The document discusses the inclusion of three Test Training sections in Viewpoints 8 EGB to promote continuous evaluation and accurate assessment of student progress. The tests use an international exam format aligned with the Common European Framework of Reference for Languages (CEF) standards. This format was chosen for several reasons: it measures CEF levels appropriately, provides consistency for teachers and students, and allows students to practice strategies for international exams. The tests can serve dual purposes of ongoing teacher assessment and summative evaluations to gauge student mastery of CEF standards. Rubrics are also provided to grade speaking and writing tasks based on qualitative aspects like vocabulary, accuracy, fluency, interaction, coherence, and other dimensions.
Click here to refer to the instructions for the unit 2 lab tasks..docxvernettacrofts
Click here to refer to the instructions for the unit 2 lab tasks.
Can-D is a fairly large company headquartered in Orlando, Florida. There are 3,000 employees located at their headquarters. The company produces canned video content for popular entertainment ventures. Recently, they partnered with another local company (Video-Cam Corporation) who will be setting up an office at Can-D headquarters. There are some concerns regarding access to information between the various departments involved. As the network administrator, it is your responsibility to develop and propose a solution to address these security concerns. What specific security mechanisms would you use to secure information on the network, and why?
Prepare a 2-3 page Word document that summarizes your proposal to address security concerns. Explain the technologies appropriate for this situation, describe your reasons for using them, and explain configuration issues.
Be sure to cite all references using APA style.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does ...
You are now ready to start representing your system integration proj.docxlaquandabignell
You are now ready to start representing your system integration project by utilizing a system integration framework, which you researched as part of your Discussion Board assignment. You will also decide which components you might want to acquire and which components you want develop internally.
Assignment Guidelines
For this week’s assignment, you will be providing detail on the overall system integration architecture and the implementation framework.
New Content (Week 4)
Proposed System Integration Components Architecture
Thoroughly describe the architecture of the proposed integrated system, including all interfaces and components for the system integration and deployment.
Represent this architecture diagrammatically.
Discuss which components and interfaces could be acquired and those that need to be developed from scratch.
Implementation Framework
Select and describe in detail the framework that you used to define and implement the system integration project.
Define the project in terms of the selected framework.
Discuss advantages for using the selected framework.
Discuss integration challenges that were highlighted by defining the framework.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
This assignment will also be assessed using additional criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to ass ...
Building on your initial user interface (UI) design mock-up of the ojenkinsmandie
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
New orders
Change in employee status
Updated pictures
New products or services offered
Describe techniques for developing prototypes of user interfaces.
You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
Submit a screenshot in Word or another functional application.
Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
Please submit your assignment.
This assignment will also be assessed using the additional criteria provided here.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the ...
You will now create a database for the following seven tables. You w.docxshantayjewison
You will now create a database for the following seven tables. You will build upon this database in the upcoming units of the course.
Create a database containing the following tables:
Table Department
DepartmentID
Name
GroupName
ModifiedDate
Table Employee
EmployeeID
NationalIDNumber
ContactID
LoginID
ManagerID
ShiftID
Title
BirthDate
MaritalStatus
Gender
HireDate
SalariedFlag
VacationHours
SickLeaveHours
CurrentFlag
rowguid
ModifiedDate
Table EmployeeAddress
EmployeeID
AddressID
rowguid
ModifiedDate
Table EmployeePayHistory
EmployeeID
RateChangeDate
Rate
PayFrequency
ModifiedDate
Table EmployeeDepartmentHistory
EmployeeID
DepartmentID
StartDate
ShiftID
EndDate
ModifiedDate
Table Shift
ShiftID
Name
StartTime
EndTime
ModifiedDate
Table JobCandidate
JobCandidateID
EmployeeID
Resume
ModifiedDate
Create the needed tables in the SQL server environment (just tables, no relationships yet).
Use integer (INT) data types for all ID columns.
Use DATE data types for all date-related columns.
Rate related columns should be DECIMAL data types.
All other data types should be VARCHAR.
In addition, create 3 additional tables that could be consistent in a database for a human resources (HR) application, including an appropriate table name and appropriate columns.
Create and submit a screenshot of your database diagram based on the tables, and generate the data definition language (DDL) for each table.
Submit a consolidated Word document with the diagram and the DDL for all tables.
Please submit your assignment.
The assignment will also be graded using the criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content (75%)
Response covers all topics indicated in the assignment and adds additional content.
Response covers most topics indicated in the assignment.
Response covers many of the topics indicated in the assignment.
Response covers none to some of the topics indicated in the assignment.
Effective Communication (10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar.
Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and .
Click here to refer to the instructions for the Unit 4 lab tasks.docxvernettacrofts
Click
here
to refer to the instructions for the unit 4 lab tasks.
Can-D decided to involve a summer intern as a means of supporting their local university information technology program. As the network administrator for Can-D, you have been asked to train the intern about trunking between switches.
Prepare a Word document, approximately 3-4 pages in length that describes the purpose, function and configuration for trunking between switches. Discuss the relationship of VLANs and trunking along with the types of Ethernet trunking mechanisms.
Be sure to reference all sources using APA style.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of writ ...
Click here to refer to the instructions for the unit 1 lab t.docxvernettacrofts
Click
here
to refer to the instructions for the unit 1 lab tasks.
Over the past several years, the chief executive officer (CEO) of your company has read articles on Internet control message protocol (ICMP) attacks and the use of packet sniffers to aid in hacking into computer networks. Though the CEO understands that this is a serious concern, he does not know what, if anything, is being done to protect the organization's network against such attacks.
Prepare a 3-4-page memo in Word outlining what you have done as the network administrator to protect the network against such attacks, as well as additional measures to secure the network against other security concerns including worms, viruses, DoS attacks, spyware, and other such network intrusions that can disrupt the day-to-day business activities.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project CriteriaExceeds: 90%–100%Very Good: 80%–89%Meets: 70%–79%Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content.Response covers most topics indicated in the assignment.Response covers many of the topics indicated in the assignment.Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar.Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar.Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with severa ...
Basic data structures such as arrays are not sufficient for some appcameroncourtney45
Basic data structures such as arrays are not sufficient for some applications. In some cases, more advanced data structures are more suitable. In this assignment you will examine Stacks and Queues using linked lists. Complete the following:
Create a flowchart to represent the Push and Pop operations for a Stack based on a linked list data structure.
Create a flowchart to represent the Enqueue and Dequeue operations for a Queue based on a linked list data structure.
Write the required Java code to implement either a Stack or a Queue data structure based on a linked list. The code should include the class constructors, the necessary properties, and methods to add and remove elements from the data structure. Do not use the built-in Java Stack class or the built-in Java Queue interface or the built-in Java linked list (you should create your own code for these classes).
Please submit your assignment in a single MS Word document:
Note: Diagrams created in separate programs should be copied and pasted into your document for submission.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ...
A company needs four separate offices around the world. The managersromeliadoan
A company needs four separate offices around the world. The managers want to be able to connect these offices together using the Internet, and they want to make sure that each location network is available to all the others. That is, they want the routing information for all four networks to be available at each site. Any employee should be able to access information located at the remote site. Management is worried about passing information over the Internet and monitoring for security and compliance reasons.
Answer the following questions and requirements to write your document of 3–5 pages. As you answer each question, you must provide support or evidence that will enhance and empirically prove your answers. Academic information technology (IT) articles or real-life IT findings that are not found in journals or other academic sources must be used in supporting your answers. Complete the following:
Discuss the latest implementations of routing protocols that would be necessary to accommodate the company's wide area network (WAN) and Internet connectivity.
Where is each protocol used in a WAN? How does each protocol work in a WAN?
How would the routing protocols discussed help in the monitoring of passing traffic over the corporate network and the Internet under safe and secure conditions? Provide examples of how this would be done and why it would be done in this fashion.
If you were able to develop another solution for this network that supports the organizational requirements, what would be your recommendation? Compare and contrast your alternative with the one initially discussed.
Be sure to reference all sources using APA style.
For more information on APA, please visit the Library, and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. De ...
Click here to refer to the instructions for the unit 2 lab tasks.docxbrownliecarmella
Click
here
to refer to the instructions for the unit 2 lab tasks.
You are Sam Smith, a new IT technician at Global Packaging. You have been provided with your first assignment to connect a personal computer (PC) to an Ethernet network and a fiber-optic network. You will be involved in the development and implementation of their wide area network (WAN) project.
Provide a Word document of 3-5 pages that addresses the following:
A brief description in your own words of the necessary actions to connect systems to a network using wired media.
A summary of the characteristics that make fiber-optic cabling different from other forms of cabling.
A scenario whereby fiber-optic cabling would be appropriate for a client. Support your position with relevant research.
A functional comparison of the different network devices.
Details about what is necessary for Internet connectivity.
Explain the process to install a network adapter.
Primary differences between a wide area network and a local area network.
Be sure to reference all of your sources using APA style. Refer to the APA style guide found in the Library for further information.
Reminder:
Refer to the Small Group area and the
ITCO251 Group Project Schedule
and work on the tasks that are defined for Unit 2. Contact your instructor with questions via e-mail, the IM feature in the classroom, or during the live chat or office hours.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Project Criteria
Exceeds
90%–100%
Very good
80%–89%
Meets
70%–79%
Needs Improvement Below 70%
Content
75%
Response covers all topics indicated in the assignment and adds additional content.
Response covers most topics indicated in the assignment.
Response covers many of the topics indicated in the assignment.
Response covers none to some of the topics indicated in the assignment.
Effective Communication
10%
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar.
Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. ...
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docxchristinemaritza
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
A career in IT requires an understanding of the various technologies.docxJospehStull43
A career in IT requires an understanding of the various technologies that compose a computing environment. Managing computer hardware and software is the first step. Whether you are an IT project manager, administrator (computer system, database or network), systems analyst, network specialist, software developer, digital investigator or security analyst, there may be a time when you need to administer your system, or help others administer theirs.
Please refer to the following for information about accessing and using LabSim:
Getting Started with LabSim
LabSim Navigation
Click
here
for the instructions for the Unit 5 Lab tasks.
Prepare a Word document that contains 1-2 pages of information summarizing your thoughts about the following bullets.
Explain the relationship between “code of ethics” and “professionalism” in an IT environment.
Describe your thoughts about what “professionalism” would mean to someone who is in the role of network administrator. How would that compare to someone who was a systems analyst or a programmer?
There are often reports of unprofessional acts by someone in IT that have significant implications for organizations. Research reports of unprofessional behavior by someone in IT and discuss whether their behavior was unethical, illegal, or socially responsible. One such example would be data theft by an employee. One example of this type of unprofessional behavior could be found
here
. You can find other examples at
this website
.
Discuss an example situation of someone in an IT role that lacked professionalism or violated a “code of ethics”. Identify whether your example was socially, ethically or legally irresponsible.
Prepare your work in a Word document using Times New Roman 12 point font, APA style (title page, abstract, citations, and references) with valid scholarly resources.
This assignment will also be assessed using additional criteria provided
here
.
Prepare your work in a Word document with APA style (title page, abstract, citations, and references). Use valid and scholarly resources.
Project Criteria
Exceeds
90% – 100%
Very good
80% – 89%
Meets
70%–79%
Needs Improvement Below 70%
Content
75%
Response covers all topics indicated in the assignment and adds additional content.
Response covers most topics indicated in the assignment.
Response covers many of the topics indicated in the assignment.
Response covers none to some of the topics indicated in the assignment.
Effective Communication
10%
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing w.
Click here to refer to the instructions for the unit 5 lab tasks.docxvernettacrofts
Click
here
to refer to the instructions for the unit 5 lab tasks.
You were hired as the manager for network services at a medium-sized firm. This firm has 3 offices in 3 American cities. Recently, the firm upgraded its network environment to an infrastructure that supports converged solutions. The infrastructure now delivers voice, data, video, and wireless solutions. Upon assuming the role of network manager, you started reviewing the documentation and policies in place for the environment to ensure that everything is in place for the upcoming audit. You notice that a formal network security policy is nonexistent. You need one. The current network environment and services are listed below:
The environment hosts a customer services database.
The e-mail service is available, with each user having his or her own mailbox.
There is a sales team of 20 staff. They work remotely using laptops.
A routed voice network exists between offices.
Web services are available to clients on the Internet.
Wireless services cover public areas and conferences rooms.
Considering the network environment, services, and solutions that are supported, develop a network security policy of 3–4 pages for the environment.
Give consideration to each service, and recommend protection measures.
Risk mitigation is of extreme importance.
Confidentiality and integrity are important factors of network security. However, it should not affect availability.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from ...
1. From the breadth and depth of the economic downturn, it was cle.docxjeremylockett77
1. From the breadth and depth of the economic downturn, it was clear that no one single policy action would address the problem. Briefly discuss how the various actions taken by the Treasury and the Fed served to work together or possibly against one another to address the problems.
2. How did the backgrounds of both Geithner and Bernanke serve to assist or hinder them in understanding and acting to solve the problems?
3. "The biggest problem we now face is how the Treasury and Fed can withdraw from the heavy level of financial support that they’ve provided without plunging the economy back into a recession." Please comment on this proposition.
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement ...
Each layer of the Open Systems Interconnection (OSI) model has one owildmandelorse
Each layer of the Open Systems Interconnection (OSI) model has one or more protocol data units (PDUs) associated with it; in the case of Layer 2, at which switching is executed, the PDU used is the frame. Do some research on the various frame types available for Layer 2 operations, and discuss, using diagrams, those frame types. Your paper should cover following questions:
Which Layer 2 frame is now the commonly accepted standard?
What are its constituent components?
What function does each of these components implement?
As part of this discussion, explain how and why frames can become malformed and what methods for error correction are implemented at Layer 2.
Please cite your references in APA format.
For more information on APA, please visit the Library and click on Citation Resources link.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Criteria
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level ...
Term Paper Rubric – 50 point maximum Traits10 points8 po.docxmehek4
Term Paper Rubric – 50 point maximum
Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.
I. Introduction
II. Theory of Hegemonic Stability
A. Alternate theories
III. Is non-polarity an adequate characterization of the contemporary international distribution of power?
A. U.S. views
B. Soviet views
C. Chinese views
IV. U.S. versus Soviet bipola ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. In Viewpoints 8 EGB, three Test Training sections have been prepared to
promote continuous evaluation and to have a more accurate picture of
students’ progress throughout the book. The format of the tests resembles
the one used in diverse international examinations. This decision is based
on different reasons. First, it has been widely recognized that international
tests measure the levels of the CEF performance descriptors appropriately;
second, by providing an international examination format and linking it to
the CEF standards, both teachers and students will have a consistent point
of reference concerning foreign language achievement; finally, by using
this format students will have the opportunity to become familiar with and
develop the strategies needed to take an international exam for evaluating
foreign or second language proficiency.
These tests can serve two purposes: a) as an opportunity for teachers to work
on ongoing assessment practices; b) as summative or cumulative evaluations
to get a sense of the CEF standards consolidated through the program and
what areas need further practice.
The editors
Viewpoints 8 EGB
TestTrainingSections–RubricsandGrading
257
2. For grading the speaking and writing tasks, the following rubrics should be
used. Each rubric corresponds to a different aspect of the tasks and to a score
that has been specified on top of each column.The sum of the corresponding
scores per rubric, including all aspects, should yield the final score.
Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0
Range
Has an insufficient
repertoire of words
and simple phrases to
talk about personal
information such
as name, age,
nationality, phone
number and email. His
/ Her low vocabulary
range impedes
communication.
Has a limited
repertoire of words
and simple phrases to
talk about personal
information to talk
about personal
information such
as name, age,
nationality, phone
number and email.
Confuses or lacks the
appropriate words
most of the time
so the message is
obscured.
Has an average
repertoire of
words and simple
phrases to talk
about personal
information such
as name, age,
nationality, phone
number and email.
Although confuses
or lacks some of
the vocabulary,
this does not affect
communication.
Has a good and
functional basic
repertoire of words
and simple phrases to
talk about personal
information such
as name, age,
nationality, phone
number and email.
His / Her vocabulary
control facilitates
communication.
Accuracy
Shows insufficient
control of simple
grammatical
structures (verb to
be in the Simple
Present tense) and
sentence patterns
associated with giving
personal information
such as name, age,
nationality, phone
number and email.
Excessive confusion
and inaccurate use of
structures impedes
communication.
Uses, with a lot
of effort, simple
grammatical
structures (verb to
be in the Simple
Present tense) and
sentence patterns
associated with giving
personal information
such as name,
age, nationality,
phone number and
email. Confuses
simple structures
and patterns
systematically,
which causes
communication
breakdowns.
Uses a basic
repertoire
of simple
grammatical
structures (verb to
be in the Simple
Present tense) and
sentence patterns
associated with
giving personal
information (name,
age, nationality,
phone number
and email)
accurately most
of the time. Some
confusion may be
present, but this
does not affect
communication.
Uses simple
grammatical
structures (verb to be
in the Simple Present
tense) and sentence
patterns associated
with giving personal
information (such as
name, age, nationality,
phone number and
email) successfully.
The appropriate use
of structures and
patterns facilitates
communication.
258
3. Fluency
Manages only very
short, mainly pre-
packaged utterances.
Pausing to search
for expressions or to
articulate less familiar
words is too long and
truncates the flow
of the interaction.
No communication
repair is present
and false starts are
continuous, impeding
communication.
Shows difficulty to
express in a fluent
way, information such
as personality traits,
favorites and different
ways of learning.
Repeated false starts,
long pauses and too
much hesitation are
present and make
interaction difficult.
No communication
repair is present.
Expresses personal
information
(personality
traits, favorites
and different
ways of learning)
appropriately.
False starts, short
pauses to search
for expressions and
communication
repair are present
but do not affect
the flow of his / her
interaction.
Expresses personal
information (such as
name, age, nationality,
phone number and
email) fluently. Normal
false starts and pauses
are present and
integrated into the
flow of the interaction.
Interaction
Fails to ask and
answer short
questions about
personal information
(such as name, age,
nationality, phone
number and email).
Finds it too difficult
to initiate, maintain
and / or close the
conversation.
Communication is
unsuccessful.
Can, with a lot of
effort, ask and answer
short questions about
personal information
(such as name,
age, nationality,
phone number and
email). Although he
/ she can initiate the
conversation, very
rarely keeps it going.
Needs constant
repetition, rephrasing
and repair.
Can ask and answer
short questions
about personal
information (such
as name, age,
nationality, phone
number and email)
appropriately.
Can initiate the
conversation and
keep it going,
although some
repair, rephrasing
and repetition are
still needed.
Can successfully ask
and answer short
questions about
personal information
(such as name, age,
nationality, phone
number and email).
Repair, rephrasing and
repetition are scarce
but still present, and
are integrated into the
flow of the interaction.
Coherence
Fails to ask and
answer questions
related to the content
of the interaction.
His / Her utterances
are too short,
unconnected and
confusing. Meaning
is not conveyed and
interaction is not
achieved.
Finds it difficult
to ask and answer
questions according
to the content of
the interaction.
Sometimes neither
words nor expressions
are properly arranged.
The connector and is
seldom present or is
used inappropriately.
Can, with some
effort, ask and
answer questions
according to the
content of the
interaction. His
/ Her utterances
match the content
and flow of
the interaction
but sometimes
confuses the use
of and. Meaning is
conveyed despite
the organization
mistakes which are
present.
Asks and answers
questions according
to the content of the
interaction. Is able to
organize sentences
successfully according
to their topic and
link them with the
connector and.The
message is clear and
concrete.There is a
clear match between
form and meaning
that facilitates
communication.
259
4. Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Writing ( 10 points )
Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely
lacks data or it is
hardly related to the
information required
by the task (parts of
speech – verb to be and
personal pronouns).
Reduced writing.
The information
included in the
text is sometimes
unclear and
confusing. At
least half of the
information
required by the
task (parts of
speech – verb to
be, and personal
pronouns) is
missing.
The text presents
most of the
information
requested (parts
of speech – verb
to be and personal
pronouns).Task
input is used. Some
parts of the text
may be confusing,
but the required
message is conveyed
overall.
The text clearly
presents the
information
suggested (parts
of speech – verb to
be, and personal
pronouns).Task
input is fully used
and ideas are kept
short and simple.
Accuracy
Inappropriate use of
the verb to be in the
Simple Present tense.
Uses subject pronouns
inappropriately. Little
or no understanding
of their use.Too many
spelling mistakes.
Attempts to use
the verb to be
in the Simple
Present tense and
subject pronouns
correctly.
Many mistakes
are present,
which makes
the message
confusing at
times. Spelling
mistakes are still
present.
Appropriate use
of the verb to be in
the Simple Present
tense and subject
pronouns. A few
mistakes may be
present, but they
do not impede
addressing a clear
message. A few
spelling errors are
still present.
The verb to be in
the Simple Present
tense and subject
pronouns are
used correctly and
consistently, making
the message very
clear. Spelling is
accurate.
260
5. Vocabulary range
Very poor control
of basic vocabulary
and expressions
related to personal
information. Frequent
confusion of words
makes the intended
message mostly
incomprehensible.
Limited control of
basic vocabulary
and expressions
related to
personal
information.
Confusion or
misuse of words
may obscure the
message of the
text.
Shows average
control of basic
vocabulary and
expressions
related to personal
information.
Some errors may
be present, but
they don’t impede
communication.
Sufficient control
of basic vocabulary
and expressions
related to personal
information.
Organization and
cohesion
The word count is
considerably lower than
required by the task.
The message is
much shorter
than suggested in
the task.
The text covers at
least two-thirds of
the words asked for
in the task.
The message is
clear, precise and
within the number
of words required.
Appropriateness
of register and
format
The expressions and
the layout used make
the text’s register
and format mostly
inappropriate for or
inconsistent with the
task and its audience.
The expressions
and the layout
used make the
text’s register and
format somewhat
inappropriate for
or inconsistent
with the task and
its audience.The
text shows some
inaccuracies in
register such
as confusion of
formal / informal
expressions and
/ or forms of
address.
The expressions
and the layout used
make the text’s
register and format
usually appropriate
for the task and its
audience. Some
register mistakes
may be present, but
these do not impede
communication.
The expressions
and the layout
used make the
text’s register and
format consistently
appropriate for
the task and its
audience.
Communication is
achieved easily.
261
6. Test Training A (Units 1 and 2) – How to Grade
Section CEF Standard Performance Descriptor
Listening
(5 points)
Can understand
phrases and
expressions
related to areas of
most immediate
priority
(nationalities,
age, phone
numbers,
occupations)
provided speech
is clearly and
slowly articulated.
Excellent
(5)
Easily understands phrases and expressions related to personal
information (nationalities, age, phone numbers, occupations)
in short and simple conversations.
Good
(3-4)
Understands most phrases and expressions related to personal
information (nationalities, age, phone numbers, occupations)
in short and simple conversations, but confuses their meaning
at times.
Needs practice
(0-2)
Fails to understand phrases and expressions related to
personal information (nationalities, age, phone numbers,
occupations) in short and simple conversations.
Reading
(5 points)
Can understand
short, simple texts
containing the
highest frequency
vocabulary,
including a
proportion
of shared
international
vocabulary items.
Excellent
(5)
Successfully identifies specific information in a short
descriptive text about personal information (age, nationality,
physical description).
Good
(3-4)
Identifies specific information in a short descriptive text about
personal information (age, nationality, physical description)
with some accuracy.Though some misunderstanding might be
present, generally it does not affect comprehension.
Needs practice
(0-2)
Fails to identify specific information in a short descriptive
text about personal information (age, nationality, physical
description), which impedes comprehension.
Writing
(10 points)
Can write simple
isolated phrases
and sentences.
Excellent
(10)
Accurately writes simple words and phrases to complete an
email.The use of basic sentence patterns (verb to be/personal
pronouns) is precise and facilitates communication.
Good
(6-9)
Is able to write simple words and phrases to complete an email.
A few mistakes may be present when using the verb to be and
the personal pronouns but the message is clear.
Needs practice
(0-5)
Fails to write a series of simple phrases and sentences to
write simple words and phrases to complete an email.Too
many mistakes in basic sentence patterns (verb to be/personal
pronouns) impede communication.
Speaking
(10 points)
Can describe
people in simple
terms.
Excellent
(10)
Successfully gives a short rehearsed presentation about
personal information such as name, age, nationality and
personality traits using information from a graph.
Good
(6-9)
Gives a short rehearsed presentation about personal
information such as name, age, nationality and personality
traits using information from a graph. Some lexical and
grammatical mistakes and hesitations may be present, but
these do not affect communication.
Needs practice
(0-5)
Shows difficulty to give a short rehearsed presentation about
personal information such as name, age, nationality and
personality traits using information from a graph. Often uses
inappropriate vocabulary to express ideas, which may cause
communication failure.
262
7. Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Spoken Language: Oral Expression (10 points)
Grading Scale 1.0 1.5 2.0 2.5
Range
Has an insufficient
repertoire of words
and simple phrases
to describe people
and the activities
they are doing. His /
Her low vocabulary
range impedes
communication.
Has a limited
repertoire of words
and simple phrases to
describe people and
the activities they are
doing. Confuses or
lacks the appropriate
words most of the
time and the message
is obscured.
Has an average
repertoire of words
and simple phrases
to describe people
and the activities
they are doing.
Although confuses
or lacks some of
the vocabulary,
this does not affect
communication.
Has a good and
functional basic
repertoire of words
and simple phrases
to describe people
and the activities
they are doing. His
/ Her vocabulary
control facilitates
communication.
Accuracy
Shows insufficient
control of simple
grammatical
structures and
patterns to describe
people (verb to be in
the Simple Present
tense) and the
activities they are
doing (the Present
Progressive tense).
Excessive confusion
and inaccurate use
of grammar impedes
communication.
Uses, with a lot
of effort, simple
grammatical
structures and
patterns to describe
people (verb to
be in the Simple
Present tense)
and the activities
they are doing (the
Present Progressive
tense). Confuses
these structures
and patterns
systematically,
which causes
communication
breakdowns.
Uses a basic
repertoire of simple
grammatical
structures and
patterns to
describe people
(verb to be in the
Simple Present
tense) and the
activities they are
doing (the Present
Progressive tense)
accurately most
of the time. Some
confusion may be
present, but this
does not affect
communication.
Uses simple
grammatical structures
and patterns to
describe people
(verb to be in the
Simple Present tense)
and the activities
they are doing (the
Present Progressive
tense) successfully.
The appropriate use
of structures and
patterns facilitates
communication.
263
8. Fluency
Manages only
short, mainly pre-
packaged utterances
to describe people
and the activities
they are doing.
Pausing to search
for expressions or to
articulate less familiar
words is too long and
truncates the flow
of the presentation.
No communication
repair is present
and false starts are
continuous, impeding
communication.
Shows difficulty to
describe people and
the activities they
are doing. Repeated
false starts, long
pauses and too
much hesitation are
present and make
his / her presentation
difficult to follow. No
communication repair
is present.
Describes people
and the activities
they are doing.
False starts, short
pauses to search
for expressions and
communication
repair are present,
but do not affect
the flow of his / her
presentation.
Describes people and
the activities they
are doing fluently.
Normal false starts
and pauses are present
and are integrated
into the flow of the
presentation.
Coherence
Fails to organize his
/ her ideas and link
the utterances in his
/ her presentation
with basic connectors
such as and or but.
The message is too
short and confusing.
Meaning is not
conveyed.
Finds it difficult
to initiate his /
her description.
Sometimes neither
words nor expressions
are properly arranged
so meaning gets
lost.The use of
basic connectors
such as and or but is
seldom present or is
inappropriate.
Can, with some
effort, initiate his
/ her description
and present
information.
Sentences
are organized
according to
their topic but
sometimes
confuses the
use of and or
but to connect
them. Meaning
is conveyed
despite the few
organizational
mistakes which are
present.
Introduces his / her
description properly.
Is able to organize
sentences successfully
according to their
topic and link them
with basic connectors
such as and or but.The
message is clear and
concrete.
264
9. Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Writing ( 11 points)
Grading Scale 0.55 1.1 1.6 2.2
Content
The text largely
lacks data or it is
hardly related to
the information
required by the task
(prepositions of time
– in/on/at). Reduced
writing.
The information
included in the text
is sometimes unclear
and confusing.
At least half of
the information
required by the task
(prepositions of
time – in/on/at ) is
missing.
The text presents
most of the
information requested
(prepositions of time
– in/on/at).Task input
is used. Some parts
of the text may be
confusing, but the
required message is
conveyed overall.
The text clearly
presents the
information
suggested
(prepositions of
time – in/on/at ).
Task input is fully
used and ideas
are kept short and
simple.
Accuracy
Fails to identify and
use prepositions
of time (in/on/
at). Little or no
understanding of
their use.Too many
spelling mistakes.
Shows difficulty
to identify and
use prepositions
of time (in/on/at)
correctly. Many
spelling mistakes
are present, which
makes the message
confusing at times.
Is able to identify and
use prepositions of
time (in/on/at). A few
spelling mistakes may
be present, but they do
not impede addressing
a clear message.
Identifies and
uses prepositions
of time (in/on/
at) successfully
making the
message very
clear. Spelling is
accurate.
Vocabulary range
Very poor control of
basic vocabulary and
expressions related
to events. Frequent
confusion of words
makes the intended
message mostly
incomprehensible.
Limited control of
basic vocabulary and
expressions related
events. Confusion or
misuse of words may
obscure the message
of the text.
Shows average control
of basic vocabulary
and expressions
related to events.
Some errors may
be present, but
they don’t impede
communication.
Sufficient control
of basic vocabulary
and expressions
related to events.
265
10. Organization and
cohesion
The word count is
considerably lower
than required by the
task.
The message is
much shorter than
suggested in the
task.
The text covers at
least two-thirds of the
words asked for in the
task.
The message is
clear, precise and
within the number
of words required.
Appropriateness
of register and
format
The expressions
and the layout used
make the text’s
register and format
mostly inappropriate
for or inconsistent
with the task and its
audience.
The expressions
and the layout
used make the
text’s register and
format somewhat
inappropriate for
or inconsistent
with the task and
its audience.The
text shows some
inaccuracies in
register such as
confusion of formal /
informal expressions
and / or forms of
address.
The expressions
and the layout used
make the text’s
register and format
usually appropriate
for the task and its
audience. Some
register mistakes
may be present, but
these do not impede
communication.
The expressions
and the layout
used make the
text’s register and
format consistently
appropriate for
the task and its
audience.
Communication is
achieved easily.
266
11. Test Training B (Units 3 and 4) – How to Grade
Section CEF Standard Performance Descriptor
Listening
(5 points)
Can understand
phrases and
expressions that
describe people
in short spoken
texts and informal
conversations.
Excellent
(5)
Easily understands phrases and expressions in short and
simple conversations that describe people and what
they are wearing.
Good
(3-4)
Understands most phrases and expressions in short and
simple conversations that describe people and what
they are wearing, but confuses their meaning at times.
Needs practice
(0-2)
Fails to understand phrases and expressions in short
and simple conversations that describe people and what
they are wearing.
Reading
(6 points)
Can identify
specific
information in
simple written
material that he
/ she encounters
such as magazine
articles.
Excellent
(6)
Easily finds and accurately understands the who
(people) and the what (activities) described in simple,
short informative texts.
Good
(4-5)
Finds and understands the who (people) and the what
(activities) described in simple, short informative texts,
but gets confused at times, affecting comprehension.
Needs practice
(0-3)
Shows great difficulty to find and understand the who
(people) and the what (activities) described in simple,
short informative texts.This clearly indicates that
comprehension has not occurred.
Writing
(11 points)
Can write simple
isolated phrases
and sentences.
Excellent
(11)
Accurately writes write simple isolated words and
phrases to complete a blog about events.The use of
prepositions of time is precise.
Good
(6-10)
Is able to write simple isolated words and phrases to
complete a blog about events. A few mistakes may
be present in the use of prepositions of time, but the
message is still clear.
Needs practice
(0-5)
Has difficulty to write simple isolated words and phrases
to complete a blog about events.Too many mistakes in
the use of prepositions of time.
Speaking
(10 points)
Can use a series
of phrases and
sentences to
describe people
and processes in
simple terms.
Excellent
(10)
Successfully uses simple terms and patterns to describe
the people in a picture and the activities they are doing.
Good
(6-9)
Uses simple terms and patterns to describe the people
in a picture and the activities they are doing. Some
lexical and grammatical mistakes and hesitations may
be present, but these do not affect communication.
Needs practice
(0-5)
Shows difficulty to use simple terms and patterns to
describe the people in a picture and the activities they
are doing. Very often uses inappropriate vocabulary to
express ideas, which may cause communication failure.
267
12. Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0
Range
Has an insufficient
repertoire of words
and simple phrases to
exchange ideas about
habitual activities. His
/ Her low vocabulary
range impedes
communication.
Has a limited
repertoire of words
and simple phrases to
exchange ideas about
habitual activities.
Confuses or lacks
the appropriate
words most of the
time, obscuring the
message.
Has an average
repertoire of words
and simple phrases to
exchange ideas about
habitual activities.
Although confuses
or lacks some of the
vocabulary, this does
not greatly affect
communication.
Has a good and
functional repertoire
of basic words and
simple phrases to
exchange ideas about
habitual activities.
His / Her vocabulary
control facilitates
communication.
Accuracy
Shows insufficient
control of simple
grammatical
structures and
patterns to talk about
habitual activities
(the Simple Present
tense). Excessive
confusion and
inaccurate use of
these structures and
patterns impedes
communication.
Uses, with a lot
of effort, simple
grammatical
structures and
patterns to talk about
habitual activities
(the Simple Present
tense). Confuses
these structures
and patterns
systematically,
which causes
communication
breakdown.
Uses accurately,
most of the time, a
basic repertoire of
simple grammatical
structures and
patterns to talk
about habitual
activities (the Simple
Present tense). Some
confusion may be
present, but this does
not greatly affect
communication.
Uses simple
grammatical
structures and
patterns to talk
about habitual
activities (the Simple
Present tense).The
appropriate use of
simple structures and
patterns facilitates
communication.
Fluency
Manages only very
short, mainly pre-
packaged utterances
to talk about habitual
activities. Pausing to
search for expressions
or to articulate
less familiar words
is too long and
truncates the flow
of the interaction.
No communication
repair is present
and false starts are
continuous, impeding
communication.
Shows difficulty to
manage very short,
mainly pre-packaged
utterances to talk
about habitual
activities. Repeated
false starts, long
pauses, and too
much hesitation are
present and make
interaction difficult.
No communication
repair is present.
Talks about habitual
activities. False
starts, short pauses
to search for
expressions, and
communication repair
are present but do
not greatly affect
the flow of his / her
interaction.
Talks about
habitual activities
successfully. Normal
false starts and
pauses are present
and integrated
into the flow of the
interaction.
268
13. Interaction
Fails to ask and
answer short
questions necessary
to exchange ideas
about habitual
activities. Finds
it too difficult to
initiate, maintain
and / or close the
conversation.
Communication is
unsuccessful.
Can, with a lot of
effort, ask and
answer short
questions necessary
to exchange ideas
about habitual
activities. Although
he / she can initiate
the conversation,
very rarely keeps the
conversation going of
his / her own accord
and needs constant
repetition, rephrasing
and repair.
Can ask and answer
short questions
necessary to
exchange ideas
about habitual
activities. Can initiate
the conversation
and keep it going,
although some
repair, rephrasing and
repetition are still
needed.
Can successfully
answer short
questions necessary
to exchange ideas
about habitual
activities. Repair,
rephrasing and
repetition are scarce
but still present,
and are integrated
into the flow of the
interaction.
Coherence
Fails to ask and
answer questions
related to the content
of the interaction.
His / Her utterances
are too short,
unconnected and
confusing. Meaning
is not conveyed and
interaction is not
achieved.
Finds it difficult
to ask and answer
questions according
to the content of
the interaction.
Sometimes
neither words nor
expressions are
properly arranged.
The connector and is
seldom present or are
used inappropriately.
Can, with some
effort, ask and answer
questions according
to the content of
the interaction.
Sometimes confuses
the use of and.
Meaning is conveyed
despite the few
organizational
mistakes which are
present.
Asks and answers
questions according
to the content of the
interaction. Is able to
organize sentences
successfully and
link them with the
connector and.The
message is clear and
concrete.There is a
clear match between
form and meaning
that facilitates
communication.
269
14. Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Writing (10 points )
Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely
lacks data or it is
hardly related to the
information required by
the task (auxiliary verb
do). Reduced writing.
The information
included in the
text is sometimes
unclear and
confusing. At
least half of the
information
required by the
task (auxiliary
verb do) is
missing.
The text presents
most of the
information
requested (auxiliary
verb do).Task input
is used. Some parts
of the text may be
confusing, but the
required message is
conveyed overall.
The text clearly
presents the
information
suggested (auxiliary
verb do).Task input
is fully used and
ideas are kept short
and simple.
Accuracy
Inappropriate use of
the Simple Present
tense. Uses the
auxiliary verb do
inappropriately. Little
or no understanding
of their use.Too many
spelling mistakes.
Attempts to
use the Simple
Present tense
and the auxiliary
verb do correctly.
Many mistakes
are present,
which makes
the message
confusing at
times. Spelling
mistakes are still
present.
Appropriate use of
the Simple Present
tense and the
auxiliary verb do. A
few mistakes may
be present, but
they do not impede
addressing a clear
message. A few
spelling errors are
still present.
The Simple Present
tense and the
auxiliary verb do are
used correctly and
consistently, making
the message very
clear. Spelling is
accurate.
Vocabulary range
Very poor control
of basic vocabulary
and expressions
related to habitual
activities. Frequent
confusion of words
makes the intended
message mostly
incomprehensible.
Limited control of
basic vocabulary
and expressions
related to
habitual activities.
Confusion or
misuse of words
may obscure the
message of the
text.
Shows average
control of basic
vocabulary and
expressions related
to habitual activities.
Some errors may
be present, but
they don’t impede
communication.
Sufficient control
of basic vocabulary
and expressions
related to habitual
activities.
270
15. Organization and
cohesion
The word count is
considerably lower than
required by the task.
The message is
much shorter
than suggested in
the task.
The text covers at
least two-thirds of
the words asked for
in the task.
The message is
clear, precise and
within the number
of words required.
Appropriateness
of register and
format
The expressions and
the layout used make
the text’s register
and format mostly
inappropriate for or
inconsistent with the
task and its audience.
The expressions
and the layout
used make the
text’s register and
format somewhat
inappropriate for
or inconsistent
with the task and
its audience.The
text shows some
inaccuracies in
register such
as confusion of
formal / informal
expressions and
/ or forms of
address.
The expressions
and the layout used
make the text’s
register and format
usually appropriate
for the task and its
audience. Some
register mistakes
may be present, but
these do not impede
communication.
The expressions
and the layout
used make the
text’s register and
format consistently
appropriate for
the task and its
audience.
Communication is
achieved easily.
271
16. Test Training C (Units 5 and 6) – How to Grade
Section CEF Standard Performance Descriptor
Listening
(5 points)
Can understand
simple directions
related to how to
get from X toY.
Excellent
(5)
Easily understands simple directions to get from one
place to another in short and simple conversations.
Good
(3-4)
Understands simple directions to get from one place
to another in short and simple conversations, but gets
confused at times.
Needs practice
(0-2)
Shows difficulty to understand simple directions to
get from one place to another in short and simple
conversations.
Reading
(5 points)
Can recognize
familiar names,
words, and very
basic phrases
on simple signs
in the most
common everyday
situations.
Excellent
(5)
Easily recognizes explicit and implied information on
simple everyday signs.
Good
(3-4)
Recognizes explicit and implied information on simple
everyday signs.Though some misunderstanding might
be present, comprehension is not greatly affected.
Needs practice
(0-2)
Shows difficulty to recognize explicit and implied
information on simple everyday signs.
Writing
(10 points)
Can write simple
isolated phrases
and sentences.
Excellent
(10)
Accurately writes simple words and phrases to complete
an email about habitual activities.The use of basic
sentence patterns (Simple Present tense) is precise and
facilitates communication.
Good
(6-9)
Is able to write simple words and phrases to complete
an email about habitual activities. A few mistakes may
be present when using the Simple Present tense but the
message is clear.
Needs practice
(0-5)
Fails to write simple words and phrases to complete an
email about habitual activities. Too many mistakes in
basic sentence patterns (Simple Present tense) impede
communication.
Speaking
(10 points)
Can participate in
short conversations
in routine contexts
on topics of
interest.
Excellent
(10)
Easily interacts with others by using key expressions and
basic language about habitual activities.
Good
(6-9)
Interacts with others by using key expressions and basic
language about habitual activities. Some rephrasing
and repair is necessary, but this does not greatly affect
communication.
Needs practice
(0-5)
Shows difficulty to interact with others by using
key expressions and basic language about habitual
activities.
272