PPT_Science_Q1_Lesson 1.pptx
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The objective of this assessment is to demonstrate your understand.docx
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the report
Page numbers
Double-spacing
Times New Roman, size 12
In-text citations to sources in APA style
Reference page using APA style
References not older than 3 years old
RUBRICCriteria 1
Advanced3 points
Satisfactory2.75 points
Partial2.5 points
Not Satisfactory0 points
Analysis of Interview Questions - Explanation of Issues
Explanation of issues are stated clearly and described comprehensively delivering all relevant information. All inadequacies are correctly identified.
Explanation of issues are stated clearly and described sufficiently so that understanding is not seriously impeded by slight omissions.
Issues are not completely identified or there are omissions in analysis. Issues are left with ambiguities unexplored or overlooked.
Major issues are not identified or there are major omissions in the explanation. Issues have been unexplored or overlooked.
Analysis of Interview Questions - Conclusions
Conclusions are logical, clear and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusions are logically tied to questions and are identified clearly.
Conclusions are not clarified or tied to sufficient information. One or two conclusions are identified clearly.
Conclusions are oversimplified or inconsistently tied to parts of information.
Criteria 2
Advanced4 points
Satisfactory3.5 points
Partial3 points
Not Satisfactory0 points
Summary Development - Use credible reasoning and evidence in communication.
Concepts and ideas are fully developed and supported with credible sources. Reader can easily follow the au ...
Exceptional4 Good3FairAdequate2Limited1.docx
Exceptional
4
Good
3
Fair/Adequate
2
Limited
1
Poor/Unacceptable
0
N/A Possible
Points
Implicit
Assessment
Additional
Feedback
Structure/Organization Has a sophisticated organizational
structure that demonstrates a
complex understanding of the
material (10 pts)
Well organized from
introduction to conclusion;
paragraphs and ideas flow
coherently (9 pts)
Easy to follow, but would
benefit from some
restructuring and/or stronger
transitions between ideas (8
pts)
Readable, but order of
ideas and/or transitions
between ideas need work
(7 pts)
Difficult to follow Measure does
not apply
10
Research - Results of each
assessment and/or detailed,
organized, and well-
structured notes from film
analysis
Meets or exceeds research
requirements and integrates sources
skillfully (10 pts)
Meets or exceeds research
requirements and integrates
sources effectively (9 pts)
Meets research requirements
and integrates sources
correctly (8 pts)
Either fails to meet
research requirements or
fails to integrate sources
correctly (7 pts)
Fails both to meet research
requirements and to
integrate sources correctly
Measure does
not apply
10
Reading Comprehension -
Must include 3-5 concepts
from the assigned reading in
this class .
Demonstrates comprehension of all
sources, ability to evaluate sources,
and ability to advance knowledge
through a sophisticated reading of
the material (10 pts)
Demonstrates comprehension of
all sources plus ability to
evaluate sources (9 pts)
Demonstrates basic
comprehension of both
primary and secondary
sources (8 pts)
Demonstrates inconsistent
comprehension of sources
(7 pts)
Fails to demonstrate
comprehension of sources
Measure does
not apply
10
Documentation Demonstrates independent research
of documentation manual and
employs advanced documentation
style techniques (5 pts)
Follows basic style (MLA,
APA, Chicago) with few or no
flaws (4 pts)
Has punctuation or other
minor errors in
documentation, but in-text
citations are clearly
coordinated w/ bibliography
(3 pts)
Includes both in-text
citations and bibliography,
but they are inconsistent or
incomplete (2 pts)
Either or both in-text
citations or bibliography
missing
Measure does
not apply
5
Formal/professional language
and word choice
Highly articulate academic tone
employing professional language on
an advanced level (5 pts)
Clear and appropriate language
employing professional terms
correctly (4 pts)
Acceptable language use
overall, but some informal
language present (3 pts)
Some acceptable language
use, but overall tone is
informal (2 pts)
Lack of respect shown to
subject through use of slang
and/or overly casual or
colloquial language
Measure does
not apply
5
Grammar (sentence structure,
subject/verb agreement,
pronoun/
antecedent agreement, etc.)
Less than one grammatical error per
page in a paper that employs a
variety of complex sentence
structures (5 pts)
...
Recommended
The objective of this assessment is to demonstrate your understand.docx
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the report
Page numbers
Double-spacing
Times New Roman, size 12
In-text citations to sources in APA style
Reference page using APA style
References not older than 3 years old
RUBRICCriteria 1
Advanced3 points
Satisfactory2.75 points
Partial2.5 points
Not Satisfactory0 points
Analysis of Interview Questions - Explanation of Issues
Explanation of issues are stated clearly and described comprehensively delivering all relevant information. All inadequacies are correctly identified.
Explanation of issues are stated clearly and described sufficiently so that understanding is not seriously impeded by slight omissions.
Issues are not completely identified or there are omissions in analysis. Issues are left with ambiguities unexplored or overlooked.
Major issues are not identified or there are major omissions in the explanation. Issues have been unexplored or overlooked.
Analysis of Interview Questions - Conclusions
Conclusions are logical, clear and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusions are logically tied to questions and are identified clearly.
Conclusions are not clarified or tied to sufficient information. One or two conclusions are identified clearly.
Conclusions are oversimplified or inconsistently tied to parts of information.
Criteria 2
Advanced4 points
Satisfactory3.5 points
Partial3 points
Not Satisfactory0 points
Summary Development - Use credible reasoning and evidence in communication.
Concepts and ideas are fully developed and supported with credible sources. Reader can easily follow the au ...
Exceptional4 Good3FairAdequate2Limited1.docx
Exceptional
4
Good
3
Fair/Adequate
2
Limited
1
Poor/Unacceptable
0
N/A Possible
Points
Implicit
Assessment
Additional
Feedback
Structure/Organization Has a sophisticated organizational
structure that demonstrates a
complex understanding of the
material (10 pts)
Well organized from
introduction to conclusion;
paragraphs and ideas flow
coherently (9 pts)
Easy to follow, but would
benefit from some
restructuring and/or stronger
transitions between ideas (8
pts)
Readable, but order of
ideas and/or transitions
between ideas need work
(7 pts)
Difficult to follow Measure does
not apply
10
Research - Results of each
assessment and/or detailed,
organized, and well-
structured notes from film
analysis
Meets or exceeds research
requirements and integrates sources
skillfully (10 pts)
Meets or exceeds research
requirements and integrates
sources effectively (9 pts)
Meets research requirements
and integrates sources
correctly (8 pts)
Either fails to meet
research requirements or
fails to integrate sources
correctly (7 pts)
Fails both to meet research
requirements and to
integrate sources correctly
Measure does
not apply
10
Reading Comprehension -
Must include 3-5 concepts
from the assigned reading in
this class .
Demonstrates comprehension of all
sources, ability to evaluate sources,
and ability to advance knowledge
through a sophisticated reading of
the material (10 pts)
Demonstrates comprehension of
all sources plus ability to
evaluate sources (9 pts)
Demonstrates basic
comprehension of both
primary and secondary
sources (8 pts)
Demonstrates inconsistent
comprehension of sources
(7 pts)
Fails to demonstrate
comprehension of sources
Measure does
not apply
10
Documentation Demonstrates independent research
of documentation manual and
employs advanced documentation
style techniques (5 pts)
Follows basic style (MLA,
APA, Chicago) with few or no
flaws (4 pts)
Has punctuation or other
minor errors in
documentation, but in-text
citations are clearly
coordinated w/ bibliography
(3 pts)
Includes both in-text
citations and bibliography,
but they are inconsistent or
incomplete (2 pts)
Either or both in-text
citations or bibliography
missing
Measure does
not apply
5
Formal/professional language
and word choice
Highly articulate academic tone
employing professional language on
an advanced level (5 pts)
Clear and appropriate language
employing professional terms
correctly (4 pts)
Acceptable language use
overall, but some informal
language present (3 pts)
Some acceptable language
use, but overall tone is
informal (2 pts)
Lack of respect shown to
subject through use of slang
and/or overly casual or
colloquial language
Measure does
not apply
5
Grammar (sentence structure,
subject/verb agreement,
pronoun/
antecedent agreement, etc.)
Less than one grammatical error per
page in a paper that employs a
variety of complex sentence
structures (5 pts)
...
Core Curriculum Assessment Current Events in Science Presentation.docx
Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
1. Communication skills, including effective development, interpretation and expression of ideas through oral, visual, and written communication
2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
Note that these are very large issues, and your presentation will NOT be able to address them in full. Rather, you will briefly summarize some of the current research, and prese.
ExcellentGoodAdequateNeeds ImprovementUnsatisfactoryCo.docx
Excellent
Good
Adequate
Needs Improvement
Unsatisfactory
Coverage of Required Elements
All 10 required elements of the write-up are included. All elements are fully-developed
5 Points
8-9 required elements of the write-up are included or some elements are not fully developed.
4 Points
6-7 required elements of the write-up are included or many elements lack significant content or development.
3 Points
5 required elements of the write-up are included. It is apparent observation was inadequate to address the required elements of the assignment.
2 Points
Fewer than 5 required elements of the write-up are included. Most elements of the paper are not developed and lack content. Observation inadequate to complete assignment.
1 Point
Descriptions
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The descriptions are exceptionally clear and insightful.
15 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear and insightful.
12 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear, but does not demonstrate particular insight.
9 Points
The student fails to meet one or more of the criteria outlined in the assignment handout. Otherwise, the description is generally clear, but not particularly insightful
7 Points
The student fails to meet more than one of the criteria outlined in the assignment handout. The description is generally unclear and not particularly insightful.
5 Points
Links with Course and Academic Material
The student demonstrates remarkable understanding of and insight into course materials. Student flawlessly integrates descriptions with linkages to course concepts and other scholarly material. At least two academic, peer-reviewed sources are used.
15 Points
The student demonstrates very good understanding of and insight into course materials. Student competently integrates description with linkages to course concepts and other scholarly material. One academic, peer-reviewed source was used.
12 Points
The student generally demonstrates good understanding of and insight into course materials. Student draws upon some relevant sources, though not always the most appropriate ones.
9 Points
The student demonstrates shallow understanding of and insight into course materials. Student makes on sporadic reference to relevant concepts and sources and often not the most appropriate ones.
7 Points
The student demonstrates little understanding of and insight into course materials. Student makes only vague and often incorrect reference to course concepts.
5 Points
Writing Mechanics
The paper co ...
Assessment item 1Understanding the ProblemValue 10Submis.docx
Assessment item 1
Understanding the Problem
Value:
10%
Submission method options
Alternative submission method
Task
Background:
The Commonwealth Government of Australia is launching ‘My Health Record’ a secure online summary of an individual’s health information.
Available to all Australians, My Health Record is an electronic summary of an individual’s key health information, drawn from their existing records and is designed to be integrated into existing local clinical systems.
The ‘My Health Record’ is driven by the need for the Health Industry to continue a process of reform to drive efficiencies into the health care system, improve the quality of patient care, whilst reducing several issues that were apparent from the lack of important information that is shared about patients e.g. reducing the rate of hospital admissions due to issues with prescribed medications. This reform is critical to address the escalating costs of healthcare that become unsustainable in the medium to long term.
Individuals will control what goes into their My Health Record, and who is allowed to access it. An individual’s My Health Record allows them and their doctors, hospitals and other healthcare providers to view and share the individual’s health information to provide the best possible care.
*Please Note: This is a real project that has already been implemented, however, for this assessment you are to write your answer as if the project is in its’ the early stages. There is wide variety of information that can be referenced on this topic.
Complete the Following
You are a Systems Analyst that is part of a project that is being currently being proposed, ‘My Health Record’, your task is to develop a Vision Document for this project.
Currently funding is being sought to build the ‘My Health Record’ system. We will assume that the funding has been approved and that you are the business systems analyst assigned to the project.
You are to describe the problem in your own words, and the capabilities and benefits. You need to create a Project Vision Document which contains:
Problem
Capabilities
Benefits
Specific analysis techniques have not been taught yet, so this assignment does not require technical descriptions.
Online submission via Turnitin is required for this assignment. Details will be provided by your subject lec
turer in the class or by notification in the subject site.
Rationale
This assignment has been designed to allow students to test and demonstrate their topic understanding related to:
the context of an information system;
the processes in systems analysis;
the approaches in systems analysis
Marking criteria
Level Attained
Criteria
STANDARDS
High Distinction
Distinction
Credit
Pass
Fail
1. Content of the Vision Document
Maximum
4 Marks
Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content. Evidence of having researched/read more widely beyond the core materials.
Case Study CD005 Observing, Documenting, and AssessingThis Ass.docx
Case Study: CD005: Observing, Documenting, and Assessing
This Assessment constitutes a Performance Task, in which you will observe individual children in authentic contexts and analyze various sources of information in order to assess each child and plan developmentally appropriate practices that can help each child progress along the child development continuum.
Your response to this Case Study should:
•Use the Case Study documents and video as required.
•Reflect the criteria provided in the Rubric.
•Adhere to the required assignment length.
•Use the APA course paper template available here.
•Review Writing Checklist to make sure all criteria adhere.
Important note: Be sure to write an introduction and conclusion for your paper. Provide citations in the text of your paper to support your responses. Remember to list all references cited on a separate page at the end of your paper.
Case Study:
Angelica, 9 months old
Review all of the documents and videos provided for Case Study #1.
Documents includes:
•Document #1: Weekly Observations
•Document #2: Parent Questionnaire
•Angelica at Play(Video)
CASE STUDY ASSIGNMENT:
Write a 1- to 2-page response that addresses the following:
•Choose one segment in the video of Angelica playing that illustrates her level of development in each of the domains of child development
•Describe the segment, and explain how it reveals characteristics of her physical, cognitive, or socio-emotional development
•What observation tools did you use in the process, and why?
•Make a clear connection to personal experience and/or professional practice
Document #2: Parent Questionnaire
Document #2: Parent Questionnaire
Case Study 1: Angelica
Read this questionnaire completed by Angelica’s father. The questionnaire was originally completed in Spanish, and then translated to English.
1. What name do you use for your child?
Angelica. Some members of the family use “Angie.”
2. What language(s) do you use to talk to your child? Who else does your child spend time with and what languages do they use?
I speak Spanish to Angelica, as does her mother and her grandmother, who lives with us. She has two older brothers, who both speak English very well. They speak mostly Spanish with us, but try to teach her English words. It’s what they speak with their friends and schoolteachers.
3. What types of play or behavior do you notice in your child?
She likes to crawl and is standing up a lot, and even learning to walk when somebody holds her hands. Everyone in the family plays with her and helps her. I sing songs to her, in Spanish, and she likes to touch my mouth and make sounds with hers. We love music in our home, and she bounces and smiles whenever it’s playing. She understands some words in Spanish, like the names of the people in our family and the Spanish word for “dog.” We have a dog, and she loves to touch his fur and play with him.
4. Do you have any questions or concerns about your child?
We want Angelica to speak English an ...
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten ...
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten.
Q3-M5_3Is_Synthesizing review of Related Literature.pdf
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012.docx
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012345Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: Student demonstrates the ability to access library databases and retrieve documents through basic and advanced search methods using Boolean operators and other criteria.Student demonstrates the ability to retrieve documents and evaluate the effectiveness of the search results according to what is know and what has been learned of the topic.
Student demonstrates the ability to retrieve documents through advanced searches and to evaluate and refine search strategies accordingly.
Student demonstrates the ability to retrieve documents through advanced searches, refine search strategies, and explain strategies used to refine the search.
Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful. Student successfully identifies one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. 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 material.Student used at least two .
January2017 11 . C O U R S E T I T L E .docx
January 2017 1
1 . C O U R S E T I T L E
1.1. Course: HTH503 – Human Resources Management
1.2. Semester/Year: Winter 2017
1.3. Prerequisite &/or Exclusions: None
2 . I N S T R U C T O R I N F O R M A T I O N :
2.1. Name: Amrita Bhalla
2.2. Office Phone Number: 416 - 979 – 5000 (email is preferable)
2.3. E-mail address: [email protected] (please see email policy below)
2.4. Faculty/course web site(s): posted on D2L
2.5. Office Location & Consultation hours: TRS 3-044, Tuesdays 1:00 pm -3:00 pm or by
appointment.
2.6. Methods of Posting Grades:
Grades will be posted electronically on D2L. All grades, on assignments or tests, must be posted
or made available to students through the return of their work. Grades on final exams must be
posted. However, as there may be other consideration in the determination of final grades,
students will receive their official final grade in the course only from the Registrar. Final official
course grades may not be posted or disclosed anywhere by an instructor. Students who wish not
to have their grades posted in hard copy must inform the instructor in writing prior to the due
date of the first assignment.
2.7. E-mail Usage & Limits:
Students are encouraged to use the discussion on D2L for general course related questions
where the instructor will be happy to engage for all students to see. Alternatively please use
office hours in person. Students who make confirmed appointments during office hours will
receive priority. Please try to restrain using email for urgent and personal communication only,
which will be responded to within 2 business days. Students are required to activate and
maintain a Ryerson e-mail account. All emails must be received from a Ryerson account and
name, course name and section must be clearly stated in email correspondence.
The instructor will communicate with students using their Ryerson email addresses and the
announcement tools on D2L. It is the students’ responsibility to remain updated with these
communication tools.
3 . C A L E N D A R C O U R S E D E S C R I P T I O N
January 2017 2
This course examines the behavioral characteristics of people at work as applied to the
Hospitality and Tourism Industry. Areas covered include: organizations in society, understanding
individual behavior, group dynamics, leadership, motivation, job-enrichment, communication,
power, and quality of work life. The objective is to give the student a realistic view of the
problems encountered in managing people and the alternatives available to managers in solving
human relation problems.
Please refer to the calendar descriptions found in this link: http://ryerson.ca/calendar/2016-
2017/courses/hospitality-and-tourism-management/HTH/601.html
4 . C O U R S E O V E R V I E W
People and organizations are complex and fascinating, and modern society is characterized by
the omnipresence of organ ...
Priestley Purpose Reading RubricStudent Name ____.docx
Priestley Purpose Reading Rubric
Student Name: ________________________________________
CATEGORY
3
2
1
0
Purpose
Provides insightful purpose questions or points (2 total)
Provides basic purpose points or questions (1 total).
Does not provide useful purpose points or questions(1 or fewer)
N/A
Connections
Connections consistently stays focused on highlighted points and provides a specific link to other topics.
Connections stays focused on highlighted points and provides a link to other topics most of the time.
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time.
N/A
Comprehension
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization.
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization.
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization.
N/A
Highlighting/
Content
Students accurately highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences.
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences.
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences.
N/A
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
Content/Vocabulary (6 Points)
Connection (3 Points)
Summary/Thesis(3 Points)
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should .
Unit 1_ Beginning the Countdown.docx.pdf
Learning outcomes and success criteria for the beginning of a PBL with a focus on background research into Mars in order to colonize it.
Top Uses of Data Science in Education You Need to Know.pptx
Data science automates many processes and manages multiple tasks in the field of education. Here are the best uses of data science in education.
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Core Curriculum Assessment Current Events in Science Presentation.docx
Core Curriculum Assessment: Current Events in Science Presentation
Objective addressed:
1. Communication skills, including effective development, interpretation and expression of ideas through oral, visual, and written communication
2. Critical thinking skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
3. Teamwork skills, including group analysis, evaluation, and synthesis of information, as well as effective oral and visual presentation of that information.
Student learning outcome:
1. For oral and visual communication, students will be able to evaluate and interpret geologic and environmental problems, and communicate their analysis effectively to others.
2. For critical thinking skills students will be able to effectively evaluate the topic and extract the most critical information to inform their peers through presentation.
3. For teamwork skill, students will learn group workflow management skills and cooperation skills in a team environment.
Placement of activity within curriculum:
This activity can be incorporated at any point in the curriculum. Students may be allowed to choose their own topics, or be assigned specific topics according to the instructor’s wishes.
Assessment activity:
In this activity, student work groups will be asked to research a current event in science. The topic(s) may be delineated by the instructor, or left to the students. Each group will then create a Powerpoint presentation in which they (1) give a brief summary presentation of the research and findings, and (2) discuss the implications these findings will have for society, based on their reading, their own experiences, and/or information they learned in class.
The instructions for this assessment (to be given to students), as well as the rubric for grading are included here.
Criterion for successfully meeting objective:
At least 70% of students must demonstrate a proficiency of 3 or better on a scale of 1 to 5. In order to assess this objective, a rubric with this 5-point scale has been developed.
Current Events in Science Group Presentation
Purpose:
Science is an ongoing and dynamic process. Scientific research and discovery are still occurring today, and in ways that are and will affect our everyday lives, potentially even altering the structure of our government, society, and/or culture as it does so. The purpose of this activity is to explore current events in science, and analyze how new scientific research is impacting or will impact our society, and knowledgeably communicate this information through a combined oral and visual presentation.
Instructions:
Choose a research topic that interests you and has relevance to your life. Some examples of the types of issues you may want to choose:
Note that these are very large issues, and your presentation will NOT be able to address them in full. Rather, you will briefly summarize some of the current research, and prese.
ExcellentGoodAdequateNeeds ImprovementUnsatisfactoryCo.docx
Excellent
Good
Adequate
Needs Improvement
Unsatisfactory
Coverage of Required Elements
All 10 required elements of the write-up are included. All elements are fully-developed
5 Points
8-9 required elements of the write-up are included or some elements are not fully developed.
4 Points
6-7 required elements of the write-up are included or many elements lack significant content or development.
3 Points
5 required elements of the write-up are included. It is apparent observation was inadequate to address the required elements of the assignment.
2 Points
Fewer than 5 required elements of the write-up are included. Most elements of the paper are not developed and lack content. Observation inadequate to complete assignment.
1 Point
Descriptions
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The descriptions are exceptionally clear and insightful.
15 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear and insightful.
12 Points
The student describes the adolescents, the conditions of observation, the adolescents’ developmental skills or behaviors as outlined in the required elements. The description is generally clear, but does not demonstrate particular insight.
9 Points
The student fails to meet one or more of the criteria outlined in the assignment handout. Otherwise, the description is generally clear, but not particularly insightful
7 Points
The student fails to meet more than one of the criteria outlined in the assignment handout. The description is generally unclear and not particularly insightful.
5 Points
Links with Course and Academic Material
The student demonstrates remarkable understanding of and insight into course materials. Student flawlessly integrates descriptions with linkages to course concepts and other scholarly material. At least two academic, peer-reviewed sources are used.
15 Points
The student demonstrates very good understanding of and insight into course materials. Student competently integrates description with linkages to course concepts and other scholarly material. One academic, peer-reviewed source was used.
12 Points
The student generally demonstrates good understanding of and insight into course materials. Student draws upon some relevant sources, though not always the most appropriate ones.
9 Points
The student demonstrates shallow understanding of and insight into course materials. Student makes on sporadic reference to relevant concepts and sources and often not the most appropriate ones.
7 Points
The student demonstrates little understanding of and insight into course materials. Student makes only vague and often incorrect reference to course concepts.
5 Points
Writing Mechanics
The paper co ...
Assessment item 1Understanding the ProblemValue 10Submis.docx
Assessment item 1
Understanding the Problem
Value:
10%
Submission method options
Alternative submission method
Task
Background:
The Commonwealth Government of Australia is launching ‘My Health Record’ a secure online summary of an individual’s health information.
Available to all Australians, My Health Record is an electronic summary of an individual’s key health information, drawn from their existing records and is designed to be integrated into existing local clinical systems.
The ‘My Health Record’ is driven by the need for the Health Industry to continue a process of reform to drive efficiencies into the health care system, improve the quality of patient care, whilst reducing several issues that were apparent from the lack of important information that is shared about patients e.g. reducing the rate of hospital admissions due to issues with prescribed medications. This reform is critical to address the escalating costs of healthcare that become unsustainable in the medium to long term.
Individuals will control what goes into their My Health Record, and who is allowed to access it. An individual’s My Health Record allows them and their doctors, hospitals and other healthcare providers to view and share the individual’s health information to provide the best possible care.
*Please Note: This is a real project that has already been implemented, however, for this assessment you are to write your answer as if the project is in its’ the early stages. There is wide variety of information that can be referenced on this topic.
Complete the Following
You are a Systems Analyst that is part of a project that is being currently being proposed, ‘My Health Record’, your task is to develop a Vision Document for this project.
Currently funding is being sought to build the ‘My Health Record’ system. We will assume that the funding has been approved and that you are the business systems analyst assigned to the project.
You are to describe the problem in your own words, and the capabilities and benefits. You need to create a Project Vision Document which contains:
Problem
Capabilities
Benefits
Specific analysis techniques have not been taught yet, so this assignment does not require technical descriptions.
Online submission via Turnitin is required for this assignment. Details will be provided by your subject lec
turer in the class or by notification in the subject site.
Rationale
This assignment has been designed to allow students to test and demonstrate their topic understanding related to:
the context of an information system;
the processes in systems analysis;
the approaches in systems analysis
Marking criteria
Level Attained
Criteria
STANDARDS
High Distinction
Distinction
Credit
Pass
Fail
1. Content of the Vision Document
Maximum
4 Marks
Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content. Evidence of having researched/read more widely beyond the core materials.
Case Study CD005 Observing, Documenting, and AssessingThis Ass.docx
Case Study: CD005: Observing, Documenting, and Assessing
This Assessment constitutes a Performance Task, in which you will observe individual children in authentic contexts and analyze various sources of information in order to assess each child and plan developmentally appropriate practices that can help each child progress along the child development continuum.
Your response to this Case Study should:
•Use the Case Study documents and video as required.
•Reflect the criteria provided in the Rubric.
•Adhere to the required assignment length.
•Use the APA course paper template available here.
•Review Writing Checklist to make sure all criteria adhere.
Important note: Be sure to write an introduction and conclusion for your paper. Provide citations in the text of your paper to support your responses. Remember to list all references cited on a separate page at the end of your paper.
Case Study:
Angelica, 9 months old
Review all of the documents and videos provided for Case Study #1.
Documents includes:
•Document #1: Weekly Observations
•Document #2: Parent Questionnaire
•Angelica at Play(Video)
CASE STUDY ASSIGNMENT:
Write a 1- to 2-page response that addresses the following:
•Choose one segment in the video of Angelica playing that illustrates her level of development in each of the domains of child development
•Describe the segment, and explain how it reveals characteristics of her physical, cognitive, or socio-emotional development
•What observation tools did you use in the process, and why?
•Make a clear connection to personal experience and/or professional practice
Document #2: Parent Questionnaire
Document #2: Parent Questionnaire
Case Study 1: Angelica
Read this questionnaire completed by Angelica’s father. The questionnaire was originally completed in Spanish, and then translated to English.
1. What name do you use for your child?
Angelica. Some members of the family use “Angie.”
2. What language(s) do you use to talk to your child? Who else does your child spend time with and what languages do they use?
I speak Spanish to Angelica, as does her mother and her grandmother, who lives with us. She has two older brothers, who both speak English very well. They speak mostly Spanish with us, but try to teach her English words. It’s what they speak with their friends and schoolteachers.
3. What types of play or behavior do you notice in your child?
She likes to crawl and is standing up a lot, and even learning to walk when somebody holds her hands. Everyone in the family plays with her and helps her. I sing songs to her, in Spanish, and she likes to touch my mouth and make sounds with hers. We love music in our home, and she bounces and smiles whenever it’s playing. She understands some words in Spanish, like the names of the people in our family and the Spanish word for “dog.” We have a dog, and she loves to touch his fur and play with him.
4. Do you have any questions or concerns about your child?
We want Angelica to speak English an ...
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten ...
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten.
Q3-M5_3Is_Synthesizing review of Related Literature.pdf
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012.docx
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012345Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: Student demonstrates the ability to access library databases and retrieve documents through basic and advanced search methods using Boolean operators and other criteria.Student demonstrates the ability to retrieve documents and evaluate the effectiveness of the search results according to what is know and what has been learned of the topic.
Student demonstrates the ability to retrieve documents through advanced searches and to evaluate and refine search strategies accordingly.
Student demonstrates the ability to retrieve documents through advanced searches, refine search strategies, and explain strategies used to refine the search.
Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful. Student successfully identifies one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. 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 material.Student used at least two .
January2017 11 . C O U R S E T I T L E .docx
January 2017 1
1 . C O U R S E T I T L E
1.1. Course: HTH503 – Human Resources Management
1.2. Semester/Year: Winter 2017
1.3. Prerequisite &/or Exclusions: None
2 . I N S T R U C T O R I N F O R M A T I O N :
2.1. Name: Amrita Bhalla
2.2. Office Phone Number: 416 - 979 – 5000 (email is preferable)
2.3. E-mail address: [email protected] (please see email policy below)
2.4. Faculty/course web site(s): posted on D2L
2.5. Office Location & Consultation hours: TRS 3-044, Tuesdays 1:00 pm -3:00 pm or by
appointment.
2.6. Methods of Posting Grades:
Grades will be posted electronically on D2L. All grades, on assignments or tests, must be posted
or made available to students through the return of their work. Grades on final exams must be
posted. However, as there may be other consideration in the determination of final grades,
students will receive their official final grade in the course only from the Registrar. Final official
course grades may not be posted or disclosed anywhere by an instructor. Students who wish not
to have their grades posted in hard copy must inform the instructor in writing prior to the due
date of the first assignment.
2.7. E-mail Usage & Limits:
Students are encouraged to use the discussion on D2L for general course related questions
where the instructor will be happy to engage for all students to see. Alternatively please use
office hours in person. Students who make confirmed appointments during office hours will
receive priority. Please try to restrain using email for urgent and personal communication only,
which will be responded to within 2 business days. Students are required to activate and
maintain a Ryerson e-mail account. All emails must be received from a Ryerson account and
name, course name and section must be clearly stated in email correspondence.
The instructor will communicate with students using their Ryerson email addresses and the
announcement tools on D2L. It is the students’ responsibility to remain updated with these
communication tools.
3 . C A L E N D A R C O U R S E D E S C R I P T I O N
January 2017 2
This course examines the behavioral characteristics of people at work as applied to the
Hospitality and Tourism Industry. Areas covered include: organizations in society, understanding
individual behavior, group dynamics, leadership, motivation, job-enrichment, communication,
power, and quality of work life. The objective is to give the student a realistic view of the
problems encountered in managing people and the alternatives available to managers in solving
human relation problems.
Please refer to the calendar descriptions found in this link: http://ryerson.ca/calendar/2016-
2017/courses/hospitality-and-tourism-management/HTH/601.html
4 . C O U R S E O V E R V I E W
People and organizations are complex and fascinating, and modern society is characterized by
the omnipresence of organ ...
Priestley Purpose Reading RubricStudent Name ____.docx
Priestley Purpose Reading Rubric
Student Name: ________________________________________
CATEGORY
3
2
1
0
Purpose
Provides insightful purpose questions or points (2 total)
Provides basic purpose points or questions (1 total).
Does not provide useful purpose points or questions(1 or fewer)
N/A
Connections
Connections consistently stays focused on highlighted points and provides a specific link to other topics.
Connections stays focused on highlighted points and provides a link to other topics most of the time.
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time.
N/A
Comprehension
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization.
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization.
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization.
N/A
Highlighting/
Content
Students accurately highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences.
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences.
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences.
N/A
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
Content/Vocabulary (6 Points)
Connection (3 Points)
Summary/Thesis(3 Points)
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should .
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- 1. LERMA M. MANALO DON TOMAS ELEMENTARY SCHOOL
- 5. I. OBJECTIVES: Content Standards: The learners demonstrate understanding of different type s of mixtures and their characteristics Performance Standard: The learners should be able to prepare beneficial and use ful mixtures such as drinks, food and herbal medicines Learning Competencies/Objectives: The learners should be able to describe the appearance a nd uses of uniform and non-uniform mixtures Code: (S6MT-Ia-c-1) Describe the appearance of mixtures formed
- 6. II. CONTENT: Mixtures: Presentation of Data of the Experime nt III. LEARNING RESOURCES: a.Reference 1. Teacher’s Guide 2. Learner’s Materials pages 3. Textbook Pages: Science Links Worktext in Scie nce and Technology page 67-68 4. Additional Materials from Learning Resources ( LR) portal Other Learning Resources Multimedia Presentations, charts, pictures, real objects, textbooks, activity sheets
- 12. S C P Q M L B C U D A C H B C O M I X T U R E N G E H O H N L E S O L I D F I A G A M S P U G H I J M R O F S L N O O F T I O N V K L Z M W M G G L R N K L W L I Q U I D U E E U W O N - U N I F O R M A S N T X D I S T A T E V G Y F J O I B H E T E R O G E N O U S U O G O S K Z C Q T H D I E K S N L
- 17. Excellent 4 Good 3 Needs Improvement 2 Poor 1 Score Content Content is accurate an d all required informat ion is presented in a l ogical order. Content is accurate b ut some required info rmation is missing an d/or not presented in a logical order, but is still generally easy to foll ow. Content is questionabl e. Information is not p resented in a logical o rder, making it difficult to follow. Content is inaccurate. Information is not pre sented in a logical ord er, making it difficult to follow. Presentation Presentation is logical and it flows well. Pres entation reflects exten sive use of tools in a c reative way. Each member’s information is represe nted and identified wi th their name. Presentation flows we ll. Tools are used corr ectly Each member’s infor mation is represented and identified with th eir name. Overall pres entation is interesting . Presentation is unorga nized. Tools are not us ed in a relevant mann er. It lacks some of the members’ information / and or information i s not identified Presentation has no fl ow. Information is insu fficient and it lacks so me of the member’s i nformation. Mechanics There are no spelli ng and grammar e rrors. Text is in aut hors’ own words. There are few spel ling and grammar errors. Text is in a uthors’ own words . There are some sp elling and gramma r error. Most of tex t is in authors’ own words. There are many sp elling and or gram mar errors. Text is copied. TOTAL
- 25. Some other examples of heterogenous are beach sand and air clouds. Beach sand is heterogenous since we can see the different-colored particles. Air with clouds contains tiny droplets of liquid water.
- 31. Excellent 4 Good 3 Needs Improvement 2 Poor 1 Score Content Content is accurate and all required information is presented in a logica l order. Content is accurate but s ome required information is missing and/or not pre sented in a logical order, but is still generally easy to follow. Content is questionabl e. Information is not pr esented in a logical ord er, making it difficult to follow. Content is inaccurate. Information is not pre sented in a logical ord er, making it difficult to follow. Presentation Presentation is logical a nd it flows well. Present ation reflects extensive use of tools in a creativ e way. Each member’s information is represen ted and identified with their name. Presentation flows well. T ools are used correctly Ea ch member’s information is represente d and identified with thei r name. Overall presentati on is interesting. Presentation is unorga nized. Tools are not us ed in a relevant manne r. It lacks some of the members’ information/ and or information is n ot identified Presentation has no fl ow. Information is insu fficient and it lacks so me of the member’s i nformation. Mechanics There are no spelling a nd grammar errors. Tex t is in authors’ own wo rds. There are few spelling an d grammar errors. Text is in authors’ own words. There are some spellin g and grammar error. Most of text is in autho rs’ own words. There are many spellin g and or grammar err ors. Text is copied. TOTAL Score Grading Rubric for Laboratory
- 32. Make a list of 10 food you have eaten in 5 days. Identify it as heterogeneous or homogenous