NSG 3028 Week 5 Assignment 2 Grading RubricAssignment Compon.docx
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NSG 3028 Week 5 Assignment 2 Grading Rubric Assignment Components Unsatisfactory 1 Emerging 2 Proficient 3 Exemplary 4 Score Analyzed and provided relevant information pertaining to all parts of the project. Failed to analyze and provide relevant information pertaining to all parts of the project, giving a clear understanding. Analyzed and provided Some relevant information pertaining to parts of the project but information was incomplete. Accurately analyzed and provided relevant information pertaining to most parts of the project but needs more detail. Thoroughly analyzed and provided relevant information pertaining to all parts of the project in detail. __x 10= 40 Described key findings and identified four issues related to the chosen population. Vaguely described 1 key finding and lack cohesion of relating issue for chosen population. Described 2 key findings and identified 2 issues related to the chosen population but information was vague. Described key findings and identified 3 issues related to the chosen population but needs more detail. Thoroughly described key findings and accurately identified four issues related to the chosen population. __x 5= 20 Analyzed and suggested implications (4 risk factors) for community health nursing related to local, national, and global settings. Vaguely discussed implications for community health nursing related to local, national, and global settings. Discussed implications for community health nursing related to local, national, and global settings but information was vague. Analyzed and suggested implications for community health nursing related to local, national, and global settings but needs more detail. Analyzed and suggested Implications (4 risk factors) for community health nursing related to local, national, and global settings throughly. __x 5= 20 Analyzed and suggested two areas of research based on weekly readings and lectures. Provided a vague suggestion about areas of research not based on weekly readings and lectures. Provided a suggestion about one area of research based on weekly readings and lectures; however lacked detailed information. Examined and suggested two areas of research based on weekly readings and lectures but needs more detail. Thoroughly analyzed and suggested two areas of research based on weekly readings and lectures in detail. __ x 5= 20 ( Page 3 of 3 N SG3 0 28 Ca ring f or the C ommunity © 2013 S outh Unive r sity ) Used bullet points instead of complete sentences and followed the 7×7 rule— no more than seven lines on the slide in no more than seven words on a line. Used complete sentences and did not follow the 7×7 rule. Used bullet points instead of complete sentences, but did not follow the 7×7 rule. Used bullet points instead of complete sentences and followed the 7×7 rule but missed some details in doing so. . Used bullet points instead of complete sentences and followed the 7×7 rule, taking care not to miss any detail. __ x5 = 2.
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Unsatisfactory1Emerging2Proficient3Exemplary.docx
This document appears to be a rubric for grading an assignment on a nurse identified as a role model. It evaluates several components of the assignment, including describing the attributes that make the nurse a role model, analyzing whether the nurse's beliefs and philosophies relate to long-term goals, and describing the nurse's role based on their beliefs. It also evaluates the written components of the assignment, including organization, introduction, thesis, transitions, and conclusion. Additional aspects graded include grammar, spelling, sentence structure, and proper use of APA format for citations and quotations. Scores are provided for each component that are then totaled for the final grade.
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This rubric evaluates assignments on selecting a small group to implement a portion of a health plan. It assesses components like choosing an appropriate group and explaining the rationale, identifying the section of the plan for implementation and explaining why, describing the health risk addressed and expected results, how the intervention will be implemented including strategies and resources, and estimating time for results. It also considers organization, writing mechanics, APA style, and timeliness. The assignment receives a score in various areas that are totaled for a final score out of 80 possible points.
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Dylan Saxby.doc
This feedback form summarizes the performance of a student, Dylan Saxby, on a coursework assignment for a Pathological Basis of Disease module. The marker, Laura Cole, awarded a mark of 68 and provided strengths and suggestions for improvement. Strengths included that the figure encompassed the required depth and the information in the table was informative. Suggestions were to link studies in the table, add more detail in some areas, and revise the APA reference list format. The student commented they would ensure correct referencing and add more critical analysis and comparison between sources in future work.
PBoD feedback.pdf
- The student, Alex Maynard, received a mark of 74% for their coursework on the Pathological Basis of Disease module.
- The assessor praised the student's diagram as being well thought out and encompassing the required depth. However, the figure legend was missing one citation.
- The assessor suggested the student could improve their mark by adding more linking statements in the table to discuss how research fields have changed or remained the same.
- The student acknowledged they have improved their referencing skills through this feedback and will no longer lose marks due to citation errors.
Ben Walker(1).doc
Ben Walker received feedback on a coursework assignment involving a diagram depicting the pathological basis of disease. The marker noted that while a lot of effort was put into the diagram, it was not always easy to follow. Suggestions for improvement included adding a list of abbreviations to make the figure legend more intuitive. In the future, Ben plans to use different colors or shapes to make the diagram more understandable and ensure abbreviations are included for clarity.
Name __________________________________ Writing for Thinking .docx
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
Research Paper Rubric Writing for Thinking Section 03
2 1.5 1 .5
APA Format Running head and page
number are placed correctly
on all pages. Title page
gives title, your name,
University name, course
information, instructor’s
name, date.
Includes 5 or 6 of the
requirements.
Includes 3 or 4 of the
requirements.
Includes 1 or 2 of the
requirements.
APA Style
Abstract
The overall purpose of the
abstract is clear; the abstract
expresses only the main
idea and major points of the
original selection; Word
choice is consistently
efficient and concise.
The purpose is generally
clear; the abstract expresses
only the main idea and most
major points of the original
selection; word choice is
fairly concise.
The purpose wavers; the
abstract does not accurately
express the main idea or
most major points of the
original selection; Word
choice is vague or repetitive.
The purpose is unclear; the
abstract does not convey the
main idea or major points of
the original selection; word
choice is confusing or
misleading.
Citations Includes and cites all data
obtained from other sources
(at least 5 sources). APA
citation style is used
correctly for all citations.
Cites at least 4 sources,
correctly using APA style.
Cites at least 3 sources,
correctly using APA style.
Cites 2 or less sources,
correctly using APA style.
Reference Page Written in APA format with
no errors.
Written in APA format with
1-3 errors.
Written in APA format with
4-5 errors.
Written in APA format with
more than 5 errors.
4 3 2 1
Thesis Statement Clearly and concisely states
the paper’s purpose in a
single sentence, which is
engaging, and thought
provoking.
Clearly states the paper’s
purpose in a single sentence.
States the paper’s purpose in
a single sentence.
Incomplete and/or
unfocused.
Introductory
Paragraphs
Well-developed
introductory paragraph(s)
that contains a clear
explanation, or definition of
the problem, a thesis
statement,
detailed background
information, and gives the
Introductory paragraph states
the problem, but does not
explain using details. Thesis
is stated. Some background
information is included.
Structure of the paper is
previewed.
Introduction states the thesis
but does not adequately
explain the background or
the problem. No structure of
paper is previewed.
Thesis and/or problem is
vague or unclear.
Explanations and
background information is
unclear, not present, or not
related to the topic. No
preview of structure is given.
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
reader an idea of how the
essay is organized.
Bo ...
NSG 4065 W5A2 RubricUnsatisfactory1Emerging2Proficie.docx
NSG 4065 W5A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Discussed the principles of holistic nursing care.
Brief discussion of the principles of holistic nursing care.
Some discussion of the principles of holistic nursing care.
Discussed the principles of holistic nursing care but it needs to be clearer.
Thoroughly discussed the principles of holistic nursing care.
[Score x 3 = 12 pts]
Discussed the four essentials of the holistic caring process.
Discussed the holistic caring process but did not include any of the four essentials.
Discussed the essentials of the holistic caring process but did not include all four.
Discussed the four essentials of the holistic caring process but needs more detail.
Thoroughly discussed the four essentials of the holistic caring process.
[Score x 3 = 12 pts]
Discussed differences in patient needs when developing a holistic plan of care.
Brief discussion of differences in patient needs when developing a holistic plan of care.
Some discussion of differences in patient needs when developing a holistic plan of care.
Discussed differences in patient needs when developing a holistic plan of care but needs to be clearer.
Thoroughly discussed differences in patient needs when developing a holistic plan of care.
[Score x 3 = 12 pts]
Discussed the similarities and differences between complementary and alternative medicine and western medicine.
Discussed differences between complementary and alternative medicine and western medicine but did not discuss similarities.
Some discussion of the similarities and differences between complementary and alternative medicine and western medicine.
Discussed the similarities and differences between complementary and alternative medicine and western medicine but needs to be clearer.
Thoroughly discussed the similarities and differences between complementary and alternative medicine and western medicine.
[Score x 3 = 12 pts]
Described the role of nutrition and exercise in complementary and alternative medicine.
Mentioned nutrition and exercise but did not discuss their role in complementary and alternative medicine.
Only discussed the role of one of these factors of complementary and alternative medicine.
Discussed the role of both nutrition and exercise in complementary and alternative medicine but did not include enough details.
Thoroughly discussed the role of nutrition and exercise in complementary and alternative medicine.
[Score x 4 = 16 pts]
Discussed at least four therapeutic effects of humor and music therapy.
Discussed one therapeutic effect of humor and music therapy
Discussed two therapeutic effects of humor and music therapy
Discussed three therapeutic effects of humor and music therapy
Discussed all four therapeutic effects of humor and music therapy.
[Score x 4 = 16 pts]
Discussed three main barriers to changing our current healthcare system to a more integrative system of care.
Brief discussion of one barrier to changin.
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Unsatisfactory1Emerging2Proficient3Exemplary.docx
This document appears to be a rubric for grading an assignment on a nurse identified as a role model. It evaluates several components of the assignment, including describing the attributes that make the nurse a role model, analyzing whether the nurse's beliefs and philosophies relate to long-term goals, and describing the nurse's role based on their beliefs. It also evaluates the written components of the assignment, including organization, introduction, thesis, transitions, and conclusion. Additional aspects graded include grammar, spelling, sentence structure, and proper use of APA format for citations and quotations. Scores are provided for each component that are then totaled for the final grade.
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Dylan Saxby.doc
This feedback form summarizes the performance of a student, Dylan Saxby, on a coursework assignment for a Pathological Basis of Disease module. The marker, Laura Cole, awarded a mark of 68 and provided strengths and suggestions for improvement. Strengths included that the figure encompassed the required depth and the information in the table was informative. Suggestions were to link studies in the table, add more detail in some areas, and revise the APA reference list format. The student commented they would ensure correct referencing and add more critical analysis and comparison between sources in future work.
PBoD feedback.pdf
- The student, Alex Maynard, received a mark of 74% for their coursework on the Pathological Basis of Disease module.
- The assessor praised the student's diagram as being well thought out and encompassing the required depth. However, the figure legend was missing one citation.
- The assessor suggested the student could improve their mark by adding more linking statements in the table to discuss how research fields have changed or remained the same.
- The student acknowledged they have improved their referencing skills through this feedback and will no longer lose marks due to citation errors.
Ben Walker(1).doc
Ben Walker received feedback on a coursework assignment involving a diagram depicting the pathological basis of disease. The marker noted that while a lot of effort was put into the diagram, it was not always easy to follow. Suggestions for improvement included adding a list of abbreviations to make the figure legend more intuitive. In the future, Ben plans to use different colors or shapes to make the diagram more understandable and ensure abbreviations are included for clarity.
Name __________________________________ Writing for Thinking .docx
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
Research Paper Rubric Writing for Thinking Section 03
2 1.5 1 .5
APA Format Running head and page
number are placed correctly
on all pages. Title page
gives title, your name,
University name, course
information, instructor’s
name, date.
Includes 5 or 6 of the
requirements.
Includes 3 or 4 of the
requirements.
Includes 1 or 2 of the
requirements.
APA Style
Abstract
The overall purpose of the
abstract is clear; the abstract
expresses only the main
idea and major points of the
original selection; Word
choice is consistently
efficient and concise.
The purpose is generally
clear; the abstract expresses
only the main idea and most
major points of the original
selection; word choice is
fairly concise.
The purpose wavers; the
abstract does not accurately
express the main idea or
most major points of the
original selection; Word
choice is vague or repetitive.
The purpose is unclear; the
abstract does not convey the
main idea or major points of
the original selection; word
choice is confusing or
misleading.
Citations Includes and cites all data
obtained from other sources
(at least 5 sources). APA
citation style is used
correctly for all citations.
Cites at least 4 sources,
correctly using APA style.
Cites at least 3 sources,
correctly using APA style.
Cites 2 or less sources,
correctly using APA style.
Reference Page Written in APA format with
no errors.
Written in APA format with
1-3 errors.
Written in APA format with
4-5 errors.
Written in APA format with
more than 5 errors.
4 3 2 1
Thesis Statement Clearly and concisely states
the paper’s purpose in a
single sentence, which is
engaging, and thought
provoking.
Clearly states the paper’s
purpose in a single sentence.
States the paper’s purpose in
a single sentence.
Incomplete and/or
unfocused.
Introductory
Paragraphs
Well-developed
introductory paragraph(s)
that contains a clear
explanation, or definition of
the problem, a thesis
statement,
detailed background
information, and gives the
Introductory paragraph states
the problem, but does not
explain using details. Thesis
is stated. Some background
information is included.
Structure of the paper is
previewed.
Introduction states the thesis
but does not adequately
explain the background or
the problem. No structure of
paper is previewed.
Thesis and/or problem is
vague or unclear.
Explanations and
background information is
unclear, not present, or not
related to the topic. No
preview of structure is given.
Name __________________________________ Writing for Thinking Section 01 Instructor: Cagle EDF 3413 Spring 2019
reader an idea of how the
essay is organized.
Bo ...
NSG 4065 W5A2 RubricUnsatisfactory1Emerging2Proficie.docx
NSG 4065 W5A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Discussed the principles of holistic nursing care.
Brief discussion of the principles of holistic nursing care.
Some discussion of the principles of holistic nursing care.
Discussed the principles of holistic nursing care but it needs to be clearer.
Thoroughly discussed the principles of holistic nursing care.
[Score x 3 = 12 pts]
Discussed the four essentials of the holistic caring process.
Discussed the holistic caring process but did not include any of the four essentials.
Discussed the essentials of the holistic caring process but did not include all four.
Discussed the four essentials of the holistic caring process but needs more detail.
Thoroughly discussed the four essentials of the holistic caring process.
[Score x 3 = 12 pts]
Discussed differences in patient needs when developing a holistic plan of care.
Brief discussion of differences in patient needs when developing a holistic plan of care.
Some discussion of differences in patient needs when developing a holistic plan of care.
Discussed differences in patient needs when developing a holistic plan of care but needs to be clearer.
Thoroughly discussed differences in patient needs when developing a holistic plan of care.
[Score x 3 = 12 pts]
Discussed the similarities and differences between complementary and alternative medicine and western medicine.
Discussed differences between complementary and alternative medicine and western medicine but did not discuss similarities.
Some discussion of the similarities and differences between complementary and alternative medicine and western medicine.
Discussed the similarities and differences between complementary and alternative medicine and western medicine but needs to be clearer.
Thoroughly discussed the similarities and differences between complementary and alternative medicine and western medicine.
[Score x 3 = 12 pts]
Described the role of nutrition and exercise in complementary and alternative medicine.
Mentioned nutrition and exercise but did not discuss their role in complementary and alternative medicine.
Only discussed the role of one of these factors of complementary and alternative medicine.
Discussed the role of both nutrition and exercise in complementary and alternative medicine but did not include enough details.
Thoroughly discussed the role of nutrition and exercise in complementary and alternative medicine.
[Score x 4 = 16 pts]
Discussed at least four therapeutic effects of humor and music therapy.
Discussed one therapeutic effect of humor and music therapy
Discussed two therapeutic effects of humor and music therapy
Discussed three therapeutic effects of humor and music therapy
Discussed all four therapeutic effects of humor and music therapy.
[Score x 4 = 16 pts]
Discussed three main barriers to changing our current healthcare system to a more integrative system of care.
Brief discussion of one barrier to changin.
Week 2 Assignment 2 RubricUnsatisfactory1Emerging2.docx
Week 2 Assignment 2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Selected and described an aggregate.
No clear aggregate is selected.
An aggregate is selected but the description is unclear.
An aggregate is selected and briefly described it but with missing elements.
An aggregate is selected and thoroughly and completely described it following the areas listed in the assignment.
[Score x 3 = 12 pts]
Utilized and explained
MAP-IT in the assessment process.
MAP-IT is not
discussed.
MAP-IT is mentioned
but not described.
MAP-IT is described
without link to how it guides in the aggregate assessment.
Thoroughly described
and utilized MAP-IT to explain the assessment process
of the selected aggregate.
[Score x 2 = 8 pts]
Explained how the
local clinic meets, supports, and advocates for EBP.
Lacks information on
organization’s
supporting activities.
Identified the activities
of the organization that promote EBP.
Discussed
organization’s
involvement in EBP.
Thoroughly explained
the organization’s process for meeting, supporting, and advocating EBP.
[Score x 2 = 8 pts]
Included demographic
and statistical information of the selected aggregate.
Lacks demographic
and statistical information.
Briefly identified
demographics of the selected aggregate.
Briefly discussed the
statistics of the selected aggregate.
Discussed and
described demographic and statistical information of the selected aggregate.
[Score x 3 = 12 pts]
Presented information
obtained from
Lacks interview
Interviewee is not an
Presented an
appropriate interview,
Presented an
appropriate interview,
[Score x 2 = 8 pts]
NOTE: If a component is absent, student receives a zero for that component.
Page 1 of 3
NSG4075 Capstone
© 2013 South University
interview of people
who are familiar with the selected aggregate.
information.
appropriate selection.
covering at least one
aspect of demographic or statistical information.
thoroughly explaining
pertinent information from the aggregate.
Developed a well-
planned questionnaire for obtaining information from interviewee pertaining to the aggregate.
Lacks questionnaire.
Questionnaire is weak
in presenting appropriate questions to guide the interview.
Developed
appropriate questions for the questionnaire but the information is lacking from the interview.
Developed a well-
planned
questionnaire, leading to an informative interview with information that enhances knowledge about the aggregate.
[Score x 2 = 8 pts]
Cited at least two journal articles as
references for ideas in your work.
Cited one source and it was not a journal
article.
Cited two sources but they were not journal
articles.
Cited one source that was a journal article.
Cited two journal articles.
[Score x 1 = 4 pts]
Written Components
Organization
Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusio.
Identifying Research Components.docx
The document provides instructions for an assignment to review two research articles and complete a template identifying the problem, purpose, hypothesis/research questions, significance to nursing practice, and quantitative or qualitative details of each. Students are to summarize each article in a paragraph, identify and describe the problem and purpose statement, discuss significance to nursing, and cite sources in APA format. The template includes rubric criteria such as accurately summarizing articles, clearly identifying problems and purposes, and demonstrating understanding of research significance.
NSG4029 W3A2 RubricUnsatisfactory1Emerging2Proficien.docx
NSG4029 W3A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Included a description of change theories, conflict theories, and leader as a change agent.
Assignment did not describe change theories, conflict theories, and leader as a change agent.
Identified but not described change theories, conflict theories, and leader as a change agent.
Change theories, conflict theories, and leader as a change agent were identified and briefly described with missing elements
Change theories, conflict theories, and leader as a change agent were identified correctly and thoroughly described.
[Score x 15 = 60 pts]
Integrated how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Lacked an explanation of how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Identified of how your ability to handle conflict can enhance or hinder effective leadership but was not explained.
Identified and explained how your ability to handle conflict can enhance or hinder effective leadership but was missing some elements.
Identified and explained thoroughly how your ability to handle conflict can enhance or hinder effective leadership in the health care environment.
[Score x 5 = 20 pts]
Written Components
Organization Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
[Score x 2 = 8 pts]
Conclusion is present,
but incomplete or underdeveloped.
appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
Usage and Mechanics Grammar Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
The paper is basically error free in terms of mechanics. Grammar and mechanics h.
Figure 1. Father Attachment Anxiety Model Introduce
Figure 1. Father Attachment Anxiety Model
Introduce your study here.
Introduction
Hypotheses go here
H1:
H2:
H3:
Method
Add your references here.
Hypotheses
Results:
What are the results of your study?
The results of this study indicated one significant indirect relationship between _____ and ______ (p= .#, co= .#) when mediated by variable. Though finding no significant correlations between either _____ and _____ (p = .#, co= .#) was contrary to previous findings, this study’s results are consistent with the existing literature which states . . .
Overall, _____ was / was not found to be significant mediator between ____ and ___. This may suggest . . .
These findings do/do not provide support for ____.
Limitations & Future Research:
Describe any limitations
What directions should future research consider?
*make sure the edges of these boxes align
Discussion
Sample
Father-Attachment Anxiety
DASSDEP
(Depression)
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.4015, p=.0257
d2=.0896, p=.0000
d1=.0976, p=.0000
d4=-.0302, p=.1293
d3=-.0816, p=.3969
a1=.0796, p=.5416
a3=-.0605, p=.5848
c’=.0377, p=-.0102
b3=.0073, p=.3526
b1=.0378, p=.0000
b4=-.0034, p=.4792
b2=.0038, p=.1611
a1=-.1309, p=.2624
DASSDEP
(Depression)
Father-Attachment Avoidance
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.0044, p=.9748
d2=.0905, p=.0000
d1=.1060, p=.0000
d4=-.0266, p=.1738
b3=.0094, p=.2235
b1=.0324, p=.0000
b4=-.0025, p=.6023
d3=.0680, p=.4264
a3=-.1156, p=.2408
c’=-.0122, p=.3613
b2=.0057, p=.0340
a1=.4125, p=.0073
DASSDEP
(Depression)
Mother-Attachment Anxiety
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=-.0743, p=.7256
d2=.0905, p=.0000
d1=.1060, p=.0000
d4=-.0266, p=.1738
b3=.0094, p=.2235
b1=.0324, p=.0000
b4=-.0025, p=.6023
d3=.1136, p=.3119
a3=-.0695, p=.5913
c’=.0040, p=.8191
b2=.0057, p=.0340
DASSDEP
(Depression)
Mother-Attachment Avoidance
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.1207, p=.5041
d2=.0896, p=.0000
d1=.0976, p=.0000
d4=-.0302, p=.1293
b3=.0073, p=.3526
b1=.0378, p=.0000
b4=-.0034, p=.4792
d3=.3524, p=.0003
a1=.2611, p=.0462
a3=.2522, p=.0233
c’=.0318, p=.0318
b2=.0038, p=.1611
Concise and Informative Title
Names of Contributors
Measures
Describe your measures here.
Relationships Structures (ECR)
This nine-item questionnaire measures attachment styles in mother and father relationships. The scale analyzes both anxious and avoidant attachment styles. A higher score on this scale indicates a more insecure relationship pattern.
The Toronto Alexithymia Scale (TAS-20)
This scale measures the condition of alexithymia according to alexithymia total, diffi ...
Rubric Graduation Resaearch Project.pdf
This document outlines the assessment tasks and rubrics for students on a research graduation project. It includes details on four assessment tasks that make up the total assessment score, including a continuous assessment, quiz, oral presentation, and final project evaluation. It provides rubrics for evaluating the oral presentation and original research project. The rubrics address elements such as organization, style, use of communication aids, content depth, accuracy, and language. Scores are divided into multiple levels of achievement such as sophisticated, competent, and not yet competent.
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Biology 100Stephanie BurdettBiology .docx
Biology 100
Stephanie Burdett
Biology Department
Brigham Young University
Provo, Utah
Portfolio Question #4
The Logic of Hypothesis Testing
Important information about completing this assignment:
1. Please thoughtfully and carefully respond to each question and exercise. It is not important whether or not you are able to come up with the “right” answer. As you can see from the grading guide your work will be assessed based on your ability to think and work as a scientist!
2. Make sure you format your paper so that you’ve included titles for each part of the activity and that you submit your document properly
The Activity:
A. Title: Observations
· Record at least 4 observations:
·
·
·
·
B. Title: Question Development
· Write down at least 2 questions generated from your observations. Make sure the questions you pose are suitable for firsthand scientific investigation:
·
·
C. Title: Constructing A Hypothesis
· Select one investigable question from the list you made in question B and use it to construct a hypothesis. Make sure you write a highly formalized hypothesis – If….then statement that focuses on a single independent variable and clearly shows its relationship to the dependent variable. Don’t forget to include a prediction:
D. Title: Experimental Design
· Design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol. You should carefully think about materials, methods, how you will control for extraneous variable, and the data you will collect:
E. Title: Data From The Experiment
· Think about the types of data (qualitative and quantitative) that you want to collect to provide evidence for the hypothesis. Collect suitable data and display it appropriately (graphically, textually, etc.)
· List strengths and weaknesses of this experiment (i.e. what variables weren’t appropriately controlled, etc.)
F. Title: Data Analysis – Conclusion
· Analyze your data. Provide at least 4 pieces of evidence from your analysis that either support or refute your hypothesis.
· Use bullet points to succinctly outline the main points of your conclusion:
G. Title: Recap
· Record at least 2 uncertainties you have(Use bullet points to give any reasons why you are not completely confident in your results/conclusion):
H. Title: Reflection
Review your notes from previous discussions and readings in the textbook to help you prepare your answers.
1. Record at One of the major tenets behind science is that any scientific hypothesis and the experimental design based on that hypothesis must be falsifiable. Briefly, provide an explanation for why falsifiability is the foundation of scientific experimentation and why this principle leads to scientific advancements in knowledge. Limit your answer to no more than 1 page, double-spaced, 12 point font.
2. Using the given vocabulary words where appropriate, summarize the process of turning an investigable question into a hypothes.
cr_rubric.pdf
This document outlines a grading rubric for critical reviews in a CSC290 course. It provides criteria for assessing student work in four main areas: summary, analysis, support of analysis, and organization/content. Each area is graded out of 20% and has descriptors defining expectations for grades of A, B, C, D or F. Additionally, grammar and mechanics make up 20% of the grade and provide guidelines for things like sentence structure, citations, and grammatical errors.
rubric.pdf
This document outlines a grading rubric for critical reviews in a CSC290 course. It provides criteria for assessing student work in four main areas: summary, analysis, support of analysis, and organization/content. Each area is graded out of 20% and has descriptors defining expectations for grades of A, B, C, D or F. Additionally, grammar and mechanics make up 20% of the grade and provide guidelines for things like sentence structure, citations, and grammatical errors.
Case Study 2Case Study 2Mr. P is a 76-year-old male .docx
Case Study 2
Case Study 2
Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure who has been hospitalized frequently to treat CHF symptoms. He has difficulty maintaining diet restrictions and managing his polypharmacy. He has 4+ pitting edema, moist crackles throughout lung fields, and labored breathing. He has no family other than his wife, who verbalizes sadness over his declining health and over her inability to get out of the house. She is overwhelmed with the stack of medical bills, as Mr. P always took care of the financial issues. Mr. P is despondent and asks why God has not taken him.
Question
Considering Mr. P’s condition and circumstance, write an essay of 500-750 words that includes the following:
Describe your approach to care.
Recommend a treatment plan.
Describe a method for providing both the patient and family with education and explain your rationale.
Provide a teaching plan (avoid using terminology that the patient and family may not understand).
© 2013. Grand Canyon University. All Rights Reserved.
Top of Form
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness ...
Grantham University Soft-Skills Rubrics-Undergraduate CO.docx
This document contains rubrics used by Grantham University to evaluate soft skills in undergraduate students. It includes rubrics for communication, critical thinking, diversity, professionalism, lifelong learning, and other skills. Each rubric has four levels of achievement - proficient, advancing, developing, and emerging. The rubrics provide descriptions of the types of work or abilities demonstrated by students at each level. For example, in the communication rubric, a proficient student would produce writing free of errors that is clear and concise, while an emerging student's writing may lack clarity and organization. The document aims to provide a common framework for evaluating students' soft skills development at Grantham University.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Argumentative Essayby mutiu OlokodanaSubmission date 28.docx
Argumentative Essay
by mutiu Olokodana
Submission date: 28-Jan-2020 02:37AM (UTC-0500)
Submission ID: 1247589300
File name: temp_turnitintool_600359574.DoesTechnologyPromoteLoneliness.docx (18.59K)
Word count: 841
Character count: 4498
10. Recycled
42%
SIMILARITY INDEX
9%
INTERNET SOURCES
5%
PUBLICATIONS
42%
STUDENT PAPERS
1 29%
2 5%
3 3%
4 2%
5 1%
6 1%
7 1%
Argumentative Essay
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Straighterline
Student Paper
Submitted to University of North Carolina -
Wilmington
Student Paper
Submitted to Cave Creek Unified District
Student Paper
Submitted to Saint Paul College
Student Paper
Submitted to Squalicum High School
Student Paper
Submitted to Grant MacEwan Community
College
Student Paper
Submitted to American Public University System
Student Paper
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
QM
FINAL GRADE
0/100
Argumentative Essay
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
10. Recycled
Unfortunately, your essay is reworded from a paper that was already submitted to Straighterline or
another university. This is a type of plagiarism called recycling, which is unacceptable by
Straighterline policy. Therefore, you will need to completely rewrite a new essay with a new topic in
order for a submission under this assignment to be accepted and graded.
PAGE 2
PAGE 3
PAGE 4
RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL
THESIS (20%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
POINTS
(4)
POINTS
(5)
SUPPORT & DEV (15%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
0 / 5
0 / 5
Thesis, central idea, audience, purpose, digressions
Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in
any manner. Thesis may be present but incorrect for the assignment’s
objectives/approach. Thesis may be present but the submission overall fails to meet most
assignment objectives (such as the essay is only a paragraph) that determining the thesis’
viability is problematic.
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers
cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited
awareness of audience and purpose. Central idea either lacking or inconsistently
addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic.
Awareness of audience may be adequate but inconsistent. Central idea is perhaps too
general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper.
Awareness of audience is sufficient. Central idea is clear and maintained in most of the
essay.
Thesis is clearly established and maintained throughout the entire paper. Paper
demonstrates a sophisticated awareness of audience and purpose. Central idea/focus
maintained throughout.
0 / 5
Thesis support, thesis development, use of examples, logic, ...
NSG4029 W2A2 RubricUnsatisfactory1Emerging2Pro.docx
NSG4029 W2A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Integrated how your specific personality type can enhance or hinder effective leadership in the health care environment.
How a specific personality type can enhance or hinder effective leadership in the health care environment was not reflected in the assignment.
Identified but not described how a specific personality type can enhance or hinder effective leadership in the health care environment.
Identified and briefly described with missing elements of how a specific personality type can enhance or hinder effective leadership in the health care environment.
Identified correctly and thoroughly described how a specific personality type can enhance or hinder effective leadership in the health care environment.
[Score x 10 = 40 pts]
Explained all four aspects of your personality gleaned from the assessment.
Assignment identified one aspect from assessment.
Identification of two or three aspects from assessment.
Identification of four aspects from assessment but missed some elements.
Identified and thoroughly explained four aspects from assessment.
[Score x 5 = 20 pts]
Included at least 2 journal article references.
Assignment included one journal article reference
Included two references but were not credible or peer reviewed.
Included two journal article references from a peer-reviewed article.
Included two or more journal article reference from a peer-reviewed article.
[Score x 5 = 20 pts]
Written Components
Organization Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Conclusion is present,
but incomplete or underdeveloped.
Introduction has a clear opening, provides background
information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are
appropriate and help
the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling
and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
Thoughtful transitions
clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
[Score x 2 = 8 pts]
Usage and Mechanics Grammar Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughou.
Rubrics
This document provides descriptions of different skill levels - low achievers, medium achievers, and high achievers - across several social and cognitive dimensions. In the social dimension, it describes elements like participation, interaction, task completion, and perspective taking. It also covers regulation skills like negotiation, self-evaluation, and responsibility. In the cognitive dimension, it addresses elements involving problem-solving, goal-setting, flexibility, and learning. For each element and skill level, it provides a short description to characterize performance for low, medium, and high achievers.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %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.
Thesi.
Module 1 Masters Prepared Nurse Interview Guide Criteria.docx
Module 1: Master's Prepared Nurse Interview Guide
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
80%
88%
92%
100%
Content – 70%
Introduction
5%
Introduction lacks any discernible overall purpose or organizing claim.
Introduction is insufficiently developed and/or vague. Purpose is not clear.
Introduction is clear, forecasting development of the paper.
Introduction is comprehensive; purpose of the paper is present.
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
Career
Overview
15%
Omits major elements and is disorganized.
Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.
Addresses most of the primary elements of the individual's career in a logical fashion.
Addresses the primary elements. Reader can easily see purpose.
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
Graduate
Education
15%
Omits major elements; is disorganized; and has no depth or detail.
Describes but fails to address some of the elements; lacks depth and detail.
Addresses the same elements but lacks depth and detail.
Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
Present
Position (includes pearls of wisdom)
20%
Omits major elements; information is tangential and disorganized.
Describes but fails to address most of the primary elements in any depth.
Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
All key elements are presented with clarity.
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
Conclusion
15%
Conclusion lacks any discernible purpose.
Conclusion is insufficiently developed and/or vague.
Conclusion is clear and identifies key points of interview but fails to draw inferences.
Conclusion is clearly evident to the reader. Career opportunities are present.
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
Organization and Effectiveness – 20%
Thesis Development and Purpose
7%
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. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are com ...
Graduate Writing RubricPUS AssignmentRubricGraduate WritingEXE.docx
Graduate Writing RubricPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
(10%)
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
(10%)
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
Argument and Synthesis of Knowledge
(20%)
The argument builds logically upon the thesi ...
PRTH 172Applying Biblical Principles RubricCriteriaLevels .docx
PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant when written
11-13
Demonstrates average work in showing what the verses meant when written
1-10
Demonstrates basic work; does not clearly show what the verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and now
11-13
Shows average understanding of the difference between then and now.
1-10
Shows basic understanding of the difference between then and now
0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse and applying the verse
18-22
Demonstrates average application summarizing misuse of the verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors, punctuation errors, or grammatical errors.
21-26
Submission is basically complete and contains minimal spelling errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors, punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify…Student work demonstrates no understanding or progress towards achievement of this outcome.Student identified only two principles of sustainability is included in the long-term recovery process.Student identified only three principles of sustainability is included in the long-term recovery process.Student identified only four principles of sustainability is included in the long-term recovery process.Student identified only five principles of sustainability is included in the long-term recovery process.Student identified how each of the six principles of sustainability is included in the long-term recovery process.515%8.25Research…Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student 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 sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text.
FINAL COURSE WEEK 5 – Research paperResearch PaperThe focus of .docx
FINAL COURSE: WEEK 5 – Research paperResearch Paper
The focus of this paper is to explore how residential patterns affect intergroup relations. You will use research approaches such as observation and secondary data analysis to further understand your community. Remember, you should conduct the observation (Step 2 below) on the same locale for which you completed the demographic report in your Week Three assignment (Step 1 below). If you are currently overseas or have other barriers that prevent you from physically accessing a location in the U.S., please contact your instructor for alternative assignment instructions.
Step 1: Using Secondary Data
Use the data gathered on your chosen locality in the Week Three assignment, “Demographic Report,” and implement any feedback from your instructor into your paper. If more data is needed, use demographic data from the latest census (available online using the US Census American FactFinder) and identify the various social and economic characteristics (i.e., education, population, housing, race, class, etc.) of this locale. You can also check government websites for your state, county or city for data. Present your findings in two to three pages of the paper.
Step 2: Using an Observational Study
Next, spend 30 to 60 minutes observing your community. Go to a central place in your town such as the center of the city, a major landmark, or you can drive or walk to different areas and observe for a few minutes. Take notes of what you observe, including the types of people you see, the economic conditions, as well as the businesses or other institutions that are present. Based on your observations, what can you tell about the economic condition of the majority of people? Is the locale integrated or segregated? In this step, consider the information you have gathered in Step 1 regarding social and economic characteristics, and identify whether it matches what you have recorded from your observation. Be sure to compare the data you gathered from your observations to what was found in the census data and make note if there are differences. Present your findings in one to two pages of the paper.
Step 3: Analysis and Reporting of Research
Analyze your data and present your responses in two to three pages in the paper:
· Describe how segregated the neighborhoods are in your locality. Be sure to consider the various social inequality indicators: race, ethnicity, class, gender, and perhaps sexuality for some areas.
· Indicate if there are policies, practices, or specific circumstances that have created and maintained these patterns.
Here are some examples of aspects to consider: Historically, has there always been racial segregation or not? Was it traditionally an area of immigration from a certain ethnic region? Is there an LGBT community? Was it an industrial area that had a strong working class community, or is it a technology area with highly educated citizens? Have there been efforts to desegregate or plans in ...
Based on your course reading assignments and your pending research p.docx
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docx
The document provides instructions for an assignment to analyze competitors in the green machine industry. Students are asked to assess the overall industry strategy, describe each major competitor's current marketing positioning and strategy, and identify the main sources of competitive advantage for each key rival firm.
More Related Content
Similar to NSG 3028 Week 5 Assignment 2 Grading RubricAssignment Compon.docx
Week 2 Assignment 2 RubricUnsatisfactory1Emerging2.docx
Week 2 Assignment 2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Selected and described an aggregate.
No clear aggregate is selected.
An aggregate is selected but the description is unclear.
An aggregate is selected and briefly described it but with missing elements.
An aggregate is selected and thoroughly and completely described it following the areas listed in the assignment.
[Score x 3 = 12 pts]
Utilized and explained
MAP-IT in the assessment process.
MAP-IT is not
discussed.
MAP-IT is mentioned
but not described.
MAP-IT is described
without link to how it guides in the aggregate assessment.
Thoroughly described
and utilized MAP-IT to explain the assessment process
of the selected aggregate.
[Score x 2 = 8 pts]
Explained how the
local clinic meets, supports, and advocates for EBP.
Lacks information on
organization’s
supporting activities.
Identified the activities
of the organization that promote EBP.
Discussed
organization’s
involvement in EBP.
Thoroughly explained
the organization’s process for meeting, supporting, and advocating EBP.
[Score x 2 = 8 pts]
Included demographic
and statistical information of the selected aggregate.
Lacks demographic
and statistical information.
Briefly identified
demographics of the selected aggregate.
Briefly discussed the
statistics of the selected aggregate.
Discussed and
described demographic and statistical information of the selected aggregate.
[Score x 3 = 12 pts]
Presented information
obtained from
Lacks interview
Interviewee is not an
Presented an
appropriate interview,
Presented an
appropriate interview,
[Score x 2 = 8 pts]
NOTE: If a component is absent, student receives a zero for that component.
Page 1 of 3
NSG4075 Capstone
© 2013 South University
interview of people
who are familiar with the selected aggregate.
information.
appropriate selection.
covering at least one
aspect of demographic or statistical information.
thoroughly explaining
pertinent information from the aggregate.
Developed a well-
planned questionnaire for obtaining information from interviewee pertaining to the aggregate.
Lacks questionnaire.
Questionnaire is weak
in presenting appropriate questions to guide the interview.
Developed
appropriate questions for the questionnaire but the information is lacking from the interview.
Developed a well-
planned
questionnaire, leading to an informative interview with information that enhances knowledge about the aggregate.
[Score x 2 = 8 pts]
Cited at least two journal articles as
references for ideas in your work.
Cited one source and it was not a journal
article.
Cited two sources but they were not journal
articles.
Cited one source that was a journal article.
Cited two journal articles.
[Score x 1 = 4 pts]
Written Components
Organization
Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusio.
Identifying Research Components.docx
The document provides instructions for an assignment to review two research articles and complete a template identifying the problem, purpose, hypothesis/research questions, significance to nursing practice, and quantitative or qualitative details of each. Students are to summarize each article in a paragraph, identify and describe the problem and purpose statement, discuss significance to nursing, and cite sources in APA format. The template includes rubric criteria such as accurately summarizing articles, clearly identifying problems and purposes, and demonstrating understanding of research significance.
NSG4029 W3A2 RubricUnsatisfactory1Emerging2Proficien.docx
NSG4029 W3A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Included a description of change theories, conflict theories, and leader as a change agent.
Assignment did not describe change theories, conflict theories, and leader as a change agent.
Identified but not described change theories, conflict theories, and leader as a change agent.
Change theories, conflict theories, and leader as a change agent were identified and briefly described with missing elements
Change theories, conflict theories, and leader as a change agent were identified correctly and thoroughly described.
[Score x 15 = 60 pts]
Integrated how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Lacked an explanation of how your ability to handle conflict can either enhance or hinder effective leadership in the health care environment.
Identified of how your ability to handle conflict can enhance or hinder effective leadership but was not explained.
Identified and explained how your ability to handle conflict can enhance or hinder effective leadership but was missing some elements.
Identified and explained thoroughly how your ability to handle conflict can enhance or hinder effective leadership in the health care environment.
[Score x 5 = 20 pts]
Written Components
Organization Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
[Score x 2 = 8 pts]
Conclusion is present,
but incomplete or underdeveloped.
appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
Usage and Mechanics Grammar Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
The paper is basically error free in terms of mechanics. Grammar and mechanics h.
Figure 1. Father Attachment Anxiety Model Introduce
Figure 1. Father Attachment Anxiety Model
Introduce your study here.
Introduction
Hypotheses go here
H1:
H2:
H3:
Method
Add your references here.
Hypotheses
Results:
What are the results of your study?
The results of this study indicated one significant indirect relationship between _____ and ______ (p= .#, co= .#) when mediated by variable. Though finding no significant correlations between either _____ and _____ (p = .#, co= .#) was contrary to previous findings, this study’s results are consistent with the existing literature which states . . .
Overall, _____ was / was not found to be significant mediator between ____ and ___. This may suggest . . .
These findings do/do not provide support for ____.
Limitations & Future Research:
Describe any limitations
What directions should future research consider?
*make sure the edges of these boxes align
Discussion
Sample
Father-Attachment Anxiety
DASSDEP
(Depression)
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.4015, p=.0257
d2=.0896, p=.0000
d1=.0976, p=.0000
d4=-.0302, p=.1293
d3=-.0816, p=.3969
a1=.0796, p=.5416
a3=-.0605, p=.5848
c’=.0377, p=-.0102
b3=.0073, p=.3526
b1=.0378, p=.0000
b4=-.0034, p=.4792
b2=.0038, p=.1611
a1=-.1309, p=.2624
DASSDEP
(Depression)
Father-Attachment Avoidance
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.0044, p=.9748
d2=.0905, p=.0000
d1=.1060, p=.0000
d4=-.0266, p=.1738
b3=.0094, p=.2235
b1=.0324, p=.0000
b4=-.0025, p=.6023
d3=.0680, p=.4264
a3=-.1156, p=.2408
c’=-.0122, p=.3613
b2=.0057, p=.0340
a1=.4125, p=.0073
DASSDEP
(Depression)
Mother-Attachment Anxiety
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=-.0743, p=.7256
d2=.0905, p=.0000
d1=.1060, p=.0000
d4=-.0266, p=.1738
b3=.0094, p=.2235
b1=.0324, p=.0000
b4=-.0025, p=.6023
d3=.1136, p=.3119
a3=-.0695, p=.5913
c’=.0040, p=.8191
b2=.0057, p=.0340
DASSDEP
(Depression)
Mother-Attachment Avoidance
Externally-Oriented Thinking
Difficulty Identifying Feelings
TOSCASHA
(Shame-Proneness)
Difficulty Describing Feelings
a2=.1207, p=.5041
d2=.0896, p=.0000
d1=.0976, p=.0000
d4=-.0302, p=.1293
b3=.0073, p=.3526
b1=.0378, p=.0000
b4=-.0034, p=.4792
d3=.3524, p=.0003
a1=.2611, p=.0462
a3=.2522, p=.0233
c’=.0318, p=.0318
b2=.0038, p=.1611
Concise and Informative Title
Names of Contributors
Measures
Describe your measures here.
Relationships Structures (ECR)
This nine-item questionnaire measures attachment styles in mother and father relationships. The scale analyzes both anxious and avoidant attachment styles. A higher score on this scale indicates a more insecure relationship pattern.
The Toronto Alexithymia Scale (TAS-20)
This scale measures the condition of alexithymia according to alexithymia total, diffi ...
Rubric Graduation Resaearch Project.pdf
This document outlines the assessment tasks and rubrics for students on a research graduation project. It includes details on four assessment tasks that make up the total assessment score, including a continuous assessment, quiz, oral presentation, and final project evaluation. It provides rubrics for evaluating the oral presentation and original research project. The rubrics address elements such as organization, style, use of communication aids, content depth, accuracy, and language. Scores are divided into multiple levels of achievement such as sophisticated, competent, and not yet competent.
Top of FormBenchmark - Children’s Informational Text Mini-Unit a.docx
This document provides a rubric and guidelines for assessing a mini-unit and assessment plan for an informational text lesson for 1st grade students. The mini-unit should include three lesson plans with alignment between standards, objectives, activities, and assessments. It should provide opportunities for critical thinking, collaboration, and differentiation. The assessment plan should include formative and summative assessments aligned to the lessons and objectives. Details such as academic language, materials, and technology are evaluated.
Biology 100Stephanie BurdettBiology .docx
Biology 100
Stephanie Burdett
Biology Department
Brigham Young University
Provo, Utah
Portfolio Question #4
The Logic of Hypothesis Testing
Important information about completing this assignment:
1. Please thoughtfully and carefully respond to each question and exercise. It is not important whether or not you are able to come up with the “right” answer. As you can see from the grading guide your work will be assessed based on your ability to think and work as a scientist!
2. Make sure you format your paper so that you’ve included titles for each part of the activity and that you submit your document properly
The Activity:
A. Title: Observations
· Record at least 4 observations:
·
·
·
·
B. Title: Question Development
· Write down at least 2 questions generated from your observations. Make sure the questions you pose are suitable for firsthand scientific investigation:
·
·
C. Title: Constructing A Hypothesis
· Select one investigable question from the list you made in question B and use it to construct a hypothesis. Make sure you write a highly formalized hypothesis – If….then statement that focuses on a single independent variable and clearly shows its relationship to the dependent variable. Don’t forget to include a prediction:
D. Title: Experimental Design
· Design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol. You should carefully think about materials, methods, how you will control for extraneous variable, and the data you will collect:
E. Title: Data From The Experiment
· Think about the types of data (qualitative and quantitative) that you want to collect to provide evidence for the hypothesis. Collect suitable data and display it appropriately (graphically, textually, etc.)
· List strengths and weaknesses of this experiment (i.e. what variables weren’t appropriately controlled, etc.)
F. Title: Data Analysis – Conclusion
· Analyze your data. Provide at least 4 pieces of evidence from your analysis that either support or refute your hypothesis.
· Use bullet points to succinctly outline the main points of your conclusion:
G. Title: Recap
· Record at least 2 uncertainties you have(Use bullet points to give any reasons why you are not completely confident in your results/conclusion):
H. Title: Reflection
Review your notes from previous discussions and readings in the textbook to help you prepare your answers.
1. Record at One of the major tenets behind science is that any scientific hypothesis and the experimental design based on that hypothesis must be falsifiable. Briefly, provide an explanation for why falsifiability is the foundation of scientific experimentation and why this principle leads to scientific advancements in knowledge. Limit your answer to no more than 1 page, double-spaced, 12 point font.
2. Using the given vocabulary words where appropriate, summarize the process of turning an investigable question into a hypothes.
cr_rubric.pdf
This document outlines a grading rubric for critical reviews in a CSC290 course. It provides criteria for assessing student work in four main areas: summary, analysis, support of analysis, and organization/content. Each area is graded out of 20% and has descriptors defining expectations for grades of A, B, C, D or F. Additionally, grammar and mechanics make up 20% of the grade and provide guidelines for things like sentence structure, citations, and grammatical errors.
rubric.pdf
This document outlines a grading rubric for critical reviews in a CSC290 course. It provides criteria for assessing student work in four main areas: summary, analysis, support of analysis, and organization/content. Each area is graded out of 20% and has descriptors defining expectations for grades of A, B, C, D or F. Additionally, grammar and mechanics make up 20% of the grade and provide guidelines for things like sentence structure, citations, and grammatical errors.
Case Study 2Case Study 2Mr. P is a 76-year-old male .docx
Case Study 2
Case Study 2
Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure who has been hospitalized frequently to treat CHF symptoms. He has difficulty maintaining diet restrictions and managing his polypharmacy. He has 4+ pitting edema, moist crackles throughout lung fields, and labored breathing. He has no family other than his wife, who verbalizes sadness over his declining health and over her inability to get out of the house. She is overwhelmed with the stack of medical bills, as Mr. P always took care of the financial issues. Mr. P is despondent and asks why God has not taken him.
Question
Considering Mr. P’s condition and circumstance, write an essay of 500-750 words that includes the following:
Describe your approach to care.
Recommend a treatment plan.
Describe a method for providing both the patient and family with education and explain your rationale.
Provide a teaching plan (avoid using terminology that the patient and family may not understand).
© 2013. Grand Canyon University. All Rights Reserved.
Top of Form
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness ...
Grantham University Soft-Skills Rubrics-Undergraduate CO.docx
This document contains rubrics used by Grantham University to evaluate soft skills in undergraduate students. It includes rubrics for communication, critical thinking, diversity, professionalism, lifelong learning, and other skills. Each rubric has four levels of achievement - proficient, advancing, developing, and emerging. The rubrics provide descriptions of the types of work or abilities demonstrated by students at each level. For example, in the communication rubric, a proficient student would produce writing free of errors that is clear and concise, while an emerging student's writing may lack clarity and organization. The document aims to provide a common framework for evaluating students' soft skills development at Grantham University.
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Argumentative Essayby mutiu OlokodanaSubmission date 28.docx
Argumentative Essay
by mutiu Olokodana
Submission date: 28-Jan-2020 02:37AM (UTC-0500)
Submission ID: 1247589300
File name: temp_turnitintool_600359574.DoesTechnologyPromoteLoneliness.docx (18.59K)
Word count: 841
Character count: 4498
10. Recycled
42%
SIMILARITY INDEX
9%
INTERNET SOURCES
5%
PUBLICATIONS
42%
STUDENT PAPERS
1 29%
2 5%
3 3%
4 2%
5 1%
6 1%
7 1%
Argumentative Essay
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Straighterline
Student Paper
Submitted to University of North Carolina -
Wilmington
Student Paper
Submitted to Cave Creek Unified District
Student Paper
Submitted to Saint Paul College
Student Paper
Submitted to Squalicum High School
Student Paper
Submitted to Grant MacEwan Community
College
Student Paper
Submitted to American Public University System
Student Paper
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
QM
FINAL GRADE
0/100
Argumentative Essay
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
10. Recycled
Unfortunately, your essay is reworded from a paper that was already submitted to Straighterline or
another university. This is a type of plagiarism called recycling, which is unacceptable by
Straighterline policy. Therefore, you will need to completely rewrite a new essay with a new topic in
order for a submission under this assignment to be accepted and graded.
PAGE 2
PAGE 3
PAGE 4
RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL
THESIS (20%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
POINTS
(4)
POINTS
(5)
SUPPORT & DEV (15%)
POINTS
(0)
POINTS
(2)
POINTS
(3)
POINTS
(3.50)
0 / 5
0 / 5
Thesis, central idea, audience, purpose, digressions
Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in
any manner. Thesis may be present but incorrect for the assignment’s
objectives/approach. Thesis may be present but the submission overall fails to meet most
assignment objectives (such as the essay is only a paragraph) that determining the thesis’
viability is problematic.
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers
cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited
awareness of audience and purpose. Central idea either lacking or inconsistently
addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic.
Awareness of audience may be adequate but inconsistent. Central idea is perhaps too
general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper.
Awareness of audience is sufficient. Central idea is clear and maintained in most of the
essay.
Thesis is clearly established and maintained throughout the entire paper. Paper
demonstrates a sophisticated awareness of audience and purpose. Central idea/focus
maintained throughout.
0 / 5
Thesis support, thesis development, use of examples, logic, ...
NSG4029 W2A2 RubricUnsatisfactory1Emerging2Pro.docx
NSG4029 W2A2 Rubric
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Score
Assignment Components
Integrated how your specific personality type can enhance or hinder effective leadership in the health care environment.
How a specific personality type can enhance or hinder effective leadership in the health care environment was not reflected in the assignment.
Identified but not described how a specific personality type can enhance or hinder effective leadership in the health care environment.
Identified and briefly described with missing elements of how a specific personality type can enhance or hinder effective leadership in the health care environment.
Identified correctly and thoroughly described how a specific personality type can enhance or hinder effective leadership in the health care environment.
[Score x 10 = 40 pts]
Explained all four aspects of your personality gleaned from the assessment.
Assignment identified one aspect from assessment.
Identification of two or three aspects from assessment.
Identification of four aspects from assessment but missed some elements.
Identified and thoroughly explained four aspects from assessment.
[Score x 5 = 20 pts]
Included at least 2 journal article references.
Assignment included one journal article reference
Included two references but were not credible or peer reviewed.
Included two journal article references from a peer-reviewed article.
Included two or more journal article reference from a peer-reviewed article.
[Score x 5 = 20 pts]
Written Components
Organization Introduction Thesis Transitions Conclusion
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Conclusion is present,
but incomplete or underdeveloped.
Introduction has a clear opening, provides background
information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are
appropriate and help
the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling
and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
Thoughtful transitions
clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
[Score x 2 = 8 pts]
Usage and Mechanics Grammar Spelling
Sentence structure
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughou.
Rubrics
This document provides descriptions of different skill levels - low achievers, medium achievers, and high achievers - across several social and cognitive dimensions. In the social dimension, it describes elements like participation, interaction, task completion, and perspective taking. It also covers regulation skills like negotiation, self-evaluation, and responsibility. In the cognitive dimension, it addresses elements involving problem-solving, goal-setting, flexibility, and learning. For each element and skill level, it provides a short description to characterize performance for low, medium, and high achievers.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %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.
Thesi.
Module 1 Masters Prepared Nurse Interview Guide Criteria.docx
Module 1: Master's Prepared Nurse Interview Guide
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
80%
88%
92%
100%
Content – 70%
Introduction
5%
Introduction lacks any discernible overall purpose or organizing claim.
Introduction is insufficiently developed and/or vague. Purpose is not clear.
Introduction is clear, forecasting development of the paper.
Introduction is comprehensive; purpose of the paper is present.
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
Career
Overview
15%
Omits major elements and is disorganized.
Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.
Addresses most of the primary elements of the individual's career in a logical fashion.
Addresses the primary elements. Reader can easily see purpose.
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
Graduate
Education
15%
Omits major elements; is disorganized; and has no depth or detail.
Describes but fails to address some of the elements; lacks depth and detail.
Addresses the same elements but lacks depth and detail.
Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
Present
Position (includes pearls of wisdom)
20%
Omits major elements; information is tangential and disorganized.
Describes but fails to address most of the primary elements in any depth.
Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
All key elements are presented with clarity.
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
Conclusion
15%
Conclusion lacks any discernible purpose.
Conclusion is insufficiently developed and/or vague.
Conclusion is clear and identifies key points of interview but fails to draw inferences.
Conclusion is clearly evident to the reader. Career opportunities are present.
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
Organization and Effectiveness – 20%
Thesis Development and Purpose
7%
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. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are com ...
Graduate Writing RubricPUS AssignmentRubricGraduate WritingEXE.docx
Graduate Writing RubricPUS AssignmentRubric
Graduate Writing
EXEMPLARYLEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNINGLEVEL
Thesis
(10%)
Student develops a focused and sophisticated research question or thesis that enhances the scholarly discussion of questions and ideas that are important to scholars in the discipline.
Student develops a focused and sophisticated research question or thesis, engaging with the questions and ideas of the field.
Student develops a research question that is clear, but not focused or sophisticated, and may or may not engage with questions and ideas important in the discipline.
Student develops a research question that is unclear or confused, or does not at all engage with the questions and ideas important to scholars in the discipline.
Introduction
(10%)
The writing provides an exceptional roadmap for the essay. In addition, the introduction includes meets all of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a clear roadmap for the essay. In addition, the introduction includes meets at least 3 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides a basic roadmap for the essay. In addition, the introduction includes meets at least 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
The writing provides an incomplete roadmap for the essay. In addition, the introduction includes meets fewer than 2 of the following criteria:
· The introduction contextualizes the thesis statement by referring to larger issues in the discipline.
· The introduction provides rationale for pursuing the thesis by demonstrating a research need or question.
· The introduction articulates how the paper will address the key question or issue being studied.
· The introduction refers to relevant, appropriate scholarly literature.
Argument and Synthesis of Knowledge
(20%)
The argument builds logically upon the thesi ...
PRTH 172Applying Biblical Principles RubricCriteriaLevels .docx
PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant when written
11-13
Demonstrates average work in showing what the verses meant when written
1-10
Demonstrates basic work; does not clearly show what the verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and now
11-13
Shows average understanding of the difference between then and now.
1-10
Shows basic understanding of the difference between then and now
0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse and applying the verse
18-22
Demonstrates average application summarizing misuse of the verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors, punctuation errors, or grammatical errors.
21-26
Submission is basically complete and contains minimal spelling errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors, punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify…Student work demonstrates no understanding or progress towards achievement of this outcome.Student identified only two principles of sustainability is included in the long-term recovery process.Student identified only three principles of sustainability is included in the long-term recovery process.Student identified only four principles of sustainability is included in the long-term recovery process.Student identified only five principles of sustainability is included in the long-term recovery process.Student identified how each of the six principles of sustainability is included in the long-term recovery process.515%8.25Research…Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student 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 sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text.
FINAL COURSE WEEK 5 – Research paperResearch PaperThe focus of .docx
FINAL COURSE: WEEK 5 – Research paperResearch Paper
The focus of this paper is to explore how residential patterns affect intergroup relations. You will use research approaches such as observation and secondary data analysis to further understand your community. Remember, you should conduct the observation (Step 2 below) on the same locale for which you completed the demographic report in your Week Three assignment (Step 1 below). If you are currently overseas or have other barriers that prevent you from physically accessing a location in the U.S., please contact your instructor for alternative assignment instructions.
Step 1: Using Secondary Data
Use the data gathered on your chosen locality in the Week Three assignment, “Demographic Report,” and implement any feedback from your instructor into your paper. If more data is needed, use demographic data from the latest census (available online using the US Census American FactFinder) and identify the various social and economic characteristics (i.e., education, population, housing, race, class, etc.) of this locale. You can also check government websites for your state, county or city for data. Present your findings in two to three pages of the paper.
Step 2: Using an Observational Study
Next, spend 30 to 60 minutes observing your community. Go to a central place in your town such as the center of the city, a major landmark, or you can drive or walk to different areas and observe for a few minutes. Take notes of what you observe, including the types of people you see, the economic conditions, as well as the businesses or other institutions that are present. Based on your observations, what can you tell about the economic condition of the majority of people? Is the locale integrated or segregated? In this step, consider the information you have gathered in Step 1 regarding social and economic characteristics, and identify whether it matches what you have recorded from your observation. Be sure to compare the data you gathered from your observations to what was found in the census data and make note if there are differences. Present your findings in one to two pages of the paper.
Step 3: Analysis and Reporting of Research
Analyze your data and present your responses in two to three pages in the paper:
· Describe how segregated the neighborhoods are in your locality. Be sure to consider the various social inequality indicators: race, ethnicity, class, gender, and perhaps sexuality for some areas.
· Indicate if there are policies, practices, or specific circumstances that have created and maintained these patterns.
Here are some examples of aspects to consider: Historically, has there always been racial segregation or not? Was it traditionally an area of immigration from a certain ethnic region? Is there an LGBT community? Was it an industrial area that had a strong working class community, or is it a technology area with highly educated citizens? Have there been efforts to desegregate or plans in ...
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Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
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pick on and write about it. 3 pages
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Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
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Include
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The benefits of moving to the cloud:
The benefits of collaboration
The difference moving to the cloud will be over current practice
Cost of moving to the cloud
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3. What constraints did you experience and how did you handle them?
4. If you had to do the same project again, what changes will you recommend?
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Hiding information from a colleague who is a network administrator
Hiding information from an intelligence agency, such as the CIA
data hiding techniques
: -
1.hide in the properties
2.rename/change extension
3.steganography
4.hash
5.encryption
6.bit shifting
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List and describe at least two forms of contamination and how they can be avoided
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[removed] [removed] [removed] [removed]
Moffett, M. H., Stonehill, A. I., & Eiteman, D. K. (2012).
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In-text citation
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- 1. NSG 3028 Week 5 Assignment 2 Grading Rubric Assignment Components Unsatisfactory 1 Emerging 2 Proficient 3 Exemplary 4 Score Analyzed and provided relevant information pertaining to all parts of the project. Failed to analyze and provide relevant information pertaining to all parts of the project, giving a clear understanding. Analyzed and provided Some relevant information pertaining to parts of the project but information was incomplete. Accurately analyzed and provided relevant information pertaining to most parts of the project but needs more detail. Thoroughly analyzed and provided relevant information pertaining to all parts of the project in detail. __x 10= 40 Described key findings and identified four issues related to the chosen population.
- 2. Vaguely described 1 key finding and lack cohesion of relating issue for chosen population. Described 2 key findings and identified 2 issues related to the chosen population but information was vague. Described key findings and identified 3 issues related to the chosen population but needs more detail. Thoroughly described key findings and accurately identified four issues related to the chosen population. __x 5= 20 Analyzed and suggested implications (4 risk factors) for community health nursing related to local, national, and global settings. Vaguely discussed implications for community health nursing related to local, national, and global settings. Discussed implications for community health nursing related to local, national, and global settings but information was vague. Analyzed and suggested implications for community health nursing related to local, national, and global settings but needs more detail. Analyzed and suggested Implications (4 risk factors) for community health nursing related to local, national, and global settings throughly. __x 5= 20 Analyzed and suggested two areas of research based on weekly readings and lectures. Provided a vague suggestion about areas of research not based on weekly readings and lectures.
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- 4. r sity ) Used bullet points instead of complete sentences and followed the 7×7 rule— no more than seven lines on the slide in no more than seven words on a line. Used complete sentences and did not follow the 7×7 rule. Used bullet points instead of complete sentences, but did not follow the 7×7 rule. Used bullet points instead of complete sentences and followed the 7×7 rule but missed some details in doing so. . Used bullet points instead of complete sentences and followed the 7×7 rule, taking care not to miss any detail. __ x5 = 20 Included tables, graphs, and other forms of diagrammatic representation to reinforce the presentation. Failed to included tables, graphs, and other forms of diagrammatic representation to reinforce the presentation. Included very few tables, graphs, and other forms of diagrammatic representation to reinforce the presentation. Included necessary
- 5. tables, graphs, and other forms of diagrammatic representation to reinforce the presentation but needs more detail Included tables, graphs, and other forms of diagrammatic representation to reinforce the presentation with all required details. __ x5 = 20 Provided well-documented research bibliography for chosen community. Research limited to websites or non peer reviewed articles for identified community. Documented 1 research article for chosen community with vague relevant information. Provided 2 to 3 peer reviewed research articles for chosen community but lacked summary of information in project. Provided four or more detailed research articles for chosen community population (peer reviewed articles from SUO). __ x 5=20 Written components Speaker notes. Introduction is limited or missing entirely. Poorly organized document. Transitions are infrequent, illogical, or missing entirely.
- 6. Conclusion is limited or missing entirely. Writing contains numerous errors in spelling, grammar, or sentence structure that severely interferes with readability and comprehension. No attempt at APA formatting. Introduction is present but incomplete or underdeveloped. Poorly organized document that interferes with readability and comprehension. Transitions are sporadic. Conclusion is present, but incomplete or underdeveloped. Writing contains numerous errors in spelling, grammar, or sentence structure that somewhat interfere with readability or comprehension. APA format is attempted to paraphrase, quote, and cite, but errors are significant. Introduction has a clear opening, provides background information, and states the topic. Loosely organized document that may have to be inferred. Transitions are appropriate and help the flow of ideas. Conclusion summarizes main argument and has a clear ending. Writing follows conventions of spelling and grammar
- 7. throughout. Errors are infrequent and do not interfere with readability or comprehension. APA format is attempted to paraphrase, quote, and cite, but few errors are present. Introduction catches the reader’s attention, provides compelling and appropriate background information, and clearly states the topic. Well organized document with an appropriate introduction. Transitions are thoughtful and clearly show how ideas relate. Conclusion leaves the reader with a sense of closure and provides concluding insights. Writing follows conventions of spelling and grammar throughout that helps establish a clear idea and aid the reader in following the writer’s logic. APA format is used throughout when appropriate or called for. __ x 10 = 40