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This document provides guidance on conducting research to understand a text. It instructs the reader to: 1) Formulate investigative and interpretive questions based on analyzing the text's structure and key observations. 2) Number the questions and document where answers are found through research. 3) Skip irrelevant or unanswerable questions. The purpose is to ask the right questions to best understand and communicate the original message of the text being researched.
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TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docx
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
Dissertation writing important points
Tips for writing a dissertation by keeping its essential factors in mind and how to develop a research proposal for the dissertation that can impress the professors.
Lesson 2 Output.pptx
This document outlines a performance task project for students to design statement t-shirts promoting media and information literacy. It will be done in groups of 3 students, who will choose a message, design, and printing method within the guidelines provided. Design principles and school values must be demonstrated. Students will present their designs for feedback and have their finished shirts graded based on a rubric evaluating the message, design elements, aesthetics, collaboration, and work ethics. Resources on heat press, screen, and hand painting methods are referenced.
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
1.Review the information in Figure 6–2 in
Nursing Informatics and the Foundation of Knowledge
.
Figure 6-2. DIKW Framework
2.Develop a clinical question related to your area of practice that you would like to explore.
QUESTION: What is the
Acute Myocardial Infarction
Core Measure
Set.
3.Consider what you currently know about this topic. What additional information would you need to answer the question?
4.Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
Once you have identified useful databases, how would you go about finding the most relevant articles and information?
Consider how you would extract the relevant information from the articles.
How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4
Write a
3- to 4-page
paper that addresses the following:
1.Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
Identify the databases and search words you would use.
Relate how you would take the information gleaned and turn it into useable knowledge.
2.Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Y
our paper must also include a title page, an introduction, a summary, and a reference pa
ge.
Grading Criteria
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Perf.
ENGLISH 1013 RESEARCH ASSIGNMENT PROMPT What is this assi.docx
ENGLISH 1013: RESEARCH ASSIGNMENT PROMPT
What is this assignment?
For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity
to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily
your assignment,
your voice, and
your writing.
To specify: you must engage with
at leastfive sources in this assignment,
one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment.
This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus). In the required 1000 words of this paper you should establish the following:
· An
engaging title to preview the research topic
· A compelling
introduction paragraph that includes a
thesis statement
· At least
five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment
· Demonstrated familiarity with the topic and its
nuanced perspectives achieved through extensive research
·
Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims
· MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numberedTips & Considerations
Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them.
When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance.
Unsure .
Leadership Trajectory Report.docx
This document outlines the requirements for a leadership trajectory report for a graduate nursing program. Students are asked to:
1) Explain what drew them to the dual MSN/MBA program and how it enabled them to explore an area of interest.
2) Identify challenges from their course of study and propose resolutions.
3) Discuss how specified courses improved their professional practice and achievements earned in the program.
4) Outline their professional trajectory and future goals upon completing their degree.
The report should include citations and be formatted according to APA style.
Assessment and Evaluation Edu 361
Assessment gathers information about students to understand them, while evaluation places judgment and assigns grades. There are two purposes of assessment: to provide feedback to students and diagnose instruction. Formative assessment assists teaching before and during instruction, while summative assessment evaluates after instruction. Alternative assessments like projects, performances, and portfolios can be used in addition to traditional tests. Rubrics are detailed descriptions of performance criteria that are used to score student work.
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TaskBRM211 - Research Methods IIMid Term Assignment - Develo.docx
Task
BRM211 - Research Methods II
Mid Term Assignment - Develop Your Interview Questions and Survey Questions
Purpose of the Assignment:
The assignment is designed to provide learners the opportunity to demonstrate their ability to develop effective and well-structured interview questions that will enable them to gather the required data qualitative and quantitative data for their research. The goal of this assignment is to monitor student learning and provide ongoing feedback.
There are two tasks:
Task A:
Please develop and upload a well-structured interview that will enable you to gathering valuable data for your research. You should develop 9 to 12 questions that you feel will assist you to meet your Research Objectives and answer your Research Questions. It is suggested that you link your questions with your Research Objectives.
Task B:
Please develop and upload a well-structured Survey / Questionnaire (12 - 15 questions) that will enable you to gathering valuable data for your research.
Deadline: Monday 15 March, 14:00 CEST Good Luck!
Formalities:
Wordcount: NA
Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
Font: Arial 12,5 pts.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
Week (7) – Via Moodle (Turnitin). Deadline: Monday 15 March, 14:00 CEST
Weight:
This task is a 40% of your total grade for this subject.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Marginal fail 60-69
Knowledge & Understanding (20%)
Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.
Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.
Student understands the task and provides minimum theory and/or some use of vocabulary.
Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.
Application (30%)
Student applies fully relevant knowledge from the topics delivered in class.
Student applies mostly relevant knowledge from the topics delivered in class.
Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.
Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.
Critical Thinking (30%)
Student critically assesses in excellent ways, developing outstanding questionnaires and interview questions
Student critically assesses in good ways, developing very good questionnaires and interview questions
Student provides some insights, developing satisfactory questionnaires and interview questions
Student makes little or none critical thinking insights, developing insufficient questionnaires and interview questions
Communication (20%)
St.
Dissertation writing important points
Tips for writing a dissertation by keeping its essential factors in mind and how to develop a research proposal for the dissertation that can impress the professors.
Lesson 2 Output.pptx
This document outlines a performance task project for students to design statement t-shirts promoting media and information literacy. It will be done in groups of 3 students, who will choose a message, design, and printing method within the guidelines provided. Design principles and school values must be demonstrated. Students will present their designs for feedback and have their finished shirts graded based on a rubric evaluating the message, design elements, aesthetics, collaboration, and work ethics. Resources on heat press, screen, and hand painting methods are referenced.
A2 Media Studies - G325-1A Theoretical Evaluation
This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
1.Review the information in Figure 6–2 in
Nursing Informatics and the Foundation of Knowledge
.
Figure 6-2. DIKW Framework
2.Develop a clinical question related to your area of practice that you would like to explore.
QUESTION: What is the
Acute Myocardial Infarction
Core Measure
Set.
3.Consider what you currently know about this topic. What additional information would you need to answer the question?
4.Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
Once you have identified useful databases, how would you go about finding the most relevant articles and information?
Consider how you would extract the relevant information from the articles.
How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4
Write a
3- to 4-page
paper that addresses the following:
1.Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
Identify the databases and search words you would use.
Relate how you would take the information gleaned and turn it into useable knowledge.
2.Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Y
our paper must also include a title page, an introduction, a summary, and a reference pa
ge.
Grading Criteria
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Perf.
ENGLISH 1013 RESEARCH ASSIGNMENT PROMPT What is this assi.docx
ENGLISH 1013: RESEARCH ASSIGNMENT PROMPT
What is this assignment?
For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity
to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily
your assignment,
your voice, and
your writing.
To specify: you must engage with
at leastfive sources in this assignment,
one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment.
This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus). In the required 1000 words of this paper you should establish the following:
· An
engaging title to preview the research topic
· A compelling
introduction paragraph that includes a
thesis statement
· At least
five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment
· Demonstrated familiarity with the topic and its
nuanced perspectives achieved through extensive research
·
Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims
· MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numberedTips & Considerations
Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them.
When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance.
Unsure .
Leadership Trajectory Report.docx
This document outlines the requirements for a leadership trajectory report for a graduate nursing program. Students are asked to:
1) Explain what drew them to the dual MSN/MBA program and how it enabled them to explore an area of interest.
2) Identify challenges from their course of study and propose resolutions.
3) Discuss how specified courses improved their professional practice and achievements earned in the program.
4) Outline their professional trajectory and future goals upon completing their degree.
The report should include citations and be formatted according to APA style.
Assessment and Evaluation Edu 361
Assessment gathers information about students to understand them, while evaluation places judgment and assigns grades. There are two purposes of assessment: to provide feedback to students and diagnose instruction. Formative assessment assists teaching before and during instruction, while summative assessment evaluates after instruction. Alternative assessments like projects, performances, and portfolios can be used in addition to traditional tests. Rubrics are detailed descriptions of performance criteria that are used to score student work.
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The document provides guidance on writing effective test questions. It discusses assessing different cognitive levels, using a variety of question types, and matching question types to learning objectives. Specific tips are given for creating multiple choice, true/false, and instructor-marked questions to effectively evaluate learner progress and course effectiveness. Practical considerations like available time and technology are also addressed.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Gcse news advert evaluation
The document provides guidance for evaluating how successful a final advertisement is in several key areas:
1. It lists 7 questions to consider regarding the main image, camera shots, connotations, page design/layout, appeal to the target audience, use of slogans, and meeting institutional values.
2. It provides a 5-level scale for analyzing and responding to advertisements, ranging from excellent analysis using media terminology to a very simple description with no explanation of reasons or audience appeal.
3. It instructs the user to provide 2-3 strong points about the ad and 2 areas that could be improved, and to indicate where they believe the ad falls on the analysis scale.
Design and Development of Questionnaire
The document discusses the process of designing and developing a questionnaire for research. It covers topics such as identifying the goal and target respondents, choosing appropriate question types like rating scales and open-ended questions, ordering questions, pre-testing the questionnaire, and distributing it. The key steps outlined are deciding what information is needed, defining respondents, developing question content and wording, ordering questions, checking length, pre-testing, and distributing the questionnaire via methods like online surveys or interviews. Reliability of the questionnaire can be tested using Cronbach's alpha analysis.
Academic Writing Writing Introductions
The document discusses writing introductions for academic papers. It notes that introductions should answer the question being addressed and outline how the essay will do so. The structure of introductions can vary but often include stating why the topic is important, setting out the main idea and overall answer, and previewing the structure and scope of the essay. Introductions may also define key terms, explain the methodology, or use a quote to engage the reader. Providing a clear introduction is important for setting up how the essay will address the assigned question or problem.
Experimenting with Alternative Assessments
COTESOL 2013 presentation by Sara Bergerson and Kirby Stein. Presented on Friday November 8th, 2013 in Denver, CO.
BUSI 642Thematic Integration of Faith and Learning RubricCri.docx
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
How to Develop and Write a Research Proposal.pdf
This document provides guidance on developing a research proposal in 5 parts:
1) Identifying the research problem and formulating questions.
2) Explaining the importance and aspirations of the research.
3) Demonstrating familiarity with relevant literature.
4) Describing the research methodology, including design, data collection and analysis.
5) Developing a complete proposal by addressing the above parts.
Following these steps will help structure a strong proposal that convinces others and demonstrates a researcher's knowledge, expertise and ability to conduct the study.
Post-Writing Strategies
This document discusses post-writing strategies for revising documents, including revision and editing. Revision involves reviewing the overall document to check if the purpose was achieved and if the language and tone are appropriate. Editing is a more meticulous process that focuses on grammar, punctuation, spelling, and other typographical elements. When revising, the author recommends taking a bird's eye view of the document, then reviewing portions and adding, removing, or reorganizing content to improve form and flow. Editing should only be done after revising content. The document provides questions to guide revisions and recommends summarizing revisions under content/meaning, structure, and grammar/mechanics.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Small group communicationA brief introduction and reflection of .docx
Small group communication
A brief introduction and reflection of your past experiences in groups.
My past experiences of working in small groups has been very challenging whether its working for a school project or for other social events that I have hosted in a collaboration with other student clubs outside of the school.
• Communication among the group is one of the key concepts of successful group work, unfortunately it is one of the hardest things to achieve one of the team members always tend to be disengaged.
• Dividing tasks
• Language barriers
Working with international students, most times when working in a group with one or more international students the rest of the group tend to give international students the least amount of work stems from this notion of power dynamics tying their ability to speak english to their performance.
• Taking control claiming the work
• Valuing opinions
A discussion surrounding how your identity would be valuable to a group. What makes you standout? What makes you who you are? How would these aspects of the self play out in a group setting? Be descriptive here.
• leading
• Brainstorming
• Flexible
• Meeting times
• New ideas
Organisational Behaviour
Research Essay – 30% (Individual Assessment 2)
Due Date: 11:00 pm (Thursday – week 10) Length: 1500 words (10% leeway)
All students are required required to develop an arguable proposition on which to write an essay. Your paper should be presented in standard academic essay format. The format must be in 12pt font and 1.5 spaced.
The purpose of this assignment is to develop/improve skills in writing, analysis, and argumentation in addition to adding to the depth of understanding about organizational behavior in the workplace.
You will be assessed on the quality of sources of information, how well you use these resources to support your arguments and your referencing skills. You are expected to use at least minimum of ten (10) different peer-reviewed journals. The use of WIKIPEDIA online encyclopaedia is not allowed and students should be using strictly academic journals only. Use of Wikipedia may result in a fail grade in this essay. You must use the HARVARD referencing system to acknowledge your sources of information (both in-text and as a reference list at the end).
You should submit an electronic copy (Word Document .doc or .docx format) of your assignment to Turnitin only.
The essay is intended to test aspects of your studies; your ability to comprehend material sourced from lectures, texts and research and, your ability to critically assess this material in a discussion of the essay question.
Essay need to be well supported by relevant research (academic journals only).
Essay topic:
In order to encourage productive performance from employees, care needs to be taken with the design of jobs, working conditions, setting of goals, motivation and rewards. Explain how and why all these factors impact upon productive perf.
Media and Information Literacy (MIL) - Text Information and Media (Part 2)
I- Text Information and Media
A. Performance Task: Project
1. Statement T- Shirt Design
Learning Competencies:
1. design a statement t-shirt applying design principles and elements in text (SSHS); and
2. produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6).
Questionnaires hampshire teaching schools_final
The document provides information on designing questionnaires and surveys. It discusses determining research questions, different types of surveys, principles of good survey design, question formatting and layout, advantages and disadvantages of questionnaires, improving response rates, question types, designing effective questions, and data analysis. Key points covered include framing the research question, descriptive vs. analytic vs. exploratory vs. confirmatory surveys, keeping surveys concise, credible, and minimizing burden on respondents.
Questionaire design
This document discusses the design of effective questionnaires. It outlines that initial considerations for questionnaire design include determining the type of information needed, nature of respondents, and method of administration. Key aspects of design covered include writing clear, unbiased questions; using appropriate response formats; ordering questions logically; and pretesting the questionnaire. The goal is to create a design that makes the questionnaire easy for respondents to understand and complete while obtaining the necessary information for analysis.
Assignment 3 Final Project (Due – September 14, 2017)Due We.docx
Assignment 3: Final
Project
(
Due – September 14, 2017)
Due Week 9 and worth 2
6
0 points
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be
fifteen to twenty (
15-20
)
pages.
The assignment #3 must include 4 parts:
a) assignment #
1 b
) assignment #2 c) assignment #3 – newly written contents 4) abstract
Compile the previous assignments and:
1.
Create a quarter-page
(1/4)
inf
ormative
abstract
for your final project.
2.
Revise your project analysis (assignment #1).
3.
Revise your instru
ctional and delivery strategies (assignment #2).
Write a
six to eight
(
6-8
) page paper in which you:
(assignment #3)
4.
Create an evaluation plan that clearly correlates to the
three (3)
learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
5.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1
.
Design the test so that each question is from a different level of Bloom’s Taxonomy.
6.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
7.
Select a learning theory that applies to the instructional design of the project.
Provide a rationale for your selection.
8.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
9.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
10.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
Your assignment must follow these formatting requirements:
•
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•
Analyze theories and models of instructional design in relation to learner and program needs.
•
Assess instructional and training products.
•
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, usi.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
Text Information and Media (Part 2) Performance Task 2024.pptx
This document outlines a performance task where students will design a statement t-shirt to promote media and information literacy skills. It provides guidelines for the project, including that designs cannot contain bad words or malicious ideas and must follow the school's values. Students must apply at least 3 design principles and elements and consider the printing method. They will present their designs, get feedback, and have their finished shirts graded based on a provided rubric assessing the message, design quality, visual impact, and group collaboration.
Research TopicCorporations are making the assumption that ever.docx
Research Topic
Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
Research Outline (From Friday's assignment - revised/corrected - if needed)
Annotated bibliography (From Saturday morning's assignment - revised according to the feedback that was given (if any).
The goal for THIS assignment is to make significant strides on addressing item 3 (rough draft).
Due by: Today at 8:00pm
.
Research two (2) manufacturing or two (2) service companies that m.docx
Research two (2) manufacturing or two (2) service companies that manage inventory and complete this assignment.
Write a five to seven (5-7) page paper in which you:
1. Determine the types of inventories these companies currently manage and describe their essential inventory characteristics.
2. Analyze how each of their goods and service design concepts are integrated.
3. Evaluate the role their inventory plays in the company's performance, operational efficiency, and customer satisfaction.
4. Compare and contrast the four (4) different types of layouts found with each company; explain the importance of the layouts to the company's manufacturing or service operations.
5. Determine at least two (2) metrics to evaluate supply chain performance of the companies; suggest improvements to the design and operations of their supply chains based on those metrics.
6. Suggest ways to improve the inventory management for each of the companies without affecting operations and the customer benefit package. Provide a rationale to support the suggestion.
7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Your Name
Date
Article # 1
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 2
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 3
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 4
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 5
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 6
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 7
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 8
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 9
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 10
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
.
Research Topic Stratgic planning in Information Technology.docx
Research Topic: Stratgic planning in Information Technology
Ten scholarly or peer-reviewed journal articles to be used for the paper. please remember to add ten in-text citations and ten references to the paper:
· Use the following sites to find the journal articles:
https://dl-acm-org.eu1.proxy.openathens.net/
https://search.proquest.com/abiglobal/index?accountid=10378
The research paper must include the following sections.
1. Introduction
2. Background and significance study.
3. Literature review
4. Research design and methods
5. Preliminary suppositions and implications
6. Conclusion
7. References.
.
More Related Content
Similar to ResearchThe purpose of this exercise is to ask questions for the.docx
Slides
The document provides guidance on writing effective test questions. It discusses assessing different cognitive levels, using a variety of question types, and matching question types to learning objectives. Specific tips are given for creating multiple choice, true/false, and instructor-marked questions to effectively evaluate learner progress and course effectiveness. Practical considerations like available time and technology are also addressed.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Tax Cuts Research Paper RubricCriteriaLevels of Achievement.docx
Tax Cuts Research Paper Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Content
46 to 50 points:
· All key elements of the assignment are covered thoroughly and in a substantive way. Student provides a well-researched, fully developed analysis of each element of the assignment.
· Content is thoroughly, comprehensively, accurate, and exhibits a nuanced rather than superficial understanding of the terms and concepts assigned.
· Major points are thoroughly stated clearly and are supported by appropriate professional and scholarly literature and/or logic. Student employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
42 to 45.5 points:
· Most key elements of the assignment are covered and in a substantive way. Student provides a mostly developed analysis of each element of the assignment.
· Most content is comprehensively, accurate, and exhibits an adequate understanding of the terms and concepts assigned.
· Most points are adequately stated and are supported by appropriate professional and scholarly literature and/or logic. Student mostly employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
1 to 41.5 points:
· Inadequate coverage of key elements of the assignment. Student inadequately provides a fully developed analysis of each element of the assignment.
· Content is inadequate and not presented comprehensively, accurately, or exhibits an adequate understanding of the terms and concepts assigned.
· Major points are inadequately stated clearly and are not supported by appropriate professional and scholarly literature and/or logic. Student inadequately employs sound, reasoned discussion, description, explanation, and evaluation of assigned terms and concepts.
.
0 points
Not present
Development
36.5 to 40 points:
· Includes meaningful and thorough use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is thorough and timely for the topic.
· Thoroughly includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is thorough and clear.
33 to 36 points:
· Mostly includes meaningful and adequate use of source material and analytical reasoning to elaborate upon the topics or themes.
· Research is adequate and timely for the topic.
· Adequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is adequate and clear.
1 to 32.5 points:
· Includes inadequate use of source material and applies very little analytical reasoning to elaborate upon the topics or themes.
· Research is inadequate and not timely for the topic.
· Inadequately includes the required quality and quantity of cited sources to support positions.
· The context and purpose of the writing is inadequate and vague.
0 points
No.
Gcse news advert evaluation
The document provides guidance for evaluating how successful a final advertisement is in several key areas:
1. It lists 7 questions to consider regarding the main image, camera shots, connotations, page design/layout, appeal to the target audience, use of slogans, and meeting institutional values.
2. It provides a 5-level scale for analyzing and responding to advertisements, ranging from excellent analysis using media terminology to a very simple description with no explanation of reasons or audience appeal.
3. It instructs the user to provide 2-3 strong points about the ad and 2 areas that could be improved, and to indicate where they believe the ad falls on the analysis scale.
Design and Development of Questionnaire
The document discusses the process of designing and developing a questionnaire for research. It covers topics such as identifying the goal and target respondents, choosing appropriate question types like rating scales and open-ended questions, ordering questions, pre-testing the questionnaire, and distributing it. The key steps outlined are deciding what information is needed, defining respondents, developing question content and wording, ordering questions, checking length, pre-testing, and distributing the questionnaire via methods like online surveys or interviews. Reliability of the questionnaire can be tested using Cronbach's alpha analysis.
Academic Writing Writing Introductions
The document discusses writing introductions for academic papers. It notes that introductions should answer the question being addressed and outline how the essay will do so. The structure of introductions can vary but often include stating why the topic is important, setting out the main idea and overall answer, and previewing the structure and scope of the essay. Introductions may also define key terms, explain the methodology, or use a quote to engage the reader. Providing a clear introduction is important for setting up how the essay will address the assigned question or problem.
Experimenting with Alternative Assessments
COTESOL 2013 presentation by Sara Bergerson and Kirby Stein. Presented on Friday November 8th, 2013 in Denver, CO.
BUSI 642Thematic Integration of Faith and Learning RubricCri.docx
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
How to Develop and Write a Research Proposal.pdf
This document provides guidance on developing a research proposal in 5 parts:
1) Identifying the research problem and formulating questions.
2) Explaining the importance and aspirations of the research.
3) Demonstrating familiarity with relevant literature.
4) Describing the research methodology, including design, data collection and analysis.
5) Developing a complete proposal by addressing the above parts.
Following these steps will help structure a strong proposal that convinces others and demonstrates a researcher's knowledge, expertise and ability to conduct the study.
Post-Writing Strategies
This document discusses post-writing strategies for revising documents, including revision and editing. Revision involves reviewing the overall document to check if the purpose was achieved and if the language and tone are appropriate. Editing is a more meticulous process that focuses on grammar, punctuation, spelling, and other typographical elements. When revising, the author recommends taking a bird's eye view of the document, then reviewing portions and adding, removing, or reorganizing content to improve form and flow. Editing should only be done after revising content. The document provides questions to guide revisions and recommends summarizing revisions under content/meaning, structure, and grammar/mechanics.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Small group communicationA brief introduction and reflection of .docx
Small group communication
A brief introduction and reflection of your past experiences in groups.
My past experiences of working in small groups has been very challenging whether its working for a school project or for other social events that I have hosted in a collaboration with other student clubs outside of the school.
• Communication among the group is one of the key concepts of successful group work, unfortunately it is one of the hardest things to achieve one of the team members always tend to be disengaged.
• Dividing tasks
• Language barriers
Working with international students, most times when working in a group with one or more international students the rest of the group tend to give international students the least amount of work stems from this notion of power dynamics tying their ability to speak english to their performance.
• Taking control claiming the work
• Valuing opinions
A discussion surrounding how your identity would be valuable to a group. What makes you standout? What makes you who you are? How would these aspects of the self play out in a group setting? Be descriptive here.
• leading
• Brainstorming
• Flexible
• Meeting times
• New ideas
Organisational Behaviour
Research Essay – 30% (Individual Assessment 2)
Due Date: 11:00 pm (Thursday – week 10) Length: 1500 words (10% leeway)
All students are required required to develop an arguable proposition on which to write an essay. Your paper should be presented in standard academic essay format. The format must be in 12pt font and 1.5 spaced.
The purpose of this assignment is to develop/improve skills in writing, analysis, and argumentation in addition to adding to the depth of understanding about organizational behavior in the workplace.
You will be assessed on the quality of sources of information, how well you use these resources to support your arguments and your referencing skills. You are expected to use at least minimum of ten (10) different peer-reviewed journals. The use of WIKIPEDIA online encyclopaedia is not allowed and students should be using strictly academic journals only. Use of Wikipedia may result in a fail grade in this essay. You must use the HARVARD referencing system to acknowledge your sources of information (both in-text and as a reference list at the end).
You should submit an electronic copy (Word Document .doc or .docx format) of your assignment to Turnitin only.
The essay is intended to test aspects of your studies; your ability to comprehend material sourced from lectures, texts and research and, your ability to critically assess this material in a discussion of the essay question.
Essay need to be well supported by relevant research (academic journals only).
Essay topic:
In order to encourage productive performance from employees, care needs to be taken with the design of jobs, working conditions, setting of goals, motivation and rewards. Explain how and why all these factors impact upon productive perf.
Media and Information Literacy (MIL) - Text Information and Media (Part 2)
I- Text Information and Media
A. Performance Task: Project
1. Statement T- Shirt Design
Learning Competencies:
1. design a statement t-shirt applying design principles and elements in text (SSHS); and
2. produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6).
Questionnaires hampshire teaching schools_final
The document provides information on designing questionnaires and surveys. It discusses determining research questions, different types of surveys, principles of good survey design, question formatting and layout, advantages and disadvantages of questionnaires, improving response rates, question types, designing effective questions, and data analysis. Key points covered include framing the research question, descriptive vs. analytic vs. exploratory vs. confirmatory surveys, keeping surveys concise, credible, and minimizing burden on respondents.
Questionaire design
This document discusses the design of effective questionnaires. It outlines that initial considerations for questionnaire design include determining the type of information needed, nature of respondents, and method of administration. Key aspects of design covered include writing clear, unbiased questions; using appropriate response formats; ordering questions logically; and pretesting the questionnaire. The goal is to create a design that makes the questionnaire easy for respondents to understand and complete while obtaining the necessary information for analysis.
Assignment 3 Final Project (Due – September 14, 2017)Due We.docx
Assignment 3: Final
Project
(
Due – September 14, 2017)
Due Week 9 and worth 2
6
0 points
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be
fifteen to twenty (
15-20
)
pages.
The assignment #3 must include 4 parts:
a) assignment #
1 b
) assignment #2 c) assignment #3 – newly written contents 4) abstract
Compile the previous assignments and:
1.
Create a quarter-page
(1/4)
inf
ormative
abstract
for your final project.
2.
Revise your project analysis (assignment #1).
3.
Revise your instru
ctional and delivery strategies (assignment #2).
Write a
six to eight
(
6-8
) page paper in which you:
(assignment #3)
4.
Create an evaluation plan that clearly correlates to the
three (3)
learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
5.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1
.
Design the test so that each question is from a different level of Bloom’s Taxonomy.
6.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
7.
Select a learning theory that applies to the instructional design of the project.
Provide a rationale for your selection.
8.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
9.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
10.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
Your assignment must follow these formatting requirements:
•
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•
Analyze theories and models of instructional design in relation to learner and program needs.
•
Assess instructional and training products.
•
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, usi.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
Text Information and Media (Part 2) Performance Task 2024.pptx
This document outlines a performance task where students will design a statement t-shirt to promote media and information literacy skills. It provides guidelines for the project, including that designs cannot contain bad words or malicious ideas and must follow the school's values. Students must apply at least 3 design principles and elements and consider the printing method. They will present their designs, get feedback, and have their finished shirts graded based on a provided rubric assessing the message, design quality, visual impact, and group collaboration.
Similar to ResearchThe purpose of this exercise is to ask questions for the.docx (19)
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BUSI 642Thematic Integration of Faith and Learning RubricCri.docx
BUSI 642Thematic Integration of Faith and Learning RubricCri.docx
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers Level.docx
Small group communicationA brief introduction and reflection of .docx
Small group communicationA brief introduction and reflection of .docx
Media and Information Literacy (MIL) - Text Information and Media (Part 2)
Media and Information Literacy (MIL) - Text Information and Media (Part 2)
Assignment 3 Final Project (Due – September 14, 2017)Due We.docx
Assignment 3 Final Project (Due – September 14, 2017)Due We.docx
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
Text Information and Media (Part 2) Performance Task 2024.pptx
Text Information and Media (Part 2) Performance Task 2024.pptx
More from brittneyj3
Research TopicCorporations are making the assumption that ever.docx
Research Topic
Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
Research Outline (From Friday's assignment - revised/corrected - if needed)
Annotated bibliography (From Saturday morning's assignment - revised according to the feedback that was given (if any).
The goal for THIS assignment is to make significant strides on addressing item 3 (rough draft).
Due by: Today at 8:00pm
.
Research two (2) manufacturing or two (2) service companies that m.docx
Research two (2) manufacturing or two (2) service companies that manage inventory and complete this assignment.
Write a five to seven (5-7) page paper in which you:
1. Determine the types of inventories these companies currently manage and describe their essential inventory characteristics.
2. Analyze how each of their goods and service design concepts are integrated.
3. Evaluate the role their inventory plays in the company's performance, operational efficiency, and customer satisfaction.
4. Compare and contrast the four (4) different types of layouts found with each company; explain the importance of the layouts to the company's manufacturing or service operations.
5. Determine at least two (2) metrics to evaluate supply chain performance of the companies; suggest improvements to the design and operations of their supply chains based on those metrics.
6. Suggest ways to improve the inventory management for each of the companies without affecting operations and the customer benefit package. Provide a rationale to support the suggestion.
7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Your Name
Date
Article # 1
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 2
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 3
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 4
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 5
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 6
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 7
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 8
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 9
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
Article # 10
APA Citation
What is the article about?
Why was the research performed?
Findings
Strengths
Weaknesses
Implications for Practice
Key Words
.
Research Topic Stratgic planning in Information Technology.docx
Research Topic: Stratgic planning in Information Technology
Ten scholarly or peer-reviewed journal articles to be used for the paper. please remember to add ten in-text citations and ten references to the paper:
· Use the following sites to find the journal articles:
https://dl-acm-org.eu1.proxy.openathens.net/
https://search.proquest.com/abiglobal/index?accountid=10378
The research paper must include the following sections.
1. Introduction
2. Background and significance study.
3. Literature review
4. Research design and methods
5. Preliminary suppositions and implications
6. Conclusion
7. References.
.
RESEARCH TOPIC; SOCIAL WORKERS AND IDENTIFICATION OF HUMAN TRAFF.docx
RESEARCH TOPIC; SOCIAL WORKERS AND IDENTIFICATION OF HUMAN TRAFFICKING VICTIMS
PART 1
Role of Theoretical Framework in Qualitative Research
Discussion Post
The theoretical framework informs epistemologies and methodologies in a qualitative study since it is pervasive and influential compared to the methodology alone. It is applied to enhance the understanding of a particular problem or phenomenon (Grant & Osanloo, 2014). These frameworks provide focus and organization to the study, expose meaning, connect the study to the existing dissertation along with identifying the pros and cons of particular research.
Moreover, the methodological approach guides the qualitative study by establishing ideas and approaches to the research. Just as how a house requires a plan before construction, the theoretical framework serves as a blueprint, which provides the structure to the entire dissertation (Baltimore, 2016). Additionally, the choice of theory offers a conceptual background for understanding, analyzing, and designing ways to investigate a particular problem. Therefore, if the well-utilized, theoretical framework can create a tension that produces productive outcomes for the study.
More so, the theoretical framework connects different elements of dissertation/qualitative study, such as providing a brief discussion of the problem, purpose, significance, and research questions in the dissertation. Aligning a theory with these essential components provides an intriguing highlight, which adds weight to levels of knowledge that the study is investigating (Grant & Osanloo, 2014). Similarly, just as how a reliable and robust blueprint to help build a secure home foundation based on the owner’s desire. Therefore, the theoretical framework act as a strong basis for various parts of the dissertation that needs to be developed, in the body of the paper.
Finally, the elevation and foundation blueprints are both critical in a home building analogy. Similarly, theoretical frameworks and their concepts should be applied to be meaningful to the structure of these methodologies and epistemologies relating to the qualitative research.
References
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.” Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26.
Laureate Education (Producer). (2016). Theoretical lens and frameworks for qualitative researchers [Video file]. Baltimore, MD: Author. Retrieved from the Walden Library databases.
PART 2
DQ 2: QUALITATIVE RESEARCH ANALYSIS
A brief statement of the purpose and primary research question the article addresses
The goal of the study was to assess whether if social workers could effectively detect sex-trafficked victims amongst their clients. This arises from the fact that social workers play an essential role in evaluating, as well as giving treatment services to s.
Research topic What is the impact of Gamification on security train.docx
Research topic: What is the impact of Gamification on security training?
Ph.D. in Information Technology is my program.
How is the research topic related to your major? (( Information Technology is my major))
How is the research topic connected to program goals and core courses ?? -- -- ((see attachment for core courses ))
Programs goals:
Contribute to organizational strategy and resiliency through IT
Define shifts in national and international IT policy
Leverage IT technologies to manage risk and enforce security measures
Design highly scalable systems to process and analyze Big Data
Empower smart cities through data science
Manage data-driven decisions … identify cyber threats … improve connectivity
https://www.ucumberlands.edu/academics/graduate/programs/executive-doctorate-philosophy-information-technology
.
Research Title VII of the Civil Rights Act of 1964 and discuss why i.docx
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
Your paper should discuss the state of race relations in the United States prior to the Civil Rights Act of 1964. It should also discuss the political environment that led to the passing of the Civil Rights Act of 1964. Additionally, please include a response to the following in your analysis:
What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
.
Research topic StakeholderInstructionsYour submission .docx
Research topic: Stakeholder
Instructions:
Your submission must include the following information in the following format:
DEFINITION: A brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION:Using 300-350 words, write a discussion, in your own words the way the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format
.
Research Theory, Design, and Methods Walden University © .docx
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Purpose Statement Checklist
Use the following criteria to evaluate an author’s purpose statement.
Look for indications of the following:
• Does the statement begin with signaling words?
• Does the statement identify the research approach (quantitative,
qualitative, or mixed)?
• Does the statement clearly state the intent of the study?
• Does the statement mention the participants?
• Does the statement mention the research site?
• Is the statement framed in a way that is consistent with the identified
problem?
If the study is qualitative, does the purpose statement do as follows?
• Focus on a single phenomenon
• Use an action verb to convey how learning will take place
• Use neutral, nondirectional language
• Provide a general definition of the central phenomenon
If the study is quantitative, does the purpose statement do as follows?
• Identify the variables under study
• Provide a general definition of each key variable
• Use words that connect the variables
• Identify a theory
If the study is mixed methods, does the purpose statement do as follows?
• Discuss the reason(s) for mixing both quantitative and qualitative data
• Include the characteristics of a good qualitative purpose statement (as
listed above)
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
• Include the characteristics of a good quantitative purpose statement (as
listed above)
• Indicate the specific method of collecting both quantitative and qualitative
data
Purpose Statement Checklist
Doe 1
John Doe
Chapter 1
CRJU 1101
Professor Brooks
June 16, 2017
Doe 2
What I’ve Learned – Chapter 1
(1 page summary goes here.) (Double spaced)
Key Points – Chapter 1
1. Negro boys were brought before the courts more often than Negro girls.
2. Negro boys and girls were younger in comparison to white boys and girls.
3. Delinquency rates were higher for Negro boys and girls than white boys and girls.
4. Negro boys were more prone to commit larceny and burglary.
5. Negro girls were apprehended for incorrigibility and disorderly conduct.
6. Negro delinquency fluctuated throughout the country.
7. Negro youth delinquency was associated with the breakdown of Negro families.
8. Only 67 of 176 Negro delinquents came from dual parent homes in 1929.
9. Boys as young as eleven and twelve were apprehended for gang involvement.
10. Delinquency is closely tied with the organization of the community.
11. The vicious environment could be offset by family.
12. Negro families that achieve economic security escape to more stable areas.
13. Negro families that lived farthest away from the city had more stable lives.
14. The physical decay of surroundings caused Negro families to be torn apart.
.
Research the secondary transition services for students with disabil.docx
Research the secondary transition services for students with disabilities. Focus on students with Significant Cognitive Disabilities (SCD) and their transition to post-high school environments. The research report should provide descriptive information about Secondary Transition to Post High School environments:
(1) an in-depth description of the services in the State and your district,
(2) what is secondary transition?
(3) why is it important for school personnel to help students transition from secondary to post-high school?
(4) list and describe the five components of the Taxonomy for Transition Programming;
(5) explain why self-determination is important for students with disabilities.
You must conclude the report by creating a secondary transition plan for a student with significant cognitive disabilities. You must include your philosophy about secondary transition for students with SCD and who should be responsible for ensuring that students are prepared for post-high school outcomes based on your research.
.
Research the use of social stories for teaching socially appro.docx
Research
the use of social stories for teaching socially appropriate behavior to a child with ASD.
Imagine
that you are a special education teacher in a resource room at an elementary school. One of your students is autistic and is having difficulty with understanding and responding to body language and facial expressions. Her peers in the room are starting to avoid her due to this behavior and you feel that a social story will help her make the connection.
Write
a 2-page social story that explores a specific social skill for an elementary age child.
Include
the following components in your social story:
A title and an introduction which sets the scene
The story with descriptions, coaching language, and “applause” for the student
Photographs or realistic drawings that specifically reflect the content
A conclusion that’s positive and supportive
.
Research the variety of enumeration tools available. Select one tool.docx
This document discusses researching enumeration tools, selecting one tool to analyze, and writing a 350-word essay about the selected tool. It provides an example tool description for Softerra LDAP Browser, which is software that allows browsing and analyzing LDAP directories, and extracts directory contents and infrastructure information.
Research Topic and Methodology Form—Unit 4Use the research s.docx
Research Topic and Methodology Form—Unit 4
Use the research study approved for the Unit 2 assignment to complete this form.
1. Write the APA-formatted reference for your article.
2. Paste the persistent link for your article here.
3. Identify and describe the main topic of the research article. Note: This is the overall, general topic the researchers are investigating. It is not the same thing as the purpose of the article.
4. Identify the research problem the researchers investigated in the article. In one to two paragraphs, describe a few of the research findings the researchers report in their literature that are closely related to the research problem. Use appropriate citations for secondary sources.
5. List the research question or questions the researchers used. Make sure these are formed as questions and that they are answerable using research methods. In one to two paragraphs, explain how answering these research questions would help solve the research problem identified in number 4.
6. Identify the methodology, either qualitative or quantitative, and the approach the researchers used to answer the research question or questions. Recall:
· Qualitative approaches include case study, phenomenology, grounded theory, ethnography, and generic qualitative inquiry.
· Quantitative approaches are experimental, quasi-experimental, and non-experimental.
7. Describe the findings in the literature review that are closely related to the research problem in the chosen research.
8. Explain how the answers to the research question or questions will help the researchers solve the research problem in the chosen research.
In one paragraph, explain how the methodology and approach allow the researchers to answer the research question or questions listed in number 5.
1
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. T.
Research TitleStudent NameCourse Number – TermYearProfess.docx
Research Title
Student Name
Course Number – Term/Year
Professor Name
Introduction
Main research question
Problem statement
Purpose of the research
Research Outline
Simplified
Main points that your audience would appreciate
Findings from the literature
What were the major take-aways?
What is important for your audience to know?
Any resources you would like to share with them in case they would like to further their knowledge on this topic?
Can you incorporate visuals?
Conclusion
Summarize your learning/findings
Did anything change for you as a result of this research?
What else would you like to say?
Reference List
.
Research these topics topics for a two to three page paper. Write th.docx
Research these topics topics for a two to three page paper. Write the paper in your own words. Do not copy and paste. Use APA formatting and include at least three references.
1. Give a brief description or timeline for computer development from the 1940's until today.
2. Describe Moore's Law. Do you think it still applies today?
3. Describe the Internet of Things (IoT).
.
Research the web to identify a SystemsSoftware Development Lifecycl.docx
Research the web to identify a Systems/Software Development Lifecycle. In a report format, discuss selected SDLC by providing an overview (history, how it’s used,etc.), Benefits of the approach, example of benefit, weaknesses of the approach, and example of the weakness. The paper should be no more than 5 not including cover, index and bibliography pages. Please cite all sources according to APA 6th edition.
.
Research the specific domains and components of the COBIT Framework..docx
Research the specific domains and components of the COBIT Framework. Discuss the levels of security architecture as they relate to the principles of the COBIT Framework. COBIT faced a variety of criticism. Explain one criticism of COBIT and discuss if and how the criticism was addressed (if it was)
and assessment of how COBIT criticism was addressed and offer an opposite view of the criticism
3 pages
.
Residency5COVER PAGETable of Conte.docx
This document appears to be an outline for a paper discussing various topics related to residency 5. The outline includes sections for an abstract, introduction, topics, future predictions, comparisons of good vs criminal, social/political/legal issues, and conclusions with references.
Research the role that Milton plays in Romantic writing and trac.docx
Research the role that Milton plays in Romantic writing and trace one or two Miltonic elements in
Mandeville
. Why is Godwin so influenced by Milton? Why does he quote Milton so extensively. My essay on
Mandeville
should assist you in this effort.
.
Research the two alternative presentation applications that yo.docx
Research
the two alternative presentation applications that you chose and
compare
them to the features and functionality of Microsoft® PowerPoint®.
Note
: There are several alternative presentation applications besides Microsoft® PowerPoint®, including Sway®. It does not, however, have to be a Microsoft® application.
Create
a 12- to 15-slide presentation that includes the following:
A title page
A reference page
A slide theme and a template
Animations using the timing feature
Slide transitions
A picture or an image
Word art
A recorded audio on one of the slides
Use
speaker notes to expand ideas beyond the slide bullet points and
include
research supporting your comparisons.
Submit
a Microsoft® PowerPoint® Presentation file (PPTX).
Cite
a minimum of 4 sources, formatted according to APA guidelines.
.
Research project oversight using the University Library.Writ.docx
Research
project oversight
using the University Library.
Write
a 700- to 1,050-word executive summary to your organization's leadership team answering the following:
(Paper MUST be broken into these sections with headings and an introduction and conclusion, and Reference page)
What is
project oversight
?
How will project oversight impact the organization? How will it impact the project manager?
What is the importance of project oversight to the future of project management?
Format
your paper consistent with APA guidelines.
A reference from UOP Library is Required.
.
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- 1. Research The purpose of this exercise is to ask questions for the best research to understand and communicate the text writer’s original message. Questions Text: · Work from your structural diagram of the text. · Look at your observation for questions to ask. · Number the questions and the answers you find. · Complete questions before doing your research. · Skip questions that are irrelevant or not answerable. · Document where you find your research. Investigative Questions Who? What? When? Where? Why? How? Interpretative Questions Cross-references? Context?
- 2. Literary genre? Purpose? Tone and Style? Implications? Significance? 12 Essential Skills for Great Preaching / Wayne McDill / 2006 / B&H Used by Permission Research Questions Worksheet Rubric Criteria Levels of Achievement Content 70% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Investigative Questions 16-17 points Investigative Questions are used comprehensively to address issues raised in the analysis of the Text. 14-15 points Investigative Questions are used effectively to address issues raised in the analysis of the Text. 1-13 points Investigative Questions are used adequately to address issues raised in the analysis of the Text. 0 points Not present
- 3. Interpretative Questions 17-18 points Interpretive Questions are used comprehensively to address issues raised in the analysis of the Text. 15-16 points Interpretive Questions are used effectively to address issues raised in the analysis of the Text. 1-14 points Interpretive Questions are used adequately to address issues raised in the analysis of the Text. 0 points Not present Structure 30% Advanced 92-100% (A) Proficient 84-91% (B) Developing 1-83% (< C) Not present Worksheet Comprehension 14-15 points The worksheet is completed thoroughly in a manner that demonstrates complete conceptual understanding of the assignment 13 points The worksheet is complete but demonstrates partial understating of the assignment
- 4. 1-12 points The worksheet is not completed in a manner that is consistent with the demonstration of an understanding of the assignment 0 points Not present