Note About the Excel FileNote About the Excel File:The rubric spreadsheets have been protected so that the content of the rubrics cannot be modified.However, you are able to use the calculation functions of the rubrics.The below example shows how in the protected rubric, you are able to modify the assessment score for the "Identify the elements that constitute…" criterion, as well as the grading scores for the grading-specific criteria (shaded in orange below).Grading RubricOutcome is assessed by the Unit 3 Matching ProjectPoints Possible:75No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify the elements that constitute the three phases of the criminal justice systemStudent work demonstrates no understanding or progress towards achievement of this outcome.Student only identifies one or two of the phases. Student identifies all three phases. Student identifies and provides a very basic description of each phase. Student clearly identifies all three phases of the criminal justice system and provides a thorough understanding of each phase.Student clearly identifies all three phases of the criminal justice system, provides a thorough understanding of each phase and demonstrates how to apply each phase. 560%45MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.510%7.5FormatStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis.Organization and structure are not easy to follow and interfere with meaning.Organization and structure developing but still some illogic in flow.Organization and structure are clear but presentation could be more precise.Organization and structure of the paper are clear and easy to follow.510%7.5StyleStudent work demonstrates no understanding or progress towards achievement of this outcome.Analysis is disjointed and lacks transition of thought.Paragraph and sentence transitions need significant improvement.Transition of thoughts needs some improvement.Minor flaw(s) in flow of analysis.Logical flow of ideas.510%7.5LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused.Random, choppy, and/or awkward language significantly detracts from analysis.Language ordinary, imprecise, and/or lacks interest or precision.Language functional, appropriate, and acceptable.Variety of sentence length and structure. Language rich, precise, and vivid.510%7.5Overall Grading Score:75
Unit 1 AssignmentGrading RubricCJ345-1: Analyze organizational culture, behavio ...
Unit 1Grading RubricCJ216-1 Explain the impact of information tec.docxmarilucorr
Unit 1Grading RubricCJ216-1: Explain the impact of information technology on the criminal justice system.Assessed by the Unit 1 Written Assignment 2Points Possible:20No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the ways in which information technology impacts the criminal justice system but is inaccurate. Student identifies only basic concepts of information technology and its impact on the criminal justice system. Student identifies one way in which information technology impacts the criminal justice system.Student identifies two ways in which information technology impacts the criminal justice system.Student identifies three or more ways in which information technology impacts the criminal justice system.530%6Explain.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to explain the impact of information technology on the criminal justice system but is inaccurate. Student attempts to explain the impact of information technology on the criminal justice system; however the explanation is poorly developed. Student explains one way in which information technology impacts the criminal justice system, but the description is not fully developed and includes incomplete information.Student explains the impact of two specific types of information technology on the criminal justice system with accurate and complete descriptions. Student explains the impact of three or more specific types of information technology on the criminal justice system with accurate and complete descriptions. 550%10Formatting/LayoutStudent work demonstrates no understanding or progress towards achievement of this outcome.Work may reflect an attempt to format and cite references but does not adhere to a professionally recognized standard; work does not meet the requirements for complete documentation of sources..Work uses professionally recognized standards but may show misunderstanding of some aspects of formatting and/or citation.Work demonstrates the ability to apply professionally recognized standards of formatting and documentation but contains several minor errors.Work demonstrates the ability to accurately format assignments according to professionally recognized standards. Formatting or citations may contain one or two minor errors.Work demonstrates accurate and complete formatting and documentation of sources according to professionally recognized standards.55.0%1Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Ideas from sources are not easily distinguished from those of the author. At times, one or more of the following are used: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources ar ...
Environmental Health – PHE 443U-001Winter Term 2018Understandi.docxSALU18
Environmental Health – PHE 443U-001
Winter Term 2018
Understanding Eco-Regions – Assignment # 1
Due Date Thursday, January 25, 2018. (Hand in during class, no papers are accepted via email)
You should provide us with two (2) separate essays; however, we ask that you staplethem together. Please list your references using APA format, citing them within the text. Please make sure your essay is double spaced, 12pt font. Please include your name and assignment number on your paper. I would suggest at least one reference for the ecoregion and two for the ANWR portion. However, more references result in a more complete understanding of the topic.
a) Choose ANY eco-region on earth. Eco-region is preferred to a generic biome. I’ll accept the latter if it goes into great details.
Conduct some research on this region - Describe the unique, biological and geographical features (species of plants and animals, geology, etc.), challenges and impacts faced by this eco-region.
· What factors threaten, enhance or influence the eco-region?
· Has it changed over the course of time?
· How do the factors (you discovered) impact the species or population living in this eco-region?
· If you are aware of impacts not mentioned in these sites, through your own travels or readings, do not hesitate to include this in your description.
Examples of peripheral impacts: the effects of war, over development, logging, agriculture, desertification, mining or other forms of environmental degradation.
LENGTH: About 2 PAGES
b) Look up and research an area designated, the Arctic National Wildlife Refuge (ANWR).
· Name and describe the eco-region(s) that best describes this (ANWR) refuge.
· Research the effects of drilling an oil pipeline in ANWR eco-region either negatively or positively. (Have evidence to support your opinion (USE at least two (2) citations)
· Do you feel the merits of drilling outweigh the threats, or does drilling in this region too perilous to the ecosystem?
LENGTH: About 2 PAGES
Unit 1Grading RubricCJ216-1: Explain the impact of information technology on the criminal justice system.Assessed by the Unit 1 Written Assignment 2Points Possible:20No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the ways in which information technology impacts the criminal justice system but is inaccurate. Student identifies only basic concepts of information technology and its impact on the criminal justice system. Student identifies one way in which information technology impacts the criminal justice system.Student identifies two ways in which information technology impacts the criminal justice system.Student identifies three or more ways in which information technology impacts the criminal justice system.530%6Explain.Student work demonstrates no understanding or progress towards achievement ...
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
OTL540
Critical Thinking Rubric - Module 2
Meets Expectation Approaches
Expectation
Below
Expectation
Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components
of the Organizational
Analysis were present
and included adequate
detail, including:
• organizational
context
• audience/learner
characteristics
• subject matter
• delivery method(s)
• blended or online
• LMS selection
The Organizational
Analysis was
missing one
component or one
component did
not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was
missing two
components or
two components
did not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was missing
three or more
components or three
or more components
did not include
enough detail (e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS selection).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in
the module; correctly
represents knowledge
from the readings and
sources.
Some significant
but not major
errors or
omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected LMS
aligns with the selected
organization.
Some significant
but not major
errors or
omissions in
thought, analysis,
and rationale.
Major errors or
omissions in
thought, analysis,
and rationale.
Failed to demonstrate
thought, analysis, and
rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two
to three credible sources
as specified in
description.
Cites and
integrates one
credible source as
specified in
description.
Cites and
integrates sources
but each lacks
credibility or a
clear application
to the assignment.
Cites and integrates
no sources.
OTL540
Critical Thinking Rubric - Module 2
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well
written, and in proper
format as outlined in
the assignment.
Strong sentence and
paragraph structure;
few errors in grammar
and spelling.
Project is fairly
well organized
and written, and is
in proper format
as out.
Name ________________________________ICT 4605 Final Exam1. .docxroushhsiu
Name: ________________________________
ICT 4605 Final Exam
1. Describe the Waterfall development process. Define and contrast verification and validation. What is the impact of adding validation and verification to the Waterfall development process? (10)
2. What are the three factors of Authentication and give an example of each? (15)
3. What is a Virus, and what is a Worm? How are they different? (10)
4. Define Discretionary Access Controls (DAC), Mandatory Access Control (MAC) and Role Based Access Control. Discuss the use and significance of each. (20)
5. What is a Firewall? Contrast each of the following: Packet Filtering, Application Level/Proxy, Stateful Inspection, and Dynamic Packet Filtering Firewalls. (20)
6. Define and contrast signature (knowledge) based and behavior based Intrusion Detection Systems (IDS). (20)
7. Define and describe the denial of service (DOS) attacks. Which element of the CIA Triad does the denial of service attack compromise? (15)
8. Describe how Asymmetric and Symmetric Key Cryptographies can be used in a Virtual Private Network. (15)
9. Define and contrast the differences of Hot Site, Warm Site, and Cold Site disaster recovery subscription services. Under what conditions should each be used? (15)
10. Describe how Layered Defense is used in Physical Security include at least five different layers and how they support each other. (10)
Page 1 of 4
Pop Culture Paper Assignment
Watch at least 2 episodes of any television situation comedy. After watching the
programs, identify any minority characters, and describe how any one of these minority
characters was portrayed. Detail if the portrayal was accurate or stereotypical and
whether the character’s minority status alone was used as a source of humor.
The paper should be no more than 4 pages long with additional cover and reference
pages.
The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The assignment should be written
on a graduate level and references used should be cited within the discussion and
documented in a reference list using APA styling.
Post your paper, as a single document, to the grade book.
Send your instructor an email when you are ready for your assignment to be graded.
CACREP Standards Addressed: 2F.2.a and 2F.2.d
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.a, 2F.2.d)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, wel ...
A203IAE – Making Money OnlineSimon Hill.docxransayo
A203IAE – Making Money Online
Simon Hill
*
Critique this website…
Task
What do you expect from an e-commerce site AS A CUSTOMER?
Work in groups and list as many FEATURES as possible
*
E-Commerce for customers
*
Task
What do you expect from an e-commerce site AS A BUSINESS OWNER?
Work in groups of 5 and list as many FEATURES as possible
*
E-Commerce for owners
*
Social-Commerce
http://www.slideshare.net/paulsmarsden/does-my-butt-look-big-in-this-emerging-trends-in-social-commerce
http://www.slideshare.net/paulsmarsden/social-commerce-beyond-transactions
*
Risk Management
What could go wrong?
Political
Economic
Social
Technological
Environmental
Legal
What could go wrong in each of these categories for Google?
Risk Management
Competitors?
Customers?
What are the chances of these things happening?
How can the risks be mitigated?
Cash Flow
Funds
Hosting
Web Design
App Design
Advertising
Laptop
Other Equipment
How much for each?
Discuss options/choice
FAQ’s?
?
*
Faculty of Business, Environment and Society
Assignment Brief
Module Title:
Supply Chain & Operations Management
Assignment Number
CW1 RESIT
Module Code:
240SAM
Assignment Title
Portfolio
Submission Date:
3rd July 2017 at 23:55
Module Leader
Kate Barnett-Richards
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes 1-4 and accounts for 50% of the overall module mark.
This assignment requires you to answer all of the following three questions using appropriate academic referencing (CU Harvard Referencing style) and examples where appropriate.
1) In 650 words discuss how the traditional supply chain can be applied to a single manufactured item of your choosing.
2) In 650 words discuss the evolving role of logistics in light of customer expectations.
3) In 650 words discuss the importance of quality for lean manufacturing.
Each question is equally weighted.
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted via Turnitin by 23.55 on 3rd July 2017. No paper copies are required. You can access the Turnitin link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Should you submit work on time but fail the assignment, you will be offered a resit opportunity but the resit mark will be capped at 40%.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero. Please note that a non-submission is not the same as a failed submission; a failed submission counts as an attempt whereas an absent mark does not necessarily allow you to resit the coursework.
· The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your cour.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docxturveycharlyn
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). Remember to correctly cite and reference all sources using APA format.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage for the paper.
3 Points
The introduction does not adequately set the stage for the paper.
0-2 Points
No introduction included.
5
Explana-tion of Enterprise Architec-ture
13-15 Points
Explanation is brief but clear; is complete enough to set the stage for the paper; and demonstrates a sophisticated understanding of course concepts.
1 ...
Unit 1Grading RubricCJ216-1 Explain the impact of information tec.docxmarilucorr
Unit 1Grading RubricCJ216-1: Explain the impact of information technology on the criminal justice system.Assessed by the Unit 1 Written Assignment 2Points Possible:20No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the ways in which information technology impacts the criminal justice system but is inaccurate. Student identifies only basic concepts of information technology and its impact on the criminal justice system. Student identifies one way in which information technology impacts the criminal justice system.Student identifies two ways in which information technology impacts the criminal justice system.Student identifies three or more ways in which information technology impacts the criminal justice system.530%6Explain.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to explain the impact of information technology on the criminal justice system but is inaccurate. Student attempts to explain the impact of information technology on the criminal justice system; however the explanation is poorly developed. Student explains one way in which information technology impacts the criminal justice system, but the description is not fully developed and includes incomplete information.Student explains the impact of two specific types of information technology on the criminal justice system with accurate and complete descriptions. Student explains the impact of three or more specific types of information technology on the criminal justice system with accurate and complete descriptions. 550%10Formatting/LayoutStudent work demonstrates no understanding or progress towards achievement of this outcome.Work may reflect an attempt to format and cite references but does not adhere to a professionally recognized standard; work does not meet the requirements for complete documentation of sources..Work uses professionally recognized standards but may show misunderstanding of some aspects of formatting and/or citation.Work demonstrates the ability to apply professionally recognized standards of formatting and documentation but contains several minor errors.Work demonstrates the ability to accurately format assignments according to professionally recognized standards. Formatting or citations may contain one or two minor errors.Work demonstrates accurate and complete formatting and documentation of sources according to professionally recognized standards.55.0%1Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Ideas from sources are not easily distinguished from those of the author. At times, one or more of the following are used: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources ar ...
Environmental Health – PHE 443U-001Winter Term 2018Understandi.docxSALU18
Environmental Health – PHE 443U-001
Winter Term 2018
Understanding Eco-Regions – Assignment # 1
Due Date Thursday, January 25, 2018. (Hand in during class, no papers are accepted via email)
You should provide us with two (2) separate essays; however, we ask that you staplethem together. Please list your references using APA format, citing them within the text. Please make sure your essay is double spaced, 12pt font. Please include your name and assignment number on your paper. I would suggest at least one reference for the ecoregion and two for the ANWR portion. However, more references result in a more complete understanding of the topic.
a) Choose ANY eco-region on earth. Eco-region is preferred to a generic biome. I’ll accept the latter if it goes into great details.
Conduct some research on this region - Describe the unique, biological and geographical features (species of plants and animals, geology, etc.), challenges and impacts faced by this eco-region.
· What factors threaten, enhance or influence the eco-region?
· Has it changed over the course of time?
· How do the factors (you discovered) impact the species or population living in this eco-region?
· If you are aware of impacts not mentioned in these sites, through your own travels or readings, do not hesitate to include this in your description.
Examples of peripheral impacts: the effects of war, over development, logging, agriculture, desertification, mining or other forms of environmental degradation.
LENGTH: About 2 PAGES
b) Look up and research an area designated, the Arctic National Wildlife Refuge (ANWR).
· Name and describe the eco-region(s) that best describes this (ANWR) refuge.
· Research the effects of drilling an oil pipeline in ANWR eco-region either negatively or positively. (Have evidence to support your opinion (USE at least two (2) citations)
· Do you feel the merits of drilling outweigh the threats, or does drilling in this region too perilous to the ecosystem?
LENGTH: About 2 PAGES
Unit 1Grading RubricCJ216-1: Explain the impact of information technology on the criminal justice system.Assessed by the Unit 1 Written Assignment 2Points Possible:20No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the ways in which information technology impacts the criminal justice system but is inaccurate. Student identifies only basic concepts of information technology and its impact on the criminal justice system. Student identifies one way in which information technology impacts the criminal justice system.Student identifies two ways in which information technology impacts the criminal justice system.Student identifies three or more ways in which information technology impacts the criminal justice system.530%6Explain.Student work demonstrates no understanding or progress towards achievement ...
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
OTL540
Critical Thinking Rubric - Module 2
Meets Expectation Approaches
Expectation
Below
Expectation
Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components
of the Organizational
Analysis were present
and included adequate
detail, including:
• organizational
context
• audience/learner
characteristics
• subject matter
• delivery method(s)
• blended or online
• LMS selection
The Organizational
Analysis was
missing one
component or one
component did
not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was
missing two
components or
two components
did not include
enough detail
(e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS
selection).
The Organizational
Analysis was missing
three or more
components or three
or more components
did not include
enough detail (e.g.,
organizational
context,
audience/learner
characteristics,
subject matter,
delivery methods,
blended or online,
and/or LMS selection).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in
the module; correctly
represents knowledge
from the readings and
sources.
Some significant
but not major
errors or
omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected LMS
aligns with the selected
organization.
Some significant
but not major
errors or
omissions in
thought, analysis,
and rationale.
Major errors or
omissions in
thought, analysis,
and rationale.
Failed to demonstrate
thought, analysis, and
rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two
to three credible sources
as specified in
description.
Cites and
integrates one
credible source as
specified in
description.
Cites and
integrates sources
but each lacks
credibility or a
clear application
to the assignment.
Cites and integrates
no sources.
OTL540
Critical Thinking Rubric - Module 2
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well
written, and in proper
format as outlined in
the assignment.
Strong sentence and
paragraph structure;
few errors in grammar
and spelling.
Project is fairly
well organized
and written, and is
in proper format
as out.
Name ________________________________ICT 4605 Final Exam1. .docxroushhsiu
Name: ________________________________
ICT 4605 Final Exam
1. Describe the Waterfall development process. Define and contrast verification and validation. What is the impact of adding validation and verification to the Waterfall development process? (10)
2. What are the three factors of Authentication and give an example of each? (15)
3. What is a Virus, and what is a Worm? How are they different? (10)
4. Define Discretionary Access Controls (DAC), Mandatory Access Control (MAC) and Role Based Access Control. Discuss the use and significance of each. (20)
5. What is a Firewall? Contrast each of the following: Packet Filtering, Application Level/Proxy, Stateful Inspection, and Dynamic Packet Filtering Firewalls. (20)
6. Define and contrast signature (knowledge) based and behavior based Intrusion Detection Systems (IDS). (20)
7. Define and describe the denial of service (DOS) attacks. Which element of the CIA Triad does the denial of service attack compromise? (15)
8. Describe how Asymmetric and Symmetric Key Cryptographies can be used in a Virtual Private Network. (15)
9. Define and contrast the differences of Hot Site, Warm Site, and Cold Site disaster recovery subscription services. Under what conditions should each be used? (15)
10. Describe how Layered Defense is used in Physical Security include at least five different layers and how they support each other. (10)
Page 1 of 4
Pop Culture Paper Assignment
Watch at least 2 episodes of any television situation comedy. After watching the
programs, identify any minority characters, and describe how any one of these minority
characters was portrayed. Detail if the portrayal was accurate or stereotypical and
whether the character’s minority status alone was used as a source of humor.
The paper should be no more than 4 pages long with additional cover and reference
pages.
The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The assignment should be written
on a graduate level and references used should be cited within the discussion and
documented in a reference list using APA styling.
Post your paper, as a single document, to the grade book.
Send your instructor an email when you are ready for your assignment to be graded.
CACREP Standards Addressed: 2F.2.a and 2F.2.d
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.a, 2F.2.d)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, wel ...
A203IAE – Making Money OnlineSimon Hill.docxransayo
A203IAE – Making Money Online
Simon Hill
*
Critique this website…
Task
What do you expect from an e-commerce site AS A CUSTOMER?
Work in groups and list as many FEATURES as possible
*
E-Commerce for customers
*
Task
What do you expect from an e-commerce site AS A BUSINESS OWNER?
Work in groups of 5 and list as many FEATURES as possible
*
E-Commerce for owners
*
Social-Commerce
http://www.slideshare.net/paulsmarsden/does-my-butt-look-big-in-this-emerging-trends-in-social-commerce
http://www.slideshare.net/paulsmarsden/social-commerce-beyond-transactions
*
Risk Management
What could go wrong?
Political
Economic
Social
Technological
Environmental
Legal
What could go wrong in each of these categories for Google?
Risk Management
Competitors?
Customers?
What are the chances of these things happening?
How can the risks be mitigated?
Cash Flow
Funds
Hosting
Web Design
App Design
Advertising
Laptop
Other Equipment
How much for each?
Discuss options/choice
FAQ’s?
?
*
Faculty of Business, Environment and Society
Assignment Brief
Module Title:
Supply Chain & Operations Management
Assignment Number
CW1 RESIT
Module Code:
240SAM
Assignment Title
Portfolio
Submission Date:
3rd July 2017 at 23:55
Module Leader
Kate Barnett-Richards
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes 1-4 and accounts for 50% of the overall module mark.
This assignment requires you to answer all of the following three questions using appropriate academic referencing (CU Harvard Referencing style) and examples where appropriate.
1) In 650 words discuss how the traditional supply chain can be applied to a single manufactured item of your choosing.
2) In 650 words discuss the evolving role of logistics in light of customer expectations.
3) In 650 words discuss the importance of quality for lean manufacturing.
Each question is equally weighted.
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted via Turnitin by 23.55 on 3rd July 2017. No paper copies are required. You can access the Turnitin link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Should you submit work on time but fail the assignment, you will be offered a resit opportunity but the resit mark will be capped at 40%.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero. Please note that a non-submission is not the same as a failed submission; a failed submission counts as an attempt whereas an absent mark does not necessarily allow you to resit the coursework.
· The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your cour.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docxturveycharlyn
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). Remember to correctly cite and reference all sources using APA format.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage for the paper.
3 Points
The introduction does not adequately set the stage for the paper.
0-2 Points
No introduction included.
5
Explana-tion of Enterprise Architec-ture
13-15 Points
Explanation is brief but clear; is complete enough to set the stage for the paper; and demonstrates a sophisticated understanding of course concepts.
1 ...
Benchmark - Effective Approaches in Leadership and Management .docxtangyechloe
Benchmark - Effective Approaches in Leadership and Management
1
Unsatisfactory
0.00%
2
Less than Satisfactory
71.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
35.0 %Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is not provided.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided; however, relevant information is missing, such as not providing support for your rationale by using the theories, principles, skills and roles of the leader versus manager described in your readings, or not providing at least two references beyond your text.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided and meets the basic criteria for the assignment as indicated by the assignment instructions.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, and is provided in detail.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.
35.0 %Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.
The identification of the approach that best fits your personal and professional philosophy of nursing is not provided.
The identification of the approach that best fits your personal and professional philosophy of nursing is provided; however, relevant information is missing, such as an explanation to why the approach is suited to your personal leadership style.
The identification of the approach that best fits your personal and professional philosophy of nursing is provided and meets the basic criteria for the assignment.
The identification of the approach that best fits your personal and professional philosophy of nursing, along with an explanation to why the approach is suited to your personal leadership style, is provided in detail.
The identification of the approach that best fits your personal and professional philosophy of nursing meets all criteria for the assignment, and is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.
10.0 %Identify a possible funding source that addresses your issue.
A source of funding is not identified.
A source of funding is referenced, but does not meet the assignment criteria.
A source of .
Attitude, Legislation, and Litigation 1 Unsatisf.docxikirkton
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Top of FormBottom of FormEnterprise Architecture Enables Proce.docxedwardmarivel
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). If you need assistance with determining what a scholarly journal is, the UMUC library is a very good source of information, accessed via the following link: http://www.umuc.edu/library/libhow/articles.cfm. Remember to correctly cite and reference all sources using APA format.
Submit your paper in Word format via your Assignments Folder as an attached document with your last name included in the filename.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage ...
RubricDiscussion of Which Employees May Need Coaching and Which .docxjoellemurphey
Rubric
Discussion of Which Employees May Need Coaching and Which Are Performing at Acceptable Levels
No discussion of which employees may need coaching and which are performing at acceptable levels is presented.
A discussion of which employees may need coaching and which are performing at acceptable levels is presented, but the discussion is not connected to the data given.
A cursory discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion is loosely connected to the data given.
A thorough discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion connects reasonably to the data given.
A thorough discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion is clearly, logically, and directly connected to the data given.
25.0 %Explanation of Which Principles of Consulting and Coaching Would most Effectively be Applied to Improve Organizational Performance Benchmarks C 4.3: Apply principles of interpersonal and group consulting and coaching to improve organizational performance.
No explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented.
A vague explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented, but information presented is not based on scholarly sources.
A cursory explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from both non-scholarly and scholarly sources.
A thorough explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from scholarly though dated sources.
A thorough explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from current scholarly sources.
15.0 %Regression Equation and Justification of Hiring Decision
No regression equation and justification of hiring decision are presented.
The regression is not clearly visible. A vague justification of hiring decision is presented, but information presented is not based on scholarly sources.
The regression equation is clearly stated. A cursory justification of hiring decision is presented. Information presented is from both non-scholarly and scholarly sources.
The regression equation is clearly stated. A thorough justification of hiring decision is presented. Information presented is from scholarly though dated sources.
The regression equation is clearly stated. A thorough and insightful and justification of hiring decision is presented. Information presented is from current schola ...
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docxRAHUL126667
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
Benchmark Assignment - Spiritual Needs Assessment and Reflection .docxAASTHA76
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.
Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.
30.0 %Analysis of Interview Experience
An analysis of the interview experience shows little to no relevance to the assignment instructions.
An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but ...
1Unsatisfactory0.002Less than Satisfactory74.003.docxvickeryr87
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
Rubic_Print_FormatCourse CodeClass CodeADM-560ADM-560-O500Your Personal Power100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Explain how student would approach the situation based on personal values assessment.35.0%Explanation of how student would approach the situation based on personal values assessment is missing.Explanation of how student would approach the situation based on personal values assessment is vague and inconsistent.Explanation of how student would approach the situation based on personal values assessment is present.Explanation of how student would approach the situation based on personal values assessment is present and clear.Explanation of how student would approach the situation based on personal values assessment is clear and concise.Describe how student's personal values inform and instruct personal power35.0%Description of how student's personal values inform and instruct student's personal power is missing.Description of how student's personal values inform and instruct student's personal power is vague and inconsistent.Description of how student's personal values inform and instruct student's personal power is present and makes some connection to research.Description of how student's personal values inform and instruct student's personal power is present, clear, and makes connections to research.Description of how student's personal values inform and instruct student's personal power is clear, concise, and makes connections to research.Organization and Effectiveness20.0%Thesis Development and Purpose7.0%Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction8.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All .
Option 2 The SMART SystemSubmit a paper that examines the SMART.docxhopeaustin33688
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
· 4-5 pages in length (excluding title and reference pages)
· Formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1.
Assess the challenges in establishing quality and risk management goals in complex organizations.
2.
Infer the linkages between improvement goal statements and actions to achieve desired results.
3.
Evaluate the advantages and
disadvantages of different types of goal statements.
Your paper should be well
-
written and meet the following requirements:
·
4
-
5 pages in length (excluding title and reference pages)
·
Formatted according to the
CSU
-
Global Guide to Writing and APA Requirements
.
·
Include at least six references from the peer
-
reviewed articles. The CSU
-
Global Library is a good
place to
find peer
-
reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
4-5 pages in length (excluding title and reference pages)
Formatted according to the CSU-Global Guide to Writing and APA Requirements.
Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good
place to find peer-reviewed articles.
HCM370
Critical Thinking Rubric – Module 5
Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Requirements The paper includes
all of the required
components, as
specified in the
assignment.
The paper includes
most of the
required
components, as
specified in the
assignment.
The paper includes
some of the
required
components, as
specified in the
assignment.
The paper includes
few of the required
components, as
specified in the
assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates
strong or adequa.
GA – Client Project General Guidelines Mgmt5074 Fanshaw.docxhanneloremccaffery
GA – Client Project General Guidelines Mgmt5074
Fanshawe College | [email protected] Page 1
Here are some general guidelines for the term project.
Assume you have been asked to report to the owner of the company on the most pressing issues and compelling insights that you can find in the Google
Analytics data. What would you report on?
By this time, you should have lots of data gathered. It’s now your job to weed through it and pick out the best of the best. The best data, the best
insights/implication, and the best recommendations. You will not have the space to talk about it all. Please limit your report to 3 -5 pages max.
You WOULD NOT say “Your site bounce rate is 60%.” She would look at you and say “So What?”.
But you could say something like this…
“MOBILE USER EXPERIENCE
In the past 12 months, bounce rate from mobile devices has grown from 55% to 70%. Given that mobile traffic now represents over 50% of total traffic to the
site, we need to investigate whether mobile visitors are satisfied when they’re on our site. Because we are a firm that focuses on animal adoption, we would
hypothesize that mobile users could not find what they’re looking for on one page and therefore a 70% bounce rate is indicative of problems on the site and
would contribute to a low conversion rate. From the data, we can see that 80% of mobile users land on the home page from Apple iPhones. The home page
looks like this (insert screenshot).
According to Google’s mobile friendly checker, it is deficient in the following ways: (insert list)
We would also hypothesize that mobile user experience is not optimal because of these additional reasons: (insert your own list)
A good example of mobile user experience can be found at www.animalsforu.com (fictitious): (insert screenshot)
Here are 5 ways their mobile user experience is superior to ours: (insert your list)
Given our hypotheses and supporting data, we would suggest the following recommendations to improve mobile user experience and mobile bounce rate:
(insert list)
We will be testing the mobile version of the website with UserTesting.com in Project Part 2.”
http://www.animalsforu.com/
GA – Client Project General Guidelines Mgmt5074
Fanshawe College | [email protected] Page 2
Here is a checklist of things to watch out for:
1. No title page, no bibliography, no introduction, no conclusion. This is a professional report – just get to the meat of the data + recommendations. You
can precede a section like the one above with an underlined paragraph title. If you need to paraphrase and quote someone else’s content you can
include a short link to the website from which you found the data immediately following it (goo.gl/r5u8i) or you can include it in a footnote.
2. Include lots of visuals ONLY when they are needed to illustrate what you’re talking about and when they ADD value. For example, don’t chart bounce
rate in 2014 and 201 ...
OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in the
module; correctly
represents knowledge
from the readings and
sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as
specified in description.
Cites and integrates
sources but each lacks
credibility or a clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few erro.
5/25/2020 Rubric Detail – 31228.202030
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Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
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g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and
understanding of the course concepts to explain how the enterprise architecture (EA) and/or
the EA program supports the other IT management processes of an organization.
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docxhopeaustin33688
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
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Benchmark - Effective Approaches in Leadership and Management .docxtangyechloe
Benchmark - Effective Approaches in Leadership and Management
1
Unsatisfactory
0.00%
2
Less than Satisfactory
71.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
35.0 %Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is not provided.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided; however, relevant information is missing, such as not providing support for your rationale by using the theories, principles, skills and roles of the leader versus manager described in your readings, or not providing at least two references beyond your text.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided and meets the basic criteria for the assignment as indicated by the assignment instructions.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, and is provided in detail.
The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.
35.0 %Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.
The identification of the approach that best fits your personal and professional philosophy of nursing is not provided.
The identification of the approach that best fits your personal and professional philosophy of nursing is provided; however, relevant information is missing, such as an explanation to why the approach is suited to your personal leadership style.
The identification of the approach that best fits your personal and professional philosophy of nursing is provided and meets the basic criteria for the assignment.
The identification of the approach that best fits your personal and professional philosophy of nursing, along with an explanation to why the approach is suited to your personal leadership style, is provided in detail.
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A source of funding is referenced, but does not meet the assignment criteria.
A source of .
Attitude, Legislation, and Litigation 1 Unsatisf.docxikirkton
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
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Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Top of FormBottom of FormEnterprise Architecture Enables Proce.docxedwardmarivel
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). If you need assistance with determining what a scholarly journal is, the UMUC library is a very good source of information, accessed via the following link: http://www.umuc.edu/library/libhow/articles.cfm. Remember to correctly cite and reference all sources using APA format.
Submit your paper in Word format via your Assignments Folder as an attached document with your last name included in the filename.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage ...
RubricDiscussion of Which Employees May Need Coaching and Which .docxjoellemurphey
Rubric
Discussion of Which Employees May Need Coaching and Which Are Performing at Acceptable Levels
No discussion of which employees may need coaching and which are performing at acceptable levels is presented.
A discussion of which employees may need coaching and which are performing at acceptable levels is presented, but the discussion is not connected to the data given.
A cursory discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion is loosely connected to the data given.
A thorough discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion connects reasonably to the data given.
A thorough discussion of which employees may need coaching and which are performing at acceptable levels is presented. The discussion is clearly, logically, and directly connected to the data given.
25.0 %Explanation of Which Principles of Consulting and Coaching Would most Effectively be Applied to Improve Organizational Performance Benchmarks C 4.3: Apply principles of interpersonal and group consulting and coaching to improve organizational performance.
No explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented.
A vague explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented, but information presented is not based on scholarly sources.
A cursory explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from both non-scholarly and scholarly sources.
A thorough explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from scholarly though dated sources.
A thorough explanation of which principles of consulting and coaching would most effectively be applied to improve organizational performance is presented. Information presented is from current scholarly sources.
15.0 %Regression Equation and Justification of Hiring Decision
No regression equation and justification of hiring decision are presented.
The regression is not clearly visible. A vague justification of hiring decision is presented, but information presented is not based on scholarly sources.
The regression equation is clearly stated. A cursory justification of hiring decision is presented. Information presented is from both non-scholarly and scholarly sources.
The regression equation is clearly stated. A thorough justification of hiring decision is presented. Information presented is from scholarly though dated sources.
The regression equation is clearly stated. A thorough and insightful and justification of hiring decision is presented. Information presented is from current schola ...
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docxRAHUL126667
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
Benchmark Assignment - Spiritual Needs Assessment and Reflection .docxAASTHA76
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.
Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.
30.0 %Analysis of Interview Experience
An analysis of the interview experience shows little to no relevance to the assignment instructions.
An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but ...
1Unsatisfactory0.002Less than Satisfactory74.003.docxvickeryr87
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Quality Tool Analysis
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is absent, inappropriate, or irrelevant. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is absent, inappropriate, or irrelevant.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes weak connections with several gaps in presentation. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem makes connections at a cursory level and contains minimal gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is at a cursory level and makes connections containing minimal gaps. Supporting sources are present and show some understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is clear and integrated, and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is clear and integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate the understanding of the content.
A quality tool analysis that includes a problem statement, root-cause analysis, and explanation of which quality tools you used to identify and vet the problem is thorough and well integrated and makes meaningful connections with no gaps. An explanation of quantitative and qualitative tools you used and a summary of how you arrived at the problem is thorough and well integrated, and makes meaningful connections with no gaps. Supporting sources are present that illustrate a deep understanding of the content.
30.0 %Stakeholder Analysis
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders is absent, inappropriate, or irrelevant.
A stakeholder analysis that includes a power interest grid and a summary of all considerations for all stakeholders makes weak connections with several gaps in presentation. Supporting sources are present and that show limited understanding of the content.
A stakeholder analysis that includes a power interest grid and a summary of all considerations.
Rubic_Print_FormatCourse CodeClass CodeADM-560ADM-560-O500Your Personal Power100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Explain how student would approach the situation based on personal values assessment.35.0%Explanation of how student would approach the situation based on personal values assessment is missing.Explanation of how student would approach the situation based on personal values assessment is vague and inconsistent.Explanation of how student would approach the situation based on personal values assessment is present.Explanation of how student would approach the situation based on personal values assessment is present and clear.Explanation of how student would approach the situation based on personal values assessment is clear and concise.Describe how student's personal values inform and instruct personal power35.0%Description of how student's personal values inform and instruct student's personal power is missing.Description of how student's personal values inform and instruct student's personal power is vague and inconsistent.Description of how student's personal values inform and instruct student's personal power is present and makes some connection to research.Description of how student's personal values inform and instruct student's personal power is present, clear, and makes connections to research.Description of how student's personal values inform and instruct student's personal power is clear, concise, and makes connections to research.Organization and Effectiveness20.0%Thesis Development and Purpose7.0%Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction8.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All .
Option 2 The SMART SystemSubmit a paper that examines the SMART.docxhopeaustin33688
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
· 4-5 pages in length (excluding title and reference pages)
· Formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1.
Assess the challenges in establishing quality and risk management goals in complex organizations.
2.
Infer the linkages between improvement goal statements and actions to achieve desired results.
3.
Evaluate the advantages and
disadvantages of different types of goal statements.
Your paper should be well
-
written and meet the following requirements:
·
4
-
5 pages in length (excluding title and reference pages)
·
Formatted according to the
CSU
-
Global Guide to Writing and APA Requirements
.
·
Include at least six references from the peer
-
reviewed articles. The CSU
-
Global Library is a good
place to
find peer
-
reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
4-5 pages in length (excluding title and reference pages)
Formatted according to the CSU-Global Guide to Writing and APA Requirements.
Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good
place to find peer-reviewed articles.
HCM370
Critical Thinking Rubric – Module 5
Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Requirements The paper includes
all of the required
components, as
specified in the
assignment.
The paper includes
most of the
required
components, as
specified in the
assignment.
The paper includes
some of the
required
components, as
specified in the
assignment.
The paper includes
few of the required
components, as
specified in the
assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates
strong or adequa.
GA – Client Project General Guidelines Mgmt5074 Fanshaw.docxhanneloremccaffery
GA – Client Project General Guidelines Mgmt5074
Fanshawe College | [email protected] Page 1
Here are some general guidelines for the term project.
Assume you have been asked to report to the owner of the company on the most pressing issues and compelling insights that you can find in the Google
Analytics data. What would you report on?
By this time, you should have lots of data gathered. It’s now your job to weed through it and pick out the best of the best. The best data, the best
insights/implication, and the best recommendations. You will not have the space to talk about it all. Please limit your report to 3 -5 pages max.
You WOULD NOT say “Your site bounce rate is 60%.” She would look at you and say “So What?”.
But you could say something like this…
“MOBILE USER EXPERIENCE
In the past 12 months, bounce rate from mobile devices has grown from 55% to 70%. Given that mobile traffic now represents over 50% of total traffic to the
site, we need to investigate whether mobile visitors are satisfied when they’re on our site. Because we are a firm that focuses on animal adoption, we would
hypothesize that mobile users could not find what they’re looking for on one page and therefore a 70% bounce rate is indicative of problems on the site and
would contribute to a low conversion rate. From the data, we can see that 80% of mobile users land on the home page from Apple iPhones. The home page
looks like this (insert screenshot).
According to Google’s mobile friendly checker, it is deficient in the following ways: (insert list)
We would also hypothesize that mobile user experience is not optimal because of these additional reasons: (insert your own list)
A good example of mobile user experience can be found at www.animalsforu.com (fictitious): (insert screenshot)
Here are 5 ways their mobile user experience is superior to ours: (insert your list)
Given our hypotheses and supporting data, we would suggest the following recommendations to improve mobile user experience and mobile bounce rate:
(insert list)
We will be testing the mobile version of the website with UserTesting.com in Project Part 2.”
http://www.animalsforu.com/
GA – Client Project General Guidelines Mgmt5074
Fanshawe College | [email protected] Page 2
Here is a checklist of things to watch out for:
1. No title page, no bibliography, no introduction, no conclusion. This is a professional report – just get to the meat of the data + recommendations. You
can precede a section like the one above with an underlined paragraph title. If you need to paraphrase and quote someone else’s content you can
include a short link to the website from which you found the data immediately following it (goo.gl/r5u8i) or you can include it in a footnote.
2. Include lots of visuals ONLY when they are needed to illustrate what you’re talking about and when they ADD value. For example, don’t chart bounce
rate in 2014 and 201 ...
OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in the
module; correctly
represents knowledge
from the readings and
sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as
specified in description.
Cites and integrates
sources but each lacks
credibility or a clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few erro.
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 1/4
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and
understanding of the course concepts to explain how the enterprise architecture (EA) and/or
the EA program supports the other IT management processes of an organization.
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docxhopeaustin33688
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
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The reflection on
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The reflection
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process is
missing or
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presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
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issues are
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Similar to Note About the Excel FileNote About the Excel FileThe rubric spre.docx (16)
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
BUS 625 Week 4 Response to Discussion 2Guided Response Your.docxcurwenmichaela
BUS 625 Week 4 Response to Discussion 2
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you.
Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana
and Britney Graves
Umadevi Sayana
TuesdayMar 17 at 7:50am
Manage Discussion Entry
Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations.
The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis.
Web mining focus on data knowledge discovery .
BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docxcurwenmichaela
BUS 625 Week 2 Response for Discussion 1 & 2
Week 2 Discussion 1 Response
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville
Kristopher Wentworth
This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy.
So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%.
The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married.
Ashley Thiberville
The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.
Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docxcurwenmichaela
Bus 626 Week 6 - Discussion Forum 1
Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post.
Jocelyn Harnett
Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits.
Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added.
References:
Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .
BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docxcurwenmichaela
BUS 499, Week 8: Corporate Governance
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Corporate Governance.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Describe how corporate governance affects strategic decisions.
Please go to the next slide.
3
Supporting Topics
In order to achieve these objectives, the following supporting topics will be covered:
Separation of ownership and managerial control;
Ownership concentration;
Board of directors;
Market for corporate control;
International corporate governance; and
Governance mechanisms and ethical behavior.
Please go to the next slide.
4
Separation of Ownership and Managerial Control
To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties.
Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control.
The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues.
Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth.
The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners.
The sep.
BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docxcurwenmichaela
BUS 499, Week 6: Acquisition and Restructuring Strategies
Slide #
Topic
Narration
1
Introduction
Welcome to Business Administration.
In this lesson we will discuss Acquisition and Restructuring Strategies.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
The popularity of merger and acquisition strategies;
Reasons for acquisitions;
Problems in achieving acquisition success;
Effective acquisitions; and
Restructuring.
Please go to the next slide.
4
The Popularity of Merger and Acquisition Strategies
The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century.
An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment.
The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets.
Please go to the next slide.
5
Mergers, Acquisitions, and Takeovers
A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size.
An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly.
A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified.
On a comparative basis, acquisitions are more common than mergers and takeovers.
Please go to the next slide.
6
Reasons for Acquisitions
There are a number of reasons firms decide to acquire another company. These are:
Increased market power;
Overcoming entry barriers;
Co.
BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docxcurwenmichaela
BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics.
Next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
Customers: their relationship with business-level strategies;
The purpose of a business-level strategy;
Types of business-level strategies;
A model of competitive rivalry;
Competitor analysis;
Drivers of competitive actions and responses;
Competitive rivalry;
Likelihood of attack;
Likelihood of response; and
Competitive dynamics.
Next slide.
4
Customer Relationships
Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers.
The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs.
The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers.
Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups.
Next slide.
5
Customer Relationships, continued
After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs.
As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.
BUS 437 Project Procurement Management Discussion QuestionsWe.docxcurwenmichaela
BUS 437 Project Procurement Management Discussion Questions
Week 2 Discussion
“Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why?
Week 3 Discussion
Top of Form
“Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps?
Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why?
INTEGRATED SEMESTER ASSIGNMENT
(FINC 300, INFO 300, MGMT 300, MKTG 300)
DUE: April 12, 2019
INSTRUCTIONS:
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT:
• The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3
pages for each discipline’s questions).
• The document should be double spaced, using Ariel font #12.
• Label each section (e.g., FINANCE) to indicate which discipline’s questions you are
answering.
• Add any Appendices at the end of the Word document.
• Upload the entire Word file through the link on Canvas to each of your Integrated Semester
courses by the due date.
Note: Your reference sources, in addition to the base case and question sets, should be online sites
and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also
note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess
your sourcing of information. Do your own work.
FINANCE ASSIGNMENT
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable
sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.
BUS 480.01HY Case Study Assignment Instructions .docxcurwenmichaela
BUS 480.01HY Case Study Assignment
Instructions
Instructions: Each of you have been assigned a company to complete a case study analysis report.
The case distribution can be found on BlackBoard (course content -> case study analysis - > case
study distribution). Complete a thorough research on your company in order to complete the
analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be
found on the University’s website in the library section. I have provided you with very detailed
information on how to complete a thorough case analysis report. I am available during my office
hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are
able to make it, please attend for one-on-one assistance.
Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do
your best in writing and researching. Your final product will be due on Thursday, October 18th.
BUS 480.01HY Case Study Assignment
Instructions
1. Format – please review the case study format guidelines placed on BlackBoard
The use of headers and sub-headers is strongly suggested
2. Submission
1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis
Report). Failure to submit in proper area will result in a 0.
3. Introduction
In 3-4 paragraphs describe the case facts and background. This should include BRIEF
information about the firm, however do NOT simply duplicate what is in the case itself.
As things change quickly in business, you may wish to check the current status of the
firm and briefly discuss the most current information.
4. Body
This should be about 4-5 pages in length (minimum – this is only a guideline). Review
posted guidelines for more information/detail
a) State the Problem/Key Issues
What are the key marketing or business issues in the case? These might be problems,
opportunities or challenges the firm is facing. For example:
o Sales have declined by 10 percent in the last year.
o The competition has launched a new and innovative product.
o Consumer tastes have changed and the firm’s most successful product is at risk.
o The CEO made a public racial slur and has affected the company internally and
externally.
5. Conclusion (include recommendations in this section)
For the issues you identified above, you must identify potential solutions and analyze
each of them. For example, for the decline in sales noted above we might try any of the
following, among other options:
1. increase advertising
2. develop a new product
3. implement diversity training
4. launch a brand awareness campaign
For each of the alternatives, you should analyze the costs, benefits, resources required
and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given
alternative solution might address multiple issues. If t.
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.
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.
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Extraction Of Natural Dye From Beetroot (Beta Vulgaris) And Preparation Of He...SachinKumar945617
If you want to make , ppt, dissertation/research, project or any document edit service
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Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
How libraries can support authors with open access requirements for UKRI fund...
Note About the Excel FileNote About the Excel FileThe rubric spre.docx
1. Note About the Excel FileNote About the Excel File:The rubric
spreadsheets have been protected so that the content of the
rubrics cannot be modified.However, you are able to use the
calculation functions of the rubrics.The below example shows
how in the protected rubric, you are able to modify the
assessment score for the "Identify the elements that
constitute…" criterion, as well as the grading scores for the
grading-specific criteria (shaded in orange below).Grading
RubricOutcome is assessed by the Unit 3 Matching
ProjectPoints Possible:75No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify the elements that
constitute the three phases of the criminal justice systemStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Student only identifies one or two
of the phases. Student identifies all three phases. Student
identifies and provides a very basic description of each phase.
Student clearly identifies all three phases of the criminal justice
system and provides a thorough understanding of each
phase.Student clearly identifies all three phases of the criminal
justice system, provides a thorough understanding of each phase
and demonstrates how to apply each phase.
560%45MechanicsStudent work demonstrates no understanding
or progress towards achievement of this outcome.Grammatical,
punctuation, and spelling errors pervasive and
distracting.Grammatical, punctuation, and spelling errors
significant and distracting.Frequent grammatical, punctuation,
and spelling errors.Minor grammatical, punctuation, and
spelling errors.Technically flawless, mechanically and
grammatically correct.510%7.5FormatStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Organization and structure detract from the
analysis.Organization and structure are not easy to follow and
interfere with meaning.Organization and structure developing
2. but still some illogic in flow.Organization and structure are
clear but presentation could be more precise.Organization and
structure of the paper are clear and easy to
follow.510%7.5StyleStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Analysis is disjointed and lacks transition of
thought.Paragraph and sentence transitions need significant
improvement.Transition of thoughts needs some
improvement.Minor flaw(s) in flow of analysis.Logical flow of
ideas.510%7.5LanguageStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Language inappropriate, mundane, and
unfocused.Random, choppy, and/or awkward language
significantly detracts from analysis.Language ordinary,
imprecise, and/or lacks interest or precision.Language
functional, appropriate, and acceptable.Variety of sentence
length and structure. Language rich, precise, and
vivid.510%7.5Overall Grading Score:75
Unit 1 AssignmentGrading RubricCJ345-1: Analyze
organizational culture, behavioral theory, and community
relations in the supervision of criminal justice entities.
Unit 1 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify elements of the
SARA model of
problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
provides a weak implementation plan.Student is able to identify
all elements of the SARA model correctly, but provides a weak
implementation plan.Student is able to moderatly utilize the
SARA model to evaluate the implementation of a plan to
address this issue with the Town Council at its next
3. meeting, with three or four errors.Student is able to moderatly
utilize the SARA model to evaluate the implementation of a
plan to address this issue with the Town Council at its next
meeting, with one or two errors.Student is able to fully utilize
the SARA model to evaluate the implementation of a plan to
address this issue with the Town Council at its next
meeting. 520%20ResearchStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Student used only the text material as
referencesStudent used one resource beyond the text material
from a source that was not credible or the credibility could not
be assessed because of lack of information related to the author
and sponsorStudent used one credible resource beyond the text
materialStudent used at least two credible sources beyond the
text materialStudent used at least two credible sources beyond
the text material and discussed how they evaluated the
credibility of the resources used520%20Apply elements of the
SARA model of
problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
does not apply it to criminal justice entities.Student is able to
identify all elements of the SARA model correctly, but
provides a weak application to criminal justice entities.Student
is able to identify all elements of the SARA model correctly and
provides a moderate application to criminal justice
entities.Student is able to identify all elements of the SARA
model correctly and provides a strong application to criminal
justice entities with one or two errors.Student is able to identify
all elements of the SARA model correctly and provides a strong
application to criminal justice entities with no
errors.520%20Analyze elements of
the SARA model of
4. problem oriented
policing as it applies to
criminal justice
entities.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student is able to
identify one or two elements of the SARA model correctly and
does not analyze the elements in relation to criminal justice
entities.Student is able to identify all elements of the SARA
model correctly, but provides a weak analysis to criminal
justice entities.Student is able to identify all elements of the
SARA model correctly and provides a moderate analysis to
criminal justice entities.Student is able to identify all elements
of the SARA model correctly and provides a strong analysis to
criminal justice entities with one or two errors.Student is able
to identify all elements of the SARA model correctly and
provides a strong analysis to criminal justice entities with no
errors.520%20Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an
attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
5. and conform to course/ assignment guidelines.55.0%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
6. punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10044ERROR:#REF!ERROR:#REF!10.50.50.60.70.6
Unit 2 Assignment.Grading RubricCJ345-2: Evaluate the
implementation of problem-oriented policing within criminal
justice entities. Unit 2 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Identify elements of
organizational culture, behavioral theory, and community
relations.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student
7. attempted to identify the elements of org culture, behavioral
theory and community relations but could not correctly do
so.Student was able to identify the elements, but no correlation
between them.Student was able to identify elements of each
category and how they work together, with minor errors.Student
was able to identify elements of each category and establish the
correlation of culture, theory and relations.Student identified
ways in which each category works together for a successful
organization and indicated the elements that are necessary for
success.515%15Research. Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student used only the text material as
referencesStudent used one resource beyond the text material
from a source that was not credible or the credibility could not
be assessed because of lack of information related to the author
and sponsorStudent used one credible resource beyond the text
materialStudent used at least two credible sources beyond the
text materialStudent used at least two credible sources beyond
the text material and discussed how they evaluated the
credibility of the resources used520%20Apply knowledge of
organizational culture, behavioral theory, and community
relations to the supervision of criminal justice entities.Student
work demonstrates no understanding or progress towards
achievement of this outcome.Student failed to indicate
successful application of the elements to supervision in criminal
justice.Student was able to indicate some knowledge but had
difficulty applying that information to supervision.Student was
able to apply their knowledge to basic concepts of supervision
in criminal justice.Student was able to not only apply theory
and information from research, they were able to indicate
appropriate theories and practices specifically related to
criminal justice supervision.Student correctly applied multiple
concepts regarding theory, culture and relations to supervision
in multiple aspects of criminal justice.515%15Analyze
organizational culture, behavioral theory, and community
relations in the supervision of criminal justice entities. Student
8. work demonstrates no understanding or progress towards
achievement of this outcome.Student showed no ability to
analyze the relationship between these elements and criminal
justice entities.Student attempts at analysis fall short of
practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis
portion.530%30Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an
attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
9. from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53.0%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
10. outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.53.5%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53.5%4100%Overall Grading
Score:100ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:
#REF!10.50.50.60.70.7
Unit 4 AssignmentGrading RubricCJ345-3: Analyze behavioral
theory as it relates to the supervison of criminal justice entities.
GEL-1.2: Demonstrate college-level communication through the
composition of original materials in Standard English. Unit 4
AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze behavioral theory
as it relates to the supervision of criminal justice entities.
Student work demonstrates no understanding or progress
towards achievement of this outcome.Student showed no ability
to analyze the relationship between these elements and criminal
11. justice entities.Student attempts at analysis fall short of
practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis
portion.560%60GEL 1.2: Demonstrate college-level
communication through the composition of original materials in
Standard English.Student work does not yet demonstrate an
understanding or progress towards achievement of this outcome.
Some content may be plagiarized.Student work has a viewpoint
but it is not clearly stated and the work may reveal a lack of
coherence and originality. The use of Standard English is
lacking. There are significant problems with content,
organization, format and mechanics. Student work uses
Standard English and shows coherence, order and some
originality, but may not include a clear viewpoint and purpose.
Work synthesizes factual support, but lacks organization
throughout the assignment. The work also includes one or two
significant gaps in content, does not demonstrate transitions,
and has some problems with format and mechanics.Student work
is in Standard English and demonstrates the use of a clear
viewpoint and purpose. The work is original, well ordered and
coherent on the whole. While content is thorough and well
defined there may one or two minor errors of omission. There
may also be minor errors of organization, style, and mechanics.
Student work includes clearly established and sustained
viewpoint and purpose. Assignment is in Standard English and
demonstrates clear organization. Communication is very well
ordered, logical and unified, as well as original and insightful.
The work displays superior content, organization, style, and
mechanics.Student work includes a highly developed viewpoint
and purpose. Assignment is in Standard English and
12. demonstrates superior organization. Communication is highly
ordered, logical and unified. The assignment displays
exceptional content, organization, style and mechanics.
520%20Formatting/LayoutThe project was not submitted.The
project was submitted, but the formatting (e.g., spacing,
margins, font size, etc.) contains errors that are excessive and
distracting. The title page and reference page are missing.The
project demonstrates an attempt to adhere to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.)--errors are frequent. The title page
and/or reference page may be missing, incomplete, or contain
some formatting errors.The project demonstrates an attempt to
adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
13. more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53.0%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
14. easy to follow. Logical flow of ideas.53.5%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53.5%4100%Overall Grading
Score:10010.5ERROR:#REF!ERROR:#REF!0.50.60.70.7200
Unit 6 Assignment.Grading RubricCJ345-4: Evaluate
performance measurement within criminal justice entities.
GEL-7.6: Apply ethical rules governing the field of study.
PC-4.2: Demonstrate an understanding of the impact on how
one’s perspective toward multiculturalism and diversity impacts
an organization. Unit 6 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345GEL-7.6: Apply ethical
rules governing the field of study.Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student work demonstrates the ability to identify the
ethical rules that govern the student field of practice or
study.Student work demonstrates the ability to identify the
ethical rules that govern the student field of practice or study
and the ethical reasoning behind the rules based on supporting
ethical theory.Student work demonstrates the ability to identify
the ethical rules that govern the student field of practice or
study, the ethical reasoning behind the rules based on
supporting ethical theory, and applies the appropriate governing
rule to the appropriate issue or setting.Student work
demonstrates the ability to identify the ethical rules and
15. supporting ethical reasoning’s that govern the student field of
practice or study, applies them to the appropriate issue or
setting, and predicts outcomes for compliance and non-
compliance.Student work demonstrates the ability to identify
the ethical rules and supporting ethical reasoning’s that govern
the student field of practice or study, applies them to the
appropriate issue or setting, predicts outcomes for compliance
and non-compliance, and applies this understanding towards the
formulation of more ethical rules and/or changes in existing
ethical rules.530%30PC-4.2: Demonstrate an understanding of
the impact of how one's perpsective toward multicultralism and
diversity impacts an organization.Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student work demonstrates the ability to identify a
multiculturalism and diversity issue in a professional
setting.Student work demonstrates the ability to articulate a
multiculturalism and diversity perspectives in a professional
setting.Student work demonstrates the ability to examine one’s
own multiculturalism and diversity perspectives.Student work
demonstrates the ability to examine one’s own multiculturalism
and diversity perspectives.Student work demonstrates the ability
to examine one’s own multiculturalism and diversity
perspectives and apply this knowledge to the professional
setting.520%20Identify the theories required to be successful in
supervisory practices.Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student was unable to correctly identify any theories
relating to successful supervision.Work submitted demonstrates
progress towards theory identification, however, submitted work
shows no application of theory to supervisory practices.Student
work indicates an accurate identification of supervisory
theory.Work submitted by student demonstrates an ability to
correctly identify various theories required to be a successful
supervisor .Student work submitted correctly identifies theories
of supervision that can then be applied to supervisory practices
in criminal justice organizations.530%30Formatting/LayoutThe
16. project was not submitted.The project was submitted, but the
formatting (e.g., spacing, margins, font size, etc.) contains
errors that are excessive and distracting. The title page and
reference page are missing.The project demonstrates an attempt
to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
frequent. The title page and/or reference page may be missing,
incomplete, or contain some formatting errors.The project
demonstrates an attempt to adhere to the formatting guidelines
as outlined in the instructions (e.g., spacing, margins, font size,
etc.)--errors are not egregious. The title page or reference page
are included but may contain formatting errors.The project
adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.) with
minimal errors. The title page and reference page (listing all
sources used) are included but may contain minor or negligible
formatting errors.The project adheres to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.). The title page and reference page
(listing all sources used) are included and conform to course/
assignment guidelines.55.0%5Source AttributionNo attempt was
made to distinguish between ideas from sources and those of the
author. Paper may be plagiarized.Ideas from sources are not
clearly distinguishable from those of the author. The following
are infrequent or non-existent: Signal phrases, inclusion of
URLs, author names, publication titles, in-text citations, and/or
(when appropriate) quotation marks.Ideas from sources are
usually distinguishable from those of the author by the use of
any of the following: Signal phrases, inclusion of URLs, author
names, publication titles, and/or in-text citations. Quotation
marks are rarely used when appropriate.Ideas from sources are
generally distinguishable from those of the author by the use of
two or more of the following: Signal phrases, inclusion of
URLs, author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
17. author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
18. for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10066ERROR:#REF!ERROR:#REF!10.50.50.60.70.6
Unit 8 AssignmentGrading RubricCJ345-5: Evaluate the role
supervisors play in the maintenance of good order within
criminal justice agencies. Unit 8 AssignmentPoints
Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze the role
supervisors play to maintaining good order within criminal
justice agencies.Student work demonstrates no understanding or
progress towards achievement of this outcome.Student showed
no ability to analyze the role of supervisors or the need for
supervisors to maintain good order.Student attempted analysis
of this concept but was unable to show an understanding of the
application or analysis of the roles.Student was able to analyze
the fundamental role of supervisors in maintaining good order
in criminal justice organizations.Student not only analyzed
concept of supervision, but student was able to show analysis
and application of the role.Student was able to analyze the
supervisory role in conjunction with the need for good order
within criminal justice organizations.540%40Evaluate the role
supervisors play in the maintenance of good order within
criminal justice agencies .Student work demonstrates no
understanding or progress towards achievement of this
outcome.Student was unable to evaluate the role of supervisors
and was unable to make correlation with good order. Student
was able to show an understanding of the role of supervisors,
19. but evaluation of the role is lacking.Student was able to
evaluate the role of supervisors in relation to criminal justice
organizations and the maintenance of good order.Student was
able to correctly evaluate the role of supervisors in maintaining
good order and was able to identify appropriate theories and
concepts that supervisors may use to be successful.Student was
able to evaluate the role of supervisors in maintenance of good
order and was also able to indicate why the role of supervisors
is so important to the maintenance of good order within
criminal justice organizations.540%40Formatting/LayoutThe
project was not submitted.The project was submitted, but the
formatting (e.g., spacing, margins, font size, etc.) contains
errors that are excessive and distracting. The title page and
reference page are missing.The project demonstrates an attempt
to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
frequent. The title page and/or reference page may be missing,
incomplete, or contain some formatting errors.The project
demonstrates an attempt to adhere to the formatting guidelines
as outlined in the instructions (e.g., spacing, margins, font size,
etc.)--errors are not egregious. The title page or reference page
are included but may contain formatting errors.The project
adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.) with
minimal errors. The title page and reference page (listing all
sources used) are included but may contain minor or negligible
formatting errors.The project adheres to the formatting
guidelines as outlined in the instructions (e.g., spacing,
margins, font size, etc.). The title page and reference page
(listing all sources used) are included and conform to course/
assignment guidelines.55.0%5Source AttributionNo attempt was
made to distinguish between ideas from sources and those of the
author. Paper may be plagiarized.Ideas from sources are not
clearly distinguishable from those of the author. The following
are infrequent or non-existent: Signal phrases, inclusion of
URLs, author names, publication titles, in-text citations, and/or
20. (when appropriate) quotation marks.Ideas from sources are
usually distinguishable from those of the author by the use of
any of the following: Signal phrases, inclusion of URLs, author
names, publication titles, and/or in-text citations. Quotation
marks are rarely used when appropriate.Ideas from sources are
generally distinguishable from those of the author by the use of
two or more of the following: Signal phrases, inclusion of
URLs, author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
21. interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10010.5ERROR:#REF!ERROR:#REF!0.50.60.70.619.90
Unit 9 AssignmentGrading RubricCJ345-6: Analyze training
and the application of leadership theories within criminal
justice entities. Unit 9 AssignmentPoints Possible:100No
ProgressIntroductoryEmergentPracticedProficientMasteryGradin
g ScoreRelative WeightPoints012345Analyze training and the
application of leadership theories within criminal justice
entities. Student work demonstrates no understanding or
progress towards achievement of this outcome.Student showed
no ability to analyze the relationship between these elements
and criminal justice entities.Student attempts at analysis fall
short of practical applications relative to criminal justice
entities.Student was able to analyze fundamental concepts with
no expressive thoughts or comparisons indicating extensive
analysis or application.Student analyzes concepts relative to
criminal justice on an individual basis for supervision, but was
22. complete and thorough in analysis.Student was able to analyze
the concepts in conjunction with each other, taking into account
understanding and application in the analysis
portion.580%80Formatting/LayoutThe project was not
submitted.The project was submitted, but the formatting (e.g.,
spacing, margins, font size, etc.) contains errors that are
excessive and distracting. The title page and reference page are
missing.The project demonstrates an attempt to adhere to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.)--errors are frequent. The title
page and/or reference page may be missing, incomplete, or
contain some formatting errors.The project demonstrates an
attempt to adhere to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.)--errors are
not egregious. The title page or reference page are included but
may contain formatting errors.The project adheres to the
formatting guidelines as outlined in the instructions (e.g.,
spacing, margins, font size, etc.) with minimal errors. The title
page and reference page (listing all sources used) are included
but may contain minor or negligible formatting errors.The
project adheres to the formatting guidelines as outlined in the
instructions (e.g., spacing, margins, font size, etc.). The title
page and reference page (listing all sources used) are included
and conform to course/ assignment guidelines.55.0%5Source
AttributionNo attempt was made to distinguish between ideas
from sources and those of the author. Paper may be
plagiarized.Ideas from sources are not clearly distinguishable
from those of the author. The following are infrequent or non-
existent: Signal phrases, inclusion of URLs, author names,
publication titles, in-text citations, and/or (when appropriate)
quotation marks.Ideas from sources are usually distinguishable
from those of the author by the use of any of the following:
Signal phrases, inclusion of URLs, author names, publication
titles, and/or in-text citations. Quotation marks are rarely used
when appropriate.Ideas from sources are generally
distinguishable from those of the author by the use of two or
23. more of the following: Signal phrases, inclusion of URLs,
author names, publication titles, and/or in-text citations.
Quotation marks are sometimes used when appropriate.Ideas
from sources are usually distinguishable from those of the
author by the use of two or more of the following: Signal
phrases, inclusion of URLs, author names, publication titles,
and/or in-text citations. Quotation marks are used when
appropriate.Ideas from sources are clearly distinguishable from
those of the author by the frequent use of in-text citations.
Quotation marks are always used when
appropriate.52.5%3Source Use/IntegrationNo outside sources
were used.Quantity and type of sources do not entirely adhere to
the requirements of the assignment. There are > 26% fewer
sources and/or types of sources than required.Quantity and type
of sources adhere to the requirements of the assignment for the
most part. There may be < 25% fewer sources and/or types of
sources than required.Quantity and type of sources adhere to the
requirements of the assignment.52.5%3MechanicsStudent work
demonstrates no understanding or progress towards achievement
of this outcome.Grammatical, punctuation, and spelling errors
pervasive and distracting.Grammatical, punctuation, and
spelling errors significant and distracting.Frequent grammatical,
punctuation, and spelling errors.Minor grammatical,
punctuation, and spelling errors.Technically flawless,
mechanically and grammatically
correct.53%3OrganizationStudent work demonstrates no
understanding or progress towards achievement of this
outcome.Organization and structure detract from the analysis.
Analysis is disjointed and lacks transition of
thought.Organization and structure are not easy to follow and
interfere with meaning. Paragraph and sentence transitions need
significant improvement.Organization and structure developing
but still some illogic in flow. Transition of thoughts needs some
improvement.Organization and structure are clear but
presentation could be more precise. Minor flaw(s) in flow of
analysis.Organization and structure of the paper are clear and
24. easy to follow. Logical flow of ideas.54%4LanguageStudent
work demonstrates no understanding or progress towards
achievement of this outcome.Language inappropriate, mundane,
and unfocused. No central theme or thesis present. Not written
for the appropriate audience.Random, choppy, and/or awkward
language significantly detracts from analysis. Not written for
the appropriate audience.Language ordinary, imprecise, and/or
lacks interest or precision. Central theme or thesis present but
not explicitly presented. Written for the appropriate
audience.Language functional, appropriate, and acceptable.
Written for the appropriate audience.Variety of sentence length
and structure. Language rich, precise, and vivid. Central theme
or thesis clear. Written for the appropriate
audience.53%3100%Overall Grading
Score:10016ERROR:#REF!ERROR:#REF!ERROR:#REF!10.50.
50.60.70.6
CJ345-4: Evaluate performance measurement within criminal
justice entities.
PC-4.2: Demonstrate an understanding of the impact on how
one’s perspective toward multiculturalism and diversity impacts
an organization.
GEL-7.6: Apply ethical rules governing the field of study.
You are assigned to your department’s recruitment and training
division. Your department has 50 sworn positions. The
demographics of your department are 45 Caucasian males, three
African American males, two Hispanic males, and no female
officers. Historically there have never been a large number of
women and minority candidates applying for sworn positions in
the department. Furthermore, the population demographics of
your city are 45% Caucasian, 38% African American, 10%
Hispanic, and 7% other races. Furthermore, women make up
25% of your city’s population.
Your new Chief of Police has asked your department prepare a
presentation to present to the City Council to discuss strategies
that could be implemented to recruit women and minorities.
25. Create a 10–15-slide PowerPoint presentation (excluding the
title and reference slide) that applies critical thinking to
construct persuasive arguments on the following:
Address your proposal utilizing theories learned thus far in
class as it relates to organizational culture.
Address the following issues in your presentation:
· Identify the ethical rules and supporting ethical reasoning’s
that govern recruitment and training in the criminal justice
field.
· Include a comparison between current recruitment strategies
with those that are being suggested.
· Explain how you would increase the number of women and
minority candidates that apply with the department within the
ethical guidelines previously identified.
· How do organizational and behavioral theories discussed in
previous units impact the recruitment process?
· Support the theories with research.
(PLEASE NOTE: This project will require outside research.)
· The PowerPoint should contain a title slide and a slide with a
list of references in APA format.
· All internal citation of outside sources plus the listing of all
references should also adhere to APA format.
You may consult the Kaplan Online Library, the internet, the
textbook, other course material, and any other outside resources
in supporting your task, using proper citations in APA style.
Directions for Submitting Your Project
Compose your presentation in PowerPoint and save your
document in the following format: Last name First Name
Assignment. (Example: SmithJohn Unit 6 Assignment). Submit
your Assignment by selecting the Unit 6: Assignment in the
Dropbox by the end of Unit 6.