8. Distingushing between right and wrong in business dealings when the action is legal
9. Identifying the issues surrounding the motivation behind unethical or illegal business operations when the consequences are properly documented.
10. Anything else that you deem important support your ethical code of conduct plan.
11. Your ethical code of conduct plan should demonstrate your understanding of the concepts and ideas covered throughout the course.
1,250--1,500 words and references.
.
Correct the following paragraph. Insert or delete hyphens as nee.docx
Correct the following paragraph.
Insert or delete hyphens as needed in the following paragraph:
1
Attending College in New York City can be pretty scary, especially for a small-town girl from Des Moines, Iowa.
2
Since I am studying nursing, I decided to join Scorpions for Smiles, a student-volunteer-group that visits children who spend a-lot of time in the hospital wards for recovery or treatment purposes.
3
It's a great feeling knowing that a sick or hurting child is benefiting from my time and up-beat attitude.
4
The last time I visited, I brought coloring supplies so that Amy, the eight year old patient I usually spend time with, and I could draw pictures for her family.
5
Amy is a very well known patient; she is always playing practical jokes on the nurses and doctors!
6
When I went visited with my student group this past week, Amy wasn't there because she had an X-ray scheduled.
7
I left her a note with some crayons so that she could color after the procedure.
8
Next week is her birth-day.
9
. I won't be visiting that day, but when I do, I'll bring two plain t shirts to decorate with paints and markers.
10
The corner store near my dorm has cake-mix for only ninety nine cents!
11
. I'll bring a cake for Amy and-the-rest of her friends, too!
Step 2
Save and submit your assignment.
.
Correctional AdministratorsPrisons and jails are both clas.docx
Correctional Administrators
Prisons and jails are both classified as correctional facilities, however their missions and day-to-day operations can vary significantly. The types of offenders being held and the reasons they are incarcerated are notably different between a state or federal prison and a county jail.
In your initial response,
A)
Compare and contrast the role of a correctional administrator at a prison vs. a jail.
B)
Be sure to highlight the missions of both and how those missions impact the way day-to-day operations are managed by a correctional administrator.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 350 words, excluding the references list.
.
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Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
Your rough draft is your work-in-progress version of your final paper (which is due on Sunday). The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
.
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Corporation M, a calendar year corporation that began doing business on January 1, 20X1, had accumulated earnings and profits of $30,000 as of January 1, 20X8. On July 2, 20X8, M distributed $22,000 cash to Mrs. C, M's sole shareholder. M had a $20,000 deficit in earnings and profits for 20X8. Mrs. C had an adjusted basis of $14,000 in her stock before the distribution. What is the amount of Mrs. C's basis in the stock after the distribution?
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Corporate Valuation and Stock Valuation
CHAPTER 7
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Topics in Chapter
Features of common stock
Valuing common stock
Dividend growth model
Free cash flow valuation model
Market multiples
Preferred stock
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Corporate Valuation and Stock Valuation
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Common Stock: Owners, Directors, and Managers
Represents ownership.
Ownership implies control.
Stockholders elect directors.
Directors hire management.
Since managers are “agents” of shareholders, their goal should be: Maximize stock price.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Classified Stock
Classified stock has special provisions for each class, usually involving voting rights and dividend rights.
Usually named Class A, Class B, etc.
New shares in IPO sometimes have voting restrictions but full dividend rights.
Founders’ shares usually have voting rights but dividend restrictions.
Standard & Poor’s no longer allows new additions to its indices to have classified stock.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Tracking Stock
The dividends of tracking stock are tied to a particular division, rather than the company as a whole.
Investors can separately value the divisions.
Its easier to compensate division managers with the tracking stock.
But tracking stock usually has no voting rights, and the financial disclosure for the division is not as regulated as for the company.
Very few companies have tracking stock.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Different Approaches for Valuing Common Stock
Free cash flow model
Constant growth
Nonconstant growth
Dividend growth model
.
CORPORATE TRAINING .docx
CORPORATE TRAINING 1
Running head: APA IS EASY
Paper Title
Student’s Name, Class
University of the Cumberlands
Note the
header &
the page
number.
Also this
the header
is l/2 inch
from the
top (p. 306)
Double spaced,
upper/lower case and
centered on the page.
See pg 41, APA, 6th
edition
Ask your facilitator if
they desire the date/their
name on title page.
APA doesn’t require it.
Running
head is
typically
optional –
ask your
instructor –
used
primarily if
publishing
CORPORATE TRAINING 2
Corporate Training
Today, managers need well-trained employees and are finding they do not exist.
Corporations are, therefore, providing additional training for their employees. One such training
program that is being added to corporate learning environments is an awareness of emotional
intelligence. Business managers are learning that successful managers need high Emotional
Quotient (EQ) or Emotional Intelligence (EI) to work effectively. Emotional intelligence is the
ability to accurately perceive emotions in self and others, to identify different emotional
responses, and to use emotional information to make intelligent decisions (Goleman, 2000). A
leading expert on EQ finds that “people good at managing relationships tend also to be self-
aware, self-regulating, and empathetic” (Goleman, 2000, p. 33). Emotional intelligence is
especially important “at the highest levels of the company, where differences in technical skills
are of little importance. In other words, the higher the rank of the person, the more emotional
intelligence capabilities are needed for decision making effectiveness” (Goleman, 1986, p. 94).
Emotional intelligence is crucial to a successful business career and for effective group
performance (Goleman, 1986). The core competencies required for emotional intelligence are
“the perception of emotions in one’s self and others, the understanding of these emotions, and
the management of emotions” (Feldman, 2001, ¶ 4). Success in the modern workplace requires
teamwork and collaboration. Emotional Intelligence training is essential since most modern
Title of
paper is
centered.
Do not
bold. Do
not cap.
Text is
ragged
edge,
double-
spaced
This is a
direct
quote
complete
with
quotation
marks so
the writer
must
provide
needs to
direct
readers to
direct
This is not
a direct
quote but
para-
phrased
Period after
Citation of
Short
quotes
CORPORATE TRAINING 3
companies rely on teams of employees working together, rather tha.
Corporate TAX homework problems. Need help with solving. email is .docx
Corporate TAX homework problems. Need help with solving. email is
[email protected]
Notes
Ch1 corporations
Complete the problems as presented in this document. You may create a new document and/or spreadsheet as needed. Any memo should be no more than 3 pages in length. Please state any assumptions used if problems are not clear.
Problem 1
Your client, a physician, recently purchased a yacht on which he flies a pennant with a medical emblem on it. He recently informed you that he purchased the yacht and flies the pennant to advertise his occupation and thus attract new patients. He has asked you if he may deduct as ordinary and necessary business expenses the costs of insuring and maintaining the yacht. In search of an answer, consult RIA’s CHECKPOINT TAX available on-line through the SNHU Shapiro Library. Explain the steps taken to find your answer.
Problem 2
Stacey Small has a small salon that she has run for a few years as a sole proprietorship. The proprietorship uses the cash method of accounting and the calendar year as its tax year. Stacey needs additional capital for expansion and knows two people who might be interested in investing. One would like to practice hairdressing in the salon. The other would only invest.
Stacey wants to know the tax consequences of incorporating the business. Her business assets include a building, equipment, accounts receivable and cash. Liabilities include a mortgage on the building and a few accounts payable, which are deductible when paid.
Write a memo to Stacey explaining the tax consequences of the incorporation. As part of your memo examine the possibility of having the corporation issue common and preferred stock and debt for the shareholders’ property and money.
Problem 3
Five years ago, Lacey, Kaylee, and Doug organized a software corporation, DLK, which develops and sells Online Meetings software for businesses. DLK is a C corporation. Each individual contributed $10,000 to the company in exchange for 1,000 shares of DLK stock (for a total of 3,000 shares). The corporation also borrowed $250,000 from ACME Venture Capital to finance operating costs and capital expenditures.
Because of intense competition, DLK struggled for the first few years of operation and the corporation sustained chronic losses. This year, Lacey, DLK’s president, decided to seek additional funds to finance DLK’s working capital.
CME declined to extend additional funds because of the money already invested in DLK. High Tech Venture Capital Inc. proposed to lend DLK $100,000, but at a 10% premium over the prime rate. (Other software manufacturers in the same market can borrow at a 3% premium.) First Round Capital proposed to invest $50,000 of equity capital into DLK, but on the condition that the investment firm be granted the right to elect five members to DLK’s board of directors. Discouraged by the “high cost” of external borrowing, Lacey decides to approach Kaylee and Doug.
Lac.
Corporate Valuation and Financial PlanningCHAPTER 12© 2020 C.docx
Corporate Valuation and Financial Planning
CHAPTER 12
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Topics in Chapter
Financial planning
Additional funds needed (AFN) equation
Forecasted financial statements
Operating input data
Financial policy issues
Changing ratios
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Intrinsic Value: Financial Forecasting
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Financial Planning Process
Forecast financial statements under alternative operating plans.
Forecast the free cash flows to determine the estimated intrinsic stock price.
Determine amount of financing needed to support the plan.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Balance Sheet, Hatfield, 12/31/19Planning ProcessAssets2019 Liab. & Equity2019 Cash$90Accts. pay. & accruals$1,620Accts. rec.1,260Line of credit0Inventories1,440Total CL$1,620Total CA$2,790Long-term debt1,800Net fixed assets3,600Total liabilities$3,420Total assets$6,390Common stock$2,100Retained earnings870Total common equ.$2,970Total liab. & equity$6,390
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Income Statement, Hatfield, 2019 Income Statement2019Additional Data2019Sales$9,000.9Dividends$100 Op. costs (excl. depr.)8,100.9Add. to RE$197 Depreciation360.0Common shares50 EBIT$540.0EPS$5.94 Interest144.0DPS$2.00 Pretax earnings$396.0Ending stock price$41.00 Taxes (40%)99.0Net income$297.0
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Selected Additional Data and RatiosOperating DataHatfieldInd.Other RatiosHatfieldInd.(Op. costs)/Sales90%88%Debt/TA28.2%16.9%Depr./FA10%12%TL/TA53.5%37.3%Cash/Sales1%1%Times int. earned3.810.2Receivables/Sales14%11%ROA4.6%9.4%Inventories/Sales16%15%Profit margin (M)3.30%5.
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- 1. FINAL PROJECT EVALUATION CRITERIA There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course). Scoring Instructions · For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator). · For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points. · Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.
- 2. 4 (Exemplary) 3 (Meets the Standard) 2 (Progressing) 1 (Emerging) RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) 4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It: · Responds to assigned or selected topic; · Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.); · Is substantive and evidence-based; · Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date.
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