This rubric outlines the requirements and evaluation criteria for a three-phase comprehensive exam consisting of a research portfolio. It evaluates students on developing a focused topic and thesis, employing effective search strategies and keywords, selecting appropriate resources, evaluating resources, and properly citing sources in MLA style. Students can earn points in each category and phase to demonstrate emerging, developing, accomplished, or exemplary performance. The rubric provides instructors with detailed guidelines to assess student work.
A student-friendly guide to the Extended Essay, a major part of the IB Diploma Programme Core. This is the result of a collaborative project between two DP educators, Alan Barbee and Mirjam Berghuis
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
A student-friendly guide to the Extended Essay, a major part of the IB Diploma Programme Core. This is the result of a collaborative project between two DP educators, Alan Barbee and Mirjam Berghuis
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
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.
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.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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
1. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Comprehensive Exam Rubric
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
Specified dimensions of the topic appropriately
Phase 1 0123 3.5 4 5 /5
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Clearly state the Topic has an imprecise or Topic has a discernable Clear focus on the topic which Very clear focus that is
focused topic. unclear focus. The focus focus but lacks precision. is adequately precise. precise, appropriately narrow,
needs to be narrowed or and well articulated.
clarified.
Developed an Thesis statement does not Thesis statement Thesis statement that is clear Thesis statement that is very
appropriate working clearly lay out the main addresses the topic but and adequately precise. well focused and concise.
thesis. ideas and issues, does not needs more precise focus
clearly state a focused and precision. The argument is adequately The argument is clear,
topic, lacks precision. stated. focused and well stated.
No argument. There is an argument but it
needs to be more clearly
stated.
Took appropriate Research questions are too Research questions Clear, focused and Very clear, concise and well
steps to narrow and broad or vague; research address the topic but need adequately precise research focused research questions.
focus the topic. questions do not more focus and precision. questions.
adequately focus the topic.
Keywords, keyword phrases & controlled vocabulary
Phase 1 0 1 /1
Phase 2 0123 3.5 3.75 4 4.25 4.5 4.75 5 /5
Phase 3 0123456789 10, 10.5, 11 11.5, 12, 12.5 13, 13.5, 14 /14
Identified & Keywords and/or controlled Some useful keywords Many useful keywords and/or Very useful keywords and
employed keywords vocabulary terms were not and/or controlled controlled vocabulary terms controlled vocabulary terms
and controlled useful for the topic focus. vocabulary terms that relate that clearly relate to the that clearly relate to the
vocabulary terms to the research focus. research focus. research focus.
that were appropriate Misapplication of keywords
to the topic. and/or controlled Keywords and/or controlled Indication that the keywords Located sub-headings and
vocabulary terms. vocabulary terms may be and/or controlled vocabulary connected them appropriately
too broad or need to be terms have been combined in with main controlled
Shows a lack of combined to be effective. useful ways to help focus vocabulary terms.
understanding of what searching.
controlled vocabulary terms Combined keywords and main
are and how they are to be and sub-headings in very
Minneapolis Community & Technical College Library
www.minneapolis.edu/library
2. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
used. useful ways to help focus
searching.
A clear, articulate research strategy.
Phase 1 0 1 /1
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Chose relevant and Choice of databases and Chose databases and Chose databases and search Chose databases and search
appropriate search tools not connected search tools that are tools that are appropriate and tools that were highly
databases and to research needs and/or generally appropriate for targeted for research needs appropriate and targeted
search tools inappropriate for college- college-level research toward type of resource
level research sought
Clearly articulated Research process is not Research process is Clear research process that A clear, concise, and well
the process used to clearly stated or is articulated but needs more adequately takes account of focused research process that
identify and locate confused in its application. focus and clarity. the issues related to the topic. takes into account all the
resources. Research process does not relevant issues related to the
adequately take account of topic.
the topic focus and is much
too broad in application.
Used search Consistent mistakes are Basic search techniques Clear use of basic and Used basic and advanced
techniques made in applying basic are adequately applied but advanced search techniques. search techniques very well
appropriate for the search techniques. no or little demonstration of Minor errors in application of and has applied the search
topic. Used specific Confusion related to advanced search search techniques, or lack of techniques consistently well
and effective search application of search terms strategies, or errors are connection in search across all the library
techniques. and search techniques. made in the application of strategies across library resources.
search techniques. resources.
Appropriate Resource Selection
Phase 1 0 1 /1
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Selected resources Resources selected were Most of the resources All of the resources selected All of the resources selected
appropriate for the not appropriate for selected are appropriate for are appropriate for the topic. are very well focused on the
topic supporting the topic focus. the topic. topic or specific sub-aspects
Little to no consistency in of the topic.
the selected resources and
the research topic focus.
Minneapolis Community & Technical College Library
www.minneapolis.edu/library
3. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
Demonstrated how Little or no demonstration Demonstration of the Demonstration of the Demonstration of the
each resource of the appropriateness of appropriateness of appropriateness of resources appropriateness of resources
supported the thesis resources for topic resources for topic is well documented and is very well documented with
statement and relevance, or confusion relevance is adequate for clearly stated. Good level of in-depth analysis of each
research topic. related to resource most resources. detail provided concerning resource. Clear and detailed
relevance. relevance of resources to explanation of how each
thesis statement, research resource supports the thesis
questions, and topic focus. statement, research
questions, and the various
aspects of the topic focus.
Evaluation
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Evaluated each Little or no evidence of Clear evidence of Clear evaluation of resources Strong and in-depth
resource according evaluation of the resources. evaluation of most of the based upon specific criteria of evaluation of all resources
to specific evaluation Attempts at evaluation were resources, but evaluation authority, reliability and bias. based upon specific and
criteria and provided not based on any criteria lacks depth. relevant criteria. Clear
clear and specific but were mere assertions of understanding of the bias,
evaluations.(8 pts) credibility without evidence authority, reliability, and
to support claims. credentials of the author,
publisher, or web site
sponsor.
MLA Citations
Phase 1 01 1.5 1.75 2 /2
Phase 2 012 2.25 2.5 3 /3
Phase 3 0123 4 5 6 /6
Accurately cited Did not cite work; or citation Cited work, but citation Cited work with only minor Cited work with no errors
sources in MLA contained significant errors contained errors style errors
citation style
Phase 1 Total /10
Phase 2 Total /40
Phase 3 Total /100
Comprehensive /150
Exam Total
Minneapolis Community & Technical College Library
www.minneapolis.edu/library