PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx
•Download as DOCX, PDF•
0 likes•8 views
PSY111 Personality Theory Project Rubric – 100 Points Student Name_______________________ Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations Points Possible 5 4 3-1 POINTS EARNED = (5 points) Part I a.) What is the underlying theory supporting the personality assessment you took? Correctly identifies the theory on which the assessment is based. Fully supports description that explains how this assessment is an example of the theory selected. Correctly identifies the theory on which the assessment is based. Needs some additional detail to explain how this assessment is an example of the theory selected. Attempts to identify the theory on which the assessment is based. May identify incorrect personality theory OR needs significant detail to support theory selected. Feedback Comments: Points Possible 20-19 18-15 14-1 POINTS EARNED = (20 points) b.) Discuss the results of your assessment to show an understanding of the variables being assessed and the results. Complete discussion of assessment results to show an understanding of theory and variables being assessed. Fully supports discussion. Discusses assessment results to show an understanding of theory and most of the variables being assessed. Needs minor additional detail or support to be complete. Partial discussion of assessment results. Demonstrates partial understanding of theory and variables being assessed. Needs significant detail or support to be complete. Feedback Comments: Points Possible 30-28 27-22 21-1 POINTS EARNED = (30 points) c.) Application of assessment: Describe two events that exemplify how personality influences thoughts, behavior, and/or outcome of the event. Mention terms or traits from the personality assessment. Describes at least two events that exemplify how personality influences thoughts, behavior, and/or outcome of event. Mentions the terms/traits in the personality assessment. Examples properly apply concepts from assessment/theory and show understanding of the personality trait in question. Describes two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Mentions some of the terms or traits from the personality assessment. Examples properly apply most concepts from assessment/theory and show some understanding of the personality trait in question. Needs minor additional detail to be complete. Attempts to describe two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Demonstrates partial application of the results throughout examples OR example(s) are not appropriate application of results. Needs significant detail or support to be complete. Feedback Comments: Points Possible 25-24 23-19 18-1 POINTS EARNED = (25 points) Part II. Describe which theory most accurately explains personality development psychodynamic, humanistic, or cognitive-social. Justifies how this theory applies to pe ...
Report
Share
Report
Share
Recommended
PSY111 Memory Project Rubric – 100 PointsStudent Name___________.docx
PSY111 Memory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
Introduction Paragraph
(5 points)
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Short-Term & Long Term Memory
(25 points)
Discuss short-term memory and long-term memory. Apply following terms to studying: encoding, storage, and retrieval in short-term and long-term memory. Discuss applications of both types of memory to study habits.
Complete discussion of all items indicated in assignment description related to short and long term memory. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in assignment description related to short and long term memory. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in assignment description related to short and long term memory. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Attention
(25 points)
Discuss the role attention plays in memory. Discuss the role of distraction in studying. Examine distractions (internal or external). Identify strategies to increase attention and decrease distraction, as well as how to increase motivation to maintain attention. Consider short term and long term ways to encourage motivation (reinforcers/rewards) when studying.
Complete discussion of all items indicated the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in the assignment description related to attention, distraction, and motivation. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
15
14-12
11-1
POINTS EARNED =
Forgetting
(15 points)
Examine biological, environmental, and interference factors associated with forgetting.
Identify how this information can be used to decrease the likelihood of forgetting.
Complete discussion of all items indicated in the assignment description related to forgetting. Includes review ...
PSY111 Changing Behavior Case Analysis Rubric – 100 PointsStuden.docx
PSY111 Changing Behavior Case Analysis Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
(5 points)
Introduction:
Briefly describe the client's undesired behavior that he/she would like to change.
Provides brief description identifying client’s undesired behavior that he/she would like to change to provide foundation for behavior modification plans. Includes mention of frequency of behavior and why the client wants to change the behavior.
Describes client’s undesired behavior he/she would like to change. Needs minor additional detail to provide foundation for behavior modification plans.
Partial description of client’s undesired behavior he/she would like to change. Needs significant detail to be complete.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
Plan 1: How could classical conditioning explain the development and persistence of the client's undesired behavior? Include in discussion coverage of the relationship among an unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
Complete description of how classical conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of all terms indicated in directions. Fully supports discussion.
Describes how classical conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of most terms indicated in directions. Needs minor additional detail or support to be complete.
Partial description of how classical conditioning could explain the development and persistence of client’s undesired behavior. May include improper application of several terms. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
Plan 2: How could operant conditioning explain the development and persistence of the client's undesired behavior? Include discussion of shaping and reinforcers (positive and negative), as well as punishments.
Complete examination of how operant conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of all terms indicated in directions. Fully supports discussion.
Describes how operant conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of most terms indicated in directions. Needs minor additional detail or support to be complete.
Partial description of how operant conditioning could explain the development and persistence of client’s undesired behavior. May include improper application of several terms. Needs significant detail or support to be complete..
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 ...
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docx
The document provides instructions for a communication strategy essay assignment. It asks students to develop a communication strategy to resolve conflict in a workplace by analyzing the structural, cultural, and relationship issues contributing to the conflict. Students must select a large organization they have investigated and focus on developing a communication strategy to improve staff morale. The analysis should demonstrate understanding of organizational structure and culture, as well as interpersonal communication issues. At least six scholarly sources must be cited using APA or Harvard referencing style. The essay should be double-spaced with a completed cover sheet.
Assignment Grading Rubric GB520 Strategic Human Re.docx
Assignment Grading Rubric
GB520: Strategic Human Resource Management
Assignment Rubric
This Excel Assignment is related to the specific issues in this case. This case is to be completed using Excel
spreadsheet analysis. The case analysis will be evaluated using the following rubric.
At least 20% of a case study grade is related to the technical format used in setting up the multiple charts and
creating the formulas used to determine the correct answers in this case analysis.
Case Study Analysis Rubric
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
100%
50 points
50%
15 points
30%
25 points
20%
10 points
90–
100%
45–50
points
Response successfully answers
the Assignment question(s);
thoroughly uses the text, case,
and other literature to support
responses. The main response
to each task is developed
clearly. All responses are
supported well (no errors in
logic) using the correct sources
as assigned in the case.
Sources are thoughtfully used
professional and Web sources.
References are provided to
support the location from where
outside information was used.
Skillfully addresses
counterarguments and does not
ignore data contradicting its
claim.
Response exhibits strong higher-
order critical thinking and
analysis (e.g., evaluation).
Analysis includes proper
classifications, explanations,
comparisons, and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Technical skills are strong.
Appropriate to the Assignment,
accurate (no far-fetched,
unsupported calculations),
precise (clearly says what you
mean), and concise (not wordy).
Assignment is in 12-point font
when explanations are required.
Narrative sections are correctly
done. Assignment is free of
serious errors; grammar,
punctuation, spelling, and
graphical information help to
clarify the meaning by following
accepted conventions.
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
Assignment Grading Rubric
GB520: Strategic Human Resource Management
80–89%
40–44
points
Response answers the
Assignment question(s) with only
minor digressions; sufficiently
uses the text and other sources.
Provides good to average
responses that requires some
explanation but that form a good
basis.
Supports most responses
correctly (no logical errors) using
outside sources as assigned.
Does not ignore data
contradicting its claim, though
the refutation may need
additional support. Refers to
outside sources in the text and
reference page.
Response generally exhibits
higher-order critical thinking and
analysis (e.g., evaluation). Case
study shows some original
thought.
Analys ...
HR Performance Issues and MotivationThe relationship between the o.docx
The document discusses motivation and its relationship to job performance and satisfaction. It describes how factors like leadership, job design, resources, and work environment can impact employee motivation and performance. Individual motivations like social needs, recognition, financial rewards, growth, and intrinsic satisfaction also influence performance. The document instructs readers to write a paper evaluating this relationship between motivation, job satisfaction, and work performance by describing a motivational problem at work, explaining it using a motivation theory, and proposing an intervention using that theory.
Grading criteria and marking schemes Liz Norman ANZCVS 2017
This document discusses various considerations for developing effective grading criteria and marking schemes. It emphasizes that marking schemes should reward the skills and content the assessment aims to evaluate. Various types of marking schemes are described, including model answers, point-based schemes, and criteria-based schemes. Criteria-based schemes divide performance into dimensions or criteria, with defined levels of achievement for each criterion. The document also discusses principles for developing high-quality marking schemes, such as incorporating rules to differentiate performance levels and focusing on assessing response quality for more open-ended questions.
Recommended
PSY111 Memory Project Rubric – 100 PointsStudent Name___________.docx
PSY111 Memory Project Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
Introduction Paragraph
(5 points)
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Short-Term & Long Term Memory
(25 points)
Discuss short-term memory and long-term memory. Apply following terms to studying: encoding, storage, and retrieval in short-term and long-term memory. Discuss applications of both types of memory to study habits.
Complete discussion of all items indicated in assignment description related to short and long term memory. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in assignment description related to short and long term memory. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in assignment description related to short and long term memory. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
25-24
23-18
17-1
POINTS EARNED =
Attention
(25 points)
Discuss the role attention plays in memory. Discuss the role of distraction in studying. Examine distractions (internal or external). Identify strategies to increase attention and decrease distraction, as well as how to increase motivation to maintain attention. Consider short term and long term ways to encourage motivation (reinforcers/rewards) when studying.
Complete discussion of all items indicated the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and application of concepts to studying behavior. Fully supports discussion.
Discusses most items indicated in the assignment description related to attention, distraction, and motivation. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete.
Partial discussion of items indicated in the assignment description related to attention, distraction, and motivation. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
15
14-12
11-1
POINTS EARNED =
Forgetting
(15 points)
Examine biological, environmental, and interference factors associated with forgetting.
Identify how this information can be used to decrease the likelihood of forgetting.
Complete discussion of all items indicated in the assignment description related to forgetting. Includes review ...
PSY111 Changing Behavior Case Analysis Rubric – 100 PointsStuden.docx
PSY111 Changing Behavior Case Analysis Rubric – 100 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
3-1
POINTS EARNED =
(5 points)
Introduction:
Briefly describe the client's undesired behavior that he/she would like to change.
Provides brief description identifying client’s undesired behavior that he/she would like to change to provide foundation for behavior modification plans. Includes mention of frequency of behavior and why the client wants to change the behavior.
Describes client’s undesired behavior he/she would like to change. Needs minor additional detail to provide foundation for behavior modification plans.
Partial description of client’s undesired behavior he/she would like to change. Needs significant detail to be complete.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
Plan 1: How could classical conditioning explain the development and persistence of the client's undesired behavior? Include in discussion coverage of the relationship among an unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
Complete description of how classical conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of all terms indicated in directions. Fully supports discussion.
Describes how classical conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of most terms indicated in directions. Needs minor additional detail or support to be complete.
Partial description of how classical conditioning could explain the development and persistence of client’s undesired behavior. May include improper application of several terms. Needs significant detail or support to be complete.
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 points)
Plan 2: How could operant conditioning explain the development and persistence of the client's undesired behavior? Include discussion of shaping and reinforcers (positive and negative), as well as punishments.
Complete examination of how operant conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of all terms indicated in directions. Fully supports discussion.
Describes how operant conditioning could explain the development and persistence of client’s undesired behavior. Includes proper application of most terms indicated in directions. Needs minor additional detail or support to be complete.
Partial description of how operant conditioning could explain the development and persistence of client’s undesired behavior. May include improper application of several terms. Needs significant detail or support to be complete..
Feedback Comments:
Points Possible
20-19
18-15
14-1
POINTS EARNED =
(20 ...
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docx
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docx
The document provides instructions for a communication strategy essay assignment. It asks students to develop a communication strategy to resolve conflict in a workplace by analyzing the structural, cultural, and relationship issues contributing to the conflict. Students must select a large organization they have investigated and focus on developing a communication strategy to improve staff morale. The analysis should demonstrate understanding of organizational structure and culture, as well as interpersonal communication issues. At least six scholarly sources must be cited using APA or Harvard referencing style. The essay should be double-spaced with a completed cover sheet.
Assignment Grading Rubric GB520 Strategic Human Re.docx
Assignment Grading Rubric
GB520: Strategic Human Resource Management
Assignment Rubric
This Excel Assignment is related to the specific issues in this case. This case is to be completed using Excel
spreadsheet analysis. The case analysis will be evaluated using the following rubric.
At least 20% of a case study grade is related to the technical format used in setting up the multiple charts and
creating the formulas used to determine the correct answers in this case analysis.
Case Study Analysis Rubric
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
100%
50 points
50%
15 points
30%
25 points
20%
10 points
90–
100%
45–50
points
Response successfully answers
the Assignment question(s);
thoroughly uses the text, case,
and other literature to support
responses. The main response
to each task is developed
clearly. All responses are
supported well (no errors in
logic) using the correct sources
as assigned in the case.
Sources are thoughtfully used
professional and Web sources.
References are provided to
support the location from where
outside information was used.
Skillfully addresses
counterarguments and does not
ignore data contradicting its
claim.
Response exhibits strong higher-
order critical thinking and
analysis (e.g., evaluation).
Analysis includes proper
classifications, explanations,
comparisons, and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Technical skills are strong.
Appropriate to the Assignment,
accurate (no far-fetched,
unsupported calculations),
precise (clearly says what you
mean), and concise (not wordy).
Assignment is in 12-point font
when explanations are required.
Narrative sections are correctly
done. Assignment is free of
serious errors; grammar,
punctuation, spelling, and
graphical information help to
clarify the meaning by following
accepted conventions.
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
Assignment Grading Rubric
GB520: Strategic Human Resource Management
80–89%
40–44
points
Response answers the
Assignment question(s) with only
minor digressions; sufficiently
uses the text and other sources.
Provides good to average
responses that requires some
explanation but that form a good
basis.
Supports most responses
correctly (no logical errors) using
outside sources as assigned.
Does not ignore data
contradicting its claim, though
the refutation may need
additional support. Refers to
outside sources in the text and
reference page.
Response generally exhibits
higher-order critical thinking and
analysis (e.g., evaluation). Case
study shows some original
thought.
Analys ...
HR Performance Issues and MotivationThe relationship between the o.docx
The document discusses motivation and its relationship to job performance and satisfaction. It describes how factors like leadership, job design, resources, and work environment can impact employee motivation and performance. Individual motivations like social needs, recognition, financial rewards, growth, and intrinsic satisfaction also influence performance. The document instructs readers to write a paper evaluating this relationship between motivation, job satisfaction, and work performance by describing a motivational problem at work, explaining it using a motivation theory, and proposing an intervention using that theory.
Grading criteria and marking schemes Liz Norman ANZCVS 2017
This document discusses various considerations for developing effective grading criteria and marking schemes. It emphasizes that marking schemes should reward the skills and content the assessment aims to evaluate. Various types of marking schemes are described, including model answers, point-based schemes, and criteria-based schemes. Criteria-based schemes divide performance into dimensions or criteria, with defined levels of achievement for each criterion. The document also discusses principles for developing high-quality marking schemes, such as incorporating rules to differentiate performance levels and focusing on assessing response quality for more open-ended questions.
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
MNG03237 Tourism and Hotel Internship Assessment 3 – .docx
MNG03237: Tourism and Hotel Internship
Assessment 3 – Final Report Feedback – 40%
Marker: Student Name:
Date: Mark: /40
Advanced (4) Proficient (3) Functional (2) Developing (1) Inadequate (0)
Executive Summary
Clearly states the purpose of
the report; main findings,
conclusions and
recommendations presented in
the context of the purpose;
information is in a logical order;
length of one page.
States the purpose of the
report; findings from all
sections of the report discussed
in context and in order;
between half and one page in
length.
Purpose of the report
considered; findings from most
sections presented; more than
two paragraphs in length.
Makes reference to at least one
actual and specific finding;
limited demonstration of the
conventions of an executive
summary, i.e. reads as an
introduction.
Purpose of the report not
acknowledged; summary not
included; does not discuss
report findings.
Introduction
Orients the report and defines
key terms within this context;
creatively identifies and lists
key parts; does not present
evidence or findings.
Orients the report; defines key
terms; identifies and lists key
parts; does not present
evidence or findings.
Good attempt to orient the
report and define key terms;
identifies and lists most key
parts; limited or inadvertent
presentation of evidence or
findings.
Attempts to orient the report
and/or define key terms;
identifies and lists some key
parts; lacks focus.
Introduction is absent or does
not identify key parts of the
report.
Overview of the
Organisation
Describes several key and
distinguishing features of the
internship organisation in detail
including ownership, location,
activities and target markets;
accurately
acknowledges/references
multiple sources of information.
Describes many key and
distinguishing features of the
internship organisation;
acknowledges/references
multiple sources of information.
Describes at least three
elements of the organisation;
Some evidence of having
consulted primary or secondary
sources.
Basic description of two-three
elements of the organisation
provided; Limited evidence of
having consulted primary or
secondary sources.
Limited or no description of the
organisation provided; no or
insufficient evidence.
Role and Achievements
Describes multiple activities
and supports with a position
description; discusses all
learning goals and reflects on
whether and why they
were/were not achieved;
discusses and justifies most
valuable learning experience;
presents several
recommendations for the
course and WIL program with
justification.
Describes multiple activities;
discusses learning goals
achieved and most valuable
learning experience; presents
sound recommendations for
both the course as a whole and
the WIL program.
Suggests several duties or
responsibilities in bullet point
form; learn ...
Alignment Audits and ModificationsGood alignment across your stu.docx
Alignment Audits and Modifications
Good alignment across your study components is critical for several reasons. A well-aligned study will have methodological rigor, meaning your research will be of higher scholarly quality and the knowledge to be generated will bring more value to your discipline. A well-designed study will reflect that you have a solid understanding of the nature of the proposed research and the application of a given research method and research design to your topic. A well-aligned study will support implementation of the research plan with fidelity to the research design, helping you to achieving your research objectives and answer your research questions. A well-aligned Prospectus is much more likely to be approved by your chair, committee member, and/or URR, allowing you to move forward with your dissertation research..
As you work towards completing the first full draft of your Prospectus, now is the time to assess your complete work. In order to correct for misalignment, you must first assess your study components, element by element, for congruence to identify where misalignment exists. Complete Activity 1, Activity 2, and Activity 3, all of which are found in this week’s Learning Resources.
With these thoughts in mind:
Post the following:
All three completed Activity documents, which function as an alignment audit of your work and required modifications to your Prospectus draft, if any, to take place based upon your audit
A completed Change Matrix form, which, if completed correctly, will evidence that you successfully integrated the feedback from your peers (when appropriate to do so) and various Real Time Updates and guidance postings made by the Instructor to you and your classmates during Weeks 2 through 5. Please note that the grading rubric for this Discussion includes criteria and point values for the change matrix activity. Points will be earned based upon how well prior revision requests and recommendations are integrated into this Discussion posting.
1
Week 5 Discussion 2: Activity 3
Now that you have assessed your study components, element by element, for congruence, and you identified corrections for misalignment, the next step is to bring the different aspects of your study back into alignment. Complete a new alignment table to assess alignment of your modified study. Be careful, when modifying one element to correct for misalignment with another element, the revised wording could result in introducing a misalignment with a previously aligned element.
Element
Pre-Audit*
Element Alignment**
Problem Statement
Research Gaps
Research Objectives
Research Questions
Research Method and Design
Research Methodology
© 2016 Laureate Education, Inc. Page 1 of 1
1
Week 5 Discussion 2: Activity 2
Based on your evaluation in Activity 1, complete this summary table indicating which elements are in good alignment. Identify which elements need to be modified to achieve alignment and what is the.
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docx
Preparing for the Assessment
MN7367 Week 7 Lecture 1
Anne-marie Greene
1
Brewis, Jo (Prof.) (BJ() - Add module code and name here
Your assessment
Part 1
Essay Assignment
50% of overall mark
Part 2
Unseen Examination
50% of overall mark
A Two-Headed Monster?
Essay Assignment 2017
The ability of HRM to lead to improved organisational performance is contingent on achieving a fit between business strategy and HRM practice. Discuss the validity of this statement with specific reference to two HRM practices.
As a business operating in markets all around the world, we believe diversity brings benefits for our customers, our business and our people. We want a connected workforce that reflects the communities where we operate and helps us meet the needs of customers from all walks of life. Different ideas and perspectives help us innovate, manage risk, and grow the business in a sustainable way…Diversity and inclusion is part of who we are at HSBC. It is vital to the future of our business (HSBC Bank). Consider this recent organisational statement on diversity and discuss the rationale for attention to equality and diversity issues within human resource management, reflecting on both business case and moral/social justice cases.
Sociologists tend to see conflict as normal part of organisational functioning. Consider the implications of this view for the management of people within organisations, with specific reference to two HRM practices.
Discuss whether you agree with the view which sees that ‘the importance of HRM lies not in the objective reality of its normative models and their implementation, but in the… reality of its rhetoric… redefining the meaning of work and the way individual employees relate to their employers.’ (Legge, 2005: 123)
Most mainstream HRM research starts from the premise of there being a generic, universal worker. Discuss the extent to which you agree with this statement, reflecting on the factors that determine an organisation’s approach to HRM?
‘A core managerial belief appears to be that not only is managing through the payment system the most appropriate means of managing human resources, but that the existence of a payment system is also sufficient for managing human resources’. Discuss this statement, looking at the centrality of payment systems within, and the common problems faced in performance management.
Essay Assignment
3,000 word essay (+/- 10%)
Selection of ONE essay question ONLY from a possible selection of six.
Deadline Tuesday 12th December 2017.
A penalty of 10% of the available marks will be imposed if a student misses the above deadline
A further penalty of 5% will be imposed for every ten subsequent working days the submission is late.
Submit the Assignment via the Turnitin link on BB
Q from seminar 1: Turnitin: can I submit my essay and check for plagiarism?
A: No, this is not allowed. You must avoid plagiarism from the beginning and before you submit.
Answer the quest.
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docx
The document provides instructions for a presentation assignment for a humanities course on "The Human Struggle." Students must prepare a presentation, which can be a PowerPoint or written account, further detailing some aspect of "The Human Struggle" discussed in class. During the presentation, other students can post questions via an online chat function, and presenters must answer up to five questions. Students who ask questions that are selected will receive extra credit. Presenters can choose a topic discussed in class or a new relevant topic. Past presentation topics included significant historical events and social issues.
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
PSY111 Nature/Nurture Paper – 150 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
1-3
POINTS EARNED =
(5 points)
Introduction
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nature: Biological Basis of Behavior
Must Use Outside Research
Is one gender naturally (genetically) more or less aggressive than the other gender? Why or why not? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of biology/nature as it relates to aggressive behavior as indicated, including an examination of gender and aggression. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of biology/nature as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of biology/nature as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete. Outside scholarly sources absent or not supportive.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nurture: Social and Environmental Influences on Behavior
Must Use Outside Research
Does exposure to aggressive behavior in the environment (i.e. home, role models, caregivers, media - TV, movies, music, and video games, etc.), encourage or discourage aggressive behavior? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of nurture/social and environmental influences as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to b ...
Evaluation Tool (Caloy).pptx
This document discusses assessment tools for evaluating English language skills, specifically open-ended questions in the form of short essays. It provides examples of open-ended questions and general scoring rubrics for evaluating short constructed responses and extended constructed responses in 1-4 sentences. The rubrics assess students' understanding, completeness, logical reasoning, and focus in their written responses.
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.
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
MAT-130Homework3Name______________________________
This document provides an overview of key leadership competencies covered in a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
MAT-130Homework3Name______________________________
This document provides an overview of key leadership competencies from a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
Project 2Develop an executive-level PowerPoint presentation that.docx
Project 2
Develop an executive-level PowerPoint presentation that uses the organizations in your case studies as examples to provide an analysis and recommendation to your CIO. Your presentation should include:
1. A brief summary of each organization that includes the following:
· the business the organization is in
· the problem the organization was trying to solve
· whether the enterprise system implementation was a success or not in terms of cost, schedule, performance, and quality
· lessons learned
(Summarized from Project 1)
I. Your presentation should be 8-11 slides that include:
· An introduction or slide outlining the presentation to follow
· 2 slides that summarize the case studies (the business they are in; the problem they were trying to solve; whether the enterprise system implementation was a success in terms of cost, schedule, performance, and quality; and lessons learned)
· 2-3 slides that provide an evaluation of what each organization did right and what it did wrong; and compare and contrast the organizations
· 2-4 slides that provide considerations for the CIO including: benefits and limitations of enterprise systems, determining the best fit for the organization, implementation planning and success criteria (covering structure, processes, and culture of the organization; the phases of the system development life cycle (SDLC); and other considerations)
· A summary/conclusion slide
II. Notes: Details of Presentation
· The bullet points in your presentation will be supported by relevant details in the Notes section of the slides, which contain the actual words you would say to the CIO as you present each slide. Since you cannot actually present the slides in person, the Notes will show what you would actually say. This is an important part of your presentation. If you were writing a paper, the content would be in the notes and the PowerPoint slides would be the outline. [Select the Notes Page under View option in PowerPoint.]
· Presentations with limited or no “Notes” will receive much lower grades, because the bullets should not tell the whole story.
III. Resources
· The use of at least four external scholarly resources (which may include your case studies) is required. (NOTE: More than four resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and authorless website postings). Remember to correctly cite and reference all sources. Any direct quotes should be indicated within the slide text with appropriate quotation marks and an in-text citation (however, direct quotes should be short and used sparingly, if at all). Complete references for sources should be included in the corresponding Notes section. Paraphrased material can just be referenced within the Notes section of the slides without an in-text citation on the slide. This deviates from APA style but keeps the slides more readable. Note: Do not include your resources on a s ...
SOC-480 Topic 4 Prospectus Worksheet Scoring GuideREQUI.docx
SOC-480 Topic 4: Prospectus Worksheet Scoring Guide
REQUIREMENTS:
Use Table 4.5 “Examples of Hypothesis and Variables” in chapter four of the textbook to assist you. This exercise will assist you in analyzing a hypothesis.
Table Fill in the missing information for each hypothesis, and then complete the table by using your own hypothesis:
POSSIBLE
ACTUAL
Missing portions completed in row one
10
Missing portions completed in row two
10
Hypothesis completed
10
Social Issue, Research Method, Explanation of Method Section
Social Issue
5
Research Method
5
Explanation of Method
5
Short Response Section
Compose the final draft of your research question:
5
Explain your proposed research method (50-75 words):
10
Explain your proposed research design (50-75 words):
10
TOTAL
70 Points
Instructor Comments:
© 2017. Grand Canyon University. All Rights Reserved.
PROFESSIONAL DEVELOPMENT
PROGRAM PROPOSAL
Due Week 6, worth 175 points
As an MBA and leader, you must be able to present your management plans
and leadership strategies to inform stakeholders and gain buy-in. For this
assignment, you’ll practice this by developing a proposal for a professional
development training program. The program centers on motivational strategies
and how an emotional intelligence management approach would benefit
department managers.
PREPARATION
Continue with the same organization you selected in Assignment 1. Imagine
that the CEO has charged you, the task force leader, with researching emotional
intelligence (EI) in order to propose a professional development program.
Your proposal should detail how a new incentive program, based on an EI man-
agement approach, will foster teamwork, strengthen interpersonal relationships,
enhance communication, and increase overall performance. You need to help
the CEO gain approval for this initiative. Your program’s proposal must include
supporting research concerning how motivational strategies enhance job satis-
faction and team output.
ASSIGNMENT 2
Prepare for this assignment by identifying the resources you’ll use to create
your proposal. You will need to provide at least two quality resources such as
the course textbook, company website, business websites (CNBC, Bloomberg,
etc.), resources from the Strayer Library, and/or outside sources.
Note: Wikipedia and web-based blogs do not qualify as credible resources.
INSTRUCTIONS
Create a proposal (five to seven pages recommended) that includes the
following components:
1. EI and Motivation
Which of the EI building blocks would impact management’s ability to
enhance employee performance and job satisfaction? Based on your
research on motivational theory, describe how your task force would
utilize positive or negative reinforcement to influence the members of
the organization and resolve the issue. Provide examples to
support your solution.
2. EI and Social Skills and Decision Making
Explain how the core concepts of emotional intelligence woul.
BUS220 – Workplace Learning 2 Assessment item 10 Assignme.docx
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
ALLOCATION OF MARKS:
Task requirements
Allocation
of marks
EXECUTIVE SUMMARY 5
INTRODUCTION 10
BODY
55
CONCLUSION
10
REFERENCING
10
PRESENTATION
10
TOTAL 100
% of your final grade 30%
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
MARKING CRITERIA High Distinction
85-100
Distinction
75 – 84.5
Credit
65 – 74.5
Pass
50 - 64.5
Fail
0 – 49.5
EXECUTIVE SUMMARY: Mark / 5
Indicates aim of the
assignment
Outline of report
structure
Main points
previewed
Comprehensive,
succinct purpose and
significance of the
main points are
clearly explained and
signposted through
the report structure.
Provides a clear and
concise summary of
the report and a
clear, concise
identification of the
main points.
Provides a summary of
the report that identifies
the significant aspects
and how they inter-
relate.
Attempts to identify
the requirements,
but does not draw
out their significance
in relation to the
assignment.
Does not identify or
provides only a
limited identification
of the requirements
for the introduction.
INTRODUCTION: Mark / 10
Introduction
identifies and
describes the nature
and purpose of the
assignment
Comprehensively
and succinctly
identifies the nature
and purpose of the
assignment
Clearly and concisely
identifies the nature
and purpose of the
assignment
Identifies the nature and
purpose of the
assignment
Attempts to identify
the nature and
purpose of the
assignment
Does not identify or
provides only a
limited identification
of the nature or
purpose of the
assignment
BODY: Mark / 55
Clear and
comprehensive
answers to the
questions provided
using references and
personal insight.
Outstanding and
insightful answers to
the questions
demonstrating
extensive research
and in-depth
personal insight.
Clearly and
concisely developed
answers to the
questions, evidence
of broad research
and developed
personal insight
Answers provided are
clear showing evidence
of research and personal
insight.
Answers provided
are limited in their
exploration and
show limited
research and
personal insight.
Fails to provide clear
and comprehensive
answers to the
questions and
provides no
references or
personal insight.
Demonstrates
soundness and
thoroughness of
your research
Information
gathered is
particularly relevant
enabling depth and
knowledge that are
particularly pertinent
demonstrating depth
of research.
Information obtained
demonstrates sound
comprehension
research.
Information provided has
a reasonable depth of
understanding and
demonstrates soundness
and thoroughness of
research
Some information
irrelevant;
inadequate
range/depth of
research.
Information selected
is not relevant ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docx
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
More Related Content
Similar to PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
MNG03237 Tourism and Hotel Internship Assessment 3 – .docx
MNG03237: Tourism and Hotel Internship
Assessment 3 – Final Report Feedback – 40%
Marker: Student Name:
Date: Mark: /40
Advanced (4) Proficient (3) Functional (2) Developing (1) Inadequate (0)
Executive Summary
Clearly states the purpose of
the report; main findings,
conclusions and
recommendations presented in
the context of the purpose;
information is in a logical order;
length of one page.
States the purpose of the
report; findings from all
sections of the report discussed
in context and in order;
between half and one page in
length.
Purpose of the report
considered; findings from most
sections presented; more than
two paragraphs in length.
Makes reference to at least one
actual and specific finding;
limited demonstration of the
conventions of an executive
summary, i.e. reads as an
introduction.
Purpose of the report not
acknowledged; summary not
included; does not discuss
report findings.
Introduction
Orients the report and defines
key terms within this context;
creatively identifies and lists
key parts; does not present
evidence or findings.
Orients the report; defines key
terms; identifies and lists key
parts; does not present
evidence or findings.
Good attempt to orient the
report and define key terms;
identifies and lists most key
parts; limited or inadvertent
presentation of evidence or
findings.
Attempts to orient the report
and/or define key terms;
identifies and lists some key
parts; lacks focus.
Introduction is absent or does
not identify key parts of the
report.
Overview of the
Organisation
Describes several key and
distinguishing features of the
internship organisation in detail
including ownership, location,
activities and target markets;
accurately
acknowledges/references
multiple sources of information.
Describes many key and
distinguishing features of the
internship organisation;
acknowledges/references
multiple sources of information.
Describes at least three
elements of the organisation;
Some evidence of having
consulted primary or secondary
sources.
Basic description of two-three
elements of the organisation
provided; Limited evidence of
having consulted primary or
secondary sources.
Limited or no description of the
organisation provided; no or
insufficient evidence.
Role and Achievements
Describes multiple activities
and supports with a position
description; discusses all
learning goals and reflects on
whether and why they
were/were not achieved;
discusses and justifies most
valuable learning experience;
presents several
recommendations for the
course and WIL program with
justification.
Describes multiple activities;
discusses learning goals
achieved and most valuable
learning experience; presents
sound recommendations for
both the course as a whole and
the WIL program.
Suggests several duties or
responsibilities in bullet point
form; learn ...
Alignment Audits and ModificationsGood alignment across your stu.docx
Alignment Audits and Modifications
Good alignment across your study components is critical for several reasons. A well-aligned study will have methodological rigor, meaning your research will be of higher scholarly quality and the knowledge to be generated will bring more value to your discipline. A well-designed study will reflect that you have a solid understanding of the nature of the proposed research and the application of a given research method and research design to your topic. A well-aligned study will support implementation of the research plan with fidelity to the research design, helping you to achieving your research objectives and answer your research questions. A well-aligned Prospectus is much more likely to be approved by your chair, committee member, and/or URR, allowing you to move forward with your dissertation research..
As you work towards completing the first full draft of your Prospectus, now is the time to assess your complete work. In order to correct for misalignment, you must first assess your study components, element by element, for congruence to identify where misalignment exists. Complete Activity 1, Activity 2, and Activity 3, all of which are found in this week’s Learning Resources.
With these thoughts in mind:
Post the following:
All three completed Activity documents, which function as an alignment audit of your work and required modifications to your Prospectus draft, if any, to take place based upon your audit
A completed Change Matrix form, which, if completed correctly, will evidence that you successfully integrated the feedback from your peers (when appropriate to do so) and various Real Time Updates and guidance postings made by the Instructor to you and your classmates during Weeks 2 through 5. Please note that the grading rubric for this Discussion includes criteria and point values for the change matrix activity. Points will be earned based upon how well prior revision requests and recommendations are integrated into this Discussion posting.
1
Week 5 Discussion 2: Activity 3
Now that you have assessed your study components, element by element, for congruence, and you identified corrections for misalignment, the next step is to bring the different aspects of your study back into alignment. Complete a new alignment table to assess alignment of your modified study. Be careful, when modifying one element to correct for misalignment with another element, the revised wording could result in introducing a misalignment with a previously aligned element.
Element
Pre-Audit*
Element Alignment**
Problem Statement
Research Gaps
Research Objectives
Research Questions
Research Method and Design
Research Methodology
© 2016 Laureate Education, Inc. Page 1 of 1
1
Week 5 Discussion 2: Activity 2
Based on your evaluation in Activity 1, complete this summary table indicating which elements are in good alignment. Identify which elements need to be modified to achieve alignment and what is the.
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docx
Preparing for the Assessment
MN7367 Week 7 Lecture 1
Anne-marie Greene
1
Brewis, Jo (Prof.) (BJ() - Add module code and name here
Your assessment
Part 1
Essay Assignment
50% of overall mark
Part 2
Unseen Examination
50% of overall mark
A Two-Headed Monster?
Essay Assignment 2017
The ability of HRM to lead to improved organisational performance is contingent on achieving a fit between business strategy and HRM practice. Discuss the validity of this statement with specific reference to two HRM practices.
As a business operating in markets all around the world, we believe diversity brings benefits for our customers, our business and our people. We want a connected workforce that reflects the communities where we operate and helps us meet the needs of customers from all walks of life. Different ideas and perspectives help us innovate, manage risk, and grow the business in a sustainable way…Diversity and inclusion is part of who we are at HSBC. It is vital to the future of our business (HSBC Bank). Consider this recent organisational statement on diversity and discuss the rationale for attention to equality and diversity issues within human resource management, reflecting on both business case and moral/social justice cases.
Sociologists tend to see conflict as normal part of organisational functioning. Consider the implications of this view for the management of people within organisations, with specific reference to two HRM practices.
Discuss whether you agree with the view which sees that ‘the importance of HRM lies not in the objective reality of its normative models and their implementation, but in the… reality of its rhetoric… redefining the meaning of work and the way individual employees relate to their employers.’ (Legge, 2005: 123)
Most mainstream HRM research starts from the premise of there being a generic, universal worker. Discuss the extent to which you agree with this statement, reflecting on the factors that determine an organisation’s approach to HRM?
‘A core managerial belief appears to be that not only is managing through the payment system the most appropriate means of managing human resources, but that the existence of a payment system is also sufficient for managing human resources’. Discuss this statement, looking at the centrality of payment systems within, and the common problems faced in performance management.
Essay Assignment
3,000 word essay (+/- 10%)
Selection of ONE essay question ONLY from a possible selection of six.
Deadline Tuesday 12th December 2017.
A penalty of 10% of the available marks will be imposed if a student misses the above deadline
A further penalty of 5% will be imposed for every ten subsequent working days the submission is late.
Submit the Assignment via the Turnitin link on BB
Q from seminar 1: Turnitin: can I submit my essay and check for plagiarism?
A: No, this is not allowed. You must avoid plagiarism from the beginning and before you submit.
Answer the quest.
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docx
The document provides instructions for a presentation assignment for a humanities course on "The Human Struggle." Students must prepare a presentation, which can be a PowerPoint or written account, further detailing some aspect of "The Human Struggle" discussed in class. During the presentation, other students can post questions via an online chat function, and presenters must answer up to five questions. Students who ask questions that are selected will receive extra credit. Presenters can choose a topic discussed in class or a new relevant topic. Past presentation topics included significant historical events and social issues.
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
PSY111 Nature/Nurture Paper – 150 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
1-3
POINTS EARNED =
(5 points)
Introduction
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nature: Biological Basis of Behavior
Must Use Outside Research
Is one gender naturally (genetically) more or less aggressive than the other gender? Why or why not? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of biology/nature as it relates to aggressive behavior as indicated, including an examination of gender and aggression. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of biology/nature as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of biology/nature as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete. Outside scholarly sources absent or not supportive.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nurture: Social and Environmental Influences on Behavior
Must Use Outside Research
Does exposure to aggressive behavior in the environment (i.e. home, role models, caregivers, media - TV, movies, music, and video games, etc.), encourage or discourage aggressive behavior? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of nurture/social and environmental influences as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to b ...
Evaluation Tool (Caloy).pptx
This document discusses assessment tools for evaluating English language skills, specifically open-ended questions in the form of short essays. It provides examples of open-ended questions and general scoring rubrics for evaluating short constructed responses and extended constructed responses in 1-4 sentences. The rubrics assess students' understanding, completeness, logical reasoning, and focus in their written responses.
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.
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
MAT-130Homework3Name______________________________
This document provides an overview of key leadership competencies covered in a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
MAT-130Homework3Name______________________________
This document provides an overview of key leadership competencies from a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
Project 2Develop an executive-level PowerPoint presentation that.docx
Project 2
Develop an executive-level PowerPoint presentation that uses the organizations in your case studies as examples to provide an analysis and recommendation to your CIO. Your presentation should include:
1. A brief summary of each organization that includes the following:
· the business the organization is in
· the problem the organization was trying to solve
· whether the enterprise system implementation was a success or not in terms of cost, schedule, performance, and quality
· lessons learned
(Summarized from Project 1)
I. Your presentation should be 8-11 slides that include:
· An introduction or slide outlining the presentation to follow
· 2 slides that summarize the case studies (the business they are in; the problem they were trying to solve; whether the enterprise system implementation was a success in terms of cost, schedule, performance, and quality; and lessons learned)
· 2-3 slides that provide an evaluation of what each organization did right and what it did wrong; and compare and contrast the organizations
· 2-4 slides that provide considerations for the CIO including: benefits and limitations of enterprise systems, determining the best fit for the organization, implementation planning and success criteria (covering structure, processes, and culture of the organization; the phases of the system development life cycle (SDLC); and other considerations)
· A summary/conclusion slide
II. Notes: Details of Presentation
· The bullet points in your presentation will be supported by relevant details in the Notes section of the slides, which contain the actual words you would say to the CIO as you present each slide. Since you cannot actually present the slides in person, the Notes will show what you would actually say. This is an important part of your presentation. If you were writing a paper, the content would be in the notes and the PowerPoint slides would be the outline. [Select the Notes Page under View option in PowerPoint.]
· Presentations with limited or no “Notes” will receive much lower grades, because the bullets should not tell the whole story.
III. Resources
· The use of at least four external scholarly resources (which may include your case studies) is required. (NOTE: More than four resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and authorless website postings). Remember to correctly cite and reference all sources. Any direct quotes should be indicated within the slide text with appropriate quotation marks and an in-text citation (however, direct quotes should be short and used sparingly, if at all). Complete references for sources should be included in the corresponding Notes section. Paraphrased material can just be referenced within the Notes section of the slides without an in-text citation on the slide. This deviates from APA style but keeps the slides more readable. Note: Do not include your resources on a s ...
SOC-480 Topic 4 Prospectus Worksheet Scoring GuideREQUI.docx
SOC-480 Topic 4: Prospectus Worksheet Scoring Guide
REQUIREMENTS:
Use Table 4.5 “Examples of Hypothesis and Variables” in chapter four of the textbook to assist you. This exercise will assist you in analyzing a hypothesis.
Table Fill in the missing information for each hypothesis, and then complete the table by using your own hypothesis:
POSSIBLE
ACTUAL
Missing portions completed in row one
10
Missing portions completed in row two
10
Hypothesis completed
10
Social Issue, Research Method, Explanation of Method Section
Social Issue
5
Research Method
5
Explanation of Method
5
Short Response Section
Compose the final draft of your research question:
5
Explain your proposed research method (50-75 words):
10
Explain your proposed research design (50-75 words):
10
TOTAL
70 Points
Instructor Comments:
© 2017. Grand Canyon University. All Rights Reserved.
PROFESSIONAL DEVELOPMENT
PROGRAM PROPOSAL
Due Week 6, worth 175 points
As an MBA and leader, you must be able to present your management plans
and leadership strategies to inform stakeholders and gain buy-in. For this
assignment, you’ll practice this by developing a proposal for a professional
development training program. The program centers on motivational strategies
and how an emotional intelligence management approach would benefit
department managers.
PREPARATION
Continue with the same organization you selected in Assignment 1. Imagine
that the CEO has charged you, the task force leader, with researching emotional
intelligence (EI) in order to propose a professional development program.
Your proposal should detail how a new incentive program, based on an EI man-
agement approach, will foster teamwork, strengthen interpersonal relationships,
enhance communication, and increase overall performance. You need to help
the CEO gain approval for this initiative. Your program’s proposal must include
supporting research concerning how motivational strategies enhance job satis-
faction and team output.
ASSIGNMENT 2
Prepare for this assignment by identifying the resources you’ll use to create
your proposal. You will need to provide at least two quality resources such as
the course textbook, company website, business websites (CNBC, Bloomberg,
etc.), resources from the Strayer Library, and/or outside sources.
Note: Wikipedia and web-based blogs do not qualify as credible resources.
INSTRUCTIONS
Create a proposal (five to seven pages recommended) that includes the
following components:
1. EI and Motivation
Which of the EI building blocks would impact management’s ability to
enhance employee performance and job satisfaction? Based on your
research on motivational theory, describe how your task force would
utilize positive or negative reinforcement to influence the members of
the organization and resolve the issue. Provide examples to
support your solution.
2. EI and Social Skills and Decision Making
Explain how the core concepts of emotional intelligence woul.
BUS220 – Workplace Learning 2 Assessment item 10 Assignme.docx
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
ALLOCATION OF MARKS:
Task requirements
Allocation
of marks
EXECUTIVE SUMMARY 5
INTRODUCTION 10
BODY
55
CONCLUSION
10
REFERENCING
10
PRESENTATION
10
TOTAL 100
% of your final grade 30%
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
MARKING CRITERIA High Distinction
85-100
Distinction
75 – 84.5
Credit
65 – 74.5
Pass
50 - 64.5
Fail
0 – 49.5
EXECUTIVE SUMMARY: Mark / 5
Indicates aim of the
assignment
Outline of report
structure
Main points
previewed
Comprehensive,
succinct purpose and
significance of the
main points are
clearly explained and
signposted through
the report structure.
Provides a clear and
concise summary of
the report and a
clear, concise
identification of the
main points.
Provides a summary of
the report that identifies
the significant aspects
and how they inter-
relate.
Attempts to identify
the requirements,
but does not draw
out their significance
in relation to the
assignment.
Does not identify or
provides only a
limited identification
of the requirements
for the introduction.
INTRODUCTION: Mark / 10
Introduction
identifies and
describes the nature
and purpose of the
assignment
Comprehensively
and succinctly
identifies the nature
and purpose of the
assignment
Clearly and concisely
identifies the nature
and purpose of the
assignment
Identifies the nature and
purpose of the
assignment
Attempts to identify
the nature and
purpose of the
assignment
Does not identify or
provides only a
limited identification
of the nature or
purpose of the
assignment
BODY: Mark / 55
Clear and
comprehensive
answers to the
questions provided
using references and
personal insight.
Outstanding and
insightful answers to
the questions
demonstrating
extensive research
and in-depth
personal insight.
Clearly and
concisely developed
answers to the
questions, evidence
of broad research
and developed
personal insight
Answers provided are
clear showing evidence
of research and personal
insight.
Answers provided
are limited in their
exploration and
show limited
research and
personal insight.
Fails to provide clear
and comprehensive
answers to the
questions and
provides no
references or
personal insight.
Demonstrates
soundness and
thoroughness of
your research
Information
gathered is
particularly relevant
enabling depth and
knowledge that are
particularly pertinent
demonstrating depth
of research.
Information obtained
demonstrates sound
comprehension
research.
Information provided has
a reasonable depth of
understanding and
demonstrates soundness
and thoroughness of
research
Some information
irrelevant;
inadequate
range/depth of
research.
Information selected
is not relevant ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docx
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
Similar to PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx (20)
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
MNG03237 Tourism and Hotel Internship Assessment 3 – .docx
MNG03237 Tourism and Hotel Internship Assessment 3 – .docx
Alignment Audits and ModificationsGood alignment across your stu.docx
Alignment Audits and ModificationsGood alignment across your stu.docx
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docx
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docx
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docx
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docx
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more referencesResearch Theory in Homeland S.docx
PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MAT-130Homework3Name______________________________
MAT-130Homework3Name______________________________
MAT-130Homework3Name______________________________
MAT-130Homework3Name______________________________
Project 2Develop an executive-level PowerPoint presentation that.docx
Project 2Develop an executive-level PowerPoint presentation that.docx
SOC-480 Topic 4 Prospectus Worksheet Scoring GuideREQUI.docx
SOC-480 Topic 4 Prospectus Worksheet Scoring GuideREQUI.docx
BUS220 – Workplace Learning 2 Assessment item 10 Assignme.docx
BUS220 – Workplace Learning 2 Assessment item 10 Assignme.docx
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docx
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docx
More from amrit47
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
Apa format1-2 paragraphsreferences It is often said th.docx
Apa format
1-2 paragraphs
references
It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
When effective leaders leave an organization to move on to another organization, they often take at least one or two employees. Employees who respect a leader and have generated a relationship and bond want to work under that leader. One indicator of effective leaders is communication skills in which a leader is attuned to the needs of each employee.
REAL-LIFE APPLICATION: Discuss a leader with whom you are familiar and who has the loyalty of his or her direct reports. Alternatively, you might interview a friend or family member about their experiences or you may research a well-known leader. Address the following in your response.
Evaluate how this leader earns respect and loyalty from his or her employees.
If you were in a leadership position, what methods would you implement to inspire, motivate, and empower your employees?
Support your discussion with at least one scholarly article and, if relevant, credible media reports, and cite each source using APA style.
.
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Min number of pages are 30 pages
Must have
Contents with page numbers
Abstract
Introduction
The problem
Are there any sub-problems?
Is there any issue need to be present in relation to the problem?
The solutions
Steps of the solutions
Compare the solution to other solution
Any suggestion to improve the solution
Conclusion
References
Research Paper topic:
Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
The Computer Security Objects Register (CSOR) specifies names that uniquely identify CSOs. These unique names are used to reference these objects in abstract specifications and during the negotiation of security services for a transaction or application.
The studies must look at different algorithms used CSOR and the benefits of using CSOR
.
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA Formatting AssignmentUse the information below to create.docx
APA Formatting Assignment
Use the information below to create a reference list using proper APA formatting
1)
Authors: Christina Jane Jones, Helen Smith and Carrie Llewellyn
Title: Evaluating the effectiveness of health belief model interventions in improving adherence: a
systematic review
Publication Year: 2014
Journal: Health Psychology Review, Vol. 8, No. 3, 253_269
DOI: 10.1080/17437199.2013.802623
2)
Authors: Mohammad Bagherniya, Ali Taghipour, Manoj Sharma, Amirhossein Sahebkar, Isobel R.
Contento, Seyed Ali Keshavarz, Firoozeh Mostafavi Darani and Mohammad Safarian
Title: Obesity intervention programs among adolescents using social cognitive theory: a systematic
literature review
Publication Year: 2018
Journal: Health Education Research, Vol. 33, No. 1, 26_39
3)
Authors: Christine Y. K. Lau, Kris Y. W. Lok, Marie Tarrant
Title: Breastfeeding Duration and the Theory of Planned Behavior and Breastfeeding Self-Efficacy
Framework: A Systematic Review of Observational Studies
Publication Year: 2018
Journal: Maternal and Child Health Journal, Vol. 22, 327_342
DOI: 10.1007/s10995-018-2453-x
4)
Authors: Amy E. Bodde, Dong-Chul Seo
Title: A review of social and environmental barriers to physical activity for adults with intellectual
disabilities
Publication Year: 2009
Journal: Disability and Health Journal, Vol. 2, 57_66
5)
Authors: Linda Irvine, Ambrose J. Melson, Brian Williams, Falko F. Sniehotta, Gerry Humphris, Iain K.
Crombie
Title: Design and development of a complex narrative intervention delivered by text messages to reduce
binge drinking among socially disadvantaged men
Publication Year: 2018
Journal: Pilot and Feasibility Studies, Vol. 4, No.105, 1_11
.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docx
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
Appearance When I watched the video of myself, I felt that my b.docx
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docx
This document outlines the three main sections required for an APA format summary of a research article that is 2 pages in length: 1) A summary of the article, 2) An explanation of how the article relates to psychology and human behavior, specifically discussing the meaning and implications of the results, 3) A reaction to the article providing thoughts on whether the results were interesting, surprising, or common sense.
APA Style with minimum of 450 words, with annotations, quotation.docx
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
More from amrit47 (20)
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race,.docx
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements) .docx
Apa format1-2 paragraphsreferences It is often said th.docx
Apa format1-2 paragraphsreferences It is often said th.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA Formatting AssignmentUse the information below to create.docx
APA Formatting AssignmentUse the information below to create.docx
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA format1. What are the three most important takeawayslessons.docx
APA format1. What are the three most important takeawayslessons.docx
APA General Format Summary APA (American Psychological.docx
APA General Format Summary APA (American Psychological.docx
Appearance When I watched the video of myself, I felt that my b.docx
Appearance When I watched the video of myself, I felt that my b.docx
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format1-2 paragraphsreferencesFor this week’s .docx
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment..docx
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential .docx
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE follow this textbook answer should be summarize for t.docx
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA format, 2 pagesThree general sections 1. an article s.docx
APA format, 2 pagesThree general sections 1. an article s.docx
APA Style with minimum of 450 words, with annotations, quotation.docx
APA Style with minimum of 450 words, with annotations, quotation.docx
APA FORMAT1. What are the three most important takeawayslesson.docx
APA FORMAT1. What are the three most important takeawayslesson.docx
Recently uploaded
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Recently uploaded (20)
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
PSY111 Personality Theory Project Rubric – 100 PointsStudent Nam.docx
- 1. PSY111 Personality Theory Project Rubric – 100 Points Student Name_______________________ Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations Points Possible 5 4 3-1 POINTS EARNED = (5 points) Part I a.) What is the underlying theory supporting the personality assessment you took? Correctly identifies the theory on which the assessment is based. Fully supports description that explains how this assessment is an example of the theory selected. Correctly identifies the theory on which the assessment is based. Needs some additional detail to explain how this assessment is an example of the theory selected. Attempts to identify the theory on which the assessment is based. May identify incorrect personality theory OR needs significant detail to support theory selected. Feedback Comments: Points Possible 20-19 18-15 14-1 POINTS EARNED = (20 points) b.) Discuss the results of your assessment to show an
- 2. understanding of the variables being assessed and the results. Complete discussion of assessment results to show an understanding of theory and variables being assessed. Fully supports discussion. Discusses assessment results to show an understanding of theory and most of the variables being assessed. Needs minor additional detail or support to be complete. Partial discussion of assessment results. Demonstrates partial understanding of theory and variables being assessed. Needs significant detail or support to be complete. Feedback Comments: Points Possible 30-28 27-22 21-1 POINTS EARNED = (30 points) c.) Application of assessment: Describe two events that exemplify how personality influences thoughts, behavior, and/or outcome of the event. Mention terms or traits from the personality assessment. Describes at least two events that exemplify how personality influences thoughts, behavior, and/or outcome of event. Mentions the terms/traits in the personality assessment. Examples properly apply concepts from assessment/theory and show understanding of the personality trait in question. Describes two events that exemplify how personality influenced thoughts, behavior, and/or outcome of the event. Mentions some of the terms or traits from the personality assessment. Examples properly apply most concepts from assessment/theory and show some understanding of the personality trait in question. Needs minor additional detail to be complete. Attempts to describe two events that exemplify how personality
- 3. influenced thoughts, behavior, and/or outcome of the event. Demonstrates partial application of the results throughout examples OR example(s) are not appropriate application of results. Needs significant detail or support to be complete. Feedback Comments: Points Possible 25-24 23-19 18-1 POINTS EARNED = (25 points) Part II. Describe which theory most accurately explains personality development psychodynamic, humanistic, or cognitive-social. Justifies how this theory applies to personality development. Demonstrates ability to describe and apply theory to explain personality variation and development across the lifespan. Justifies how the theory applies to and exemplifies personality development. Fully supports description. Demonstrates some ability to describe and justify theory to explain personality variation and development across the lifespan. Needs minor additional detail or support. Provides description of a personality theory and attempts to apply and justify how theory explains personality variation and development across the lifespan. Needs significant detail or support to be complete. Feedback Comments: Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations Points Possible 10-9 8-7
- 4. 6-1 POINTS EARNED = (10 points) Writing Mechanics sentence structure, run-ons, fragments, agreement, punctuation, capitalization, spelling, etc. Demonstrates knowledge and use of writing mechanics, enhances the readability Demonstrates knowledge and use of writing mechanics but with errors that may detract from the readability Difficulties with readability due to inappropriate use of writing mechanics Feedback Comments: Points Possible 10-9 8-7 6-1 POINTS EARNED = (10 points) Writing OrganizationCoherence: all writing fits together, makes sense, and flows in effective order – beginning, middle, end Clarity: all writing is consistent and logical Coherence: Well organized and purposeful writing; has beginning, middle, and end; strong and appropriate transitions Clarity: Expresses ideas clearly and logically Coherence: Sequence of information difficult to follow; lacks a clear beginning, middle, and end; few or inappropriate transitions Clarity: Attempts to express ideas clearly; sometimes difficult to follow
- 5. Coherence: Unclear; lacks beginning, middle and end; fails to use transitions appropriately Clarity: Disjointed connection of ideas; difficult to follow For each requirement not completed, points(s) will be deducted as explained below. (Maximum Deduction 10 Points) POINTS DEDUCTED: Requirements for basic APA document formatting and citations (Maximum Deduction 10 Points) Your assignment requires the following: - Name at top of document (-1 point) - 1 inch margins (-1 point) - Times/Times New Roman font (-1 point) - 12 point font (-1 point) - Double spaced (-1 point) - Informal citations within the worksheet (-1 point) - Informal list of references (-2 points) - Quotation marks when directly quoting a source (-2 points) Feedback Comments: FINAL SCORE: Additional Feedback Comments: