Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
•Download as DOCX, PDF•
0 likes•6 views
Infographic Content: Reviewing Data 25.0 Infographic comprehensively describes the process of reviewing existing data and determining the need to conduct further assessment to determine eligibility with clear professionalism. Infographic Content: Assessment Methods 30.0 Infographic thoroughly and insightfully describes assessment methods, their purposes, and how data is used to make educational decisions related to eligibility or intervention for the following assessment types: norm-referenced, standardized testing; language sampling; dynamic assessment; criterion-referenced assessment; and intelligence testing. Infographic Content: Rights and Responsibilities 25.0 Infographic comprehensively details the rights and responsibilities of individuals with disabilities, their families, and teachers with clear professionalism. Research 5.0 Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. Visual Appeal 5.0 Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0 The writer is clearly in command of standard, written academic English. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. ...
Report
Share
Report
Share
Recommended
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
RTI Description, Progress Monitoring, and Data Use 25.0 Skillf.docx
RTI Description, Progress Monitoring, and Data Use
25.0
Skillfully describes and explains the benefits and data collection of each tier in the RTI model, providing realistic examples of each. In-depth descriptions on how the classroom teacher interprets data from RTI’s and uses technology to make decisions around evidenced-based interventions are evident.
Special Education Decisions, Pre-Referral, and Strategies
25.0
Summary includes substantial examples and details of how RTI data and pre-referral assessments are used in making eligibility, program, and placement decisions for individuals with disabilities. Contains excellent descriptions of strategies used by the teacher in communicating RTI results to various stakeholders.
Conclusions and Applications to Future Practice
30.0
Conclusions including how data informs instruction and applications to future practice demonstrates a keen awareness of using data to inform instruction and strategy selection to support struggling readers, and clearly reflect growth and development as a professional.
Organization
10.0
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Assessment Purposes and Stakeholders 15.0 Brochure comprehens.docx
The document outlines a brochure that comprehensively describes the five primary purposes of eligibility assessments and thoroughly explains the stakeholders involved in the assessment process and their roles. It also includes a quality description of how students are identified for assessment based on IDEA's eligibility categories and substantially explains the legal and ethical considerations of the assessment process for establishing eligibility. Furthermore, it provides a concise explanation of at least three components of a comprehensive assessment.
Top of Formment Project Phase I1Unsatisfactory0.002.docx
Top of Form
ment Project: Phase I
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid ...
1Unsatisfactory0.002Less than Satisfactory74.003.docx
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5
Target
100.00%
100.0 %Criteria
15.0 %History of Special Education
Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
15.0 %Court Cases
Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
25.0 %Legal Trend Resources
Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Recommended
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
RTI Description, Progress Monitoring, and Data Use 25.0 Skillf.docx
RTI Description, Progress Monitoring, and Data Use
25.0
Skillfully describes and explains the benefits and data collection of each tier in the RTI model, providing realistic examples of each. In-depth descriptions on how the classroom teacher interprets data from RTI’s and uses technology to make decisions around evidenced-based interventions are evident.
Special Education Decisions, Pre-Referral, and Strategies
25.0
Summary includes substantial examples and details of how RTI data and pre-referral assessments are used in making eligibility, program, and placement decisions for individuals with disabilities. Contains excellent descriptions of strategies used by the teacher in communicating RTI results to various stakeholders.
Conclusions and Applications to Future Practice
30.0
Conclusions including how data informs instruction and applications to future practice demonstrates a keen awareness of using data to inform instruction and strategy selection to support struggling readers, and clearly reflect growth and development as a professional.
Organization
10.0
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Assessment Purposes and Stakeholders 15.0 Brochure comprehens.docx
The document outlines a brochure that comprehensively describes the five primary purposes of eligibility assessments and thoroughly explains the stakeholders involved in the assessment process and their roles. It also includes a quality description of how students are identified for assessment based on IDEA's eligibility categories and substantially explains the legal and ethical considerations of the assessment process for establishing eligibility. Furthermore, it provides a concise explanation of at least three components of a comprehensive assessment.
Top of Formment Project Phase I1Unsatisfactory0.002.docx
Top of Form
ment Project: Phase I
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid ...
1Unsatisfactory0.002Less than Satisfactory74.003.docx
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5
Target
100.00%
100.0 %Criteria
15.0 %History of Special Education
Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
15.0 %Court Cases
Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
25.0 %Legal Trend Resources
Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary.
40.0 %Conclusions and Applications to Future Practice
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
100 %Total Weightage
.
Page1 of 2 application of management information systems
This document discusses recommendations for improving a school district's assessment strategy. It evaluates the district's current use of standardized tests and their potential cultural and gender biases. It is recommended that the district consider implementing alternative assessments that are less biased, such as creativity assessments, and ensure alignment between the skills and content taught and those assessed. The district should also balance the time spent on assessments versus instruction to maximize student learning.
SCEN6058 – Stakeholder and Community Management .docx
SCEN6058 – Stakeholder and Community Management Spring 2018 Coursework Brief
SCEN5068
Stakeholder and Community Engagement
Spring 2018
Coursework Brief
Handout:
Deadline for Submission:
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 4000
Learning outcomes assessed:
1. Identify and critically evaluate key stakeholders for a given situation by the use a range of techniques.
2. Utilise issues identified in Stakeholder analysis to develop and prioritise stakeholders and predict behaviour
3. Select and identify appropriate communication strategies and assessment approaches to form and maintain stakeholder and community engagement
This coursework is worth 100% of the total marks for this module.
5 | Page
are specifically acknowledged by reference to the author, work and page.
this assignment (with or without trivial changes) are in quotation marks, and
Make sure all sentences or passages quoted from other people’s work in
•
by or with the assistance of any other person.
assignment briefing paper and ensure it has not been written or composed
Complete this work alone except where required or allowed by this
•
about academic misconduct. You must:
You are responsible for ensuring you understand the policy and regulations
Academic Misconduct
descriptors.
Carefully read the module handbook, the marking criteria and the grade
•
Please read carefully
Coursework Instructions
Blank
Stakeholder involvement in business management has taken a dramatic turn in recent years in that its influence on managing business activities and project cannot be overlooked. Any individual or groups who have an interest in the organization’s activities is considered to be a stakeholder. A stakeholder is typically concerned with an organization delivering intended results and meeting its financial objectives. In general, stakeholders are classified as internal, external or connected depending on position relative to the organization. It is extremely important to identify and balance the demands of these stakeholder groups and to act responsibly to all of them in order to maintain and achieve an effective relationship with the business’s success and community satisfaction.
Deliverables:
You are required to produce a 4,000-word report detailing:
· Identify and critically evaluate the functions and importance of the various stakeholder groups.
· Critically analyse the strategies needed to predict individual stakeholder’s behaviour and develop an effective community engagement plan.
· Critically evaluate appropriate communication strategies that will maximise the purpose of both external and internal stakeholder.
· Critically examine the relevant social network platforms that could be engaged with to provide leverage to a successful project implementation.
· Evaluate stakeholder management th.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .
Representative Of The Populationseek Your Dream/Tutorialoutletdotcom
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
ECO 301: Decision-Making Analysis Paper Guidelines and Rubric
Overview
Your final project for this course is a detailed analysis of a specific problem statement. How economic themes, such as demand, production, cost, and market
structure relate to a particular company will be a focus of this analysis. You will analyze these components with quantitative techniques,
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
Learning gain in international perspective: Towards a more reliable model for...
Learning gain in international perspective: Towards a more reliable model for...Higher Education Funding Council for England
1. The document discusses challenges in higher education including whether graduates are prepared for jobs and civic responsibilities, and whether universities and quality assurance measures can adequately address these questions.
2. It introduces CALOHEE (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe) as a response to develop more reliable tools for measuring learning outcomes and quality assurance across institutions.
3. The next steps outlined are to develop and pilot comparative assessments in two disciplines to test students' knowledge and skills, and to provide insights to universities and inform benchmarking and accreditation.Unit VIII NegotiationQuestion 1 Identify a skill that you .docx
Unit VIII Negotiation
Question 1
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario.
Optional: Do you feel there is a difference in gender negotiations? Should there be? Use real-life examples to support your opinion. What responsibility does a negotiator have when dealing with the opposite gender or another culture in negotiations?
Unit VIII Final Project
International Negotiations Plan
For your final assignment in this course, you will apply all of the skills you learned to create an international negotiation plan.
You have been asked by your supervisor to create a proposal for negotiating the sale of your product with a Japanese company. You know that Japanese business practices may be different than what you have experienced in the United States, and you do not want to offend the prospective clients. How would you handle the negotiation with the Japanese company? How would you introduce yourself, your company, and your product? Create a step-by-step international negotiation plan for how you would approach this business venture.
In Unit III, you created a negotiation-planning guide as part of the Unit III Project. Revisit that project and Table 4.3: Negotiation Planning Guide on page 125 of your course textbook. Use the steps listed on Table 4.3: Negotiation Planning Guide to create your business plan.
As part of your plan, you will address the ways culture can impact the negotiation process and how you will ensure cultural sensitivity. Using the 10 ways that culture can influence negotiations (described on pages 491-495 of your course textbook) as a guide, include how you will handle details such as time sensitivity, protocol, and communications. You are required to cover at least four of the ten ways culture can influence negotiation. You will need to research Japanese culture to address these issues.
Your plan should be a minimum of three full pages (not including the title and reference pages). Introduction and conclusion paragraphs are not necessary. Include at least three sources, including your textbook.
7/16/2019 Asian Management (Trimester 2A 2019 Singapore Campus - INT[1])
https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubrics?dispatch=view&context=course&rubricId=_54525_1&course_id=_88806_1 1/3
A2: Group Portfolio
Levels of Achievement
Criteria
Below Expectations (Fail) 0-
49
Meets Expectations
(Pass) 50-59
Meets Expectations
(Credit) 60-69
Exceeds Expectations
(Distinction) 70-79
Exceeds Expectations (High
Distinction) 80-100
2.1.1 Issue (CT) 0.00 to 49.00 %
• The issue/problem to be
considered critically is not
clearly stated and described. •
There are serious omissions
and/or errors.
50.00 to 59.00 %
• The issue/problem to be
considered critically is
stated clearly and
described with enough
information for an
adequate understanding.
• There are several
omissions and/or errors.
60.00 to 69.00 ...
one of the best Digital Business doc 18.docx
The concept of “Digital Business Resit”
refers to the ability of a business to adapt, transform, and thrive in the digital age. It encompasses the strategies, practices, and capabilities that enable a company to effectively leverage digital technologies and platforms to drive growth, enhance customer experiences, and remain competitive in a rapidly evolving digital landscape.
To achieve the best digital business resit, organizations need to focus on several key aspects:
Digital Transformation: Digital business resit begins with a comprehensive digital transformation strategy. This involves reimagining business processes, customer interactions, and operational models to harness the power of digital technologies. Organizations need to identify opportunities for automation, optimization, and innovation across their entire value chain.
Customer-Centricity: A successful digital business resit puts the customer at the center. It involves understanding customer needs, preferences, and behaviors, and using data-driven insights to personalize experiences, deliver relevant offerings, and build long-lasting relationships. Digital technologies enable businesses to gather customer feedback, analyze data, and iterate quickly to meet evolving customer expectations.
Agility and Innovation: Digital businesses must embrace agility and foster a culture of innovation. They need to continually experiment, iterate, and adapt to changing market dynamics and customer demands. This may involve implementing agile methodologies, fostering cross-functional collaboration, and empowering employees to think creatively and embrace a growth mindset.
Scalable Technology Infrastructure: A robust and scalable technology infrastructure is essential for a digital business resit. It involves leveraging cloud computing, data analytics, artificial intelligence, and other emerging technologies to drive operational efficiency, optimize decision-making, and deliver scalable solutions. The infrastructure should be flexible, secure, and capable of integrating with various systems and platforms.
QSO 600 Exam Rubric The midterm exam and the final exam includ.docx
QSO 600 Exam Rubric
The midterm exam and the final exam include five essay-type questions each in addition to the five problem questions. For the essay questions, you are required to provide written responses using appropriate reference materials. You must provide answers and correctly use these with in-text citations and references/bibliography. Complete the essay element of the examination in Word. The second part of the examination consists of five problem questions from the material covered. You must show your work for full credit. Answer all the questions.
The critical elements of this rubric will be used to grade the essay questions and the problem questions for the midterm and final exams. There are 5 essay questions worth 15 points each for a total possible score of 75 points. There are 5 problem questions worth 15 points each for a total possible score of 75 points. Each question is graded by its question type, separately, with the Mathematical Problem Questions or Written Essay Questions rubric below. The total points for each question are added together to arrive at the total score of 150.
Requirements of Submission: Responses must follow these formatting guidelines: discipline-appropriate citations.
Mathematical Problem Questions
Critical Elements
Exemplary
Proficient
Not Evident
Value
Results and Conclusions:
1. Reasonableness of results
2. Checks results for correctness
3. Justifies conclusions
Results almost always reasonable. Almost always checks results and gives extensive justification
(25)
Results are mostly reasonable. Usually checks results. Some justification, but incomplete
(20)
Results are unreasonable. Very seldom checks results. Very little justification
(0)
25
Uses a variety of graphical, tabular, numerical, algebraic, verbal, schematic, and experimental techniques to represent, interpret, and draw inferences from data or function values
1. Correctly
2. With understanding
Very few errors. Can represent, interpret, and draw inferences with much understanding
(25)
Some errors. Can represent and interpret but not draw inferences
(20)
Many errors. Can represent but cannot interpret or draw inferences
(0)
25
Uses conjecture and testing, mathematical modeling, computer simulation, and
statistical techniques for realistic and relevant real-world applications
Makes very few errors and uses high-quality quantitative expressions
(25)
Makes some errors. Data and quantitative expressions presented in a less-than-completely-effective format
(20)
Makes many errors. Does not provide adequate explicit numerical support
(0)
25
Implement
Solution
Implements the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem
(25)
Implements the solution in a manner that addresses multiple contextual factors of the problem on a surface level
(20)
Implements the solution in a manner that does not directly address the problem statement
(0)
25
Earned Total
Comments:
100%
Wr ...
Faculty of Business and LawaCADEMIC YEAR 201819assessment.docx
Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMEDGW-15-1
Module Title:
Economics for Events and Marketing
Submission Deadline:
2pm Tuesday 30th April, 2019
Assessment Component
Component B: Essay
Assessment Weighting:
60 per cent of total module mark
Marking and feedback deadline (20 working days)
Results available 20 working days after the submission. Thursday 30th May, 2019
Assessment Instructions
Title: Case Study: The Demand and Supply of Uber in Bristol
Question: You are required to write an essay up to 1,500 words to answer the following three part question:
a) Discuss the economic factors that determine the demand and supply of Uber’s hail-riding services in Bristol. (55 marks)
b) Do Uber drivers work more on inclement days than taxi drivers in Bristol? (30 marks)
c) Suppose Bristol City Council and South Gloucestershire Council halt new vehicle licenses for hail-riding services to cap the number of Uber vehicles for a year. How might this cap affect Bristolian Uber-riders? (15 marks)
Purposes
Essays are intended to provide students with the opportunity to practise writing. Essays require that students assimilate information and knowledge acquired from lecture/lectorial/tutorial presentations and discussions as well as the recommended texts and any additional information identified by students themselves.
Essays should answer the question set, be well structured and conform to the word limit. Essays should not simply be reproductions of text material and should not be products of joint work by students. All direct quotations should be indicated clearly in the text and fully attributed to the source as included in a full list of references at the end (ordered alphabetically). References should be limited to those only used by the students.
This assessment is in alignment with the following learning outcomes:
· Possession of an extensive economics vocabulary and ability to discuss threshold concepts in economics using real-world examples.
· Ability to apply simple economics concepts and tools to analyse contemporary business issues from the perspectives of consumers, producers, marketers and regulators.
· Awareness of debates within economics and understanding of the variation in impact for individuals, firms, institutions, governments and other economic and business entities.
· Ability to interpret, manipulate and analyse both graphical and tabular business and economic data.
· Ability to discuss contemporary questions and connect these to relevant debates, frameworks and tools.
Guidance
Part (a) of the question is about the determination of price by demand and supply. Students should discuss the determinant factors of demand, price elasticity of demand, supply and price elasticity of supply and demonstrate their understanding of concepts. Students should also relate the question back to Uber’s hail-riding services in Bristol, make use of their local knowledge and condu.
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
This document provides a rubric for evaluating a community teaching work plan proposal. It will be assessed based on identifying a clear focus for teaching that is supported by evidence, providing a detailed and comprehensive teaching proposal, the organization and writing mechanics, using templates correctly, and citing sources appropriately. The highest ratings require choosing a focus aligned with community health needs, supporting all aspects of the proposal with literature and data, demonstrating organizational skills, using proper grammar and format, and citing sources correctly.
BUSI1191 Introduction to Business ResearchUndergraduate Prog
BUSI1191
Introduction to Business Research
Undergraduate Programmes 2020/21
SUMMATIVE ASSIGNMENT
The assessment of this module consists of two parts. If there is anything you do not understand then please contact Oonagh Harness (for Part 2) for assistance.
Part 2: Epiphany Term
Qualitative Research Proposal
Overall word limit: (1000 words)
You have to write a research proposal for a qualitative project on a topic of your choice (connected to business and management research). You cannot choose the same topic as that of the formative assignment. Your proposal needs to rely on one (or several) of the methods that will be discussed during the first term. For this assignment, you do not have to conduct any primary research. Your task is to design a research proposal that would explain how you would conduct the research. Your report should adopt the following structure: (i) introduction (100 words), (ii) literature review (400 words), (iii) proposed methodology (Research methods, sample size, ethics) (400 words), (iv) conclusion (100 words). The report should be no more than 1000 words (excluding references and the appendix). This accounts for 30 % of your final mark on this module.
Suggested structure:
Introduction (around 100 words)
Literature review (around 400 words)
Proposed methodology (research methods, sample size, ethics) (around 400 words)
Conclusion (around 100 words)
Assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font. Assignments and dissertations/business projects must not exceed the word count indicated in the module handbook/assessment brief.
The word count should:
· Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below.
· Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her own words, then this is included in the word count.
Examiners will stop reading once the word limit has been reached, and work beyond this point will not be assessed. Checks of word counts will be carried out on submitted work, including any assignments or dissertations/business projects that appear to be clearly over-length. Checks may take place manually and/or with the aid of the word count provided via an electronic submission. Where a student has intentionally misrepresented their word count, the School may treat this as an offence under Section IV of the General Regulations of the University. Extreme cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General Regulations.
Very occasionally it may be appropriate to present, in an appendix, material which does not properly ...
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
Only 2 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
All educational settings are discussed thoroughly (inclusion, resource, self-contained, and online), with advantages, disadvantages for both disabled and non-disabled students, and ways to create success for students with disabilities.
30.0 %Presentation of Content
Not addressed.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
The content is written clearly and concisely. Ideas universally progress and ...
social media analysis.docx
This document provides guidelines for an individual project assignment to analyze a company's social media presence and provide recommendations. Students are to choose a UK-based business, observe one of its social media platforms for 3-6 months, analyze its performance based on best practices research, and develop five recommendations supported by evidence. The report should include an executive summary, social media activity analysis, five recommendations supported by literature, and follow Harvard referencing style. It will be graded based on presentation, executive summary, social media analysis, recommendations, and referencing.
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formatting
Propose a strategy for growth, innovation and sustainability, in the age of pandemics, rising nationalism and uncertainty
Students will:
(1) Make recommendations for short-term (1 year) and longer-term (5 years) strategies using the “ambidexterity” model, “Blue Ocean Shift”, “Scamper” and Ansoff frameworks; students recommendations for innovation can range from new products, platforms and markets to changes in supply chains, systems, structures or skill building
(2) Recommend Strategies for Managing techno capitalism Risk and the liability of foreign-ness
(3) Using the 7S model, identify key implications of the new strategy in terms of adjustments to skills, staff, systems, structures and style
A good assignment will include:
(1) a fact-based, structured, insightful analysis of
1a the company’s current performance on the triple bottom line (Profit, People, Planet)
1b the company's core competencies
1c opportunities and threats in its environment
(2) compelling strategy recommendations for
2a short-term (1 year) and
2b longer-term (5 years)
strategies
2c a review of necessary changes in skills, staff, systems, structures and styles needed to successfully implement the recommendations
Students demonstrate they have
(1) mastered the key theoretical frameworks discussed in class,
(2) gathered high quality, internal and external data that help them understand the issues and formulate recommendations; data comes from trustworthy academic and practitioner sources (Hult-library databases, publications by leading thought leaders in HBR, McKinsey, Deloitte, The Economist, FT, and trade press, not random internet searches) and presented in an effective visual format (charts and graphs)
(3) understood the company culture and how it makes decisions based on resources and values; and that recommendations are realistic and specific to the company, leveraging its strengths and working with, rather than against, its culture
(4) mastered the art of developing strategic options, assessing them on a clear range of criteria, and make recommendations
(5) the ability to communicate recommendations and make their case in a compelling and organized way
Rubric
BUS 420 Paper (2)
BUS 420 Paper (2)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMastery of strategy concepts and tools
30.0
ptsExcellentThe writer has very effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is very thoughtful, reasonable, and substantive.24.0
ptsGoodThe writer has effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is thoughtful, reasonable, and substantive.21.0
ptsSatisfactoryThe writer has mastered the strategic analysis by drawing from provided class frameworks and concepts in a satisfactory way, and presents analysis that is somehow thoughtful, rea.
Systems theory Why you shouldn’t try to understand anything i.docx
Systems theory
Why you shouldn’t try to understand anything “in itself”
Systems theory: the study of interconnection
hais cuaj txub kaum txub
The ambition of systems theory
Help uncover patterns, complexity, and interconnection across all kinds of phenomena (physical, social, technological)
What is a “system”?
Set of entities, with certain attributes, that lead to certain relationships
Q: Define your family or friend group as a system. Who are the major players, what are their roles/characteristics, and how do those characteristics lead to certain relationships?
Characteristics of systems
Characteristics of systems
Openness/closedness
Examples of particularly open or closed systems?
Characteristics of systems
Nonsummativity
Characteristics of systems
https://www.youtube.com/watch?time_continue=70&v=xl7AcgjCyLU
Characteristics of systems
Homeostasis
Characteristics of systems
Equfinality
https://www.youtube.com/watch?v=fwcKTYvupJw
Reflection
1) Consider one system you are a part of.
When was homeostasis threatened? What happened? How did the system adapt (or not?)
2) Consider a goal that you have. Now reimagine it as a system. (What are the components involved, what are the relationships among those components, what are the means of feedback, etc.)
Rubrics
Benchmark Assignment - Social Media Strategy Analysis
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Discussion of Social Media Outlets Used to Reach the Customer Segment
No discussion of social media outlets used to reach the customer segment is present.
A discussion of social media outlets used to reach the customer segment is incomplete or omits some requirements stated in the assignment criteria.
A discussion of social media outlets used to reach the customer segment is complete, but is somewhat inaccurate or irrelevant. Research is inadequate in relevance, quality, or currentness.
A discussion of social media outlets used to reach the customer segment is accurate. Research is adequate, current, and relevant, and addresses all issues stated in the assignment criteria. Details are present.
A discussion of social media outlets used to reach the customer segment is comprehensive, accurate, and clearly provides purpose and facts. Research is thorough, current, and relevant. All issues stated in the assignment criteria are thoroughly addressed. Insightful details are present.
20.0 %Examination of Customer Segment's Response to the Company?s Social Media Marketing Benchmarks C5.2?Analyze markets and consumer behavior to develop marketing strategies.
No examination of the customer segment's response to the company?s social media marketing is present.
An examination of the customer segment's response to the company?s social media marketing is incomplete or omits some requirements stated in the assignment criteria.
An examination of .
Key Concepts in Education Analysis.pptx
Key Concepts in Education Analysis
Education analysis involves examining various aspects of the educational system to gain insights into its effectiveness, identify areas for improvement, and inform decision-making. Key concepts in education analysis include:
1. Assessment and Evaluation
Formative Assessment: Ongoing assessments conducted during the learning process to provide feedback and guide instructional adjustments.
Summative Assessment: Evaluations conducted at the end of a learning period to measure overall student achievement.
2. Curriculum Analysis
Curriculum Alignment: Ensuring that instructional materials, assessments, and learning objectives are consistent and aligned with educational standards.
Curriculum Mapping: Visual representation of the curriculum, showing the sequence and connections between different topics and skills.
3. Learning Outcomes
Measurable Objectives: Clearly defined, observable, and measurable learning outcomes that students should achieve by the end of a course or program.
4. Educational Standards
State Standards: Guidelines that specify what students should know and be able to do at each grade level
National Standards: Consistent benchmarks for student achievement established at the national level.
5. Data-driven Decision Making
Data Analysis: Examination of educational data, including test scores, attendance records, and demographic information, to identify patterns and trends.
Decision Making Based on Evidence: Using data to inform decisions related to curriculum, teaching methods, and resource allocation.
6. Educational Technology
EdTech Integration: Incorporating technology tools and resources into the teaching and learning process.
Digital Literacy: Ensuring that students and educators have the skills to use technology effectively.
7. Inclusion and Diversity
Inclusive Education: Creating learning environments that accommodate the needs of diverse learners, including those with disabilities.
Cultural Competence: Understanding and valuing cultural differences to create an inclusive educational experience.
8. Teacher Effectiveness
Teacher Evaluation: Systematic assessment of teachers' performance based on criteria such as classroom management, instructional practices, and student outcomes.
Professional Development: Ongoing training and support for educators to enhance their skills and knowledge.
9. Policy Analysis
Education Policy: Examination of government and institutional policies that impact education, including funding, curriculum standards, and assessment practices.
10. Stakeholder Engagement
Community Involvement: Collaboration with parents, community members, and other stakeholders to support and enhance the educational experience.
Parental Involvement: Encouraging parents to actively participate in their child's education.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docx
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
make sure to discuss the following•your understanding of t.docx
make sure to discuss the following
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
More Related Content
Similar to Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary.
40.0 %Conclusions and Applications to Future Practice
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
100 %Total Weightage
.
Page1 of 2 application of management information systems
This document discusses recommendations for improving a school district's assessment strategy. It evaluates the district's current use of standardized tests and their potential cultural and gender biases. It is recommended that the district consider implementing alternative assessments that are less biased, such as creativity assessments, and ensure alignment between the skills and content taught and those assessed. The district should also balance the time spent on assessments versus instruction to maximize student learning.
SCEN6058 – Stakeholder and Community Management .docx
SCEN6058 – Stakeholder and Community Management Spring 2018 Coursework Brief
SCEN5068
Stakeholder and Community Engagement
Spring 2018
Coursework Brief
Handout:
Deadline for Submission:
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 4000
Learning outcomes assessed:
1. Identify and critically evaluate key stakeholders for a given situation by the use a range of techniques.
2. Utilise issues identified in Stakeholder analysis to develop and prioritise stakeholders and predict behaviour
3. Select and identify appropriate communication strategies and assessment approaches to form and maintain stakeholder and community engagement
This coursework is worth 100% of the total marks for this module.
5 | Page
are specifically acknowledged by reference to the author, work and page.
this assignment (with or without trivial changes) are in quotation marks, and
Make sure all sentences or passages quoted from other people’s work in
•
by or with the assistance of any other person.
assignment briefing paper and ensure it has not been written or composed
Complete this work alone except where required or allowed by this
•
about academic misconduct. You must:
You are responsible for ensuring you understand the policy and regulations
Academic Misconduct
descriptors.
Carefully read the module handbook, the marking criteria and the grade
•
Please read carefully
Coursework Instructions
Blank
Stakeholder involvement in business management has taken a dramatic turn in recent years in that its influence on managing business activities and project cannot be overlooked. Any individual or groups who have an interest in the organization’s activities is considered to be a stakeholder. A stakeholder is typically concerned with an organization delivering intended results and meeting its financial objectives. In general, stakeholders are classified as internal, external or connected depending on position relative to the organization. It is extremely important to identify and balance the demands of these stakeholder groups and to act responsibly to all of them in order to maintain and achieve an effective relationship with the business’s success and community satisfaction.
Deliverables:
You are required to produce a 4,000-word report detailing:
· Identify and critically evaluate the functions and importance of the various stakeholder groups.
· Critically analyse the strategies needed to predict individual stakeholder’s behaviour and develop an effective community engagement plan.
· Critically evaluate appropriate communication strategies that will maximise the purpose of both external and internal stakeholder.
· Critically examine the relevant social network platforms that could be engaged with to provide leverage to a successful project implementation.
· Evaluate stakeholder management th.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .
Representative Of The Populationseek Your Dream/Tutorialoutletdotcom
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
ECO 301: Decision-Making Analysis Paper Guidelines and Rubric
Overview
Your final project for this course is a detailed analysis of a specific problem statement. How economic themes, such as demand, production, cost, and market
structure relate to a particular company will be a focus of this analysis. You will analyze these components with quantitative techniques,
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
Learning gain in international perspective: Towards a more reliable model for...
Learning gain in international perspective: Towards a more reliable model for...Higher Education Funding Council for England
1. The document discusses challenges in higher education including whether graduates are prepared for jobs and civic responsibilities, and whether universities and quality assurance measures can adequately address these questions.
2. It introduces CALOHEE (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe) as a response to develop more reliable tools for measuring learning outcomes and quality assurance across institutions.
3. The next steps outlined are to develop and pilot comparative assessments in two disciplines to test students' knowledge and skills, and to provide insights to universities and inform benchmarking and accreditation.Unit VIII NegotiationQuestion 1 Identify a skill that you .docx
Unit VIII Negotiation
Question 1
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario.
Optional: Do you feel there is a difference in gender negotiations? Should there be? Use real-life examples to support your opinion. What responsibility does a negotiator have when dealing with the opposite gender or another culture in negotiations?
Unit VIII Final Project
International Negotiations Plan
For your final assignment in this course, you will apply all of the skills you learned to create an international negotiation plan.
You have been asked by your supervisor to create a proposal for negotiating the sale of your product with a Japanese company. You know that Japanese business practices may be different than what you have experienced in the United States, and you do not want to offend the prospective clients. How would you handle the negotiation with the Japanese company? How would you introduce yourself, your company, and your product? Create a step-by-step international negotiation plan for how you would approach this business venture.
In Unit III, you created a negotiation-planning guide as part of the Unit III Project. Revisit that project and Table 4.3: Negotiation Planning Guide on page 125 of your course textbook. Use the steps listed on Table 4.3: Negotiation Planning Guide to create your business plan.
As part of your plan, you will address the ways culture can impact the negotiation process and how you will ensure cultural sensitivity. Using the 10 ways that culture can influence negotiations (described on pages 491-495 of your course textbook) as a guide, include how you will handle details such as time sensitivity, protocol, and communications. You are required to cover at least four of the ten ways culture can influence negotiation. You will need to research Japanese culture to address these issues.
Your plan should be a minimum of three full pages (not including the title and reference pages). Introduction and conclusion paragraphs are not necessary. Include at least three sources, including your textbook.
7/16/2019 Asian Management (Trimester 2A 2019 Singapore Campus - INT[1])
https://lms.curtin.edu.au/webapps/rubric/do/course/manageRubrics?dispatch=view&context=course&rubricId=_54525_1&course_id=_88806_1 1/3
A2: Group Portfolio
Levels of Achievement
Criteria
Below Expectations (Fail) 0-
49
Meets Expectations
(Pass) 50-59
Meets Expectations
(Credit) 60-69
Exceeds Expectations
(Distinction) 70-79
Exceeds Expectations (High
Distinction) 80-100
2.1.1 Issue (CT) 0.00 to 49.00 %
• The issue/problem to be
considered critically is not
clearly stated and described. •
There are serious omissions
and/or errors.
50.00 to 59.00 %
• The issue/problem to be
considered critically is
stated clearly and
described with enough
information for an
adequate understanding.
• There are several
omissions and/or errors.
60.00 to 69.00 ...
one of the best Digital Business doc 18.docx
The concept of “Digital Business Resit”
refers to the ability of a business to adapt, transform, and thrive in the digital age. It encompasses the strategies, practices, and capabilities that enable a company to effectively leverage digital technologies and platforms to drive growth, enhance customer experiences, and remain competitive in a rapidly evolving digital landscape.
To achieve the best digital business resit, organizations need to focus on several key aspects:
Digital Transformation: Digital business resit begins with a comprehensive digital transformation strategy. This involves reimagining business processes, customer interactions, and operational models to harness the power of digital technologies. Organizations need to identify opportunities for automation, optimization, and innovation across their entire value chain.
Customer-Centricity: A successful digital business resit puts the customer at the center. It involves understanding customer needs, preferences, and behaviors, and using data-driven insights to personalize experiences, deliver relevant offerings, and build long-lasting relationships. Digital technologies enable businesses to gather customer feedback, analyze data, and iterate quickly to meet evolving customer expectations.
Agility and Innovation: Digital businesses must embrace agility and foster a culture of innovation. They need to continually experiment, iterate, and adapt to changing market dynamics and customer demands. This may involve implementing agile methodologies, fostering cross-functional collaboration, and empowering employees to think creatively and embrace a growth mindset.
Scalable Technology Infrastructure: A robust and scalable technology infrastructure is essential for a digital business resit. It involves leveraging cloud computing, data analytics, artificial intelligence, and other emerging technologies to drive operational efficiency, optimize decision-making, and deliver scalable solutions. The infrastructure should be flexible, secure, and capable of integrating with various systems and platforms.
QSO 600 Exam Rubric The midterm exam and the final exam includ.docx
QSO 600 Exam Rubric
The midterm exam and the final exam include five essay-type questions each in addition to the five problem questions. For the essay questions, you are required to provide written responses using appropriate reference materials. You must provide answers and correctly use these with in-text citations and references/bibliography. Complete the essay element of the examination in Word. The second part of the examination consists of five problem questions from the material covered. You must show your work for full credit. Answer all the questions.
The critical elements of this rubric will be used to grade the essay questions and the problem questions for the midterm and final exams. There are 5 essay questions worth 15 points each for a total possible score of 75 points. There are 5 problem questions worth 15 points each for a total possible score of 75 points. Each question is graded by its question type, separately, with the Mathematical Problem Questions or Written Essay Questions rubric below. The total points for each question are added together to arrive at the total score of 150.
Requirements of Submission: Responses must follow these formatting guidelines: discipline-appropriate citations.
Mathematical Problem Questions
Critical Elements
Exemplary
Proficient
Not Evident
Value
Results and Conclusions:
1. Reasonableness of results
2. Checks results for correctness
3. Justifies conclusions
Results almost always reasonable. Almost always checks results and gives extensive justification
(25)
Results are mostly reasonable. Usually checks results. Some justification, but incomplete
(20)
Results are unreasonable. Very seldom checks results. Very little justification
(0)
25
Uses a variety of graphical, tabular, numerical, algebraic, verbal, schematic, and experimental techniques to represent, interpret, and draw inferences from data or function values
1. Correctly
2. With understanding
Very few errors. Can represent, interpret, and draw inferences with much understanding
(25)
Some errors. Can represent and interpret but not draw inferences
(20)
Many errors. Can represent but cannot interpret or draw inferences
(0)
25
Uses conjecture and testing, mathematical modeling, computer simulation, and
statistical techniques for realistic and relevant real-world applications
Makes very few errors and uses high-quality quantitative expressions
(25)
Makes some errors. Data and quantitative expressions presented in a less-than-completely-effective format
(20)
Makes many errors. Does not provide adequate explicit numerical support
(0)
25
Implement
Solution
Implements the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem
(25)
Implements the solution in a manner that addresses multiple contextual factors of the problem on a surface level
(20)
Implements the solution in a manner that does not directly address the problem statement
(0)
25
Earned Total
Comments:
100%
Wr ...
Faculty of Business and LawaCADEMIC YEAR 201819assessment.docx
Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMEDGW-15-1
Module Title:
Economics for Events and Marketing
Submission Deadline:
2pm Tuesday 30th April, 2019
Assessment Component
Component B: Essay
Assessment Weighting:
60 per cent of total module mark
Marking and feedback deadline (20 working days)
Results available 20 working days after the submission. Thursday 30th May, 2019
Assessment Instructions
Title: Case Study: The Demand and Supply of Uber in Bristol
Question: You are required to write an essay up to 1,500 words to answer the following three part question:
a) Discuss the economic factors that determine the demand and supply of Uber’s hail-riding services in Bristol. (55 marks)
b) Do Uber drivers work more on inclement days than taxi drivers in Bristol? (30 marks)
c) Suppose Bristol City Council and South Gloucestershire Council halt new vehicle licenses for hail-riding services to cap the number of Uber vehicles for a year. How might this cap affect Bristolian Uber-riders? (15 marks)
Purposes
Essays are intended to provide students with the opportunity to practise writing. Essays require that students assimilate information and knowledge acquired from lecture/lectorial/tutorial presentations and discussions as well as the recommended texts and any additional information identified by students themselves.
Essays should answer the question set, be well structured and conform to the word limit. Essays should not simply be reproductions of text material and should not be products of joint work by students. All direct quotations should be indicated clearly in the text and fully attributed to the source as included in a full list of references at the end (ordered alphabetically). References should be limited to those only used by the students.
This assessment is in alignment with the following learning outcomes:
· Possession of an extensive economics vocabulary and ability to discuss threshold concepts in economics using real-world examples.
· Ability to apply simple economics concepts and tools to analyse contemporary business issues from the perspectives of consumers, producers, marketers and regulators.
· Awareness of debates within economics and understanding of the variation in impact for individuals, firms, institutions, governments and other economic and business entities.
· Ability to interpret, manipulate and analyse both graphical and tabular business and economic data.
· Ability to discuss contemporary questions and connect these to relevant debates, frameworks and tools.
Guidance
Part (a) of the question is about the determination of price by demand and supply. Students should discuss the determinant factors of demand, price elasticity of demand, supply and price elasticity of supply and demonstrate their understanding of concepts. Students should also relate the question back to Uber’s hail-riding services in Bristol, make use of their local knowledge and condu.
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
This document provides a rubric for evaluating a community teaching work plan proposal. It will be assessed based on identifying a clear focus for teaching that is supported by evidence, providing a detailed and comprehensive teaching proposal, the organization and writing mechanics, using templates correctly, and citing sources appropriately. The highest ratings require choosing a focus aligned with community health needs, supporting all aspects of the proposal with literature and data, demonstrating organizational skills, using proper grammar and format, and citing sources correctly.
BUSI1191 Introduction to Business ResearchUndergraduate Prog
BUSI1191
Introduction to Business Research
Undergraduate Programmes 2020/21
SUMMATIVE ASSIGNMENT
The assessment of this module consists of two parts. If there is anything you do not understand then please contact Oonagh Harness (for Part 2) for assistance.
Part 2: Epiphany Term
Qualitative Research Proposal
Overall word limit: (1000 words)
You have to write a research proposal for a qualitative project on a topic of your choice (connected to business and management research). You cannot choose the same topic as that of the formative assignment. Your proposal needs to rely on one (or several) of the methods that will be discussed during the first term. For this assignment, you do not have to conduct any primary research. Your task is to design a research proposal that would explain how you would conduct the research. Your report should adopt the following structure: (i) introduction (100 words), (ii) literature review (400 words), (iii) proposed methodology (Research methods, sample size, ethics) (400 words), (iv) conclusion (100 words). The report should be no more than 1000 words (excluding references and the appendix). This accounts for 30 % of your final mark on this module.
Suggested structure:
Introduction (around 100 words)
Literature review (around 400 words)
Proposed methodology (research methods, sample size, ethics) (around 400 words)
Conclusion (around 100 words)
Assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font. Assignments and dissertations/business projects must not exceed the word count indicated in the module handbook/assessment brief.
The word count should:
· Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below.
· Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her own words, then this is included in the word count.
Examiners will stop reading once the word limit has been reached, and work beyond this point will not be assessed. Checks of word counts will be carried out on submitted work, including any assignments or dissertations/business projects that appear to be clearly over-length. Checks may take place manually and/or with the aid of the word count provided via an electronic submission. Where a student has intentionally misrepresented their word count, the School may treat this as an offence under Section IV of the General Regulations of the University. Extreme cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General Regulations.
Very occasionally it may be appropriate to present, in an appendix, material which does not properly ...
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...
The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
Only 2 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
All educational settings are discussed thoroughly (inclusion, resource, self-contained, and online), with advantages, disadvantages for both disabled and non-disabled students, and ways to create success for students with disabilities.
30.0 %Presentation of Content
Not addressed.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
The content is written clearly and concisely. Ideas universally progress and ...
social media analysis.docx
This document provides guidelines for an individual project assignment to analyze a company's social media presence and provide recommendations. Students are to choose a UK-based business, observe one of its social media platforms for 3-6 months, analyze its performance based on best practices research, and develop five recommendations supported by evidence. The report should include an executive summary, social media activity analysis, five recommendations supported by literature, and follow Harvard referencing style. It will be graded based on presentation, executive summary, social media analysis, recommendations, and referencing.
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formatting
Propose a strategy for growth, innovation and sustainability, in the age of pandemics, rising nationalism and uncertainty
Students will:
(1) Make recommendations for short-term (1 year) and longer-term (5 years) strategies using the “ambidexterity” model, “Blue Ocean Shift”, “Scamper” and Ansoff frameworks; students recommendations for innovation can range from new products, platforms and markets to changes in supply chains, systems, structures or skill building
(2) Recommend Strategies for Managing techno capitalism Risk and the liability of foreign-ness
(3) Using the 7S model, identify key implications of the new strategy in terms of adjustments to skills, staff, systems, structures and style
A good assignment will include:
(1) a fact-based, structured, insightful analysis of
1a the company’s current performance on the triple bottom line (Profit, People, Planet)
1b the company's core competencies
1c opportunities and threats in its environment
(2) compelling strategy recommendations for
2a short-term (1 year) and
2b longer-term (5 years)
strategies
2c a review of necessary changes in skills, staff, systems, structures and styles needed to successfully implement the recommendations
Students demonstrate they have
(1) mastered the key theoretical frameworks discussed in class,
(2) gathered high quality, internal and external data that help them understand the issues and formulate recommendations; data comes from trustworthy academic and practitioner sources (Hult-library databases, publications by leading thought leaders in HBR, McKinsey, Deloitte, The Economist, FT, and trade press, not random internet searches) and presented in an effective visual format (charts and graphs)
(3) understood the company culture and how it makes decisions based on resources and values; and that recommendations are realistic and specific to the company, leveraging its strengths and working with, rather than against, its culture
(4) mastered the art of developing strategic options, assessing them on a clear range of criteria, and make recommendations
(5) the ability to communicate recommendations and make their case in a compelling and organized way
Rubric
BUS 420 Paper (2)
BUS 420 Paper (2)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMastery of strategy concepts and tools
30.0
ptsExcellentThe writer has very effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is very thoughtful, reasonable, and substantive.24.0
ptsGoodThe writer has effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is thoughtful, reasonable, and substantive.21.0
ptsSatisfactoryThe writer has mastered the strategic analysis by drawing from provided class frameworks and concepts in a satisfactory way, and presents analysis that is somehow thoughtful, rea.
Systems theory Why you shouldn’t try to understand anything i.docx
Systems theory
Why you shouldn’t try to understand anything “in itself”
Systems theory: the study of interconnection
hais cuaj txub kaum txub
The ambition of systems theory
Help uncover patterns, complexity, and interconnection across all kinds of phenomena (physical, social, technological)
What is a “system”?
Set of entities, with certain attributes, that lead to certain relationships
Q: Define your family or friend group as a system. Who are the major players, what are their roles/characteristics, and how do those characteristics lead to certain relationships?
Characteristics of systems
Characteristics of systems
Openness/closedness
Examples of particularly open or closed systems?
Characteristics of systems
Nonsummativity
Characteristics of systems
https://www.youtube.com/watch?time_continue=70&v=xl7AcgjCyLU
Characteristics of systems
Homeostasis
Characteristics of systems
Equfinality
https://www.youtube.com/watch?v=fwcKTYvupJw
Reflection
1) Consider one system you are a part of.
When was homeostasis threatened? What happened? How did the system adapt (or not?)
2) Consider a goal that you have. Now reimagine it as a system. (What are the components involved, what are the relationships among those components, what are the means of feedback, etc.)
Rubrics
Benchmark Assignment - Social Media Strategy Analysis
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Discussion of Social Media Outlets Used to Reach the Customer Segment
No discussion of social media outlets used to reach the customer segment is present.
A discussion of social media outlets used to reach the customer segment is incomplete or omits some requirements stated in the assignment criteria.
A discussion of social media outlets used to reach the customer segment is complete, but is somewhat inaccurate or irrelevant. Research is inadequate in relevance, quality, or currentness.
A discussion of social media outlets used to reach the customer segment is accurate. Research is adequate, current, and relevant, and addresses all issues stated in the assignment criteria. Details are present.
A discussion of social media outlets used to reach the customer segment is comprehensive, accurate, and clearly provides purpose and facts. Research is thorough, current, and relevant. All issues stated in the assignment criteria are thoroughly addressed. Insightful details are present.
20.0 %Examination of Customer Segment's Response to the Company?s Social Media Marketing Benchmarks C5.2?Analyze markets and consumer behavior to develop marketing strategies.
No examination of the customer segment's response to the company?s social media marketing is present.
An examination of the customer segment's response to the company?s social media marketing is incomplete or omits some requirements stated in the assignment criteria.
An examination of .
Key Concepts in Education Analysis.pptx
Key Concepts in Education Analysis
Education analysis involves examining various aspects of the educational system to gain insights into its effectiveness, identify areas for improvement, and inform decision-making. Key concepts in education analysis include:
1. Assessment and Evaluation
Formative Assessment: Ongoing assessments conducted during the learning process to provide feedback and guide instructional adjustments.
Summative Assessment: Evaluations conducted at the end of a learning period to measure overall student achievement.
2. Curriculum Analysis
Curriculum Alignment: Ensuring that instructional materials, assessments, and learning objectives are consistent and aligned with educational standards.
Curriculum Mapping: Visual representation of the curriculum, showing the sequence and connections between different topics and skills.
3. Learning Outcomes
Measurable Objectives: Clearly defined, observable, and measurable learning outcomes that students should achieve by the end of a course or program.
4. Educational Standards
State Standards: Guidelines that specify what students should know and be able to do at each grade level
National Standards: Consistent benchmarks for student achievement established at the national level.
5. Data-driven Decision Making
Data Analysis: Examination of educational data, including test scores, attendance records, and demographic information, to identify patterns and trends.
Decision Making Based on Evidence: Using data to inform decisions related to curriculum, teaching methods, and resource allocation.
6. Educational Technology
EdTech Integration: Incorporating technology tools and resources into the teaching and learning process.
Digital Literacy: Ensuring that students and educators have the skills to use technology effectively.
7. Inclusion and Diversity
Inclusive Education: Creating learning environments that accommodate the needs of diverse learners, including those with disabilities.
Cultural Competence: Understanding and valuing cultural differences to create an inclusive educational experience.
8. Teacher Effectiveness
Teacher Evaluation: Systematic assessment of teachers' performance based on criteria such as classroom management, instructional practices, and student outcomes.
Professional Development: Ongoing training and support for educators to enhance their skills and knowledge.
9. Policy Analysis
Education Policy: Examination of government and institutional policies that impact education, including funding, curriculum standards, and assessment practices.
10. Stakeholder Engagement
Community Involvement: Collaboration with parents, community members, and other stakeholders to support and enhance the educational experience.
Parental Involvement: Encouraging parents to actively participate in their child's education.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docx
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
Similar to Infographic Content Reviewing Data 25.0 Infographic comprehen.docx (20)
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
Page1 of 2 application of management information systems
Page1 of 2 application of management information systems
SCEN6058 – Stakeholder and Community Management .docx
SCEN6058 – Stakeholder and Community Management .docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Representative Of The Populationseek Your Dream/Tutorialoutletdotcom
Representative Of The Populationseek Your Dream/Tutorialoutletdotcom
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Learning gain in international perspective: Towards a more reliable model for...
Learning gain in international perspective: Towards a more reliable model for...
Unit VIII NegotiationQuestion 1 Identify a skill that you .docx
Unit VIII NegotiationQuestion 1 Identify a skill that you .docx
QSO 600 Exam Rubric The midterm exam and the final exam includ.docx
QSO 600 Exam Rubric The midterm exam and the final exam includ.docx
Faculty of Business and LawaCADEMIC YEAR 201819assessment.docx
Faculty of Business and LawaCADEMIC YEAR 201819assessment.docx
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
BUSI1191 Introduction to Business ResearchUndergraduate Prog
BUSI1191 Introduction to Business ResearchUndergraduate Prog
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...
Students' Acceptance of Blackboard as an LMS - Dr. Lee Kar Ling - INTI Intern...
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.Special ed.docx
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formattingPropose a st.docx
Systems theory Why you shouldn’t try to understand anything i.docx
Systems theory Why you shouldn’t try to understand anything i.docx
More from carliotwaycave
make sure to discuss the following•your understanding of t.docx
make sure to discuss the following
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding o.docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
Major DiseasesCHAPTER 10Chapter 10Maj.docx
Major Diseases
CHAPTER 10
*
Chapter 10
Major Diseases
Learning Outcomes:Identify agents and vectors involved in the spread of infectious diseasesDescribe the process of infection, and the role of the body’s immune systemDiscuss prevention and treatments for colds and influenzaName and describe common infectious diseasesEvaluate your personal infectious disease risk factors, and strategies to decrease risk
Infectious Diseases
Infection is triggered by a pathogen (disease-causing organism) that is transmitted to the host (person or population) by a vector (biological or physical vehicle)
Types of microbes that can cause infection are:
Viruses Fungi
Bacteria Protozoa
Helminths (Parasitic Worms)
Agents of Infection: VirusesThe most common viruses are as follows:Rhinoviruses and Adenoviruses: which get into the mucous membranes and cause upper respiratory tract infections and coldsInfluenza viruses: can change their outer protein coats so dramatically that individuals resistant to one strain cannot fight off a new oneHerpes viruses: take up permanent residence in the cells and periodically flare upPapillomaviruses: may be responsible for a rise in the incidence of cervical cancer among younger womenHepatitis viruses: cause several forms of liver infection, ranging from mild to life threateningSlow viruses: give no early indication of their presence but can produce fatal illnesses within a few years
Agents of Infection: Viruses cont’dRetroviruses: named for their backward (retro) sequence of genetic replication compared to other viruses. One retrovirus, human immunodeficiency virus (HIV), causes acquired immune deficiency syndrome (AIDS)
Filoviruses: resemble threads and extremely lethal
Coronavirus 2019-COVID-19CDC is responding to a pandemic of respiratory disease spreading from person-to-person caused by a novel (new) coronavirus. The disease has been named “coronavirus disease 2019” (abbreviated “COVID-19”)
COVID-19 is caused by a coronavirus. Coronaviruses are a large family of viruses that are common in people and many different species of animals, including camels, cattle, cats, and bats. Reported illnesses have ranged from very mild (including some with no reported symptoms) to severe, including illness resulting in death. Older people and people of all ages with severe chronic medical conditions — like heart disease, lung disease and diabetes, for example — seem to be at higher risk of developing serious COVID-19 illness
Agents of InfectionBacteria: are the most plentiful microorganisms as well as the most pathogenic. Bacteria harm the body by releasing either enzymes that digest body cells or toxins that produce the specific effects of diseases such as diphtheria or toxic shock syndromeFungi: consist of threadlike fibers and reproductive spores. Fungi lack chlorophyll and must obtain their food from organic material, which may include human tissueProtozoa: single-celled, microscopic animals release enzymes.
Main questions of the essay1. What are types of daily-lived situat.docx
Main questions of the essay
1. What are types of daily-lived situations that confront undocumented youth sense of identity and belonging?
2. What types of psychological trauma impacts gow undocumented youth negotiate their daily lived situations?
3. How do undocumented youth respond to their daily psychological trauma that they experienced?
Use some examples to describe those experiences happened to those undocument youth, it can be made up.
In the Conclusion, provide some solution. Picture yourself as a policy maker.
.
Make a simple plan to observe and evaluate a facility in your school.docx
Make a simple plan to observe and evaluate a facility in your school or surrounding community , and recomond somethings in order to improve it ( write an essay about this article )
#Requirements
200 words
MLA style
should have basic words
Should have an introduction,two bodies,and conclusion.
.
Major Approaches to Clinical Psychology PresentationSelect one.docx
Major Approaches to Clinical Psychology Presentation
Select
one of the following psychological diagnoses:
·
Depressive disorder
·
Generalized anxiety disorder
·
Attention deficit hyperactivity disorder
·
Obsessive-compulsive disorder
Create
a 9-12 slide Microsoft
®
PowerPoint
®
presentation, with Speaker Notes;
You have been asked to provide a presentation regarding psychological issues for a local community organization. Your audience is made up of adults within the community who are
not
mental health professionals, and who are interested in learning more about a specific mental health issue.
Provide
a brief explanation of the mental health issue chosen, including primary symptoms, diagnostic criteria, populations most affected, and prevalence within the U.S.
Discuss
each of the major theories in Psychology: psychodynamic, cognitive-behavioral, humanistic, and family systems approaches.
Compare and contrast
the major approaches in relation to your selected psychological issue.
Include the following:
When, how, and why each approach developed, and identify psychologists most associated with the approach.
Terms and concepts associated with the psychological approach.
The techniques and strategies used by each approach, and the goals of treatment.
The effectiveness of each approach towardtreating yourselected diagnosis, based on treatment outcome research.
Incorporate
information from at least five peer-reviewed, professional publications.
Cite
each source you have relied upon throughout the body of your presentation, and list them on a separate slide titled
References
. Use direct quotes only sparingly.
Format
your paper consistent with APA guidelines.
Submit
a signed Certificate of Originality document.
.
Make a powerpoint presentation. At least 4 to 6 pages. Your pape.docx
Make a powerpoint presentation. At least 4 to 6 pages.
Your paper should include a cover page (setting forth the title of the paper, your name, the course number, and the date), and a bibliography.
Your paper should include an introductory paragraph, a comprehensive but concise analysis of the topic, and a conclusion paragraph.
.
Make a 150 word response to the following. Incorporarte what was sai.docx
Make a 150 word response to the following. Incorporarte what was said in 1.In your response. Discuss some of the qualities that can make art "great." Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
1. Although beauty is in the eye of the beholder, certain criteria should be looked at or met to consider something art. The same applies to calling someone an artist. Getlein first discusses that artists create places that fulfill a purpose for humans. Examples of this include Stonehenge and the Vietnam Memorial. Artists also exaggerate or give new perspective on ordinary objects to make them seem extraordinary. Another thing artists accomplish is using their art to record history. Their art could remind people of a different time or era in human history. For example, a painting for an ancient Chinese dynasty gives us insight into that era. Artists give form to things that cannot be seen or understood. This mostly includes statues, paintings, etc. of various deities. This same idea can also be applied when artists give form to feelings or ideas. This is shown in Van Gogh's famous painting called The Starry Night. Lastly, artists can give us a new or refreshing perspective on the world.
An artist or their art must meet one of these criteria to be considered art. These six criteria show how influential and important art has been to human culture and society for a very long time. Art gives us glimpses into times that are long gone and clues to a different culture.
Make a 150 word response to the following. Incorporate what is said in 2. In your response. What factors make a work of art valuable in different ways to different people? Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
2. Unity is when pieces come together in art to form a cohesive whole. Variety is the difference in these pieces to be more interesting. An example of these concepts is figure 3.8 on page 56. Guernica by Pablo Picasso is a painting of disfigured animals and people that seem chaotic. Different images can be seen throughout the painting. Unity is shown because all the individual objects and people come together to give you a large picture. Variety is also shown because many of the animals like the horse are disfigured and almost cartoonish. I chose this work because looking at the individual pieces of the picture seem strange but they come together to show some kind of conflict.
Symmetrical balance is when the center of gravity in a piece of art is vertical. The two sides of the art must also correspond to each other. An example of this is figure 3.1 on page 51. A picture of interior upper chapel of the Sainte-Chappelle in Paris is shown. This artwork in the chapel shows symmetrical balance because there is an implied line down the middle of the design where a door is and both sides mirror each other perfectly. Asymmetrical balance is when two sides of the art do not correspond w.
Major dams and bridges were built by the WPA during the New Deal o.docx
Major dams and bridges were built by the WPA during the "New Deal" of President Franklin Roosevelt in the 1930s and 1940s and have withstood decades. The American Interstate Highway system came into being during the Eisenhower presidential years over 60 years ago. Sewers were built several generations ago. In more exact terms, the United States' infrastructure system is old and beginning to rapidly deteriorate. How do you feel about the aging of United States' infrastructure? Explain.
How would you recommend a strategy to repair or replace the various aging critical infrastructure? Explain.
What major challenges or barriers exist? Explain.
How do you think they could be overcome?
What types of technologies can be used in determining weaknesses in the integrity of infrastructure construction? Explain.
In your opinion, are these technologies effective? Why or why not?
How often do you think critical components should be inspected for weaknesses and vulnerabilities? Explain your rationale.
In your own words, please post a response to the Discussion Board and comment on at least two other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Unit Materials
.
Major Paper #1--The Point of View EssayWe will be working on this .docx
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write two descriptions of the place: one positive, one negative (at least 1-2 well-developed paragraphs or a minimum of 125-150 words each). Both descriptions should be factually true (same real time and real place), but you will want one description to be clearly positive in terms of tone and the other to be clearly negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's T.
Major Essay for Final needs to be 5 pages long on the topic below an.docx
Major Essay for Final needs to be 5 pages long on the topic below and in Mla format with wroks citied AFTER he five pages due at 12:15 today
Requriements: 5 pages long
secondary sources 2 credible , 2 academic
Mla format (in-text ciations + works cited page)
focused specific paper topic
Identifiable methods of compostion choosen wisely
Topic Propsal:
The Media’s Influences on Society
The topic I chose to write my major essay on is the media’s influences on society.
This includes both positive and negative influences that the media portrays which plays a big part in society. I will explain how and why the media is used for much more than just entertainment purposes for society and how the media affects the choices society makes and its outcomes. The media affects society with these influences because it alters the way people think and it plays a role in the choices the people make. The change in peoples thoughts do to influences from what they see creates an opportunity for them to either make a good or bad choice depending on the type of influence that is shown. I believe that most of time the media portrays negative influences upon society. A positive influence from the media would be a commercial or show/clip about stopping bullying that informs people about the topic and why bullying is wrong and how it affects the lives of the victims. This type of media would influence society in a positive way because it would actually get society thinking about the situation and for the bullies some of them will actually realize the harm they are causing there victims and they would probably stop bullying people. A negative influence of the media would be a song with someone talking about how they murder people and take drugs and make it in a way to make people think it’s “cool” and then people who listen to it start imitating the things talked about in the song because they want to be “cool”. What I hope to accomplish with this essay is to open people eyes and help them see that the things they watch and listen to as in media actually alter the way they think and the choices they make so hopefully they change what they listen to and watch to more positive things.
The reason I chose to write about the media and its influences on society is to inform people that media has a bigger purposes than just entertainment for society and to hopefully help people make better choices and actually pay attention to the things they watch and listen to. I see how the media influence our modern society everywhere, at the basketball courts at the park at stores. Some of the people at the basketball courts I go to start listening to music that talk about drugs, gangs, murder and they start acting tough, being stupid and talking reckless and they get into arguments or even worse end up getting into fights and someone gets hurt I see this all the time. My paper is important because it will help shed light on the media motives and hopefully start making people m.
Major AssignmentObjectivesThis assignment will provide practice .docx
Major Assignment
Objectives
This assignment will provide practice and experience in:
·
Writing a program – Topic 2
·
Debugging– Topic 3
·
Stepwise Refinement& Modularisation – Topic 4 and Topic 10
·
Selection – Topic 5
·
Iteration – Topic 6
·
Arrays – Topic 7
·
File handling – Topic 9
·
Structs – Topic 11
NB Depend
i
ng on when you start this assignment you may need to read ahead especially on how to use files andstructs.
Suggestions:
Read the assignment specifications carefully first.Write the first version of your program in Week 4 and then create new versions as you learn new topics. Do NOT leave it until Week 11 to start writing the program. Review Topic 4 on stepwise refinement. This is how you should approach the major. Also note that though your program must do something and must compile it does not have to be complete to earn marks.
Specifications
One of the many tasks that programmers get asked to do is to convert data from one form to another. Frequently data is presented to users in well-labelled, tabular form for easy reading. However, it is impossible or very difficult to do further processing of the data unless it is changed into a more useful form.
For the purposes of this assignment I have downloaded and will make available the undergraduate applications to the 37 Australian universities from the Department of Education for 2009 – 2013 data file as a text file.
Your program will load this data into an array of structs, save the data in a form that is directly usable by a database (see below), display the data on the console in its original form and in its database form. It will also allow the user to display the highest number of applications for a given state and year.
Your program will use a menu to allow the user to choose what task is to be done. You will only be required to handle the Applications data. You can ignore the Offers and Offers rates data (see below).
Data
See “undergraduateapplicationsoffersandacceptances2013appendices.txt” for the original data.
This is the data your program should produce and save:
New South Wales Charles Sturt University 4265 4298 4287 4668 4614
New South Wales Macquarie University 6255 6880 7294 7632 7625
New South Wales Southern Cross University 2432 2742 2573 2666 2442
New South Wales The University of New England 1601 1531 1504 1632 1690
New South Wales The University of New South Wales 10572 10865 11077 11008 11424
New South Wales The University of Newcastle 9364 9651 9876 10300 10571
New South Wales The University of Sydney 13963 14631 14271 14486 15058
New South Wales "University of Technology, Sydney" 10155 9906 9854 10621 9614
New South Wales University of Western Sydney 11251 11.
magine that you are employed by one of the followingT.docx
magine
that you are employed by one of the following:
The social services division of a state or city government
A citizen action committee made up of community members
A police or fire department
A school or educational organization (public or private)
Develop
a 1,050- to 1,400-word needs statement and management plan that will be part of a proposal for a fictitious, grant-funded project of your choosing on behalf of your agency or organization. Include the following sections in your submission:
Paragraph One: Describe the characteristics of your fictitious agency or organization.
Paragraph Two: Discuss the possible funding sources you might contact for this grant proposal.
Needs Statement: Establish the specific problem the proposed project will address.
Management Plan: Describe the responsibilities of the project director (you) and any staff you will employ to implement the grant.
Format
your paper in accordance with APA guidelines.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
Copyright 2018 by University of Phoenix. All rights reserved.
.
M4D1 Communication TechnologiesIn this module, we have focused .docx
M4D1: Communication Technologies
In this module, we have focused on understanding and using new communication technologies to be more competent communicators.
Respond to the following:
What social media strategy would you recommend for your current (or previous) workplace?
What areas do you think your organization can still improve?
How would you explain the importance of social media to your employer?
.
M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx
M A N N I N G
Robert I. Kabacoff
SECOND EDITION
IN ACTION
Data analysis and graphics with R
http://www.allitebooks.org
Praise for the First Edition
Lucid and engaging—this is without doubt the fun way to learn R!
—Amos A. Folarin, University College London
Be prepared to quickly raise the bar with the sheer quality that R can produce.
—Patrick Breen, Rogers Communications Inc.
An excellent introduction and reference on R from the author of the best R website.
—Christopher Williams, University of Idaho
Thorough and readable. A great R companion for the student or researcher.
—Samuel McQuillin, University of South Carolina
Finally, a comprehensive introduction to R for programmers.
—Philipp K. Janert, Author of Gnuplot in Action
Essential reading for anybody moving to R for the first time.
—Charles Malpas, University of Melbourne
One of the quickest routes to R proficiency. You can buy the book on Friday and
have a working program by Monday.
—Elizabeth Ostrowski, Baylor College of Medicine
One usually buys a book to solve the problems they know they have. This book
solves problems you didn't know you had.
—Carles Fenollosa, Barcelona Supercomputing Center
Clear, precise, and comes with a lot of explanations and examples…the book can
be used by beginners and professionals alike, and even for teaching R!
—Atef Ouni, Tunisian National Institute of Statistics
A great balance of targeted tutorials and in-depth examples.
—Landon Cox, 360VL Inc.
http://www.allitebooks.org
ii
http://www.allitebooks.org
R in Action
SECOND EDITION
Data analysis and graphics with R
ROBERT I. KABACOFF
M A N N I N G
SHELTER ISLAND
http://www.allitebooks.org
iv
For online information and ordering of this and other Manning books, please visit
www.manning.com. The publisher offers discounts on this book when ordered in quantity.
For more information, please contact
Special Sales Department
Manning Publications Co.
20 Baldwin Road
PO Box 761
Shelter Island, NY 11964
Email: [email protected]
©2015 by Manning Publications Co. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in
any form or by means electronic, mechanical, photocopying, or otherwise, without prior written
permission of the publisher.
Many of the designations used by manufacturers and sellers to distinguish their products are
claimed as trademarks. Where those designations appear in the book, and Manning
Publications was aware of a trademark claim, the designations have been printed in initial caps
or all caps.
Recognizing the importance of preserving what has been written, it is Manning’s policy to have
the books we publish printed on acid-free paper, and we exert our best efforts to that end.
Recognizing also our responsibility to conserve the resources of our planet, Manning books are
printed on paper that is at least 15 percent recycled and processed without elemental chlorine.
Manning Pub.
Luthans and Doh (2012) discuss three major techniques for responding.docx
Luthans and Doh (2012) discuss three major techniques for responding to political risk. Should an international organization always use all three techniques? Why or why not?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pd
.
Lyddie by Katherine Paterson1. If you were Lyddie how would you h.docx
Lyddie by Katherine Paterson
1. If you were Lyddie how would you have handled the incident with mr marsen?
2. Explain how Charlie's visit is a turning point in the story
3. How does Paterson show how important it is for a person to have goals in life
4. What are three examples that Lyddie supports her self pity with when she feels she has been too late for everything
5. What do we learn about Diana and how does this new development change Lyddies role in the factory
6. What event occurs in chapter 20 that was foreshadowed earlier? What predictions can you make about Lyddie's future
.
Luthans and Doh (2012) discuss feedback systems. Why is it important.docx
Luthans and Doh (2012) discuss feedback systems. Why is it important to consider an effective feedback system as an international manager?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pdf
use pages 212-215
.
Luthans and Doh (2012) discuss factors affecting decision-making aut.docx
Luthans and Doh (2012) discuss factors affecting decision-making authority. Briefly describe at least three factors that affect decision-making authority.
I attached chapter 11 to the reflection paper assignment so you can use that to answer this question
thank you
Your response should be at least 200 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
[removed][removed][removed][removed]
.
More from carliotwaycave (20)
make sure to discuss the following•your understanding of t.docx
make sure to discuss the following•your understanding of t.docx
make sure to discuss the following•your understanding of .docx
make sure to discuss the following•your understanding of .docx
make sure to discuss the following•your understanding o.docx
make sure to discuss the following•your understanding o.docx
Main questions of the essay1. What are types of daily-lived situat.docx
Main questions of the essay1. What are types of daily-lived situat.docx
Make a simple plan to observe and evaluate a facility in your school.docx
Make a simple plan to observe and evaluate a facility in your school.docx
Major Approaches to Clinical Psychology PresentationSelect one.docx
Major Approaches to Clinical Psychology PresentationSelect one.docx
Make a powerpoint presentation. At least 4 to 6 pages. Your pape.docx
Make a powerpoint presentation. At least 4 to 6 pages. Your pape.docx
Make a 150 word response to the following. Incorporarte what was sai.docx
Make a 150 word response to the following. Incorporarte what was sai.docx
Major dams and bridges were built by the WPA during the New Deal o.docx
Major dams and bridges were built by the WPA during the New Deal o.docx
Major Paper #1--The Point of View EssayWe will be working on this .docx
Major Paper #1--The Point of View EssayWe will be working on this .docx
Major Essay for Final needs to be 5 pages long on the topic below an.docx
Major Essay for Final needs to be 5 pages long on the topic below an.docx
Major AssignmentObjectivesThis assignment will provide practice .docx
Major AssignmentObjectivesThis assignment will provide practice .docx
magine that you are employed by one of the followingT.docx
magine that you are employed by one of the followingT.docx
M4D1 Communication TechnologiesIn this module, we have focused .docx
M4D1 Communication TechnologiesIn this module, we have focused .docx
M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx
M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx
Luthans and Doh (2012) discuss three major techniques for responding.docx
Luthans and Doh (2012) discuss three major techniques for responding.docx
Lyddie by Katherine Paterson1. If you were Lyddie how would you h.docx
Lyddie by Katherine Paterson1. If you were Lyddie how would you h.docx
Luthans and Doh (2012) discuss feedback systems. Why is it important.docx
Luthans and Doh (2012) discuss feedback systems. Why is it important.docx
Luthans and Doh (2012) discuss factors affecting decision-making aut.docx
Luthans and Doh (2012) discuss factors affecting decision-making aut.docx
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdNatural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
- 1. Infographic Content: Reviewing Data 25.0 Infographic comprehensively describes the process of reviewing existing data and determining the need to conduct further assessment to determine eligibility with clear professionalism. Infographic Content: Assessment Methods 30.0 Infographic thoroughly and insightfully describes assessment methods, their purposes, and how data is used to make educational decisions related to eligibility or intervention for the following assessment types: norm-referenced, standardized testing; language sampling; dynamic assessment; criterion- referenced assessment; and intelligence testing. Infographic Content: Rights and Responsibilities 25.0 Infographic comprehensively details the rights and responsibilities of individuals with disabilities, their families, and teachers with clear professionalism. Research 5.0 Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. Visual Appeal 5.0 Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0 The writer is clearly in command of standard, written academic English.
- 2. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.