Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
.
Research Paper Rubric Component 100 75 50 25 0 .docxaudeleypearl
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
...
one page on each topic of life span development issues relating t.docxvannagoforth
one page on each topic of "life span development issues relating to Mass incarcerations for racial inequality, Ethical issues relating to mass incarceration for racial inequality, meant health and call for reform" so four pages
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Or ...
BUS 210 Project One Management Brief Text-Only VersionOrganizatiVannaSchrader3
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
Due Date Jul 15, 2015 235959 Max Points 270Det.docxtheresiarede
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thoughtful, thorough discussion of all required elements. Discussion demonstrates a deep and thorough understanding and insight of human motivation for learning.
30.0 %Discussion of the Modern-Day Ap.
Expand viewGRADING RUBICCJS221 - Week 3 Minority Groups a.docxSANSKAR20
Expand view
GRADING RUBIC
CJS/221 - Week 3 Minority Groups and the Court System Paper
Benchmark Assessment
1 [OA] Signature Assignment: Minority Groups and the Court System Paper100
11 Explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.(15%)
Does Not Meet Expectations1
Student fails to explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.
Approaches Expectations2
Student is able to recognize the difference between biases, stereotypes and attitudes.
Meets Expectations3
Student demonstrates the ability to explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.
Exceeds Expectations4
Student effectively analyzes implicit biases and stereotypes versus explicit stereotyping and attitudes.
12 Discuss how biases might affect courtroom proceedings.(20%)
Does Not Meet Expectations1
Student fails to discuss how biases might affect courtroom proceedings.
Approaches Expectations2
Student is able to identify bias in a courtroom proceeding.
Meets Expectations3
Student discusses how biases might affect courtroom proceedings.
Exceeds Expectations4
Student critiques how biases might affect courtroom proceedings.
13 Analyze how racial disparity in sentencing affects the judicial system.(20%)
Does Not Meet Expectations1
Student fails to analyze how racial disparity in sentencing affects the judicial system.
Approaches Expectations2
Student is able to explain racial disparity in sentencing.
Meets Expectations3
Student analyzes how racial disparity in sentencing affects the judicial system.
Exceeds Expectations4
Student effectively analyzes and evaluates how racial disparity in sentencing affects the judicial system.
14 Summarize one of the articles discussed in your collaborative group this week and include personal thoughts on the issue covered by the article.(15%)
Does Not Meet Expectations1
Student fails to summarize one of the articles discussed in his or her collaborative group this week.
Approaches Expectations2
Student summarizes one of the articles discussed in his or her collaborative group this week, but does not include personal thoughts on the issue.
Meets Expectations3
Student summarizes one of the articles discussed in his or her collaborative group this week and includes personal thoughts on the issue.
Exceeds Expectations4
Student summarizes the article, assesses the group discussion, and effectively illustrates his or her thoughts on the issue.
15 Quality of written communication(10%)
Does Not Meet Expectations1
Inconsistent grammar, spelling and paragraphing throughout paper and inability to explain findings clearly. Surface errors are pervasive enough that they impede communication of meaning.
Approaches Expectations2
Adequate explanation of findings. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word cho ...
2
1
Appraise the Merits of Using the Qualitative Method
BUS-7380 Assignment # 2
For the assignment this week, you were to write conclusive reasoning why you believe that qualitative research with the use of mixed-method design may be able to answer your type of research questions. Even though the readings and activities were called introspective by the author of the assignment, you were told to use scholarly knowledge to back your thoughts or ideas. The author of this assignment was extremely explanatory as to what he wanted to see in this paper. This week, instead of giving a script, the author of the assignment gave an outline to follow.
Within a 3- to 5-page paper, using 5 or more scholarly sources, you were to follow an outline that started with an overview of qualitative design, determine a way to employ mixed methods approach in your design, connect it with your degree field, explain how mixed-method design would affect your research, then construct a framework for your research problem. The author wanted you to focus on the framework of your possible qualitative research within this paper. Each one of these sections of the outline could have been larger than the one to two paragraphs that were asked for. Therefore, much of this needed to be very succinct, clear, and concise writing that followed the reading material found in this week's required readings. To be able to keep this under 5 pages while making sure that your theoretical or conceptual framework for your topic’s research problem was the main idea of this paper, it seems as if your idea for your proposed research should have been the main idea throughout the entire paper.
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed at the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There was mostly a lack of punctuation problems throughout your writing. Most of the problems dealt with comma usage, which led to some issues with run-on sentences. Do not forget to use the free Grammarly program that NCU provides to the students through NCU's Academic Success Center. There was a link to the direct source in the feedback for assignment 1. This software program will help determine if you do need a comma placed within your sente ...
Research Question1. What strategic, tactical and operatio.docxaudeleypearl
Research Question?
1. What strategic, tactical and operational choices should A&S Service implements to increase its profit by 5% in the next 2 years in Denmark?
Sub Questions:
1. What is the current position of A&S Service in Danish Market?
2. What are the potential opportunities to encourage A&S growth in Danish Market?
3. What could be the marketing strategies that A&S Service should use to maximize its B2B customers?
Table of Contents
1. About the Thesis
2. Problem Area
2.1 Problem Formulation
2.2 Sub-Questions
3. Delimitation and limitation
4. Research Methods Chapter
4.1 Research Philosophy
4.2 Research Approach
4.3 Research methods
4.4 Time Horizon
4.5 Data Collection
4.6 Critic of Source
5. Theoretical Chapter/logical flow
6. Case Company
6.1 Company Overview
7. Internal Analysis
7.1 Business Model Canvas (BMC)
7.2 Company Mission and Vision
7.3 VRIO
7.4 Financial Performance
7.5 ST of SWOT Analysis
8. External Analysis
8.1 PEST Analysis
8.2 Porters Five Forces
8.3 OT of SWOT Analysis
9. Strategic, Tactical and Functional aspects
9.1 Porter’s Generic Strategies
9.2 Ansoff’s Growth Matrix
9.3 STP Model (Segmentation, Targeting and Positioning)
9.4 Marketing Mix
10. Budget and Action Plan
11. Conclusion
12. Appendices
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-433VNRS-433V-O502Rough Draft Qualitative Research Critique and Ethical Considerations200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (75.00%)3: Satisfactory (83.00%)4: Good (94.00%)5: Excellent (100.00%)CommentsPoints EarnedContent75.0%Qualitative Studies5.0%Only one article is presented. Neither of the articles presented use qualitative research.Two articles are presented. Of the articles presented, only one article is based on qualitative research.N/AN/ATwo articles are presented. Both articles are based on qualitative research.A position statement is not real qualitative research.7.50/10.00Background of Study10.0%Background of study, including problem, significance to nursing, purpose, objective, and research questions, is incomplete.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and extensive explanation.18.80/20.00Article Support of Nursing Practice Issue15.0%Discussion on how articles support the PICOT question is incomplete.A summary of how articles support the PICOT ...
Research Paper Rubric Component 100 75 50 25 0 .docxaudeleypearl
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
...
one page on each topic of life span development issues relating t.docxvannagoforth
one page on each topic of "life span development issues relating to Mass incarcerations for racial inequality, Ethical issues relating to mass incarceration for racial inequality, meant health and call for reform" so four pages
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Or ...
BUS 210 Project One Management Brief Text-Only VersionOrganizatiVannaSchrader3
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
Due Date Jul 15, 2015 235959 Max Points 270Det.docxtheresiarede
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thoughtful, thorough discussion of all required elements. Discussion demonstrates a deep and thorough understanding and insight of human motivation for learning.
30.0 %Discussion of the Modern-Day Ap.
Expand viewGRADING RUBICCJS221 - Week 3 Minority Groups a.docxSANSKAR20
Expand view
GRADING RUBIC
CJS/221 - Week 3 Minority Groups and the Court System Paper
Benchmark Assessment
1 [OA] Signature Assignment: Minority Groups and the Court System Paper100
11 Explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.(15%)
Does Not Meet Expectations1
Student fails to explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.
Approaches Expectations2
Student is able to recognize the difference between biases, stereotypes and attitudes.
Meets Expectations3
Student demonstrates the ability to explain the difference between implicit biases and stereotypes and explicit stereotyping and attitudes.
Exceeds Expectations4
Student effectively analyzes implicit biases and stereotypes versus explicit stereotyping and attitudes.
12 Discuss how biases might affect courtroom proceedings.(20%)
Does Not Meet Expectations1
Student fails to discuss how biases might affect courtroom proceedings.
Approaches Expectations2
Student is able to identify bias in a courtroom proceeding.
Meets Expectations3
Student discusses how biases might affect courtroom proceedings.
Exceeds Expectations4
Student critiques how biases might affect courtroom proceedings.
13 Analyze how racial disparity in sentencing affects the judicial system.(20%)
Does Not Meet Expectations1
Student fails to analyze how racial disparity in sentencing affects the judicial system.
Approaches Expectations2
Student is able to explain racial disparity in sentencing.
Meets Expectations3
Student analyzes how racial disparity in sentencing affects the judicial system.
Exceeds Expectations4
Student effectively analyzes and evaluates how racial disparity in sentencing affects the judicial system.
14 Summarize one of the articles discussed in your collaborative group this week and include personal thoughts on the issue covered by the article.(15%)
Does Not Meet Expectations1
Student fails to summarize one of the articles discussed in his or her collaborative group this week.
Approaches Expectations2
Student summarizes one of the articles discussed in his or her collaborative group this week, but does not include personal thoughts on the issue.
Meets Expectations3
Student summarizes one of the articles discussed in his or her collaborative group this week and includes personal thoughts on the issue.
Exceeds Expectations4
Student summarizes the article, assesses the group discussion, and effectively illustrates his or her thoughts on the issue.
15 Quality of written communication(10%)
Does Not Meet Expectations1
Inconsistent grammar, spelling and paragraphing throughout paper and inability to explain findings clearly. Surface errors are pervasive enough that they impede communication of meaning.
Approaches Expectations2
Adequate explanation of findings. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word cho ...
2
1
Appraise the Merits of Using the Qualitative Method
BUS-7380 Assignment # 2
For the assignment this week, you were to write conclusive reasoning why you believe that qualitative research with the use of mixed-method design may be able to answer your type of research questions. Even though the readings and activities were called introspective by the author of the assignment, you were told to use scholarly knowledge to back your thoughts or ideas. The author of this assignment was extremely explanatory as to what he wanted to see in this paper. This week, instead of giving a script, the author of the assignment gave an outline to follow.
Within a 3- to 5-page paper, using 5 or more scholarly sources, you were to follow an outline that started with an overview of qualitative design, determine a way to employ mixed methods approach in your design, connect it with your degree field, explain how mixed-method design would affect your research, then construct a framework for your research problem. The author wanted you to focus on the framework of your possible qualitative research within this paper. Each one of these sections of the outline could have been larger than the one to two paragraphs that were asked for. Therefore, much of this needed to be very succinct, clear, and concise writing that followed the reading material found in this week's required readings. To be able to keep this under 5 pages while making sure that your theoretical or conceptual framework for your topic’s research problem was the main idea of this paper, it seems as if your idea for your proposed research should have been the main idea throughout the entire paper.
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed at the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There was mostly a lack of punctuation problems throughout your writing. Most of the problems dealt with comma usage, which led to some issues with run-on sentences. Do not forget to use the free Grammarly program that NCU provides to the students through NCU's Academic Success Center. There was a link to the direct source in the feedback for assignment 1. This software program will help determine if you do need a comma placed within your sente ...
Research Question1. What strategic, tactical and operatio.docxaudeleypearl
Research Question?
1. What strategic, tactical and operational choices should A&S Service implements to increase its profit by 5% in the next 2 years in Denmark?
Sub Questions:
1. What is the current position of A&S Service in Danish Market?
2. What are the potential opportunities to encourage A&S growth in Danish Market?
3. What could be the marketing strategies that A&S Service should use to maximize its B2B customers?
Table of Contents
1. About the Thesis
2. Problem Area
2.1 Problem Formulation
2.2 Sub-Questions
3. Delimitation and limitation
4. Research Methods Chapter
4.1 Research Philosophy
4.2 Research Approach
4.3 Research methods
4.4 Time Horizon
4.5 Data Collection
4.6 Critic of Source
5. Theoretical Chapter/logical flow
6. Case Company
6.1 Company Overview
7. Internal Analysis
7.1 Business Model Canvas (BMC)
7.2 Company Mission and Vision
7.3 VRIO
7.4 Financial Performance
7.5 ST of SWOT Analysis
8. External Analysis
8.1 PEST Analysis
8.2 Porters Five Forces
8.3 OT of SWOT Analysis
9. Strategic, Tactical and Functional aspects
9.1 Porter’s Generic Strategies
9.2 Ansoff’s Growth Matrix
9.3 STP Model (Segmentation, Targeting and Positioning)
9.4 Marketing Mix
10. Budget and Action Plan
11. Conclusion
12. Appendices
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-433VNRS-433V-O502Rough Draft Qualitative Research Critique and Ethical Considerations200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (75.00%)3: Satisfactory (83.00%)4: Good (94.00%)5: Excellent (100.00%)CommentsPoints EarnedContent75.0%Qualitative Studies5.0%Only one article is presented. Neither of the articles presented use qualitative research.Two articles are presented. Of the articles presented, only one article is based on qualitative research.N/AN/ATwo articles are presented. Both articles are based on qualitative research.A position statement is not real qualitative research.7.50/10.00Background of Study10.0%Background of study, including problem, significance to nursing, purpose, objective, and research questions, is incomplete.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details and explanation.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and extensive explanation.18.80/20.00Article Support of Nursing Practice Issue15.0%Discussion on how articles support the PICOT question is incomplete.A summary of how articles support the PICOT ...
ENG 122 WEEK 3 - FINAL PAPER OUTLINEUse this outline templat.docxpauline234567
ENG 122 WEEK 3 - FINAL PAPER OUTLINE
Use this outline template to organize your ideas in preparation for your final paper in Week 5.
Delete the instructive text in each section and replace it with your own writing. You do not need to write the full paragraph for each section. You are just developing the main ideas in an outline. However, the more detail you include in your outline the more feedback you will receive at this stage, which you can then apply to the Week 5 paper.
Thesis:
State your thesis. Your thesis should state the issue you are exploring in your paper and express why this issue is relevant in your field. If you’re having trouble with developing your thesis, try using the UAGC Writing Center’s tool. When you write your final paper, you’ll want to include your thesis in your introductory paragraph.
Introduction:
Identify your selected issue and provide background context for the reader. Briefly summarize the issue and the main ideas in the articles that you plan to discuss in the body paragraphs. View the resource for help.
Body Paragraph 1:
Include the title and author of your first article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented. View the resource for help with improving the flow of your writing and to show the relationship between your ideas. Cite the ideas from your article using APA guidelines.
Body Paragraph 2:
Include the title and author of your second article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
Body Paragraph 3:
Include the title and author of your third article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
.
Conclusion:
Briefly summari.
The topic of the British thesis combines academic theories with th.docxwsusan1
The topic of the British thesis combines academic theories with the topics to be studied, and goes to Google Scholar. This is the most basic search.
It is also a prerequisite to ensure that you can write smoothly in the future. At least look at the academic materials. This blog post continues to send you a report on the opening of the so-called proposal. The UK dissertation format is basically the same, especially in business. Don't choose topics that are empty, don't choose topics that are not in academic concepts.
No matter what field of research you are, no matter what research method you choose, all research plans must address the following questions: 1. What are you going to achieve; 2. Why do you want to do this; 3. You will How to do this; the research plan should have enough concentration to convince the teacher, if you have an important research idea, or if you have a good idea of the relevant literature and major issues, then your research The original idea of the plan was successful. The quality of your research plan does not depend on the quality of your ideas, because a good research project may be rejected for the simple reason that the copy supporting the project is not well written, so your writing is a large part. 1. What needs to be written in the research plan? The research plan has a basic writing structure. You can refer to the structure and adjust it according to your own research theme. 1. Title Page The cover page writes the title and author, which is easy to understand. You need to know what you want to say from the Title. 2.Astract summary is about 200 words, this part is a brief summary of research topics, goals, and research methods. It is important to write out the general questions of research questions, research reasons, etc. in this part. About 300 words or so. 3.Table of Contents Contents 4.Introduction Introduction This section can state your research background, research questions, research purposes and meaning (focus), including: 1) research purposes 2) provide context (references) to highlight the importance of research Sex 3) Provide the theoretical basis of the research and explain why it is worth doing this research 4) Briefly introduce the main problems and sub-questions to be solved in your research 5) Explain your hypothesis (if necessary) 5.Background(Literature Review) This part of the research background can also be used as a part of the literature review to present your research questions, reviewing previous studies for comment and analysis. Therefore, you need to read the relevant subject literature, and sort through and analyze the previous research by searching, reading, and analyzing the literature. This requires a certain amount of retrieval ability and a certain number of papers and books to be summarized and summarized into a literature review, which is a relatively long time. 6. Mainbody (Hypothesis, Methodology, Research Design) The main part of RP can describe your research hypothe.
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 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 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
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 aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
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&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 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 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
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 aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
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&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
Title The Internationalisation of an MNC in one country- Leng.docxdepoerossie
Title: The
Internationalisation
of an MNC in one country
- Length of this essay should be between 2,000-2,500 words (including country analysis). - Theories from the course (BUSM1222 International business) MUST be incorporated in your analysis - Marking criteria is available from the learning hub. - We focus on the quality of reference. Make sure you combine both academic and industrial or trade information. Please use, at least, six academic journal articles to form your arguments. - The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain. - Any use of comments, information, data or quotations from others (books, journals, newspapers,
- Theories from the course (BUSM1222 International business) MUST be incorporated in your analysis - Marking criteria is available from the learning hub. - We focus on the quality of reference. Make sure you combine both academic and industrial or trade information. Please use, at least, six academic journal articles to form your arguments. - The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain. - Any use of comments, information, data or quotations from others (books, journals, newspapers,
- Marking criteria is available from the learning hub.
- We focus on the quality of reference. Make sure you combine both academic and industrial or trade information.
- Please use, at least, twelve academic journal articles to form your arguments.
- The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain.
- Any use of comments, information, data or quotations from others (books, journals, newspapers,
web
etc.) must be cited properly.
- The 12 point font in Times New Roman should be used throughout. Appropriate spacing (1.5 lines) and margins on all sides (at least 2 cm) need to be maintained.
- Number each page.
- This link will be useful for your writing, referencing and academic style presentation
https
://
emedia
.
rmit
.
edu
.
au
/
learninglab
/content/writing-skills
BUSM 1227 International Business –Marking Rubric for Essay
How does international business achieve its internationalization objectives in the contemporary context?
Not achieved
Basic
Competent
Proficient
Excellent
1)
Overview of organization & its MNC status and international objectives in regards to vital company statistics, industrial products and countries in which it operates in.
0
Not achieved
2
Key aspects of the company were missing so that it did not provide for a solid base for analysis and evaluation further on in the report.
3
Very little vital company statistics, its internationalisation objectives, industrial products and countries in which it operates were covered, linked to internationalisation strategies or linked to the target market.
4
A few vital company statistics, its internationalisation objectives, industrial produ.
BUSM 1222 International Business –Marking Rubric for EssayHow .docxhumphrieskalyn
BUSM 1222 International Business –Marking Rubric for Essay
How does international business achieve its internationalization objectives in the contemporary context?
Not achieved
Basic
Competent
Proficient
Excellent
1) Overview of organization & its MNC status and international objectives in regards to vital company statistics, industrial products and countries in which it operates in.
0
Not achieved
2
Key aspects of the company were missing so that it did not provide for a solid base for analysis and evaluation further on in the report.
3
Very little vital company statistics, its internationalisation objectives, industrial products and countries in which it operates were covered, linked to internationalisation strategies or linked to the target market.
4
A few vital company statistics, its internationalisation objectives, industrial products (manufacturing) and countries in which it operates were considered missing or not linked to the internationalisation strategies of the firm or the target market.
5
Vital company statistics, its internationalisation objectives, industrial products and countries in which it operates in were fully covered and linked to the firm’s internationalisation strategies and the target market.
2) Analysis of the internationalization process using internationalisation theories in academic sources and in class. Look into world as the market. – find in RMIT Lib
0
Little or no analysis in this essay
2
The analysis was rudimentary at best. There was no clear connection between the organization’s actions in the international context and the relevant literature.
3
The actions of the organization were described and there was some reference to relevant literature. However the links between the literature and the actions of the organization in the international context were tenuous or were to narrow in angles examined.
4
Key aspects of the literature were applied to the actions of the organization. The literature was effectively used to analyse the key internationalization issues.
5
Evidence of creative insight and originality in terms of comprehension, application and analysis and at least some synthesis of the international context and the actions of the organization in a broad range of aspects.
3) Evaluation:
You were required to evaluate the actions of the organization.
0
Not completed
2
This section was superficial. The lessons learned and/or the insights were only a summary of the analysis. Claims were not supported with evidence
3
While the evaluation of the organization’s actions was completed it was largely descriptive, but had some recommendations for the improvement of the firm’s internationalisation process. It is important to use evidence to support claims. A higher grade would have been achieved if you had used the experiences of the organization to articulate some insights into the international business environment.
4
The evaluation was well done with the actions of the organizati ...
The Cuban Culture
Stefanie Marshall
ENC1101
National Symbols
CUBAN FLAG
This Photo by Unknown Author is licensed under CC BY-SA
COAT OF ARMS
DESIGNED IN 1849.
OFFICIALLY ADOPTED IN MAY 20,1902
DESIGNED BY NARCISO LOPEZ
AND MIGUEL TEURBE
CREATED BY MIGUEL TEURBE
ADOPTED ON APRIL APRIL 24,1906
Food
Cuban food is influenced by Spanish, aboriginal, African and Caribbean cuisine. The most popular dishes are moros y cristianos (black beans with rice), tamales, ropa vieja (sheredded beef), and creole ajiaco.
Cuba national dance is Salsa best know for Cubans as Casino. However there are a lot of dances AND VARIETY OF MUSIC you can ENJOY IN CUBA as Rumba, Cha Cha Cha, and Reggaeton.
Dance & Music
Religion
The most predominant religion in Cuba is Christianity. However many people have beliefs in Santeria. Also, Abakua, and Palo Mayombe are another religions that Cubans belief in.
Fun Facts about Cuba
The game of dominoes is the national game of Cuba.
Education is mandatory for children from ages 6 to 16.
Cuba has one of the best health care systems in the world.
There are two currencies in Cuba CUC mostly used by tourists and CUP is common among locals.
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates exte.
Due Date Sep 30, 2015 235959 Max Points 190Details.docxjacksnathalie
Due Date: Sep 30, 2015 23:59:59 Max Points: 190
Details:
The human experience is composed of an endless series of decisions. Humans make thousands of conscious and unconscious decision every day. This assignment will allow you to research some of the factors that influence decision making.
General Requirements:
Use the following information to ensure successful completion of the assignment:
• Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Write a paper of 1,000-1,250 words in which you discuss the effects of categorization and social influences on decision making. Include the following:
1. A summary of the cognitive processes used to understand ourselves and others.
2. A discussion of how categorization specifically influences individual decision making.
3. A discussion of how social influences specifically affect individual decision making.
Factors that Influence Decision Making
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Summary of the Cognitive Processes Used to Understand Ourselves and Others Benchmarks C 3.5: Analyze cognitive processes used to understand ourselves and others.
No summary of the cognitive processes used to understand ourselves and others is presented.
A vague summary of the cognitive processes used to understand ourselves and others is presented, but information presented is not based on scholarly sources.
A cursory summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from scholarly though dated sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from current scholarly sources.
20.0 %Discussion of How Categorization Specifically Influences Individual Decision Making
No discussion of how categorization specifically influences individual decision making is presented.
A vague discussion of how categorization specifically influences individual decision making is presented, but information presented is not based on scholarly sources.
A cursory discussion of how categorization specifically influences individual decision making is presented. Information presented is fro ...
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
Running head STRATEGIC MARKETING MODULE 1 CASE .docxjeanettehully
Running head: STRATEGIC MARKETING MODULE 1 CASE 1
STRATEGIC MARKETING MODULE 1 CASE 2
Trident University International
Student Name
Strategic Marketing Module 1 Case
MKT501: Strategic Marketing
Professor’s Name
Date of Submission
Strategic Marketing Module 1 Case
This is your 2-3 sentence introduction. No heading is required. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font. This introduction should provide a quick overview of the topic discussed.
Industry
Research your product/service’s industry with regard to mark-ups and contribution margins. Describe the industry.
Industry Markups and Contribution Margins
Discuss the margins and markups on goods or services. Discuss other economic factors that affect the mark-ups
Supporting Prices and Margins
What marketing techniques can companies use to support the pricing schemes that support their margins?
Conclusion
This is your 2-3 sentence conclusion. Remember this is the last thing your reader will hear.
References
This listing should be in alphabetical order. Below are a few examples of reference list entries. The following list needs to be removed before you submit the paper.
Journal in online library(be sure that you give the specific library database for journal articles that you have retrieved from the library, e.g., Proquest, EBSCO – Academic Search Complete, EBSCO – Business Source Complete, IBISWorld, etc.):
Last name, Initials. (yyyy of journal volume). Title of article. Title of Journal,volume
number,(issue number), pages. Retrieved from [insert name of library database]
Example:
Borgerson, J. L., Schroeder, J. E., Escudero Magnusson, M., & Magnusson, F. (2009).
Corporate communication, ethics, and operational identity: A case study of Benetton. Business Ethics: A European Review, 18(3), 209-223. Retrieved from Proquest.
Book in online library:
Last name, Initials. (yyyy published). Book title. Retrieved from [insert name of library
database]
Example:
Johnson, R. A. (2009). Helping really fat dogs. Retrieved from EBSCO eBook Collection.
Newspaper in online library:
Author last name, first initial. (YYYY, MM DD). Name of article. Title of Newspaper,
pages. Retrieved from [name of library database].
Example:
Dee, J. (2007, December 23). A toy maker’s conscience. New York Times Magazine, 34-39.
Retrieved from EBSCO – Academic Source Complete.
Websites
APA end reference for a website – with author:
Author. (Year [use n.d. if not given]). Article or page title.
Larger Publication Title. Retrieved from https://urladdress
Example:
Shiva, V. (2006, February 12). Bioethics: A third world issue. Nativeweb. Retrieved
from https://www.nativeweb.org/pages/legal/shiva.html
APA end reference for a websi ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
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 ...
Research paper1.The specific Business you plan to expand.2. .docxaudeleypearl
Research paper
1.The specific Business you plan to expand.
2. The Country of choice.
3. Some areas of benefit to the business
4. Some areas that could be a hindrances or challenges.
Culture -population, religion, ethnic groups, income distribution
Administration/political - system, government, exchange rate and currency
Geographical - location, capital city, neighboring countries, accessibility
Economic and trade - trade volume, top industries, GDP in $/per capital, top three trading partners
Risk and Rankings - country risk, ease of doing business, corruption, index of economic freedom
Term Paper Part I
Section 1: Introduction
and Scope/Rationale
Section 2.
Background information (Company/Policies, Country and Issues)
References
Contextual
Information about company/policy provided was relevant and well explained. Reflects an effective, well designed search strategies used.
Contextual information about country provided was relevant and well explained. Reflects an effective, well designed search strategies used Contextual information about issues provided was relevant and well explained.
More than 3 external resources correctly cited and acknowledged in reference list and the paper.
Term Paper Part II
Section 3. Findings/Analysis to Q1 is Demographic profiles
Section 4: Findings/Analysis to Q2 is Economic outlook
Section 5: Findings/Analysis to Q3 is Trade policies
References
Analysis and
Findings to
Question #1 Findings directly address issues or questions identified with relevant supporting evidence
identified and explained.
Analysis and
Findings to
Question #2 Findings directly address issues or questions identified with relevant theories identified
and explained.
Analysis and
Findings to Question #3 Findings directly address issues or questions identified with relevant supporting evidence identifiedand explained.
Uses evidence
appropriately and
effectively and in
context, providing
sufficient examples
or explanations to
convince. More than 3 external
resources were
correctly cited in APA
Rubric for Research Paper FA 2019
Student Names:_________________________________________________________________________________________________________
Paper Title:______________________________________________________________________________________________________
Criteria Exceeds expectations Meets expectations Needs improvement Does not meet requirements Did not
complete
Introduction
(2 points)
Introduction is well thought and
related to topic. (2.0)
Introduction is included and relates
to the topic. (1.5)
Introduction is not clearly
related to the topic. (1.0)
Introduction is irrelevant to the
topic. (.5)
0
Review of
literature
(4 points)
Review of the literature is
relevant to topic and at least
half of the references are within
the last 8 years. (4.0)
Review of the literature contains
some citations not appropriate to ...
Motivation of BehaviorView RubricDue Date Jul 15, 2015 235.docxjacmariek5
Motivation of Behavior
View Rubric
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. .
Developing Research-Based Solutions to Problems of Practice ScorinLinaCovington707
Developing Research-Based
Solution
s to Problems of Practice Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Define a problem of practice in an organization.
20%
Does not define a problem of practice in an organization.
Provides a somewhat unclear or inaccurate problem of practice in an organization.
Defines a problem of practice in an organization.
Defines a problem of practice in an organization concisely and incorporates strong support from scholarly sources.
Analyze key findings from two original, peer reviewed research reports from within the last 5 years.
20%
Does not analyze key findings from two original, peer reviewed research reports from within the last 5 years.
Provides somewhat unclear or inaccurate analysis of findings from two original, peer reviewed research reports from within the last 5 years.
Analyzes key findings from two original, peer reviewed research reports from within the last 5 years.
Analyzes key findings from two original, peer reviewed research reports from within the last 5 years, incorporating strong support from scholarly sources.
Evaluate key findings from the research reports.
20%
Does not evaluate key findings from the research reports
Provides a somewhat unclear or inaccurate evaluation of key findings from the research reports.
Evaluates key findings from the research reports.
Evaluates key findings from the research reports, incorporating strong support from scholarly sources.
Propose an evidence based solution to the problem of practice.
20%
Does not propose an evidence based solution to the problem of practice.
Provides an incomplete solution to the problem of practice.
Proposes an evidence based solution to the problem of practice.
Proposes an evidence based solution to the problem of practice, incorporating strong support from scholarly sources.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
10%
Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.
Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.
Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards.
Apply APA style and formatting to scholarly writing.
10%
Does not apply APA style and formatting to scholarly writing.
Applies APA style and formatting to scholarly writing ...
View RubricsDownloadTop of FormBenchmark - Capstone Project .docxjessiehampson
View Rubrics
Download
Top of Form
Benchmark - Capstone Project Change Proposal - Rubric
No of Criteria: 16 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory 0-71%
0.00 %
Less Than Satisfactory 72-75%
75.00 %
Satisfactory 76-79%
79.00 %
Good 80-89%
89.00 %
Excellent 90-100%
100.00 %
Content
60.0
Background
5.0
Background section is not present.
Background section is present, but incomplete or otherwise lacking in required detail.
Background section is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Background section is present and complete. The submission provides the basic information required.
Background section is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Problem Statement
5.0
Problem statement is not present.
Problem statement is present, but incomplete or otherwise lacking in required detail.
Problem statement is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Problem statement is present and complete. The submission provides the basic information required.
Problem statement is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Change Proposal Purpose
5.0
Purpose of change proposal is not present.
Purpose of change proposal is present, but incomplete or otherwise lacking in required detail.
Purpose of change proposal is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Purpose of change proposal is present and complete. The submission provides the basic information required.
Purpose of change proposal is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
PICOT
5.0
PICOT is not present.
PICOT is present, but incomplete or otherwise lacking in required detail.
PICOT is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
PICOT is present and complete. The submission provides the basic information required.
PICOT is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Literature Search Strategy
5.0
Literature search strategy is not present.
Literature search strategy is present, but incomplete or otherwise lacking in required detail.
Literature search strategy is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Literature search strategy is present and complete. The submission provides the basic information required.
Literature search strategy is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Literature Evaluation
5.0
Literature evaluation is not present.
Literature evaluation is present, but incomplete or otherwise lacking in required detail.
Literature e ...
Research Paper StructureFrom the given list of research pa.docxeleanorg1
Research Paper Structure
From the given list of research papers, choose one article.
Read it by paying attention to its structure.
Identify the parts of the research paper.
Write a sentence or two explaining what is the role/purpose of each part.
Submit. You do not need to provide feedback to your partners.
Use the following structure:
* Introduction
* Literature Review
* Method
* Results
* Discussion
* Limitations and Implications
* Conclusion
2. Identify the
Introduction elements
from the research paper that you have read.
Hook
:
Background information
:
Problem Statement
:
Research Question
:
Hypothesis
:
Thesis Statement
:
.
Research Paper RubricCategoryExcellent 10Good 7Below A.docxeleanorg1
Research Paper Rubric
Category
Excellent / 10
Good / 7
Below Average / 3
Score
Weight
Total
Introduction
· Attracts interest by convincing the topic is important
· Describes the problem, if any, to be solved
· Mentions the objectives and justifies the significance of the study
· Provides the research question(s) to be explored
· Delineates subtopics to be reviewed
· Attracts some interest by convincing the topic is important
· Mentions the objectives and justifies the study
· Provides the research question(s) to be explored
· No or little effort to convince the topic is important and interesting
· Does not provide any objectives
· Does not include any research question(s)
· There is no or quite weak explanation for the significance and justification of the study
X 2
Focus of the Topic and Coherence
· The topic is focused well enough for the scope of the assignment
· A thesis statement provides direction for the paper
· Strong transitions within and between paragraphs linking subtopics, and main topic
· Writing is flowing and easy to follow
· The topic is focused but lacks direction
· The paper is about a specific topic but the writer has not established a position
· Attempts to provide variety of transitions
· Writing is mostly well and clear passages
· The topic is too broad for the scope of this assignment
· The topic is not clearly defined
· Weak or no transitions within and between paragraphs
· Writing is choppy with unclear passages
X 1
Literature Review and Sources
· More than five current sources, of which at least five are peer-reviewed journal articles or scholarly book chapters
· Provides significant and relevant background research into the topic by integrating and interpreting sources
· Summarizes important findings from the review of the literature
· Sources are also used to support the argument of the study
· Cited sources appropriately
· Less than five sources, some of which are peer-reviewed journal articles or scholarly book chapters
· Provides moderate background research into the topic
· Some sources are partially relevant to the topic of the study
· Sources are partially used to support the argument of the study
· Cited sources appropriately
· One or two sources are used, only. Sources are not peer-reviewed/scholarly
· Neglects important sources
· Provides a weak background research into the topic
· No evidence is drawn from source
· Does not cite sources, or cited inappropriately
X 3
Discussion and Conclusion
· Addresses the topic with clarity
· Organizes, synthesizes, and discusses information
· In-depth discussion and elaboration in all sections of the paper
· Draws conclusions
· Presents clear recommendations and/or implications for future research
· Addresses the topic
· Acceptable discussion and elaboration in most sections of the paper
· Quotations from others outweigh the writer’s own ideas excessively
· Organizes, synthesizes, and discusses information
· Lacks substantive conclusions
.
More Related Content
Similar to Research Paper Rubric Component 100 75 50 25 0 .docx
ENG 122 WEEK 3 - FINAL PAPER OUTLINEUse this outline templat.docxpauline234567
ENG 122 WEEK 3 - FINAL PAPER OUTLINE
Use this outline template to organize your ideas in preparation for your final paper in Week 5.
Delete the instructive text in each section and replace it with your own writing. You do not need to write the full paragraph for each section. You are just developing the main ideas in an outline. However, the more detail you include in your outline the more feedback you will receive at this stage, which you can then apply to the Week 5 paper.
Thesis:
State your thesis. Your thesis should state the issue you are exploring in your paper and express why this issue is relevant in your field. If you’re having trouble with developing your thesis, try using the UAGC Writing Center’s tool. When you write your final paper, you’ll want to include your thesis in your introductory paragraph.
Introduction:
Identify your selected issue and provide background context for the reader. Briefly summarize the issue and the main ideas in the articles that you plan to discuss in the body paragraphs. View the resource for help.
Body Paragraph 1:
Include the title and author of your first article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented. View the resource for help with improving the flow of your writing and to show the relationship between your ideas. Cite the ideas from your article using APA guidelines.
Body Paragraph 2:
Include the title and author of your second article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
Body Paragraph 3:
Include the title and author of your third article. Provide a brief summary of the main points and the findings presented in the article as well as the author’s perspective on the problem. Next, analyze the article as a member of the profession or field of study. Describe why the article is useful and should be read. Explain what is important about the problem as discussed in the article and how it affects the profession or discipline. Summarize your professional response to the ideas presented.
.
Conclusion:
Briefly summari.
The topic of the British thesis combines academic theories with th.docxwsusan1
The topic of the British thesis combines academic theories with the topics to be studied, and goes to Google Scholar. This is the most basic search.
It is also a prerequisite to ensure that you can write smoothly in the future. At least look at the academic materials. This blog post continues to send you a report on the opening of the so-called proposal. The UK dissertation format is basically the same, especially in business. Don't choose topics that are empty, don't choose topics that are not in academic concepts.
No matter what field of research you are, no matter what research method you choose, all research plans must address the following questions: 1. What are you going to achieve; 2. Why do you want to do this; 3. You will How to do this; the research plan should have enough concentration to convince the teacher, if you have an important research idea, or if you have a good idea of the relevant literature and major issues, then your research The original idea of the plan was successful. The quality of your research plan does not depend on the quality of your ideas, because a good research project may be rejected for the simple reason that the copy supporting the project is not well written, so your writing is a large part. 1. What needs to be written in the research plan? The research plan has a basic writing structure. You can refer to the structure and adjust it according to your own research theme. 1. Title Page The cover page writes the title and author, which is easy to understand. You need to know what you want to say from the Title. 2.Astract summary is about 200 words, this part is a brief summary of research topics, goals, and research methods. It is important to write out the general questions of research questions, research reasons, etc. in this part. About 300 words or so. 3.Table of Contents Contents 4.Introduction Introduction This section can state your research background, research questions, research purposes and meaning (focus), including: 1) research purposes 2) provide context (references) to highlight the importance of research Sex 3) Provide the theoretical basis of the research and explain why it is worth doing this research 4) Briefly introduce the main problems and sub-questions to be solved in your research 5) Explain your hypothesis (if necessary) 5.Background(Literature Review) This part of the research background can also be used as a part of the literature review to present your research questions, reviewing previous studies for comment and analysis. Therefore, you need to read the relevant subject literature, and sort through and analyze the previous research by searching, reading, and analyzing the literature. This requires a certain amount of retrieval ability and a certain number of papers and books to be summarized and summarized into a literature review, which is a relatively long time. 6. Mainbody (Hypothesis, Methodology, Research Design) The main part of RP can describe your research hypothe.
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
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Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 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 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
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 aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
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&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 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 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
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 aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
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&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
Title The Internationalisation of an MNC in one country- Leng.docxdepoerossie
Title: The
Internationalisation
of an MNC in one country
- Length of this essay should be between 2,000-2,500 words (including country analysis). - Theories from the course (BUSM1222 International business) MUST be incorporated in your analysis - Marking criteria is available from the learning hub. - We focus on the quality of reference. Make sure you combine both academic and industrial or trade information. Please use, at least, six academic journal articles to form your arguments. - The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain. - Any use of comments, information, data or quotations from others (books, journals, newspapers,
- Theories from the course (BUSM1222 International business) MUST be incorporated in your analysis - Marking criteria is available from the learning hub. - We focus on the quality of reference. Make sure you combine both academic and industrial or trade information. Please use, at least, six academic journal articles to form your arguments. - The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain. - Any use of comments, information, data or quotations from others (books, journals, newspapers,
- Marking criteria is available from the learning hub.
- We focus on the quality of reference. Make sure you combine both academic and industrial or trade information.
- Please use, at least, twelve academic journal articles to form your arguments.
- The clarity of expressions together with the appropriate use of grammar, spelling and punctuations are important to maintain.
- Any use of comments, information, data or quotations from others (books, journals, newspapers,
web
etc.) must be cited properly.
- The 12 point font in Times New Roman should be used throughout. Appropriate spacing (1.5 lines) and margins on all sides (at least 2 cm) need to be maintained.
- Number each page.
- This link will be useful for your writing, referencing and academic style presentation
https
://
emedia
.
rmit
.
edu
.
au
/
learninglab
/content/writing-skills
BUSM 1227 International Business –Marking Rubric for Essay
How does international business achieve its internationalization objectives in the contemporary context?
Not achieved
Basic
Competent
Proficient
Excellent
1)
Overview of organization & its MNC status and international objectives in regards to vital company statistics, industrial products and countries in which it operates in.
0
Not achieved
2
Key aspects of the company were missing so that it did not provide for a solid base for analysis and evaluation further on in the report.
3
Very little vital company statistics, its internationalisation objectives, industrial products and countries in which it operates were covered, linked to internationalisation strategies or linked to the target market.
4
A few vital company statistics, its internationalisation objectives, industrial produ.
BUSM 1222 International Business –Marking Rubric for EssayHow .docxhumphrieskalyn
BUSM 1222 International Business –Marking Rubric for Essay
How does international business achieve its internationalization objectives in the contemporary context?
Not achieved
Basic
Competent
Proficient
Excellent
1) Overview of organization & its MNC status and international objectives in regards to vital company statistics, industrial products and countries in which it operates in.
0
Not achieved
2
Key aspects of the company were missing so that it did not provide for a solid base for analysis and evaluation further on in the report.
3
Very little vital company statistics, its internationalisation objectives, industrial products and countries in which it operates were covered, linked to internationalisation strategies or linked to the target market.
4
A few vital company statistics, its internationalisation objectives, industrial products (manufacturing) and countries in which it operates were considered missing or not linked to the internationalisation strategies of the firm or the target market.
5
Vital company statistics, its internationalisation objectives, industrial products and countries in which it operates in were fully covered and linked to the firm’s internationalisation strategies and the target market.
2) Analysis of the internationalization process using internationalisation theories in academic sources and in class. Look into world as the market. – find in RMIT Lib
0
Little or no analysis in this essay
2
The analysis was rudimentary at best. There was no clear connection between the organization’s actions in the international context and the relevant literature.
3
The actions of the organization were described and there was some reference to relevant literature. However the links between the literature and the actions of the organization in the international context were tenuous or were to narrow in angles examined.
4
Key aspects of the literature were applied to the actions of the organization. The literature was effectively used to analyse the key internationalization issues.
5
Evidence of creative insight and originality in terms of comprehension, application and analysis and at least some synthesis of the international context and the actions of the organization in a broad range of aspects.
3) Evaluation:
You were required to evaluate the actions of the organization.
0
Not completed
2
This section was superficial. The lessons learned and/or the insights were only a summary of the analysis. Claims were not supported with evidence
3
While the evaluation of the organization’s actions was completed it was largely descriptive, but had some recommendations for the improvement of the firm’s internationalisation process. It is important to use evidence to support claims. A higher grade would have been achieved if you had used the experiences of the organization to articulate some insights into the international business environment.
4
The evaluation was well done with the actions of the organizati ...
The Cuban Culture
Stefanie Marshall
ENC1101
National Symbols
CUBAN FLAG
This Photo by Unknown Author is licensed under CC BY-SA
COAT OF ARMS
DESIGNED IN 1849.
OFFICIALLY ADOPTED IN MAY 20,1902
DESIGNED BY NARCISO LOPEZ
AND MIGUEL TEURBE
CREATED BY MIGUEL TEURBE
ADOPTED ON APRIL APRIL 24,1906
Food
Cuban food is influenced by Spanish, aboriginal, African and Caribbean cuisine. The most popular dishes are moros y cristianos (black beans with rice), tamales, ropa vieja (sheredded beef), and creole ajiaco.
Cuba national dance is Salsa best know for Cubans as Casino. However there are a lot of dances AND VARIETY OF MUSIC you can ENJOY IN CUBA as Rumba, Cha Cha Cha, and Reggaeton.
Dance & Music
Religion
The most predominant religion in Cuba is Christianity. However many people have beliefs in Santeria. Also, Abakua, and Palo Mayombe are another religions that Cubans belief in.
Fun Facts about Cuba
The game of dominoes is the national game of Cuba.
Education is mandatory for children from ages 6 to 16.
Cuba has one of the best health care systems in the world.
There are two currencies in Cuba CUC mostly used by tourists and CUP is common among locals.
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates exte.
Due Date Sep 30, 2015 235959 Max Points 190Details.docxjacksnathalie
Due Date: Sep 30, 2015 23:59:59 Max Points: 190
Details:
The human experience is composed of an endless series of decisions. Humans make thousands of conscious and unconscious decision every day. This assignment will allow you to research some of the factors that influence decision making.
General Requirements:
Use the following information to ensure successful completion of the assignment:
• Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Write a paper of 1,000-1,250 words in which you discuss the effects of categorization and social influences on decision making. Include the following:
1. A summary of the cognitive processes used to understand ourselves and others.
2. A discussion of how categorization specifically influences individual decision making.
3. A discussion of how social influences specifically affect individual decision making.
Factors that Influence Decision Making
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Summary of the Cognitive Processes Used to Understand Ourselves and Others Benchmarks C 3.5: Analyze cognitive processes used to understand ourselves and others.
No summary of the cognitive processes used to understand ourselves and others is presented.
A vague summary of the cognitive processes used to understand ourselves and others is presented, but information presented is not based on scholarly sources.
A cursory summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from both nonscholarly and scholarly sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from scholarly though dated sources.
A thorough summary of the cognitive processes used to understand ourselves and others is presented. Information presented is from current scholarly sources.
20.0 %Discussion of How Categorization Specifically Influences Individual Decision Making
No discussion of how categorization specifically influences individual decision making is presented.
A vague discussion of how categorization specifically influences individual decision making is presented, but information presented is not based on scholarly sources.
A cursory discussion of how categorization specifically influences individual decision making is presented. Information presented is fro ...
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
Running head STRATEGIC MARKETING MODULE 1 CASE .docxjeanettehully
Running head: STRATEGIC MARKETING MODULE 1 CASE 1
STRATEGIC MARKETING MODULE 1 CASE 2
Trident University International
Student Name
Strategic Marketing Module 1 Case
MKT501: Strategic Marketing
Professor’s Name
Date of Submission
Strategic Marketing Module 1 Case
This is your 2-3 sentence introduction. No heading is required. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font. This introduction should provide a quick overview of the topic discussed.
Industry
Research your product/service’s industry with regard to mark-ups and contribution margins. Describe the industry.
Industry Markups and Contribution Margins
Discuss the margins and markups on goods or services. Discuss other economic factors that affect the mark-ups
Supporting Prices and Margins
What marketing techniques can companies use to support the pricing schemes that support their margins?
Conclusion
This is your 2-3 sentence conclusion. Remember this is the last thing your reader will hear.
References
This listing should be in alphabetical order. Below are a few examples of reference list entries. The following list needs to be removed before you submit the paper.
Journal in online library(be sure that you give the specific library database for journal articles that you have retrieved from the library, e.g., Proquest, EBSCO – Academic Search Complete, EBSCO – Business Source Complete, IBISWorld, etc.):
Last name, Initials. (yyyy of journal volume). Title of article. Title of Journal,volume
number,(issue number), pages. Retrieved from [insert name of library database]
Example:
Borgerson, J. L., Schroeder, J. E., Escudero Magnusson, M., & Magnusson, F. (2009).
Corporate communication, ethics, and operational identity: A case study of Benetton. Business Ethics: A European Review, 18(3), 209-223. Retrieved from Proquest.
Book in online library:
Last name, Initials. (yyyy published). Book title. Retrieved from [insert name of library
database]
Example:
Johnson, R. A. (2009). Helping really fat dogs. Retrieved from EBSCO eBook Collection.
Newspaper in online library:
Author last name, first initial. (YYYY, MM DD). Name of article. Title of Newspaper,
pages. Retrieved from [name of library database].
Example:
Dee, J. (2007, December 23). A toy maker’s conscience. New York Times Magazine, 34-39.
Retrieved from EBSCO – Academic Source Complete.
Websites
APA end reference for a website – with author:
Author. (Year [use n.d. if not given]). Article or page title.
Larger Publication Title. Retrieved from https://urladdress
Example:
Shiva, V. (2006, February 12). Bioethics: A third world issue. Nativeweb. Retrieved
from https://www.nativeweb.org/pages/legal/shiva.html
APA end reference for a websi ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
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 ...
Research paper1.The specific Business you plan to expand.2. .docxaudeleypearl
Research paper
1.The specific Business you plan to expand.
2. The Country of choice.
3. Some areas of benefit to the business
4. Some areas that could be a hindrances or challenges.
Culture -population, religion, ethnic groups, income distribution
Administration/political - system, government, exchange rate and currency
Geographical - location, capital city, neighboring countries, accessibility
Economic and trade - trade volume, top industries, GDP in $/per capital, top three trading partners
Risk and Rankings - country risk, ease of doing business, corruption, index of economic freedom
Term Paper Part I
Section 1: Introduction
and Scope/Rationale
Section 2.
Background information (Company/Policies, Country and Issues)
References
Contextual
Information about company/policy provided was relevant and well explained. Reflects an effective, well designed search strategies used.
Contextual information about country provided was relevant and well explained. Reflects an effective, well designed search strategies used Contextual information about issues provided was relevant and well explained.
More than 3 external resources correctly cited and acknowledged in reference list and the paper.
Term Paper Part II
Section 3. Findings/Analysis to Q1 is Demographic profiles
Section 4: Findings/Analysis to Q2 is Economic outlook
Section 5: Findings/Analysis to Q3 is Trade policies
References
Analysis and
Findings to
Question #1 Findings directly address issues or questions identified with relevant supporting evidence
identified and explained.
Analysis and
Findings to
Question #2 Findings directly address issues or questions identified with relevant theories identified
and explained.
Analysis and
Findings to Question #3 Findings directly address issues or questions identified with relevant supporting evidence identifiedand explained.
Uses evidence
appropriately and
effectively and in
context, providing
sufficient examples
or explanations to
convince. More than 3 external
resources were
correctly cited in APA
Rubric for Research Paper FA 2019
Student Names:_________________________________________________________________________________________________________
Paper Title:______________________________________________________________________________________________________
Criteria Exceeds expectations Meets expectations Needs improvement Does not meet requirements Did not
complete
Introduction
(2 points)
Introduction is well thought and
related to topic. (2.0)
Introduction is included and relates
to the topic. (1.5)
Introduction is not clearly
related to the topic. (1.0)
Introduction is irrelevant to the
topic. (.5)
0
Review of
literature
(4 points)
Review of the literature is
relevant to topic and at least
half of the references are within
the last 8 years. (4.0)
Review of the literature contains
some citations not appropriate to ...
Motivation of BehaviorView RubricDue Date Jul 15, 2015 235.docxjacmariek5
Motivation of Behavior
View Rubric
Due Date:
Jul 15, 2015 23:59:59
Max Points:
270
Details:
B. F. Skinner built on the classic behavioristic principles to develop his theory on human behavior. His theory has since been expanded and applied in many practical areas. This assignment focuses on Skinner’s legacy by examining contemporary applications of his ideas of reinforcement learning.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to Turnitin. Refer to
the directions in the Student Success Center. Only Word documents can be
submitted to Turnitin.
Directions:
In a paper of 1,250-1,5000 words, demonstrate Skinner's legacy. Include the following in your paper:
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
A discussion of the modern-day applications of reinforcement learning in education.
A discussion of the modern-day applications of reinforcement learning in behavior therapy.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Top of Form
Apply Rubrics
Motivation of Behavior
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
30.0 %Discussion of the Modern-Day Applications of Reinforcement Learning in Education
Discussion of the modern-day applications of reinforcement learning in education is either not present or not evident to the reader.
Discussion of the modern-day applications of reinforcement learning in education is present but incomplete.
Discussion of the modern-day applications of reinforcement learning in education is present but cursory and lacks depth.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. Includes a thorough discussion of all required elements. Discussion demonstrates an understanding of human motivation for learning.
Discussion of the modern-day applications of reinforcement learning in education is clearly presented. .
Developing Research-Based Solutions to Problems of Practice ScorinLinaCovington707
Developing Research-Based
Solution
s to Problems of Practice Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Define a problem of practice in an organization.
20%
Does not define a problem of practice in an organization.
Provides a somewhat unclear or inaccurate problem of practice in an organization.
Defines a problem of practice in an organization.
Defines a problem of practice in an organization concisely and incorporates strong support from scholarly sources.
Analyze key findings from two original, peer reviewed research reports from within the last 5 years.
20%
Does not analyze key findings from two original, peer reviewed research reports from within the last 5 years.
Provides somewhat unclear or inaccurate analysis of findings from two original, peer reviewed research reports from within the last 5 years.
Analyzes key findings from two original, peer reviewed research reports from within the last 5 years.
Analyzes key findings from two original, peer reviewed research reports from within the last 5 years, incorporating strong support from scholarly sources.
Evaluate key findings from the research reports.
20%
Does not evaluate key findings from the research reports
Provides a somewhat unclear or inaccurate evaluation of key findings from the research reports.
Evaluates key findings from the research reports.
Evaluates key findings from the research reports, incorporating strong support from scholarly sources.
Propose an evidence based solution to the problem of practice.
20%
Does not propose an evidence based solution to the problem of practice.
Provides an incomplete solution to the problem of practice.
Proposes an evidence based solution to the problem of practice.
Proposes an evidence based solution to the problem of practice, incorporating strong support from scholarly sources.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
10%
Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.
Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.
Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards.
Apply APA style and formatting to scholarly writing.
10%
Does not apply APA style and formatting to scholarly writing.
Applies APA style and formatting to scholarly writing ...
View RubricsDownloadTop of FormBenchmark - Capstone Project .docxjessiehampson
View Rubrics
Download
Top of Form
Benchmark - Capstone Project Change Proposal - Rubric
No of Criteria: 16 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory 0-71%
0.00 %
Less Than Satisfactory 72-75%
75.00 %
Satisfactory 76-79%
79.00 %
Good 80-89%
89.00 %
Excellent 90-100%
100.00 %
Content
60.0
Background
5.0
Background section is not present.
Background section is present, but incomplete or otherwise lacking in required detail.
Background section is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Background section is present and complete. The submission provides the basic information required.
Background section is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Problem Statement
5.0
Problem statement is not present.
Problem statement is present, but incomplete or otherwise lacking in required detail.
Problem statement is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Problem statement is present and complete. The submission provides the basic information required.
Problem statement is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Change Proposal Purpose
5.0
Purpose of change proposal is not present.
Purpose of change proposal is present, but incomplete or otherwise lacking in required detail.
Purpose of change proposal is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Purpose of change proposal is present and complete. The submission provides the basic information required.
Purpose of change proposal is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
PICOT
5.0
PICOT is not present.
PICOT is present, but incomplete or otherwise lacking in required detail.
PICOT is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
PICOT is present and complete. The submission provides the basic information required.
PICOT is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Literature Search Strategy
5.0
Literature search strategy is not present.
Literature search strategy is present, but incomplete or otherwise lacking in required detail.
Literature search strategy is present. Some minor details or elements are missing but the omission(s) do not impede understanding.
Literature search strategy is present and complete. The submission provides the basic information required.
Literature search strategy is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Literature Evaluation
5.0
Literature evaluation is not present.
Literature evaluation is present, but incomplete or otherwise lacking in required detail.
Literature e ...
Similar to Research Paper Rubric Component 100 75 50 25 0 .docx (20)
Research Paper StructureFrom the given list of research pa.docxeleanorg1
Research Paper Structure
From the given list of research papers, choose one article.
Read it by paying attention to its structure.
Identify the parts of the research paper.
Write a sentence or two explaining what is the role/purpose of each part.
Submit. You do not need to provide feedback to your partners.
Use the following structure:
* Introduction
* Literature Review
* Method
* Results
* Discussion
* Limitations and Implications
* Conclusion
2. Identify the
Introduction elements
from the research paper that you have read.
Hook
:
Background information
:
Problem Statement
:
Research Question
:
Hypothesis
:
Thesis Statement
:
.
Research Paper RubricCategoryExcellent 10Good 7Below A.docxeleanorg1
Research Paper Rubric
Category
Excellent / 10
Good / 7
Below Average / 3
Score
Weight
Total
Introduction
· Attracts interest by convincing the topic is important
· Describes the problem, if any, to be solved
· Mentions the objectives and justifies the significance of the study
· Provides the research question(s) to be explored
· Delineates subtopics to be reviewed
· Attracts some interest by convincing the topic is important
· Mentions the objectives and justifies the study
· Provides the research question(s) to be explored
· No or little effort to convince the topic is important and interesting
· Does not provide any objectives
· Does not include any research question(s)
· There is no or quite weak explanation for the significance and justification of the study
X 2
Focus of the Topic and Coherence
· The topic is focused well enough for the scope of the assignment
· A thesis statement provides direction for the paper
· Strong transitions within and between paragraphs linking subtopics, and main topic
· Writing is flowing and easy to follow
· The topic is focused but lacks direction
· The paper is about a specific topic but the writer has not established a position
· Attempts to provide variety of transitions
· Writing is mostly well and clear passages
· The topic is too broad for the scope of this assignment
· The topic is not clearly defined
· Weak or no transitions within and between paragraphs
· Writing is choppy with unclear passages
X 1
Literature Review and Sources
· More than five current sources, of which at least five are peer-reviewed journal articles or scholarly book chapters
· Provides significant and relevant background research into the topic by integrating and interpreting sources
· Summarizes important findings from the review of the literature
· Sources are also used to support the argument of the study
· Cited sources appropriately
· Less than five sources, some of which are peer-reviewed journal articles or scholarly book chapters
· Provides moderate background research into the topic
· Some sources are partially relevant to the topic of the study
· Sources are partially used to support the argument of the study
· Cited sources appropriately
· One or two sources are used, only. Sources are not peer-reviewed/scholarly
· Neglects important sources
· Provides a weak background research into the topic
· No evidence is drawn from source
· Does not cite sources, or cited inappropriately
X 3
Discussion and Conclusion
· Addresses the topic with clarity
· Organizes, synthesizes, and discusses information
· In-depth discussion and elaboration in all sections of the paper
· Draws conclusions
· Presents clear recommendations and/or implications for future research
· Addresses the topic
· Acceptable discussion and elaboration in most sections of the paper
· Quotations from others outweigh the writer’s own ideas excessively
· Organizes, synthesizes, and discusses information
· Lacks substantive conclusions
.
Research paper should be 2 pages long. II. Read Chapter 1 of Res.docxeleanorg1
Research paper should be 2 pages long.
II. Read Chapter 1 of Research Methods and answer the following questions:
Researchers have found that 43 percent of children who are in foster care programs in the city of Chicago have also been victims of child abuse.
What type of research design have they used?
What are the strengths and potential weakness of this research?
What conclusions can the research draw?
III. Provide an analysis about: What would you like to do research in and why?
.
Research Paper Rough Draft Final DraftWrite a 2,500 – 3,500 wo.docxeleanorg1
Research Paper Rough Draft / Final Draft
Write a 2,500 – 3,500 word paper (8-10 pages, excluding Works Cited) defending a thesis that is the answer to your research question, using outside sources and documenting them according to MLA rules. The grade for both the rough draft and the final draft will be graded using these criteria.
Thesis
·
· Arguable, descriptive, unified
· Specific to scope of paper
· Answers the research question
Evidence
· Sufficient, relevant, representative
Quantity and Type of Sources
· Minimum of 8 sources:
· Minimum of 4 scholarly sources
· Minimum of 4 sources from approved library research databases
· Reference works and dictionaries may be used BUT don’t count in 8 sources.
· Sources are adequate and appropriate to topic
Use of Sources
· Use of summaries, paraphrases, quotations, critiques.
Reasoning
· Terms are defined.
· How conclusions follow from evidence is explained.
· Assumptions are valid; conclusions follow from evidence.
Organization
· Material is grouped appropriately.
· Organized point by point, not source by source.
· Focus is maintained throughout.
· Transitions are effective.
· Introduction and conclusion are effective.
· Relationships among ideas are clear.
Language
· Most of the paper is in your own words.
· Quotations are completely accurate, very few, short (one sentence) quotations, with correct punctuation and grammar are allowed.
· The mechanics (punctuation, spelling and grammar) of the paper are correct.
· The style is objective, formal, concise, precise and varied.
MLA documentation
· Correct in-text citations
· Complete and correct Works Cited, listing onlythose sources you have used in your paper, on a separate page at the end of the essay (MLA style).
Research Paper Rough Draft
Thesis: Arguable, descriptive, unified, specific to scope of paper, answers the research question.
Evidence: Sufficient, representative, relevant.
Sources: 8 minimum (5 from approved data bases, 3 scholarly). All are appropriate to topic. Adequate information to prove thesis.
Use of sources: Include summaries, paraphrases, quotations, critiques as needed.
Reasoning:
Terms are defined.
Explains how conclusions follow from evidence.
Assumptions are valid.
Conclusions follow from evidence.
Organization:
Material is grouped appropriately.
Organized point by point, not source by source.
Focus is maintained throughout.
Transitions are effective.
Introduction, conclusion are effective.
Relationships among ideas are clear.
Language:
Majority of the paper is in your own words.
Quotations - completely accurate, few, brief,
correct punctuation and grammar.
Mechanics (punctuation, spelling, grammar)
of the paper are correct.
Styleis objective, formal, concise, precise, varied.
MLA documentation: Correct in-text citations.
Complete, correct works cited, listing onlythose sources you have used in your paperat the end of the essay (MLA style).
1
ENG 102
Final Rese.
Research Paper Progress ReportThe progress report should inc.docxeleanorg1
Research Paper Progress Report
The progress report should include an introduction to the research paper that is a minimum of 800 words in length and includes at least four (4) references in APA format. The purpose of the progress report is to help the student begin the task of identifying relevant literature and better framing the overall research process.
.
Research Paper ProjectDue Friday April 8,2019In this assignm.docxeleanorg1
Research Paper Project
Due Friday April 8,2019
In this assignment, you will compare how two companies, within the same industry, approach a specific business issue in the workplace. Acceptable issues include: a) motivating employees, b) corrective action, c) incentive programs, d) executive recruiting and training e) project management, f) diversity, g) responding to changes in addition to any topics we discussed in the class discussion forum.
This project is broken into the following parts:
1. Proposal (via Discussion Board)
2. Research Paper (Assignment drop box)
3. Powerpoint Presentation (submit via both Assignment drop box and Discussion Board)
Post in the discussion forum a 1-2 paragraph introducing the companies that you will be discussion and the issue that you will be analyzing. You and your classmates can comment and offer suggestions to each other. I will only comment if I see a problem with your proposal.
Research Paper
Prepare a 4-5 page research paper on your chosen topic (not including the required 1 page for cover page, 1 page for references, tables and diagrams)
1. The report MUST be written in concise and fluent English.
2. A well-written, purposive, directive and comprehensive report.
3. Appearance: double-spaced, 12 point Times New Roman front and free of typographical errors.
4. Paragraphs should be indented and no longer than 5 sentences.
5. Meets APA compliance standards. Properly formatted citations are a must!
Prepare an 7-10 slide PowerPoint presentation that summarizes your project. Submit it via the Assignment drop box and also post in the discussion forum to share with your peers.
Bouncing Back
How people who have faced life's toughest challenges found the strength to keep on going-- and how you, too, can develop your resilience muscle.
Melissa Balmain
March 12, 2012
No matter what troubles you face, at work or at home, it’s worth asking yourself one question: What would Howie Truong do?
In 1977, as Truong fled postwar Vietnam with his wife, baby son and several other people, their motorboat was captured by pirates. The pirates forced everyone aboard their own boat; although brusque toward the adults, they doted on the baby and tried to buy him. After a few days, they shoved Truong into the sea. He nearly drowned before he was rescued by fishermen. Weeks later, in Thailand, he learned that his wife’s body had washed ashore; he would spend 34 years wondering what had happened to his son.
How in the world did Truong survive the grief that followed his ordeal? How did he move to America, become an expert metalworker, remarry, raise four more children, and eventually find his firstborn? Truong, handsome and dark-haired at 54, smiles in his living room in West Henrietta, N.Y. “I told myself, ‘Get going,’ ” he replies emphatically. “ ‘Life has to go on.’ ”
If you think Truong’s story has little to do with your own, think again. Resilience like his can be learned, experts say. And it can help you through just a.
Research Paper on How Stakeholder engagements affects IT project.docxeleanorg1
Research Paper on How Stakeholder engagements affects IT projects
1. Please write a 12 -15-page double spaced literature review on the following topic:
How stakeholder engagement affects IT projects.
Ø Define Stakeholders
Ø Describe stakeholder management
Ø Discuss pros and cons of stakeholder engagement
Ø Focus on IT Projects
- Literature review should have at least 25 references, and all references must be scholarly peer-reviewed articles.
- All references must be current and published since 2014.
- All references must be cited in APA format.
- Title page and bibliography pages do not count towards the 12-15-page requirement.
2. Develop a 20-slide PowerPoint Presentation that covers the literature review paper. It must include a title slide and references slide as well.
.
Research paper on Information systems infrastructureevolution and .docxeleanorg1
Research paper on Information systems infrastructure: evolution and trends.
Plagiarism free.
10 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from journals
• Include an abstract, introduction, and conclusion
.
Research Paper OutlineResearch Paper The US Government shou.docxeleanorg1
Research Paper Outline
Research Paper:
The US Government should abolish the death penalty.
Instructions: Research (academic), establish a focus for 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion and references in APA style.
Also an Annotated Bibliography with at least six sources or more. All academic sources (any). Peer to peer articles, nothing more than 10 years old. APA style on a separate page
Introduction
The United Stated government should abolish the death penalty (Argument Statement)
1-3 page Introduction
1-2 lines to get reader involved or come up with an interest factor. (Include a question, statement, statistic, examples or detail, ect.)
Definition of terms, if necessary
History and or background of the Death Penalty issue in the United States.
And anything you can think of…
No headers and numbered pages (Top right Corner) – General
Reasons
Here are some reasons to add to the body. You can pick any reason with supporting information.
Executions are carried out at staggering cost to taxpayers.
There is no credible evidence that capital punishment deters crime.
Innocent people have been convicted and executed.
Race plays a role in determining who lives and who dies.
Capital punishment goes against almost every religion.
(You can pick any reasons with supporting information and research)
The professor mentioned sticking to the Death Penalty in the US only vs. internationally.
VII. Conclusion
.
Research Paper Outline ExamplesBelow are two examples of res.docxeleanorg1
Research Paper Outline Examples
Below are two examples of research paper outlines. You'll notice
the first outline
reflects a more traditional research focus:
Thesis statement
: Advances in technology have been and will continue to be a great benefit to both teachers and students.
In the classroom
Document camera
Allows instructors to present text to entire class
Gives instructors chance to show objects without passing around
This causes no wear and tear
Instructor can manipulate objects in multiple ways
Allows students to present objects
Speech class
Science presentation
B. Computer
Connects class to internet
Research
2. Online databases
3. Websites
Interactive games
Teacher’s aids
C. Tablet
1. Text book
a. Save money
2. Easy to access
3. More features
Instant information
II. Out of class
Home computers
Study resources
Online
USB
B. Logic enhancement
1. Word processors
a.Spell check
b.Grammar check
c. Clean copy
2. Scanner
C. Online degrees
1. Past results
2. Current offerings
a. Nationwide
b. Florida
c. Valencia
3. Popularity
The second
outline
reflects a literary analysis research paper.
This is similar to what you will be doing for your final research paper
. The outline below reflects a paper written on the short story "A Rose for Emily". Although you probably haven't read this story, you can easily see how the structure of the outline reflects the thesis.
Outline
Thesis statement
: Emily’s deteriorating physical and mental state is partly caused by the constant judgment of the townspeople upon her, and that condition, coupled with her father’s treatment of her, leads her to kill Homer Barron and keep his corpse.
I. Emily Grierson
A. Deterioration
1. Becomes bloated, fat, and gray
2. Is embittered and reclusive
B. Refusal to acknowledge passing of time
1. Keeps father’s body
2. Refuses to pay taxes
3. Keeps Homer’s body
a. Shows her need for any companionship
b. Represents depths of her madness
II. Others
A. Father
1. Controls Emily’s life
2. Turns away suitors
B. Townspeople
1. Judgmental
2. Nosy and gossipy
a. Whisper about her relationship with Homer
b. Want to see inside of her house
C. Homer
Explanation of MLA Formal Outline Examples
Thesis statement appears first, with the words “Thesis .
Research Paper is attached Each student will individually be e.docxeleanorg1
Research Paper is attached
Each student will individually be expected to read a research paper from the ACM Conference on Human Factors in Computing Systems (CHI) from 2016 – 2020. A
one-page
report should include: summary of the paper read (in the students’ own words – what was the research and why was it conducted?), why the paper or research is important to society, what are some strengths and weaknesses of the paper, and what the student learned.
Summary
1. Does the student provide a brief summary of the 10+ page CHI article reviewed (in their own words -- what was the research and why was it conducted?)?
Why is the paper/research important?
1. Does the student describe why or how the research is an important contribution to society?
Strengths/weaknesses
1. Does the student describe strengths of the paper or research?
2. Does the student describe weaknesses of the paper or research?
Lessons learned
1. Does the student describe what they learned from reviewing the CHI article?
.
Research Paper Outline SampleI. IntroductionII. Mai.docxeleanorg1
Research Paper: Outline Sample
I. Introduction
II. Main Idea
a. Supporting idea 1
b. B. Supporting idea 2
i. Supporting detail to 2
ii. Supporting detail to 2
1. Supporting idea to detail 2
2. Supporting idea to detail 2
III. MAIN IDEA
a. Supporting idea to III
b. Supporting idea to III
c. Supporting idea to III
IV. MAIN IDEA
a. Supporting idea to IV
b. Supporting idea to IV
c. Supporting idea to IV
V. Conclusion
VI. References
���
.
Research Paper InstructionsIn the Research Paper, you will app.docxeleanorg1
Research Paper Instructions
In the Research Paper, you will apply the sources from your Annotated Bibliography (and others you may find subsequent to submitting the Annotated Bibliography) to describe the current state of malpractice in healthcare and how healthcare professionals respond to and defend against allegations of malpractice.
Address specifically the issues raised by acknowledgement and apology in malpractice lawsuits:
· Injured patients often sue because they want an explanation of what happened, and an apology for the injuries.
· Statements by the healthcare professional that could be perceived as admissions can create legal liability in formal litigation.
· Some state laws, and some methods of alternative dispute resolution, help enable the apology without the liability.
Your paper must examine these issues and explain what options you would recommend, supported by your research and analysis. The final paper must include at least 4 scholarly sources other than the Reading & Study materials and the Bible, cited in text and in a reference list. You must also integrate biblical analysis of the topic into the paper.
The Research Paper must contain at least 1,200 words and follow full current APA paper format. The title page, abstract, and reference list do not count towards the length requirement. Submit your paper as a Word document.
Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 7.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool. To check the originality of your work, you may submit an optional draft through the SafeAssign draft submission link earlier in the module/week.
.
Research paper is on Cyber Security in Industry 4.0 The Pitfalls o.docxeleanorg1
Research paper is on Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28.
i need updates by weekly. Updates can include information about methodology, new literature discovered, or even questions regarding current progress.
The first update is due on sunday(9-8-2019).
.
Research Paper Instructions.Due December 2, 2020, by midnight.docxeleanorg1
Research Paper Instructions.
Due: December 2, 2020, by midnight
Length: 8-10 pages
Students are required to write a research paper on "God's Existence" in philosophy. The research paper grade includes a title, abstract, and final submission. The paper is roughly 8-10 pages in length and all citations must be made in Chicago Manual Style (CMS). Do not use more than two philosophers.
A good paper with do the following:
Introduce a specific philosophical problem to be discussed
Thoroughly explain the philosophical arguments
Utilize quotations in an appropriate manner for interpreting complex arguments
Use clear statements and syntax
Have a clear thesis.
Discuss potential counterarguments, and/or address key assumptions
Define important terms
Cite sources for quotations, paraphrasing, or as references.
Include a Bibliography
Follow CMS guidelines
.
Research Paper Option OneThroughout history, art has been .docxeleanorg1
Research Paper
Option One
Throughout history, art has been used as propaganda to shape public opinion. Propaganda takes many forms, such as architecture, paintings, print media, and is used to promote religious, political, and social ideologies. Select and fully identify two works, in any medium, that were used to shape public opinion. Citing specific elements in each work, analyze how each work conveyed its propagandistic message to its intended audience. You need to analyze how specific elements of each of two selected works convey propagandistic messages to its respective audience. Think about how works of art promote religious, political and social ideologies.
Propaganda can be seen as consisting of three interpolated elements: (1) actual information, ideas or rumors that are circulated; (2) the vehicles through which those items are disseminated, such as art, texts and performances; and (3) the organizations and institutions that generate and direct the spread of propagandistic content. Propaganda is created to promote a particular entity’s interests, whether corporate or individual, and typically has an intended audience — sometimes multiple audiences. Propagandistic art has existed since the first complex human societies developed approximately five thousand years ago. Works of art have been used to legitimize a ruler’s authority, to glorify a state’s accomplishments, to reify social hierarchy, to reinforce religious beliefs, and to influence how people think and behave, among other things. Architecture has served as a vehicle for propaganda since ancient times as well.
You have two tasks:
(1) you must fully identify two works of art in any medium. One from the ancient world (BCE) and one from the modern world (CE)
(2) you must analyze how specific elements of each selected work convey a propagandistic message to an intended audience.
Technical stuff. Your essay must be at least five pages in length, use Times New Roman 12-point font, double spaced, and include a works cited page. Include images at the END of essay. You must use at least three actual books as resources and no more than two web sites (no Wikipedia!). Include images AFTER the works cited page.
Don’t forget to cite yours sources throughout your essay.
.
Research Paper Grading Rubric Name Course Date.docxeleanorg1
Research Paper Grading Rubric
Name: Course: Date:
(The Psychology Department at San José State University is acknowledged for the basic structure of this form.)
CATEGORY Unacceptable
(Below Standards)
Acceptable
(Meets Standards)
Good
(Occasionally Exceeds)
Excellent
(Exceeds Standards)
SCORE
Introduction
Does not
adequately convey
topic. Does not
describe subtopics
to be reviewed.
Lacks adequate
theses statement.
Conveys topic, but
not key
question(s).
Describes
subtopics to be
reviewed. General
theses statement.
Conveys topic and
key question(s).
Clearly delineates
subtopics to be
reviewed. General
thesis statement.
Strong
introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed. Specific
thesis statement.
5 points
Focus &
Sequencing
Little evidence
material is
logically organized
into topic,
subtopics or
related to topic.
Many transitions
are unclear or
nonexistent.
Most material
clearly related to
subtopic, main
topic. Material
may not be
organized within
subtopics.
Attempts to
provide variety of
transitions
All material clearly
related to subtopic,
main topic and
logically organized
within subtopics.
Clear, varied
transitions linking
subtopics, and main
topic.
All material clearly
related to subtopic,
main topic. Strong
organization and
integration of
material within
subtopics. Strong
transitions linking
subtopics, and
main topic.
15 points
Support
Few sources
supporting thesis.
Sources
insignificant or
unsubstantiated.
Sources generally
acceptable but not
peer-reviewed
research
(evidence) based.
Sources well selected
to support thesis with
some research in
support of thesis.
Strong peer-
reviewed research
based support for
thesis.
15 points
Conclusion
Does not
summarize
evidence with
respect to thesis
statement.
Does not discuss
the impact of
researched
material on topic.
Review of key
conclusions.
Some integration
with thesis
statement.
Discusses impact
of researched
material on topic.
Strong review of key
conclusions. Strong
integration with thesis
statement. Discusses
impact of researched
material on topic.
Strong review of
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
researched
material on topic.
5 points
Grammar &
Mechanics
Grammatical
errors or spelling
& punctuation
substantially
detract from the
paper.
Very few
grammatical,
spelling or
punctuation errors
interfere with
reading the paper.
Grammatical errors
or spelling &
punctuation are rare
and do not detract
from the paper.
The paper is free
of grammatical
errors and spelling
& punctuation.
20 points
APA Style &
Communication
Errors in APA
style detract
substantially from
the paper.
Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
.
Research paper on the topic Stakeholders engagement in policy devel.docxeleanorg1
Research paper on the topic "Stakeholders engagement in policy development " by taking the topics which are in the outline document attached. 8 pages main body or more), the document is APA formatted and that all material in the document is original and properly cited and referenced.
Files attached: Outline topics that need to be discussed
Text Book
.
research paper is a general format APA paper(plagiarism free). Paper.docxeleanorg1
research paper is a general format APA paper(plagiarism free). Paper length requirement is 10-12 pages of content (double-spaced), or approximately 3000 words. The title page and reference page(s) s are not part of this total.
The Final paper will contain a title page, abstract, introduction/topic paragraph, summary/conclusion, and reference page.References should be valid and use APA citations.
Big Data Mining in the Cloud
Every organization is facing the challenge with large data sources .It increases complexity of data to understand and store .Now it is also a big concern in the cloud systems which is capable of processing and storing data in remote servers. This can be analyzed using big data mining techniques .
Make sure to include Information Governance applied to the the paper
.
Research paper on the Indian Removal Act 1830 that President Jackson.docxeleanorg1
Research paper on the Indian Removal Act 1830 that President Jackson introduced to Congress and became a law. It needs to include the following:
Dates and names of the introduction of the bill “Indian Removal”
Dates and names when the bill became law
Dates and process on how the law organized the removal
Needs to include the “5 civilized” tribes
Needs to include the colonies
How the removal act lead to the “Trail of Tears”
Must have a title, double space, Arial 12, and must be 6 pages in total without counting works cited as the last page.
The works cited are the following:
Works Cited
Primary:
“Indian Removal Act, 1830” as found on
Library of Congress, 22 January 2019
,
https://guides.loc.gov/indian-removal-act/digital-collections
Secondary:
Foreman, Grant.
Indian Removal: The Emigration of the Five Civilized Tribes of Indians
Oklahoma: University of Oklahoma Press, 1974. Print.
Ehle, John.
Trail of Tears: The Rise and Fall of the Cherokee Nation
. Knopf Doubleday Publishing Group, 1997. Print.
Satz, Ronald N.
American Indian Policy in the Jacksonian Era
. Oklahoma: Oklahoma Press, 2002. Print.
.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Research Paper Rubric Component 100 75 50 25 0 .docx
1. Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
2. Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
3. Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
4. thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
5. academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
of most ideas conveys
understanding of topic
and composition.
Ideas are logically
structured, but may
lack transitions
between ideas. Could
benefit from
reorganizing 1 or 2
ideas.
Some significant gaps in
6. organization are
present but the basic
framework of ideas is
logical. Overall
organization could be
improved.
Much of the paper lacks
organization of ideas,
making it difficult to
understand the ideas
expressed in the paper.
Citation Format APA format is used
accurately as needed
throughout the entire
paper.
APA format is used
throughout the entire
paper, but may show
variations or slight
inconsistencies of
format.
APA format is used
throughout the entire
paper, but may be
noticeably inconsistent
in format.
APA format is used
inaccurately and
inconsistently in the
paper.
7. APA is not used
(regardless of the
number of sources or
citations).
Conclusion Strongly and clearly
connects the thesis
statement to the
research to draw a
specific conclusion that
does not leave the
reader with questions
regarding the thesis.
Clearly connects the
thesis statement and
the research to draw a
clear conclusion that
draws the research to a
logical close.
Connects the thesis
statement and research
to draw a conclusion
regarding the research.
Restates the topic
statements throughout
the paper.
Restates the thesis and
the topic statements,
but does not draw any
specific conclusion
about the research or
the thesis.
8. There is no conclusion;
it restates the thesis at
best.
Conventions Conventions of
standard written
English are used with
accuracy; there are few,
if any, minor errors.
Conventions of
standard written
English are used; there
may be several minor
errors of usage.
Conventions of
standard written
English are used;
however, there may be
a few major errors and
few minor errors of
usage.
Conventions of
standard written
English are used with
numerous major errors
and several minor
errors of usage.
The paper shows
significant errors in
conventions of
standard written
English.
11. All rights reserved. No part of this book may be reproduced or
utilized in any form or by
any means, electronic or mechanical, including photocopying,
recording, or by any
information storage and retrieval system, without permission in
writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
5
Names: Lowenthal, Mark M.
Title: Intelligence : from secrets to policy / Mark M. Lowenthal.
Description: Seventh edition. | Los Angeles : CQ Press, [2017] |
Includes bibliographical references and index.
Identifiers: LCCN 2016030817| ISBN 978-1-5063-4256-6
Subjects: LCSH: Intelligence service—United States. |
Intelligence service.
Classification: LCC JK468.I6 L65 2016 | DDC 327.1273—dc23
LC record available at
https://lccn.loc.gov/2016030817
This book is printed on acid-free paper.
Senior Acquisitions Editor: Carrie Brandon
12. eLearning Editor: John Scappini
Editorial Assistant: Duncan Marchbank
Production Editor: David C. Felts
Typesetter: C&M Digitals (P) Ltd.
Copy Editor: Jared Leighton
Proofreader: Jeff Bryant
Indexer: Karen Wiley
Cover Designer: Scott Van Atta
Marketing Manager: Amy Whitaker
6
https://lccn.loc.gov/2016030817
For
Michael S. Freeman
1946–1999
Historian, Librarian, Friend
&
My Parents
7
13. Contents
Tables, Figures, and Boxes
Preface
Acronyms
Chapter 1. What Is “Intelligence”?
Why Have Intelligence Agencies?
What Is Intelligence About?
Key Terms
Further Readings
Chapter 2. The Development of U.S. Intelligence
Major Themes
Major Historical Developments
Key Terms
Further Readings
Chapter 3. The U.S. Intelligence Community
Alternative Ways of Looking at the Intelligence Community
The Many Different Intelligence Communities
Intelligence Community Relationships That Matter
The Intelligence Budget Process
Key Terms
Further Readings
Chapter 4. The Intelligence Process—A Macro Look: Who Does
What for Whom?
Requirements
Collection
Processing and Exploitation
Analysis and Production
Dissemination and Consumption
14. Feedback
Thinking About the Intelligence Process
Key Terms
Further Readings
Chapter 5. Collection and the Collection Disciplines
Overarching Themes
Strengths and Weaknesses
Conclusion
Key Terms
Further Readings
Chapter 6. Analysis
Major Themes
Analytical Issues
8
Intelligence Analysis: An Assessment
Key Terms
Further Readings
Chapter 7. Counterintelligence
Internal Safeguards
External Indicators and Counterespionage
Problems in Counterintelligence
Leaks
Economic Espionage
National Security Letters
Conclusion
Key Terms
Further Readings
Chapter 8. Covert Action
15. The Decision-Making Process
The Range of Covert Actions
Issues in Covert Action
Assessing Covert Action
Key Terms
Further Readings
Chapter 9. The Role of the Policy Maker
The U.S. National Security Policy Process
Who Wants What?
The Intelligence Process: Policy and Intelligence
Key Term
Further Readings
Chapter 10. Oversight and Accountability
Executive Oversight Issues
Congressional Oversight
Issues in Congressional Oversight
Internal Dynamics of Congressional Oversight
The Courts
Conclusion
Key Terms
Further Readings
Chapter 11. The Intelligence Agenda: Nation-States
The Primacy of the Soviet Issue
The Emphasis on Soviet Military Capabilities
The Emphasis on Statistical Intelligence
The “Comfort” of a Bilateral Relationship
Collapse of the Soviet Union
Intelligence and the Soviet Problem
9
16. The Current Nation-State Issue
Key Terms
Further Readings
Chapter 12. The Intelligence Agenda: Transnational Issues
U.S. National Security Policy and Intelligence After the Cold
War
Intelligence and the New Priorities
Cyberspace
Terrorism
Proliferation
Narcotics
Economics
Demographics
Health and the Environment
Peacekeeping Operations
Support to the Military
Conclusion
Key Terms
Further Readings
Chapter 13. Ethical and Moral Issues in Intelligence
General Moral Questions
Issues Related to Collection and Covert Action
Analysis-Related Issues
Oversight-Related Issues
Whistle-Blowers
The Media
Conclusion
Further Readings
Chapter 14. Intelligence Reform
The Purpose of Reform
Issues in Intelligence Reform
Conclusion
Key Terms
17. Further Readings
Chapter 15. Foreign Intelligence Services
Britain
China
France
Israel
Russia
Other Services
Other Services in Brief
Conclusion
10
Further Readings
Appendix 1. Additional Bibliographic Citations and Websites
Appendix 2. Major Intelligence Reviews or Proposals
Author Index
Subject Index
11
Tables, Figures, and Boxes
Tables
5.1 A Comparison of the Collection Disciplines 156
10.1 U.S. Intelligence Budget, 2007–2014 331
12
18. Figures
3.1 The Intelligence Community: An Organizational View 45
3.2 Alternative Ways of Looking at the Intelligence
Community: A Functional Flow
View 46
3.3 Alternative Ways of Looking at the Intelligence
Community: A Functional View
50
3.4 Alternative Ways of Looking at the Intelligence
Community: A Budgetary View
69
3.5 The Intelligence Budget: Four Phases Over Three Years 70
4.1 Intelligence Requirements: Importance Versus Likelihood
80
4.2 The Intelligence Process: A Central Intelligence Agency
View 88
4.3 The Intelligence Process: A Schematic 88
4.4 The Intelligence Process: Multilayered 89
5.1 Intelligence Collection: The Composition of the INTs 155
8.1 The Covert Action Ladder 257
13
Boxes
The Terrorist Attacks on September 11, 2001: Another Pearl
Harbor? 3
Policy Versus Intelligence: The Great Divide 6
“And ye shall know the truth . . . ” 8
Intelligence: A Working Concept 10
The Simplicity of Intelligence 47
Eight Simultaneous Budgets 67
19. Why Classify? 100
The Need for Photo Interpreters 116
Does GEOINT Have to Be an Image? 117
SIGINT Versus IMINT 127
Some Intelligence Humor 149
Metaphors for Thinking About Analysis 188
How Right How Often 210
Who Spies on Whom? 222
Why Spy? 226
Assassination: The Hitler Argument 268
The Assassination Ban: A Modern Interpretation 269
Policy Makers and Intelligence Collection 290
Intelligence Uncertainties and Policy 291
The Limits of Intelligence and Policy: Hurricane Katrina 292
Setting the Right Expectations 293
A Linguistic Aside: The Two Meanings of Oversight 304
Congressional Humor: Authorizers Versus Appropriators 314
Intelligence Budget Disclosure: Top or Bottom? 328
Iraq’s Nuclear Program: A Cautionary Tale 414
Analysts’ Options: A Cultural Difference 455
14
Preface
In years past, when academics who taught courses on
intelligence got together, one of the
first questions they asked one another was, “What are you using
for readings?” They asked
because there was no standard text on intelligence. Available
books were either general
histories that did not suffice as course texts or academic
discussions written largely for
practitioners and aficionados, not for undergraduate or graduate
20. students. Like many of my
colleagues, I had long felt the need for an introductory text. I
wrote the first edition of this
book in 2000 to fill this gap in intelligence literature.
Intelligence: From Secrets to Policy is not a how-to book: It
will not turn readers into
competent spies or even better analysts. Rather, it is designed to
give readers a firm
understanding of the role that intelligence plays in making
national security policy and
insight into its strengths and weaknesses. The main theme of the
book is that intelligence
serves and is subservient to policy and that it works best—
analytically and operationally—
when tied to clearly understood policy goals.
The book has a U.S.-centric bias. I am most familiar with the
U.S. intelligence
establishment, and it is the largest, richest, and most
multifaceted intelligence enterprise in
the world. At the same time, readers with interests beyond the
United States should derive
from this book a better understanding of many basic issues in
intelligence collection,
analysis, and covert action and of the relationship of
intelligence to policy.
This volume begins with a discussion of the definition of
intelligence and a brief history
and overview of the U.S. intelligence community. The core of
the book is organized along
the lines of the intelligence process as practiced by most
intelligence enterprises:
requirements, collection, analysis, dissemination, and policy.
Each aspect is discussed in
21. detail in terms of its role, strengths, and problems. The book’s
structure allows the reader to
understand the overall intelligence process and the specific
issues encountered in each step
of the process. The book examines covert action and
counterintelligence in a similar vein.
Three chapters explore the issues facing U.S. intelligence in
terms of both nation-states and
transnational issues and the moral and ethical issues that arise
in intelligence. The book also
covers intelligence reform and foreign intelligence services.
Intelligence has grown primarily out of courses that I have
taught for many years: “The Role
of Intelligence in U.S. Foreign Policy,” at the School for
International and Public Affairs,
Columbia University from 1994 to 2007; “Intelligence: From
Secrets to Policy,” at the
Zanvyl Krieger School of Arts and Sciences, the Johns Hopkins
University since 2008; and
“U.S. Intelligence” at the Paris Institute of Political Studies
(Sciences Po), beginning in
2015. As I tell my students, I provide neither a polemic against
intelligence nor an apology
for it. This volume takes the view that intelligence is a normal
function of government:
15
Sometimes it works well; sometimes it does not. Any
intelligence service, including that of
the United States, can rightly be the recipient of both praise and
criticism. My goal is to
raise important issues and to illuminate the debate over them, as
22. well as to provide context
for the debate. I leave it to professors and students to come to
their own conclusions. As an
introduction to the subject of intelligence, the book, I believe,
takes the correct approach in
not asking readers to agree with the author’s views.
As an introductory text, the book is not meant to be the last
word on the subject. It is
intended instead as a starting point for a serious academic
exploration of the issues inherent
in intelligence. Each chapter concludes with a list of readings
recommended for a deeper
examination of relevant issues. Additional bibliographic
citations and websites are provided
in Appendix 1. Appendix 2 lists some of the most important
reviews and proposals for
change in the U.S. intelligence community since 1945.
This is the seventh edition of Intelligence. The major changes in
each edition reflect the
changes that have confronted the intelligence community since
2000. The second edition
added material about the September 11 attacks and the
beginning of the war on terrorists.
The third edition covered the investigations into the September
11 attacks, the Iraq
weapons of mass destruction (WMD) estimate and its aftermath,
and the creation of the
Director of National Intelligence (DNI), the most substantial
change in U.S. intelligence
since 1947. The fourth edition reflected several new areas: the
actual implementation of the
DNI reforms and their successes and strains; the ongoing legal,
operational, and ethical
issues raised by the war against terrorists; the growth of such
23. transnational issues as WMD;
and the growing politicization of intelligence in the United
States, especially through the
declassified use of national intelligence estimates (NIEs). In the
fifth edition, many of the
issues raised by the war against terrorists continued to be at
issue as did the management of
the overall community and the role of the DNI. At the same
time, new issues such as
cyberspace were more prominent. The sixth edition reflected an
ongoing shift in U.S.
intelligence priorities, as policy makers begin to de-emphasize
terrorism to a degree, and the
widespread repercussions of the Manning and Snowden leaks.
This leaked intelligence
remains and should be considered classified, despite the fact
that it has been leaked.
Therefore, I cannot discuss the details of some of these leaks or
comment on their veracity
unless there are official comments on the subject.
In the seventh edition, in addition to reassessing the still
evolving cyberspace issue,
including the issue of cyber as a new collection discipline,
several major events have
important intelligence implications: the Senate Intelligence
Committee’s staff report on
enhanced interrogation techniques, which has important
implications for operations and
for congressional oversight; the rise of the Islamic State, which
is more than a terrorist
group but less than a state; and the nuclear agreement with Iran.
New sections have been
added offering a brief summary of the major laws governing
U.S. intelligence; domestic
intelligence collection; a discussion of whistle-blowers, as
24. opposed to leakers; and the
growing field of financial intelligence. The chapter on foreign
intelligence services has been
16
extensively revised. The bibliographies have been updated;
wherever possible, I have added
World Wide Web links for ease of access.
Given the dynamic nature of intelligence, any textbook on the
subject runs the risk of
containing dated information. This may be an even greater
problem here, given the fluid
situation created by the leaks and the overall international
situation. This replicates the
intelligence analyst’s dilemma of needing to produce finished
intelligence during changing
circumstances. The risk cannot be avoided. However, I am
confident that most aspects of
intelligence—and certainly the main issues discussed—are more
general, more long-
standing, and less susceptible to being outdated rapidly than the
ever-changing character of
intelligence might suggest.
All statements of fact, opinion, or analysis expressed are those
of the author and do not
reflect the official positions or views of the Office of the DNI
or any other U.S.
government agency. Nothing in the contents should be
construed as asserting or implying
U.S. government authentication of information or DNI
endorsement of the author’s views.
25. This material has been reviewed by the intelligence community
to prevent the disclosure of
classified information.
Several words of thanks are in order: first, to my wife, Cynthia,
and our children—Sarah
and Adam—who have supported my part-time academic career
despite the missed dinners
it means. Cynthia also has been immensely supportive during
the entire lengthy revision
process. Next, thanks go to three friends and colleagues—the
late Sam Halpern, Loch
Johnson, and Jennifer Sims—who reviewed early drafts and
made substantial
improvements. The following scholars also provided extremely
helpful comments for the
previous editions: William Green, California State University at
San Bernardino; Patrick
Morgan, University of California, Irvine; Donald Snow,
University of Alabama; James D.
Calder, University of Texas at San Antonio; and Robert Pringle,
University of Kentucky.
Anthony Spadaro and Jim Barnett provided me and many other
colleagues with a constant
stream of updated articles across the range of intelligence
issues. Hayden Peake kept me
apprised of new books and articles on foreign intelligence
services. Jason Healey provided
useful comment and discussion about intelligence and
cyberspace. None of these
individuals is responsible for any remaining flaws or any of the
views expressed. I would
also like to thank the reviewers for the sixth and previous
editions: L. Larry Boothe, Utah
State University; Matthew Donald, Ohio State University; John
Syer, California State
26. University, Sacramento; John Comiskey, Monmouth University;
Peter Hickman, Arizona
State University; Paul M. Johnson, Auburn University; Michael
Bogart, University of
Maryland University College; Alan More, Notre Dame College;
Michael Siler, California
State University; Peter Olesen, University of Maryland
University College; Loch Johnson,
University of Georgia; Gary Kessler, Embry-Riddle
Aeronautical University; Greg Moore,
Notre Dame College; and James Calder and Glen Schaffer,
University of Texas–San
Antonio. Moreover, I have been most fortunate to collaborate
with the following at CQ
Press: Carrie Brandon, senior acquisitions editor; Duncan
Marchbank, editorial assistant;
17
David Felts, production editor; and Jared Leighton, copy editor.
Working with them has
been most enjoyable. Thanks to Space Imaging, Inc., for
supplying the series of overhead
images of San Diego.
As I have in past editions, I continue to thank all of my
colleagues across the intelligence
community for all they have taught me and for their dedication
to their work. Finally,
thanks to all of my students over the years, whose comments
and discussions have greatly
enriched my courses and this book. Again, I am solely
responsible for any shortcomings in
this volume.
27. Mark M. Lowenthal
Reston, Virginia
18
Acronyms
ABI Activity-based intelligence
ABM Antiballistic missile
ACH Alternative competing hypothesis
ADDNI Assistant deputy director of national intelligence
AGI Advanced geospatial intelligence
AIDS Acquired immune deficiency syndrome
AIPAC American Israel Public Affairs Committee
Aman Agaf ha-Modi’in (Military Intelligence) (Israel)
AOR Area of responsibility
ARC Analytic Resources Catalog
ASAT Anti-satellite
ASIO Australian Secret Intelligence Organisation
ASIS Australian Secret Intelligence Service
BDA Battle damage assessment
BfV Bundesamt für Verfassungsschutz (Federal Office for the
Protection of the
Constitution) (Germany)
BND Bundesnachrichtendienst (Federal Intelligence Service)
(Germany)
BW Biological weapons
CBW Chemical and biological weapons
CCP Consolidated Cryptologic Program
CDA Congressionally directed action
CEO Chief executive officer
CESG Communications Electronics Security Group (Britain)
28. CI Counterintelligence
CIA Central Intelligence Agency
CIARDS CIA Retirement and Disability System
CIC Counterintelligence Center
CIG Central Intelligence Group
CISEN Center for Investigation and National Security
(Mexico)
CMA Community Management Account
CMC Central Military Commission (China)
CNA Computer network attack
CNC Counternarcotics Center
CNE Computer network exploitation
CNI National Intelligence Center (Mexico)
CNR (1) coordonnateur national du renseignement (national
intelligence
coordinator); (2) conseil national du renseignement (national
intelligence council)
(both France)
19
COCOM Combatant Command
COI Coordinator of Information
COIN Counterinsurgency
COMINT Communications intelligence
COO Chief operating officer
COS Chief of station
CRS Congressional Research Service
CSE Communications Security Establishment (Canada)
CSIS Canada’s Security Intelligence Service
CSRS Counter Surveillance Reconnaissance System
CTC Counterterrorism Center
CT Counterterrorism
CW Chemical weapons
29. D&D Denial and deception
DARP Defense Airborne Reconnaissance Program
DBA Dominant battlefield awareness
DC Deputies Committee (NSC)
DCI Director of central intelligence
DCIA Director of the Central Intelligence Agency
DCP Defense Cryptologic Program
DCRI Direction Centrale du Renseignement Intérieur (France)
DCS Defense Clandestine Service
DEA Drug Enforcement Administration
DGIAP Defense General Intelligence Applications Program
DGSE Direction Générale de la Sécurité Extérieure (General
Directorate for
External Security) (France)
DHS Department of Homeland Security
DI Directorate of Intelligence
DIA Defense Intelligence Agency
DICP Defense Intelligence Counterdrug Program
DIS Defence Intelligence Staff (Britain)
DISTP Defense Intelligence Special Technologies Program
DITP Defense Intelligence Tactical Program
DMZ Demilitarized zone
DNI Director of national intelligence
DO Directorate of Operations (CIA)
DOD Department of Defense
DOE Department of Energy
DPSD Directoire de la Protection et de la Sécurité de la
Défense (Directorate for
Defense Protection and Security) (France)
DRM Directoire du Renseignement Militaire (Directorate of
Military Intelligence)
(France)
20
30. DS&T Directorate of Science and Technology (CIA)
DSRP Defense Space Reconnaissance Program
ELINT Electronic intelligence
EO Electro-optical; Executive order
EOD Entry on duty
EU European Union
ExCom Executive Committee
FAPSI Federalnoe Agenstvo Pravitelstvennoi Svyazi I
Informatsii (Federal Agency
for Government Communications and Information) (Russia)
FARC Fuerzas Armadas de Colombia (Colombia)
FBI Federal Bureau of Investigation
FBIS Foreign Broadcast Information Service
FIA Future Imagery Architecture
FININT Financial intelligence
FISA Foreign Intelligence Surveillance Act
FISC Foreign Intelligence Surveillance Court
FISINT Foreign instrumentation intelligence
FMV Full motion video
FSB Federal’naya Sluzba Besnopasnoti (Federal Security
Service) (Russia)
GAO Government Accountability Office
GCHQ Government Communications Headquarters (Britain)
GEO Geosynchronous orbit
GDIP General Defense Intelligence Program
GDP Gross domestic product
GEOINT Geospatial intelligence
GNP Gross national product
GRU Glavnoye Razvedyvatelnoye Upravlenie (Main
Intelligence Administration)
(Russia)
HEO Highly elliptical orbit
HPSCI House Permanent Select Committee on Intelligence
HSI Hyperspectral imagery
HSINT Homeland security intelligence
31. HSIP Homeland Security Intelligence Program
HUMINT Human intelligence
I&A Intelligence and Analysis
I&W Indications and warning
IAEA International Agency for Atomic Energy
IC Intelligence community
IG Inspector general
IMINT Imagery (or photo) intelligence
INF Intermediate nuclear forces
INR Bureau of Intelligence and Research (Department of
State)
21
INTs Collection disciplines (HUMINT, GEOINT, MASINT,
OSINT, SIGINT)
IR Infrared imagery
IRA Irish Republican Army
IRGC Iranian Revolutionary Guard Corps
IRTPA Intelligence Reform and Terrorism Prevention Act
ISC Intelligence and Security Committee (Britain)
ISID Inter-Services Intelligence Directorate (Pakistan)
(usually called ISI)
ISG Iraq Survey Group
ISR Intelligence, surveillance, and reconnaissance
IT Information technology
JCS Joint Chiefs of Staff
JIC Joint Intelligence Committee (Britain)
JICC Joint Intelligence Community Council
JIO Joint Intelligence Organisation (Britain)
JIOC Joint Intelligence Operations Center
JMIP Joint Military Intelligence Program
JTAC Joint Terrorism Analysis Center (Britain)
JTTF Joint Terrorism Task Force
32. KGB Komitet Gosudarstvennoi Bezopasnosti (Committee of
State Security)
(Russia)
KJs Key Judgments
LEO Low earth orbit
MAD Mutual assured destruction
MASINT Measurement and signatures intelligence
MEO Medium earth orbit
MI5 Security Service (Britain)
MI6 Secret Intelligence Service (Britain)
MIP Military Intelligence Program
MOIS Ministry of Intelligence and Security (Iran)
MON Memo of notification
Mossad Ha-Mossad Le-Modin Ule Tafkidim Meyuhadim
(Institute for
Intelligence and Special Tasks) (Israel)
MSI Multispectral imagery
NAB National Assessment Bureau (New Zealand)
NATO North Atlantic Treaty Organization
NCPC National Counterproliferation Center
NCS National Clandestine Service
NCSC National Counterintelligence and Security Center
NCTC (1) National Counterterrorism Center; (2) National
Counter-Terrorism
Committee (Australia)
NFIP National Foreign Intelligence Program
NGA National Geospatial-Intelligence Agency
22
NIA National Intelligence Agency (South Africa)
NIC National Intelligence Council
NIE National intelligence estimate
NIM National intelligence manager
33. NIMA National Imagery and Mapping Agency
NIO National intelligence officer
NIP National Intelligence Program
NIPF National Intelligence Priorities Framework
NOC Nonofficial cover
NRO National Reconnaissance Office
NRP National Reconnaissance Program
NSA National Security Agency
NSC National Security Council
NSL National security letters
NTM National technical means
NTRO National Technical Research Organization (India)
OCO Overseas contingency operations
ODNI Office of the Director of National Intelligence
OMB Office of Management and Budget
ONA Office of National Assessments (Australia)
ORCON Originator controlled
OSD Office of the Secretary of Defense
OSE Open Source Enterprise
OSINT Open-source intelligence
OSS Office of Strategic Services
P&E Processing and exploitation
PC Principals Committee (NSC)
PCLOB Privacy and Civil Liberties Oversight Board
PCO Privy Council Office (Canada)
PDB President’s Daily Brief
PFIAB President’s Foreign Intelligence Advisory Board
PFLP Popular Front for the Liberation of Palestine
PHIA Professional head of intelligence analysis (Britain)
PHOTINT Photo intelligence
PIAB President’s Intelligence Advisory Board
PIOB President’s Intelligence Oversight Board
PIPs Presidential Intelligence Priorities
QFR Question for the record
RAW Research and Analysis Wing (India)
RMA Revolution in military affairs
34. S&T Science and technology
SAC (1) Special agent in charge (FBI); (2) Strategic Air
Command (now called
23
STRATCOM)
SALT Strategic arms limitation talks
SAM Surface-to-air missile
SARS Severe acute respiratory syndrome
SAS Special Air Service (Britain)
SBS Special Boat Service (Britain)
SBSS Space-based surveillance satellite
SCIFs Sensitive compartmented information facilities
SDI Strategic Defense Initiative
SGAC Senate Governmental Affairs Committee
Shin Bet Sherut ha-Bitachon ha-Klali (General Security
Service) (Israel)
SIGINT Signals intelligence
SIS Secret Intelligence Service (Britain)
SMO Support to military operations
SNIE Special national intelligence estimate
SOCOM Special Operations Command
SPA Special political action
SRA Systems and Research Analyses
SSCI Senate Select Committee on Intelligence
START Strategic Arms Reduction Treaty
STRATCOM Strategic Forces Command
SVR Sluzhba Vneshnei Razvedki (External Intelligence
Service) (Russia)
SWIFT Society for Worldwide Interbank Financial
Telecommunications
TacSat Tactical satellite
TECHINT Technical intelligence
35. TELINT Telemetry intelligence
TIARA Tactical Intelligence and Related Activities
TOR Terms of reference
TPEDs Tasking, processing, exploitation, and dissemination
TUAVs Tactical unmanned aerial vehicles
UAVs Unmanned aerial vehicles
UCR Unanimous consent request
UIS Unifying intelligence strategies
UN United Nations
UNSCOM United Nations Special Commission
USDI Undersecretary of defense for intelligence
VoIP Voice-over-Internet Protocol
WIRe Worldwide Intelligence Review
WMD Weapons of mass destruction
24
Chapter One What Is “Intelligence”?
What is intelligence? Why is its definition an issue? Virtually
every book written on the
subject of intelligence begins with a discussion of what
“intelligence” means, or at least how
the author intends to use the term. This editorial fact reveals
much about the field of
intelligence. If this were a text on any other government
function—defense, housing,
transportation, diplomacy, agriculture—there would be little or
no confusion about, or
need to explain, what was being discussed.
Intelligence is different from other government functions for at
least two reasons. First,
much of what goes on is secret. Intelligence exists because
36. governments seek to hide some
information from other governments, who, in turn, seek to
discover hidden information by
means that they wish to keep secret. All of this secrecy leads
some authors to believe that
issues exist about which they cannot write or may not have
sufficient knowledge. Thus,
they feel the need to describe the limits of their work. Although
numerous aspects of
intelligence are—and deserve to be—kept secret, this is not an
impediment to describing
basic roles, processes, functions, and issues.
Second, this same secrecy can be a source of consternation to
citizens, especially in a
democratic country such as the United States. The U.S.
intelligence community is a
relatively recent government phenomenon. Since its creation in
1947, the intelligence
community has been the subject of much ambivalence. Some
Americans are uncomfortable
with the concept that intelligence is a secret entity within an
ostensibly open government
based on checks and balances. Moreover, the intelligence
community engages in activities
—spying, eavesdropping, covert action—that some people
regard as antithetical to what
they believe the United States should be as a nation and as a
model for other nations. Some
citizens have difficulty reconciling American ideals and goals
with the realities of
intelligence.
To many people, intelligence seems little different from
information, except that it is
probably secret. However, distinguishing between the two is
37. important. Information is
anything that can be known, regardless of how it is discovered.
Intelligence refers to
information that meets the stated or understood needs of policy
makers and has been
collected, processed, and narrowed to meet those needs.
Intelligence is a subset of the
broader category of information. Intelligence and the entire
process by which it is
identified, obtained, and analyzed responds to the needs of
policy makers. All intelligence is
information; not all information is intelligence.
25
Why Have Intelligence Agencies?
The major theme of this book is that intelligence exists solely to
support policy makers in
myriad ways. Any other activity is either wasteful or illegal.
The book’s focus is firmly on
the relationship between intelligence, in all of its aspects, and
policy making. The policy
maker is not a passive recipient of intelligence but actively
influences all aspects of
intelligence. (This concept of the policy maker–intelligence
relationship would also be true
for business as well as government. The focus in this book is on
governments.)
Intelligence agencies exist for at least four major reasons: to
avoid strategic surprise; to
provide long-term expertise; to support the policy process; and
to maintain the secrecy of
38. information, needs, and methods.
To Avoid Strategic Surprise.
The foremost goal of any intelligence community must be to
keep track of threats, forces,
events, and developments that are capable of endangering the
nation’s existence. This goal
may sound grandiose and far-fetched, but several times over the
past 112 years, nations
have been subjected to direct military attacks for which they
were, at best, inadequately
prepared—Russia was surprised by Japan in 1904, both the
Soviet Union (by Germany)
and the United States (by Japan) in 1941, and Israel (by Egypt
and Syria) in 1973. The
terrorist attacks of September 11, 2001, on the United States are
another example of this
pattern, albeit carried out on a much more limited scale. (See
box, “The Terrorist Attacks on
September 11, 2001: Another Pearl Harbor?”)
Strategic surprise should not be confused with tactical surprise,
which is of a different
magnitude and, as Professor Richard Betts of Columbia
University pointed out in his
article, “Analysis, War, and Decision: Why Intelligence
Failures Are Inevitable,” cannot be
wholly avoided. To put the difference between the two types of
surprise in perspective,
suppose, for example, that Mr. Smith and Mr. Jones are business
partners. Every Friday,
while Mr. Smith is lunching with a client, Mr. Jones helps
himself to money from the petty
cash. One afternoon Mr. Smith comes back from lunch earlier
than expected, catching Mr.
39. Jones red-handed. “I’m surprised!” they exclaim
simultaneously. Mr. Jones’s surprise is
tactical: He knew what he was doing but did not expect to get
caught; Mr. Smith’s surprise
is strategic: He had no idea the embezzlement was happening.
Tactical surprise, when it happens, is not of sufficient
magnitude and importance to
threaten national existence, although it can be psychologically
devastating. To some extent,
the 9/11 attacks were tactical surprises. Repetitive tactical
surprise, however, suggests some
significant intelligence problems.
26
The Terrorist Attacks on September 11, 2001: Another
Pearl Harbor?
Many people immediately described the September 11, 2001,
terrorist attacks on the World Trade Center
in New York City and the Pentagon as a “new Pearl Harbor.”
This is understandable on an emotional level,
as both were surprise attacks. However, important differences
exist.
First, Pearl Harbor was a strategic surprise. U.S. policy makers
expected a move by Japan but not against the
United States. The Soviet Union was seen as a possible target,
but the greatest expectation and fear was a
Japanese attack on European colonies in Southeast Asia that by
passed U.S. possessions, thus allowing Japan
to continue to expand its empire without bringing the United
States into the war.
40. The terrorist attacks were more of a tactical surprise. The
enmity of Osama bin Laden and his willingness to
attack U.S. targets had been amply demonstrated in earlier
attacks on the East African embassies and on the
USS Cole. Throughout the summer of 2001, U.S. intelligence
officials had warned of the likelihood of
another bin Laden attack. What was not known—or guessed—
were the target and the means of attack.
Second, Japan and the Axis powers had the capability to defeat
and destroy U.S. power and the U.S. way of
life. The terrorists do not pose a threat on the same level.
To Provide Long-Term Expertise.
Compared with the permanent bureaucracy, all senior policy
makers are transients. The
average time in office for a president of the United States is
five years. Secretaries of state
and defense serve for less time than that, and their senior
subordinates—deputy, under, and
assistant secretaries—often hold their positions for even shorter
periods. Although these
individuals usually enter their respective offices with an
extensive background in their
fields, it is virtually impossible for them to be well versed in all
of the matters with which
they will be dealing. Inevitably, they will have to call upon
others whose knowledge and
expertise on certain issues are greater. Much knowledge and
expertise on national security
issues reside in the intelligence community, where the
analytical cadre is more stable than
the political office holders. (This has changed in the United
States since 2001. See chap. 6.)
Stability tends to be greater in intelligence agencies,
41. particularly in higher-level positions,
than in foreign affairs and defense agencies. Also, intelligence
agencies tend to have far
fewer political appointees than do the State and Defense
Departments. However, these two
personnel differences (stability and nonpolitical) have
diminished somewhat over the past
decade. As will be discussed later, the senior position in U.S.
intelligence, the Director of
National Intelligence (DNI), had been extremely volatile, with
four DNIs in the first five
years (2005–2010). Gen. James Clapper, who was appointed in
2010, has offered some
continuity by remaining in the position longer than all of his
predecessors combined.
To Support the Policy Process.
Policy makers have a constant need for tailored (meaning
written for their specific needs),
timely intelligence that will provide background, context,
information, warning, and an
27
assessment of risks, benefits, and likely outcomes. Policy
makers also occasionally need
alternative means to achieve specific policy ends. Both of these
needs are met by the
intelligence community.
In the ethos of U.S. intelligence, a strict dividing line exists
between intelligence and policy.
The two are seen as separate functions. The government is run
42. by the policy makers.
Intelligence has a support role and may not cross over into the
advocacy of policy choices.
Intelligence officers who are dealing with policy makers are
expected to maintain
professional objectivity and not push specific policies, choices,
or outcomes. To do so is
seen as threatening the objectivity of the analyses they present.
If intelligence officers have a
strong preference for a specific policy outcome, their
intelligence analysis may display a
similar bias. This is what is meant by politicized intelligence,
one of the strongest
expressions of opprobrium that can be leveled in the U.S.
intelligence community. This is
not to suggest that intelligence officers do not have preferences
about policy choices. They
do. However, they are trained not to allow these preferences to
influence their intelligence
analysis. If intelligence officers were allowed to make policy
recommendations, they would
then have a strong urge to present intelligence that supported
the policy they had first
recommended. At that point, all objectivity would be lost.
Three important caveats should be added to the distinction
between policy and
intelligence. First, the idea that intelligence is distinct from
policy does not mean that
intelligence officers do not care about the outcome and do not
influence it. One must
differentiate between attempting to influence (that is, inform)
the process by providing
intelligence, which is acceptable, and trying to manipulate
intelligence so that policy
makers make a certain choice, which is not acceptable. Second,
43. senior policy makers can
and do ask senior intelligence officials for their opinions, which
are given. Third, this
separation works in only one direction, that of intelligence
advice to policy. Nothing
prevents policy makers from rejecting intelligence out of hand
or offering their own
analytic inputs. When doing so, however, policy makers cannot
present their alternative
views as intelligence per se, in part because they lack the
necessary objectivity. There are no
hard-and-fast rules here, but there is an unwritten and generally
agreed standard. This
became an issue in 2002, when Under Secretary of Defense for
Policy Douglas Feith
created an office that, to many observers, appeared to offer
alternative intelligence analyses
even though it was in a policy branch. Assuming that policy
makers stay within their
bounds, they will likely see their offering alternative views as
being different from imposing
their views on the intelligence product per se. This would also
politicize intelligence, which
is an accusation policy makers as well as intelligence officials
hope to avoid, because it calls
into question the soundness of their policy and the basis on
which they have made
decisions. The propriety of a policy maker rejecting intelligence
was central to the 2005
debate over the nomination of John Bolton to be U.S.
ambassador to the United Nations.
Critics charged that Bolton, as undersecretary of state, had
engaged in this type of action
when intelligence did not provide the answers he preferred. (See
box, “Policy Versus
44. 28
Intelligence: The Great Divide.”)
To Maintain the Secrecy of Information, Needs, and Methods.
Secrecy does make intelligence unique. That others would keep
important information
from you, that you need certain types of information and wish
to keep your needs secret,
and that you have the means to obtain information that you also
wish to keep secret are
major reasons for having intelligence agencies.
29
Policy Versus Intelligence: The Great Divide
One way to envision the distinction between policy and
intelligence is to see them as two spheres of
government activity that are separated by a semipermeable
membrane. The membrane is semipermeable
because policy makers can and do cross over into the
intelligence sphere, but intelligence officials cannot
cross over into the policy sphere.
30
What Is Intelligence About?
The word “intelligence” largely refers to issues related to
45. national security—that is, defense
and foreign policy and certain aspects of homeland and internal
security, which has been
increasingly important since the terrorist attacks of 2001. In
U.S. law (the Intelligence
Reform and Terrorist Prevention Act, 2004) all intelligence is
now defined as national
intelligence, which has three subsets: foreign, domestic, and
homeland security. This
specification was written to overcome the past divide between
foreign and domestic
intelligence, which had come to be seen as an impediment to
intelligence sharing, especially
on issues like terrorism, which overlaps both areas. It is
important to note that practitioners
are experiencing some difficulty distinguishing among
homeland, internal, and domestic
security.
The actions, policies, and capabilities of other nations and of
important non-state groups
(international organizations, terrorist organizations, and so on)
are primary areas of
concern. But policy makers and intelligence officers cannot
restrict themselves to thinking
only about enemies—those powers that are known to be hostile
or whose policy goals are in
some way inimical. They must also keep track of powers that
are neutrals, friends, or even
allies who are rivals in certain contexts. For example, the
European Union is made up
largely of nations that are U.S. allies. However, the United
States competes with many of
them for global resources and markets, so in that sense they are
rivals. This type of
relationship with the United States is also true of Japan and
46. South Korea. Furthermore,
circumstances may arise in which a country would need to keep
track of the actions and
intentions of friends. For example, an ally might be pursuing a
course that could involve it
in conflict with a third party. Should this not be to a country’s
liking—or should it
threaten to involve that country as well—it would be better to
know early on what this ally
was doing. Adolf Hitler, for example, might have been better
served had he known in
advance of Japan’s plans to attack the U.S. fleet at Pearl Harbor
in 1941. He had no
interest in seeing the United States become an active combatant
and might have argued
against a direct attack by Japan (as opposed to a Japanese attack
to the south against
European colonies but avoiding U.S. territories). In the late
twentieth and early twenty-first
centuries it has become increasingly important for the United
States to keep track of non-
state actors—terrorists, narcotics traffickers, freelance
proliferators, and others.
Information is needed about these actors, their intentions, their
likely actions, and their
capabilities in a variety of areas, including economic, military,
and societal. The United
States built its intelligence organizations in recognition of the
fact that some of the
information it would like to have is either inaccessible or being
actively denied. In other
words, the information is secret as far as the United States is
concerned, and those who
have the information would like to keep it that way.
47. 31
The pursuit of secret information is the mainstay of intelligence
activity. At the same time,
reflecting the political transformation brought about by the end
of the cold war, increasing
amounts of once secret information are now accessible,
especially in states that were
satellites of or allied with the Soviet Union. The ratio of open
to secret information has
shifted dramatically. One former senior intelligence official
estimated that during the cold
war, 80 percent of the intelligence the U.S. needed was secret,
and 20 percent was open,
but in the post–cold war world, those ratios had reversed. Still,
foreign states and actors
harbor secrets that the United States must pursue. And not all of
this intelligence is in states
that are hostile to the United States in the sense that they are
enemies.
Most people tend to think of intelligence in terms of military
information—troop
movements, weapons capabilities, and plans for surprise attack.
This is an important
component of intelligence (in line with avoiding surprise attack,
the first reason for having
intelligence agencies), but it is not the only one. Many different
kinds of intelligence
(political, economic, social, environmental, health, and cultural)
provide important inputs
to analysts. Policy makers and intelligence officials must think
beyond foreign intelligence.
They must consider intelligence activities focused on threats to
48. internal security, such as
subversion, espionage, and terrorism.
Other than the internal security threats, domestic intelligence, at
least in the United States
and kindred democracies, had been treated as a law enforcement
issue, although this has
become an issue of contention in the United States when it
comes to terrorism and the
treatment of potential terrorists. However, this nexus between
domestic intelligence and
law enforcement differentiates the practice of intelligence in
Western democracies from that
in totalitarian states. The Union of Soviet Socialist Republics’
State Security Committee
(Komitet Gosudarstvennoi Bezopasnosti, or KGB), for example,
served a crucial internal
secret police function that the Central Intelligence Agency
(CIA) does not. Thus, in many
respects, the two agencies were not comparable.
32
“And ye shall know the truth . . .”
Upon entering the old entrance of the Central Intelligence
Agency headquarters, one will find the following
inscription on the left-hand marble wall:
And ye shall know the truth, and the truth shall make you free.
John VIII–XXXII
It is a nice sentiment, but it overstates and misrepresents what
is going on in that building or any other
49. intelligence agency.
What is intelligence not about? Intelligence is not about truth.
If something were known to
be true—or false—states would not need intelligence agencies
to collect the information or
analyze it. Truth is such an absolute term that it sets a standard
that intelligence rarely
would be able to achieve. It is better—and more accurate—to
think of intelligence as
proximate reality. Intelligence agencies face issues or questions
and do their best to arrive at
a firm understanding of what is going on. They can rarely be
assured that even their best
and most considered analysis is true. Their goals are
intelligence products that are reliable,
unbiased, and honest (that is, free from politicization). These
are all laudable goals, yet they
are still different from truth. (See box, “And ye shall know the
truth . . .”)
Is intelligence integral to the policy process? The question may
seem rhetorical in a book
about intelligence, but it is important to consider. At one level,
the answer is yes.
Intelligence should and can provide warning about imminent
strategic threats, although, as
noted, several nations have been subjected to strategic surprise.
Intelligence officials can also
play a useful role as seasoned and experienced advisers. The
information their agencies
gather is also of value given that it might not be available if
agencies did not undertake
secret collection. Therein lies an irony: Intelligence agencies
strive to be more than just
collectors of secret information. They emphasize the value that
50. their analysis adds to the
secret information, although equally competent analysts can be
found in policy agencies.
The difference is in the nature of the work and the outcomes for
which the two types of
analysts are responsible—intelligence versus policy decisions.
At the same time, intelligence suffers from a number of
potential weaknesses that tend to
undercut its function in the eyes of policy makers. Not all of
these weaknesses are present at
all times, and sometimes none is present. They still represent
potential pitfalls.
First, a certain amount of intelligence analysis may be no more
sophisticated than current
conventional wisdom on a given issue. Conventional wisdom is
usually—and sometimes
mistakenly—dismissed out of hand. But policy makers expect
more than that, in part
justifiably.
33
Second, analysis can become so dependent on data that it misses
important intangibles. For
example, a competent analysis of the likelihood that thirteen
small and somewhat disunited
colonies would be able to break away from British rule in the
1770s would have likely
concluded that defeat was inevitable. After all, Britain was the
largest industrial power; it
already had trained troops stationed in the colonies; colonial
opinion was not united (nor
51. was Britain’s); and Britain could use the Native Americans as
an added force, among other
reasons. A straightforward political–military analysis would
have missed several factors—the
strength of British divisiveness, the possibility of help from
royalist France—that turned
out to be of tremendous importance.
Third, mirror imaging, or assuming that other states or
individuals will act just the way a
particular country or person does, can undermine analysis. The
basis of this problem is
fairly understandable. Every day people make innumerable
judgments—when driving,
walking on a crowded street, or interacting with others at home
and at the office—about
how other people will react and behave. They assume that their
behavior and reactions are
based on the golden rule. These judgments stem from societal
norms and rules, etiquette,
and experience. Analysts too easily extend this commonplace
thinking to intelligence issues.
However, in intelligence it becomes a trap. For example, no
U.S. policy maker in 1941
could conceive of Japan’s starting a war with the United States
overtly (instead of
continuing its advance while bypassing U.S. territories), given
the great disparity in the
strength of the two nations. In Tokyo, however, that same
disparate strength argued
compellingly for the necessity of starting war sooner rather than
later. The other problem
with mirror imaging is that it assumes a certain level of shared
rationality. It leaves no room
for the irrational actor, an individual or nation whose rationality
is based on something
52. different or unfamiliar—for example, suicidal terrorists viewed
through the eyes of Western
culture.
Fourth, and perhaps most important, policy makers are free to
reject or to ignore the
intelligence they are offered. They may suffer penalties down
the road if their policy has
bad outcomes, but policy makers cannot be forced to take heed
of intelligence. Thus, they
can dispense with intelligence at will, and intelligence officers
cannot press their way (or
their products) back into the process in such cases.
This host of weaknesses seems to overpower the positive
aspects of intelligence. It certainly
suggests and underscores the fragility of intelligence within the
policy process. How, then,
can it be determined whether intelligence matters? The best
way, at least retrospectively, is
to ask, Would policy makers have made different choices with
or without a given piece of
intelligence? If the answer is yes, or even maybe, then the
intelligence mattered. The answer
to this can still be elusive because much intelligence may not be
related to a specific event
or decision. Richard Kerr, a former Deputy Director of Central
Intelligence, reviewed fifty
years of CIA analysis across a range of issues and concluded
that, despite highs and lows of
performance, intelligence helped reduce policy makers’
uncertainty and provided them with
understanding and with warning on a fairly consistent basis.
That should be seen as a
34
53. valuable service even if one admits that intelligence will not
always be correct. (See box,
“Intelligence: A Working Concept.”)
35
Intelligence: A Working Concept
Intelligence is the process by which specific types of
information important to national security are
requested, collected, analyzed, and provided to policy makers;
the products of that process; the safeguarding
of these processes and this information by counterintelligence
activities; and the carrying out of operations
as requested by lawful authorities.
We return to the question: What is intelligence? Alan
Breakspear, a veteran Canadian
intelligence officer, defines intelligence as a capability to
forecast changes—either positive
or negative—in time to do something about them. We often tend
to think about
intelligence-related events in the negative. Breakspear’s
addition of “positive” is important
and is akin to “opportunity analysis.” (See chap 6.)
In this book, we will think about intelligence in several ways,
sometimes simultaneously.
Intelligence as process: Intelligence can be thought of as the
means by which certain
types of information are required and requested, collected,
54. analyzed, and
disseminated, and as the way in which certain types of covert
action are conceived
and conducted.
Intelligence as product: Intelligence can be thought of as the
product of these
processes—that is, as the analyses and intelligence operations
themselves.
Intelligence as organization: Intelligence can be thought of as
the units that carry out
its various functions.
36
Key Terms
intelligence
mirror imaging
national intelligence
politicized intelligence
37
Further Readings
Each of these readings grapples with the definition of
intelligence, either by function or by
role, in a different way. Some deal with intelligence on its own
terms; others attempt to
relate it to the larger policy process.
Betts, Richard. “Analysis, War, and Decision: Why Intelligence
55. Failures Are Inevitable.”
World Politics 31 (October 1978). Reprinted in Power, Strategy,
and Security. Ed. Klaus
Knorr. Princeton: Princeton University Press, 1983.
Breakspear, Alan. “Intelligence: The Unseen Instrument of
Governance.” In Governance
and Security as a Unitary Concept. Eds. Tom Rippon and
Graham Kemp. Victoria, British
Columbia: Agio, 2012.
Hamilton, Lee. “The Role of Intelligence in the Foreign Policy
Process.” In Essays on
Strategy and Diplomacy. Claremont, Calif.: Claremont College,
Keck Center for
International Strategic Studies, 1987.
Herman, Michael. Intelligence Power in Peace and War. New
York: Cambridge University
Press, 1996.
Heymann, Hans. “Intelligence/Policy Relationships.” In
Intelligence: Policy and Process. Ed.
Alfred C. Maurer and others. Boulder, Colo.: Westview Press,
1985.
Hilsman, Roger. Strategic Intelligence and National Decisions.
Glencoe, Ill.: Free Press,
1958.
Kent, Sherman. Strategic Intelligence for American Foreign
Policy. Princeton: Princeton
University Press, 1949.
Kerr, Richard J. “The Track Record: CIA Analysis from 1950 to
2000.” In Analyzing
56. Intelligence. Eds. Roger Z. George and James B. Bruce.
Washington, D.C.: Georgetown
University Press, 2008.
Laqueur, Walter. A World of Secrets: The Uses and Limits of
Intelligence. New York: Basic
Books, 1985.
Scott, Len, and Peter Jackson. “The Study of Intelligence in
Theory and Practice.”
Intelligence and National Security 19 (summer 2004): 139–169.
Shulsky, Abram N., and Gary J. Schmitt. Silent Warfare:
Understanding the World of
Intelligence. 2d rev. ed. Washington, D.C.: Brassey’s, 1993.
38
Shulsky, Abram N., and Jennifer Sims. What Is Intelligence?
Washington, D.C.:
Consortium for the Study of Intelligence, 1992.
Troy, Thomas F. “The ‘Correct’ Definition of Intelligence.”
International Journal of
Intelligence and Counterintelligence 5 (winter 1991–1992):
433–454.
Warner, Michael. “Wanted: A Definition of Intelligence.”
Studies in Intelligence 46 (2002):
15–23.
39
57. Chapter Two The Development of U.S. Intelligence
Each nation practices intelligence in ways that are specific—if
not peculiar—to that nation
alone. This is true even among countries that have a common
heritage and share a great
deal of their intelligence, such as Australia, Britain, Canada,
and the United States. A better
understanding of how and why the United States practices
intelligence is important because
the U.S. intelligence system remains the largest and most
influential in the world—as
model, rival, or target. (The practices of several foreign
intelligence services are discussed in
chap. 15.) Therefore, this chapter discusses the major themes
and historical events that
shaped the development of U.S. intelligence and helped
determine how it continues to
function.
The phrase “intelligence community” is used throughout the
book as well as in most other
discussions of U.S. intelligence. The word “community” is
particularly apt in describing
U.S. intelligence. The community is made up of agencies and
offices whose work is often
related and sometimes combined, but they serve different needs
or different policy makers
and work under various lines of authority and control. The
intelligence community grew
out of a set of evolving demands and without a master plan. It is
highly functional and yet
sometimes dysfunctional. One director of central intelligence
(DCI), Richard Helms
(1966–1973), testified before Congress that, despite all of the
58. criticisms of the structure
and functioning of the intelligence community, if one were to
create it from scratch, much
the same community would likely emerge. Helms’s focus was
not on the structure of the
community but on the services it provides, which are multiple,
varied, and supervised by a
number of individuals. This approach to intelligence is unique
to the United States,
although others have copied facets of it. The 2004 legislation
that created a director of
national intelligence (DNI; see chap. 3) made changes in the
superstructure of the
intelligence community but not to the functions of the various
agencies.
40
Major Themes
A number of major themes contributed to the development of
the U.S. intelligence system.
The Novelty of U.S. Intelligence.
Of the major powers of the twentieth and twenty-first centuries,
the United States has the
briefest history of significant intelligence beyond wartime
emergencies. The great Chinese
military philosopher, Sun Tzu, wrote about the importance of
intelligence in the fifth
century BCE. British intelligence dates from the reign of
Elizabeth I (1558–1603), French
intelligence from the tenure of Cardinal Richelieu (1624–1642),
59. and Russian intelligence
from the reign of Ivan the Terrible (1533–1584). Even given
that the United States did not
come into being until 1776, its intelligence experience is brief.
The first glimmer of a
national intelligence enterprise did not appear until 1940.
Although permanent and
specific naval and military intelligence units date from the late
nineteenth century, a
broader U.S. national intelligence capability began to arise only
with the creation of the
Coordinator of Information (COI) in 1940, the predecessor of
the World War II–era
Office of Strategic Services (OSS).
What explains this nearly 170-year absence of organized U.S.
intelligence? For most of its
history, the United States did not have strong foreign policy
interests beyond its immediate
borders. The success of the 1823 Monroe Doctrine (which stated
that the United States
would resist any European attempt to colonize in the Western
Hemisphere), abetted by the
acquiescence and tacit support of Britain, solved the basic
security interests of the United
States and its broader foreign policy interests. The need for
better intelligence became
apparent only after the United States achieved the status of a
world power and became
involved in wide-ranging international issues at the end of the
nineteenth century.
Furthermore, the United States faced no threat to its security
from its neighbors, from
powers outside the Western Hemisphere, or—with the exception
of the Civil War (1861–
60. 1865)—from large-scale internal dissent that was inimical to its
form of government. This
benign environment, so unlike that faced by all European states,
undercut any perceived
need for national intelligence.
Until the cold war with the Soviet Union commenced in 1945,
the United States severely
limited expenditures on defense and related activities during
peacetime. Intelligence,
already underappreciated, fell into this category. (Historians
have noted, however, that
intelligence absorbed a remarkable and anomalous 12 percent of
the federal budget under
President George Washington. This was the high-water mark of
intelligence spending in
the federal budget, a percentage that was never approached
again. In 2010, national
intelligence accounted for roughly 2.3 percent of the federal
budget—for a total intelligence
budget of $80.1 billion, according to figures declassified by the
director of national
41
intelligence. These data—which probably represent the peak for
intelligence spending for
many years to come—suggest that although there has been a
great increase in intelligence
spending in terms of dollars since the 2001 attacks, intelligence
has not increased
substantially as a national priority since the 9/11 terrorist
attacks, going from 1.6 percent of
the federal budget during the pre- and post-attack period and
61. increasing slightly thereafter.
In other words, intelligence spending has increased as has the
rest of the federal budget, but
intelligence has increased only barely the share of the federal
budget that it consumes,
which is a more important indicator than dollar-spending
levels.)
Intelligence was a novelty in the 1940s. At that time, policy
makers in both the executive
branch and Congress viewed intelligence as a newcomer to
national security. Even within
the Army and Navy, intelligence developed relatively late and
was far from robust until well
into the twentieth century. As a result, intelligence did not have
long-established patrons in
the government, but it did have many rivals with competing
departments, particularly the
military and the Federal Bureau of Investigation (FBI), neither
of which was willing to
share its sources of information. Furthermore, intelligence did
not have well-established
traditions or modes of operation and thus was forced to create
these during two periods of
extreme pressure: World War II and the cold war.
A Threat-Based Foreign Policy.
With the promulgation of the Monroe Doctrine, the United
States assumed a vested
interest in the international status quo. This interest became
more pronounced after the
Spanish-American War in 1898. With the acquisition of a small
colonial empire, the
United States achieved a satisfactory international position—
largely self-sufficient and
62. largely unthreatened. However, the twentieth century saw the
repeated rise of powers
whose foreign policies were direct threats to the status quo:
Kaiserine Germany in World
War I, the Axis in World War II, and then the Soviet Union
during the cold war.
Responding to these threats became the mainstay of U.S.
national security policy. The
threats also gave focus to much of the operational side of U.S.
intelligence, from its initial
experience in the OSS during World War II to broader covert
actions in the cold war.
Intelligence operations were one way in which the United States
countered these threats.
The terrorism threat in the late twentieth and early twenty-first
centuries fits the same
pattern of an opponent who rejects the international status quo
and has emerged as an issue
for U.S. national security. However, now the enemy is not a
nation-state—even when
terrorists have the support of nation-states or appear to be
quasistates, like the Islamic State
—which makes it more difficult to deal with the problem. The
refusal to accept the status
quo could be more central to terrorists than it was to nation-
states such as Nazi Germany
and the Soviet Union, for whom the international status quo was
also anathema. Such
countries can, when necessary or convenient, forgo those
policies, temporarily accept the
status quo, and continue to function. Terrorists, however,
cannot accept the status quo
42
63. without giving up their raison d’être.
The Influence of the Cold War.
Historians of intelligence often debate whether the United
States would have had a large-
scale intelligence capability had there been no cold war. The
view here is that the answer is
yes. The 1941 Japanese attack on Pearl Harbor, not the cold
war, prompted the initial
formation of the U.S. intelligence community.
Even so, the prosecution of the cold war became the major
defining factor in the
development of most basic forms and practices of the U.S.
intelligence community. Until
the collapse of the Soviet Union in 1991, the cold war was the
predominant national
security issue, taking up to half of the intelligence budget,
according to former Director of
Central Intelligence Robert M. Gates (1991–1993). Moreover,
the fact that the Soviet
Union and its allies were essentially closed targets had a major
effect on U.S. intelligence,
forcing it to resort to a variety of largely remote technical
systems to collect needed
information from a distance.
The Global Scope of Intelligence Interests.
The cold war quickly shifted from a struggle for predominance
in postwar Europe to a
global struggle in which virtually any nation or region could be
64. a pawn between the two
sides. Although some areas always remained more important
than others, none could be
written off entirely. Thus, U.S. intelligence began to collect and
analyze information about,
and station intelligence personnel in, every region.
A Wittingly Redundant Analytical Structure.
Intelligence can be divided into four broad activities:
collection, analysis, covert action, and
counterintelligence. The United States developed unique entities
to handle the various
types of collection (imagery, signals, espionage) and covert
action; counterintelligence is a
function that is found in virtually every intelligence agency.
But, for analysis, U.S. policy
makers purposely created three agencies whose functions appear
to overlap: the Central
Intelligence Agency’s (CIA) Directorate of Analysis (until
2015, the Directorate of
Intelligence), the State Department’s Bureau of Intelligence and
Research (INR), and the
Defense Intelligence Agency (DIA). Each of these agencies is
considered an all-source
analytical agency; that is, they have access to the full range of
collected intelligence, and
they work on virtually the same issues, although with differing
degrees of emphasis,
reflecting the interests of their primary policy customers.
Two major reasons explain this redundancy, and they are
fundamental to how the United
States conducts analysis. First, different consumers of
intelligence—policy makers—have
different intelligence needs. Even when the president, the
65. secretary of state, the secretary of
43
defense, and the chairman of the Joint Chiefs of Staff are
working on the same issue, each
has different operational responsibilities and concerns. The
United States developed
analytical centers to serve each policy maker’s specific and
unique needs. Also, each policy
agency wanted to be assured of a stream of intelligence
dedicated to its needs.
Second, the United States developed the concept of competitive
analysis, an idea that is
based on the belief that by having analysts in several agencies
with different backgrounds
and perspectives work on the same issue, parochial views more
likely will be countered—if
not weeded out—and proximate reality is more likely to be
achieved. Competitive analysis
should, in theory, be an antidote to groupthink and forced
consensus, although this is not
always the case in practice. For example, during the pre-war
assessment of Iraq’s weapons of
mass destruction (WMD) programs, divisions formed among
agencies about the nature of
some intelligence (such as the possible role of aluminum tubes
in a nuclear program) and
whether the totality of the intelligence indicated parts of a
nuclear program or a more
coherent program. But these differences did not appreciably
alter the predominant view
with respect to the overall potential Iraqi nuclear capability.
66. As one would expect, competitive analysis entails a certain cost
for the intelligence
community because it requires having many analysts in several
agencies. During the 1990s,
as intelligence budgets contracted severely under the pressure
of the post–cold war peace
dividend and because of a lack of political support in either the
executive branch or
Congress, much of the capability to conduct competitive
analysis was lost. There simply
were not enough analysts. According to DCI George J. Tenet
(1997–2004), the entire
intelligence community lost some 23,000 positions during the
1990s, affecting all activities.
One result was a tendency to do less competitive analysis and,
instead, to allow agencies to
focus on certain issues exclusively, which resulted in a sort of
analytical triage. As the
intelligence budget declines again from its 2010 peak,
intelligence managers fear being
forced back into that same position.
Consumer–Producer Relations.
The distinct line that is drawn between policy and intelligence
leads to questions about how
intelligence producers and consumers should relate to each
other. The issue is the degree of
proximity that is desirable.
Two schools of thought have been evident in this debate in the
United States. The distance
school argued that the intelligence establishment should keep
itself separate from the policy
makers to avoid the risk of providing intelligence that lacks
67. objectivity and favors or
opposes one policy choice over others. Adherents of the
distance school also feared that
policy makers could interfere with intelligence so as to receive
analysis that supported or
opposed specific policies. This group believed that too close a
relationship increased the risk
of politicized intelligence.
44
The proximate group argued that too great a distance raised the
risk that the intelligence
community would be less aware of policy makers’ needs and
therefore produce less useful
intelligence. This group maintained that proper training and
internal reviews could avoid
politicization of intelligence.
By the late 1950s to early 1960s, the proximate school became
the preferred model for U.S.
intelligence. But the debate was significant in that it
underscored the early and persistent
fears about intelligence becoming politicized.
In the late 1990s, there were two subtle shifts in the policy–
intelligence relationship. The
first was a greatly increased emphasis on support to military
operations, which some
believed gave too much priority to this sector—at a time when
threats to national security
had seemingly decreased—at the expense of other intelligence
consumers. The second was
the feeling among some analysts that they were being torn
68. between operational customers
and analytical customers.
The apotheosis of the proximate relationship may have come
under President George W.
Bush (2001–2009) who, upon taking office, requested that he
receive an intelligence
briefing six days a week. DCIs George Tenet and Porter J. Goss
(2004–2006) attended
these daily briefings, which was unprecedented for a DCI. This
greatly increased degree of
proximity at the most senior level led some observers to
question its possible effects on the
DCI’s ability to remain objective about the intelligence being
offered. This practice
continued under Directors of National Intelligence (DNI) John
Negroponte (2005–2007)
and Mike McConnell (2007–2009). Although President Barack
Obama (2009–) receives a
President’s Daily Brief (PDB), it is not necessarily presented to
him by the DNI. There is,
however, a postbrief meeting that the DNI or his deputy does
attend. This suggests that a
daily president–DNI meeting has become a standard part of the
policy–intelligence
relationship.
The Relationship Between Analysis and Collection and Covert
Action.
Parallel to the debate about producer–consumer relations,
factions have waged a similar
debate about the proper relationship between intelligence
analysis, on the one hand, and
intelligence collection and covert action, on the other.
69. The issue has centered largely on the structure of the CIA,
which includes both analytical
and operational components: the Directorate of Analysis (DA)
and the Directorate of
Operations (DO). (A similar structure exists in DIA with both
analysts and a clandestine
service, now called the Defense Clandestine Service, or DCS,
but DIA has not usually been
the focus of these concerns.) The DO is responsible for both
espionage and covert action.
Again, distance and proximate schools of thought took form.
The distance school argued
that analysis and the two operational functions are largely
distinct and that housing them
together could be risky for the security of human sources and
methods and for analysis.
45
Distance adherents raised concerns about the ability of the DI
(as it then was) to provide
objective analysis when the DO is concurrently running a major
covert action. Will covert
operators exert pressure, either overt or subliminal, to have
analysis support the covert
action? As an example of such a conflict of interest, such
stresses existed between some
analytical components of the intelligence community and
supporters of the
counterrevolutionaries (contras) who were fighting the
Sandinista government in Nicaragua
in the 1980s. Some analysts questioned whether the contras
would ever be victorious,
which was seen as unsupportive by some advocates of the
70. contras’ cause.
The proximate school argued that separating the two functions
deprives both analysis and
operations of the benefits of a close relationship. Analysts gain
a better appreciation of
operational goals and realities, which can be factored into their
work, as well as a better
sense of the value of sources developed in espionage. Operators
gain a better appreciation of
the analyses they receive, which can be factored into their own
planning.
Although critics of the current structure have repeatedly
suggested separating analytical and
operational components, the proximate school has prevailed. In
the mid-1990s, the then-
DI and DO entered a partnership that resulted in bringing
together their front offices and
various regional offices. This did not entirely improve their
working relationship. One of
the by-products of the 2002 Iraq WMD estimate was an effort to
give analysts greater
insight into DO sources. This was largely a reaction to the agent
named CURVE BALL, a
human source under German control whose reporting on Iraqi
biological weapons proved
to be fabricated, unbeknownst to some analysts, who
unwittingly continued to use this
reporting as part of their supporting intelligence even after the
reporting had been recalled.
In 2015, Director of the CIA (DCIA) John Brennan announced a
major reorganization of
the CIA into a series of regional and topical mission centers
that would combine analytic
and operational staffs and functions. These mission centers,
71. each headed by an assistant
director, have become the loci of all CIA activities, with the DA
and DO essentially
becoming logistical supports for the mission centers. Thus, the
proximate model is still the
preferred one, although some observers have raised concerns
about this new structure
homogenizing the unique cultures and attributes of the DA and
the DO.
The Debate Over Covert Action.
As discussed in chapter 1, covert action in the United States has
always generated some
uneasiness among those concerned about its propriety or
acceptability as a facet of U.S.
policy—secret intervention, perhaps violently, in the affairs of
another state. In addition,
many debated the propriety of paramilitary operations—the
training and equipping of large
foreign irregular military units, such as the contras in Nicaragua
or the mujaheddin in
Afghanistan. Other than assassination, paramilitary operations
have been among the most
controversial aspects of covert action, and they have an uneven
record. The vigor of the
debate for and against paramilitary operations has varied widely
over time. Little discussion
occurred before the Bay of Pigs invasion (1961), and afterward
there was little discussion
46
until the 1970s, when the Vietnam War fostered a collapse of
72. the bipartisan cold war
consensus that had supported an array of measures to counter
Soviet expansion. At the
same time, a series of revelations about intelligence community
misdeeds fostered more
skepticism if not opposition to intelligence operations. The
debate revived once again
during the contras’ paramilitary campaign against Nicaragua’s
government in the mid-
1980s. In the aftermath of the terrorist attacks in the United
States in 2001, however,
broad agreement re-emerged on a full range of covert actions—
as opposed to a later debate
on interrogation techniques.
Two more recent aspects of this continuing debate over covert
action are the use of armed
UAVs (unmanned aerial vehicles) to attack terrorists overseas—
including U.S. citizens,
which has raised questions about propriety and legality, and
whether the use of cyberspace
as a preemptive or precursor weapon is a military action or a
covert action. (Both of these
issues are discussed in more detail in chaps. 8 and 12.)
The Continuity of Intelligence Policy.
Throughout most of the cold war, no difference existed between
Democratic and
Republican intelligence policies. The cold war consensus on the
need for a continuing
policy of containment vis-à-vis the Soviet Union transcended
politics until the Vietnam
War, when a difference emerged between the two parties that
was in many respects more
rhetorical than real. For example, both Jimmy Carter and
73. Ronald Reagan made intelligence
policy an issue in their campaigns for the presidency. Carter, in
1976, lumped revelations
about the CIA and other intelligence agencies’ misconduct with
Watergate and the
Vietnam War; Reagan, in 1980, spoke of restoring the CIA,
along with the rest of U.S.
national security. Although the ways in which the two
presidents supported and used
intelligence differed greatly, it would be wrong to suggest that
one was anti-intelligence and
the other pro-intelligence.
A similar broad continuity of intelligence policy may have
emerged over the issue of
terrorism. As a candidate, Obama pledged to make a number of
changes in U.S. policy
toward terrorism and terrorists. Although he took steps to signal
a changed direction, such
as ordering the eventual closure of the prison at Guantanamo,
this proved to be difficult to
do. The terrorist detention center remained open in 2016. The
Obama administration also
ordered UAV attacks on terrorist targets four times as often as
did the Bush administration
and continued to authorize programs to gather data from
telephones and computer
communications. Interestingly, the Obama administration’s
2011 counterterrorism strategy
noted the continuity between the Bush and Obama
administrations in this area. There has
been more continuity than change overall, especially as the
terrorist threat went from larger
attacks to more individual ones.
Heavy Reliance on Technology.
74. 47
Since the creation of the modern intelligence community in the
1940s, the United States
has relied heavily on technology as the mainstay of its
collection capabilities. A
technological response to a problem is not unique to
intelligence. It also describes how the
United States has waged war, beginning as early as the Civil
War in the 1860s.
Furthermore, the closed nature of the major intelligence target
in the twentieth century—
the Soviet Union—required remote technical means to collect
information.
The reliance on technology is significant beyond the collection
capabilities it engenders
because it has had a major effect on the structure of the
intelligence community and how it
has functioned. Some people maintain that the reliance on
technology has resulted in an
insufficient use of human intelligence collection (espionage).
No empirical data are
available supporting this view, but this perception has persisted
since at least the 1970s.
The main argument, which tends to arise when intelligence is
perceived as having
performed less than optimally, is that human intelligence can
collect certain types of
information (intentions and plans) that technical collection
cannot. Little disagreement is
heard about the strengths and weaknesses of the various types
of collection, but such an
75. assessment does not necessarily support the view that espionage
always suffers as compared
with technical collection. The persistence of the debate reflects
an underlying concern
about intelligence collection that has never been adequately
addressed—that is, the proper
balance (if such balance can be had) between technical and
human collection. This debate
has arisen again in the aftermath of the terrorist attacks in 2001.
(See chap. 12 for a
discussion of the types of intelligence collection required by the
war on terrorists.)
Secrecy Versus Openness.
The openness that is an inherent part of a representative
democratic government clashes
with the secrecy required by intelligence operations. No
democratic government with a
significant intelligence community has spent more time
debating and worrying about this
conflict than the United States. How open can intelligence be
and still be effective? At what
point does secrecy pose a threat to democratic values? The issue
cannot be settled with
finality, but the United States has made an ongoing series of
compromises between its
values—as a government and as an international leader—and the
requirements for some
level of intelligence activity as it has continued to explore the
boundaries of this issue. In
the recent debates over the use of UAVs and the National
Security Agency (NSA)
collection programs, there were frequent calls for more
“transparency,” which is simply
another way of framing this same debate. In October 2015, DNI
76. James Clapper released
principles for transparency, which he noted were important not
only to give more insight
into what intelligence does but also to build greater support for
intelligence based on this
greater insight.
The Role of Oversight.
For the first twenty-eight years of its existence, the intelligence
community operated with a
48
minimal amount of oversight from Congress. One reason was
the cold war consensus.
Another was a willingness on the part of Congress to abdicate
rigorous oversight. Secrecy
was also a factor, which appeared to impose procedural
difficulties in handling sensitive
issues between the two branches. After 1975, congressional
oversight changed suddenly and
dramatically, increasing to the point where Congress became a
full participant in the
intelligence process and a major consumer of intelligence. Since
2002, Congress has also
become more of an independent intelligence consumer in its
own right, in several cases
requesting national intelligence estimates (NIEs) on specific
topics. Within the larger
oversight issue is a second issue: Do the intelligence
committees serve well as surrogates for
the rest of the Congress, or should this be shared more broadly?
77. Managing the Community.
The size of U.S. intelligence is a strength, in that it allows for
greater breadth and depth
across a range of intelligence activities and issues. But the size
also poses a challenge when it
comes to coordinating the various agencies toward specific
goals. From 1947 to 2004, the
DCIs (directors of central intelligence) had this responsibility,
but they tended to function
more as “first among equals” rather than as empowered heads of
the community. The DCIs
also tended to focus more on their CIA responsibilities, which
were the source of most of
their bureaucratic clout. The DNI (director of national
intelligence) now has this role,
minus the CIA function. A major issue, whether under the DCIs
or DNIs, is the fact that
all of the intelligence components, with the exception of the
CIA, belong to a Cabinet
department, diminishing the DNI’s ability to give them orders.
A succession of staffs have
been created to support the DCIs and now the DNIs in their
community role, but the
effectiveness of these staffs is tied directly to the effectiveness
of the DNI. DNI James
Clapper (2010–) has made “intelligence integration” his major
area of emphasis when it
comes to community management, which can best be described
as ongoing efforts to foster
unity of purpose and of effort.
49
78. Major Historical Developments
In addition to the themes that have run through much of the
history of the intelligence
community, several specific events played pivotal roles in the
shaping and functioning of
U.S. intelligence.
The Creation of COI and OSS (1940–1941).
Until 1940, the United States did not have anything approaching
a national intelligence
establishment. The important precedents were the COI
(Coordinator of Information) and
the OSS (Office of Strategic Services), both created by
President Franklin D. Roosevelt.
The COI and then the OSS were headed by William Donovan,
who had advocated their
creation after two trips to Britain before the United States
entered World War II. Donovan
was impressed by the more central British government
organization and believed that the
United States needed to emulate it. Roosevelt gave Donovan
much of what he wanted but
in such a way as to limit Donovan’s authority, especially in his
relationship to the military,
making OSS part of the newly created Joint Chiefs in 1942
rather than making it an
independent entity.
In addition to being the first steps toward creating a national
intelligence capability, the
COI and OSS were important for three other reasons. First, both
organizations were
heavily influenced by British intelligence practices, particularly
their emphasis on what is
79. now called covert action—guerrillas, operations with resistance
groups behind enemy lines,
sabotage, and so on. For Britain this wartime emphasis on
operations was the natural result
of being one of the few ways the country could strike back at
Nazi Germany in Europe
until the Allied invasions of Italy and France. These covert
actions, which had little effect
on the outcome of the war, became the main historical legacy of
the OSS.
Second, although OSS operations played only a small role in the
Allied victory in World
War II, they served as a training ground—both technically and
in terms of esprit—for
many people who helped establish the postwar intelligence
community, particularly the
CIA. However, as former DCI Richard Helms, himself an OSS
veteran, points out in his
memoirs, most of the OSS veterans had experience in espionage
and counterintelligence
and not in covert action.
Third, the OSS had a difficult relationship with the U.S.
military. The military leadership
was suspicious of an intelligence organization operating beyond
its control and perhaps
competing with organic military intelligence components (that
is, military intelligence units
subordinated to commanders). The Joint Chiefs of Staff
therefore insisted that the OSS
become part of its structure, refusing to accept the idea of an
independent civilian
intelligence organization. Therefore, Donovan and the OSS
were made part of the Joint
Chiefs structure. Tension between the military and nonmilitary
80. intelligence components
50
has continued, with varying degrees of severity or cooperation.
It was evident as recently as
2004, when the Department of Defense (DOD), and its
supporters in Congress,
successfully resisted efforts to expand the authority of the new
director of national
intelligence to intelligence agencies within DOD. (See chap. 3
for details.)
Pearl Harbor (1941).
Japan’s surprise attack in 1941 was a classic intelligence
failure. The United States
overlooked a variety of signals; U.S. processes and procedures
were deeply flawed, with
important pieces of intelligence not being shared across
agencies or departments; and
mirror imaging blinded U.S. policy makers to the reality of
policy decisions in Tokyo. The
attack on Pearl Harbor was most important as the guiding
purpose of the intelligence
community that was established after World War II. Its
fundamental mission was to
prevent a recurrence of a strategic surprise of this magnitude,
especially in an age of
nuclear-armed missiles.
Magic and Ultra (1941–1945).
One of the Allies’ major advantages in World War II was their
81. superior signals intelligence,
that is, their ability to intercept and decode Axis
communications. MAGIC refers to U.S.
intercepts of Japanese communications; ULTRA refers to
British, and later British–U.S.,
interceptions of German communications. This wartime
experience demonstrated the
tremendous importance of this type of intelligence, perhaps the
most important type
practiced during the war. Also, it helped solidify U.S.–British
intelligence cooperation,
which continued long after the war. Moreover, in the United
States the military, not the
OSS, controlled MAGIC and ULTRA. This underscored the
friction between the military
and the OSS. The military today continues to direct signals
intelligence, in NSA. NSA is a
DOD agency and is considered a combat support agency, a legal
status that gives DOD
primacy over intelligence support at certain times. Both the
secretary of defense and the
DNI have responsibility for the NSA.
The National Security Act (1947).
The National Security Act gave a legal basis to the intelligence
community, as well as to the
position of director of central intelligence, and created a CIA
under the director. The act
signaled the new importance of intelligence in the nascent cold
war and also made the
intelligence function permanent, a significant change from the
previous U.S. practice of
reducing the national security apparatus in peacetime.
Implicitly, the act made the existence
and functioning of the intelligence community a part of the cold
82. war consensus.
Several aspects of the act are worth noting. Although the DCI
could be a military officer,
the CIA was not placed under military control, nor could a
military DCI have command
over troops. The CIA was not to have any domestic role or
police powers, either. The
51
legislation does not mention any of the activities that came to
be most commonly
associated with the CIA—espionage, covert action, even
analysis. Its stated job, and
President Harry S. Truman’s main concern at the time, was to
coordinate the intelligence
being produced by various agencies.
Finally, the act created an overall structure that included a
secretary of defense and the
National Security Council; this structure was remarkably stable
for fifty-seven years.
Although minor adjustments of roles and functions were made
during this period, the 2004
intelligence legislation (see chap. 3 for a fuller discussion of
this act) and the establishment
of a director of national intelligence brought about the first
major revision of the structure
created in the 1947 act.
Korea (1950).
The unexpected invasion of South Korea by North Korea, which
83. triggered the Korean
War, had two major effects on U.S. intelligence. First, the
failure to foresee the invasion led
DCI Walter Bedell Smith (1950–1953) to make some dramatic
changes, including
increased emphasis on national intelligence estimates. Second,
the Korean War made the
cold war global. Having previously been confined to a struggle
for dominance in Europe,
the cold war spread to Asia and, implicitly, to the rest of the
world. This broadened the
scope and responsibilities of intelligence.
The Coup in Iran (1953).
In 1953, the United States staged a series of popular
demonstrations in Iran that overthrew
the nationalist government of Premier Mohammad Mossadegh
and restored the rule of the
shah, who was friendlier to Western interests. The success and
ease of this operation made
covert action an increasingly attractive tool for U.S. policy
makers, especially during the
tenure of DCI Allen Dulles (1953–1961) during the Eisenhower
administration.
The Guatemala Coup (1954).
In 1954, the United States overthrew the leftist government of
Guatemalan president
Jacobo Arbenz Guzmán because of concern that this government
might prove sympathetic
to the Soviet Union. The United States provided a clandestine
opposition radio station and
air support for rebel officers. The Guatemala coup proved that
the success in Iran was not
84. unique, thus further elevating the appeal of this type of action
for U.S. policy makers.
The Missile Gap (1959–1961).
In the late 1950s, concern arose that the apparent Soviet lead in
the “race for space,”
prompted by the launch of the artificial satellite Sputnik in
1957, also indicated a Soviet
lead in missile-based strategic weaponry. The main proponents
of this argument were
52
Democratic aspirants for the 1960 presidential nomination,
including Sens. John F.
Kennedy of Massachusetts and Stuart Symington of Missouri.
The Eisenhower
administration knew, by virtue of the U.S. reconnaissance
program, that the accusations
about a Soviet lead in strategic missiles were untrue, but the
administration did not respond
to the charges in an effort to safeguard the sources of the
intelligence. When the Kennedy
administration took office in 1961, it learned that the charges
were indeed untrue, but the
new secretary of defense, Robert S. McNamara (1961–1968),
came to believe that
intelligence had inflated the Soviet threat to safeguard the
defense budget. This was an early
example of intelligence becoming a political issue, raised
primarily by the party out of
power.