Rubric for Evaluating Written Work Level of Achievemen.docx
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Rubric for Evaluating Written Work Level of Achievement Score Indicators of Effective Writing 0 1 .2 3 4 Content & Development: ideas, examples, reasons & evidence, point of view Topic is poorly developed, support is only vague or general; ideas are trite; wording is unclear, simplistic; reflects lack of understanding of topic and audience; minimally accomplishes goals of the assignment Topic is evident; some supporting detail; wording is generally clear; reflects understanding of topic and audience; generally accomplishes goals of the assignment Thesis topic is clearly stated and well developed; details/wording is accurate, specific, appropriate for the topic & audience with no digressions; evidence of effective, clear thinking; completely accomplishes the goals of the assignment Organization: focus, coherence, progression of ideas, thesis developed Disorganized and unfocused; serious problems with coherence and progression of ideas; weak or non-existent thesis Generally organized & focused, demonstrating coherence & progression of ideas; presents a thesis and suggests a plan of development that is mostly carried out Clearly focused and organized around a central theme; thesis presented or implied with noticeable coherence; provides specific & accurate support Try your best Language: word choice & sentence variety Displays frequent & fundamental errors in vocabulary; repetitive words and sentence types; sentences may be simplistic and disjointed Competent use of language and sometimes varies sentence structure; generally focused Choice of language & sentence structure is precise & purposeful, demonstrating a command of language and variety of sentence structures Try your best Conventions: grammar, punctuation, spelling, paragraphing, format; (as applicable) documentation Errors interfere with writer’s ability to consistently communicate purpose; pervasive mechanical errors obscure meaning; inappropriate format; in text and ending documentation are generally inconsistent and incomplete; cited information is not incorporated into the document Occasional errors do not interfere with writer’s ability to communicate purpose; generally appropriate format; in text and ending documentation are generally clear, consistent, and complete; cited information is somewhat incorporated into the document Control of conventions contribute to the writer’s ability to communicate purpose; free of most mechanical errors; appropriate format; In text and ending documentation are clear, consistent, and complete; cited information is incorporated effectively into the document TOTAL Paper Outline · Choose a style: MLA or APA (Cite accordingly). · Research your sources. 1. Introduction: Map of your paper. It should include. a. Relevance of topic. Why should I care? b. *Thesis state.
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Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
This document outlines the task brief and rubrics for a marketing plan assignment. Students will be assigned an industrial product and must develop a 10-point marketing plan covering areas like the product description, segmentation strategies, and key decision makers. The marketing plan must be 2,000 words following Harvard referencing style. It will be graded on criteria like knowledge of marketing concepts, critical thinking, and communication skills. The assignment is worth 40% of the total grade and is due in week 6.
In each of your chapter reviews, you should, first, clearly
In each of your chapter reviews, you should, first, clearly
explain the authors’ principal arguments and offer any critique of their views you deem necessary. In the final few sentences of each paper, you should note the expository writing technique, if any, that the authors employed as they advanced their positions. To document your claim, provide the specific example the authors used.
Content Indicators
Failing (F Grade)
Demonstrates limited competence regarding the writing assignment; is seriously flawed.
Below Average (D Grade)
Demonstrates some degree of competence in response to the assignment but is clearly flawed.
Average (C Grade)
Demonstrates minimum acceptable competence in response to the assignment.
Above Average (B Grade)
Demonstrates clear competence in response to the assignment but may have minor errors.
Excellent (A Grade)
In general, demonstrates a high degree of competence in response to the assignment.
Thesis
An identifiable statement of the writing’s goal and perspective.
Essay is off-assignment or presents a very unclear or unidentifiable thesis.
The thesis may be unclear; often the thesis cannot be discerned without significant work on the part of the reader.
The essay presents an appropriate thesis, but that thesis may be too broad or the audience might, for some reason, have trouble immediately identifying the thesis.
The writing presents a clearly identifiable thesis that is appropriate to the writing task in scope, focus, and direction.
The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem.
Audience & Purpose
The writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose.
The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.
The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial.
The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.
The essay accommodates itself well to its intended audience and has a clear sense of purpose. There might be awareness or consideration of other points of view.
There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view.
Organization
The clarity, cohesion, and placement of elements of the paper.
The essay is not organized logically, or has problems with essay- or paragraph-level coherence
The essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places.
The paper is adequately organized and developed; the transitions ...
Univ 2002 global issues take home midterm paper assignment the
The document provides instructions for a take-home midterm paper assignment for a Global Issues course. Students must write a 4-6 page paper analyzing how three assigned course readings, "The Ones Who Walk Away From Omelas" by Ursula K. Le Guin, "Planet or Plastic? We Made Plastic. We Depend on It. Now We’re Drowning In It." by Laura Parker, and A Long Walk to Water by Linda Sue Park, reflect perspectives on the concept of sustainability from differing viewpoints and possibilities for cooperation among those perspectives. The paper must be submitted by October 10, 2018 and will be evaluated based on content, writing ability, and a detailed grading rubric.
Number of pages 12 Deadline 42 HoursInstructions This ass.docx
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
All writ1120-projects
This document outlines an assignment for students to complete an incident analysis project. It provides instructions for two parts: 1) describing a writing-related incident and 2) creating a project plan based on that incident. For part 1, students are asked to describe an experience with writing that interests or troubles them in 750-1000 words. For part 2, they must identify a topic, potential research questions, and significance of studying the topic. The document provides guidance on drafting each part and establishing a timeline for rough and final drafts. It emphasizes using details to describe the incident and connecting the incident clearly to the proposed research topic.
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Recommended
Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
This document outlines the task brief and rubrics for a marketing plan assignment. Students will be assigned an industrial product and must develop a 10-point marketing plan covering areas like the product description, segmentation strategies, and key decision makers. The marketing plan must be 2,000 words following Harvard referencing style. It will be graded on criteria like knowledge of marketing concepts, critical thinking, and communication skills. The assignment is worth 40% of the total grade and is due in week 6.
In each of your chapter reviews, you should, first, clearly
In each of your chapter reviews, you should, first, clearly
explain the authors’ principal arguments and offer any critique of their views you deem necessary. In the final few sentences of each paper, you should note the expository writing technique, if any, that the authors employed as they advanced their positions. To document your claim, provide the specific example the authors used.
Content Indicators
Failing (F Grade)
Demonstrates limited competence regarding the writing assignment; is seriously flawed.
Below Average (D Grade)
Demonstrates some degree of competence in response to the assignment but is clearly flawed.
Average (C Grade)
Demonstrates minimum acceptable competence in response to the assignment.
Above Average (B Grade)
Demonstrates clear competence in response to the assignment but may have minor errors.
Excellent (A Grade)
In general, demonstrates a high degree of competence in response to the assignment.
Thesis
An identifiable statement of the writing’s goal and perspective.
Essay is off-assignment or presents a very unclear or unidentifiable thesis.
The thesis may be unclear; often the thesis cannot be discerned without significant work on the part of the reader.
The essay presents an appropriate thesis, but that thesis may be too broad or the audience might, for some reason, have trouble immediately identifying the thesis.
The writing presents a clearly identifiable thesis that is appropriate to the writing task in scope, focus, and direction.
The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem.
Audience & Purpose
The writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose.
The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.
The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial.
The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.
The essay accommodates itself well to its intended audience and has a clear sense of purpose. There might be awareness or consideration of other points of view.
There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view.
Organization
The clarity, cohesion, and placement of elements of the paper.
The essay is not organized logically, or has problems with essay- or paragraph-level coherence
The essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places.
The paper is adequately organized and developed; the transitions ...
Univ 2002 global issues take home midterm paper assignment the
The document provides instructions for a take-home midterm paper assignment for a Global Issues course. Students must write a 4-6 page paper analyzing how three assigned course readings, "The Ones Who Walk Away From Omelas" by Ursula K. Le Guin, "Planet or Plastic? We Made Plastic. We Depend on It. Now We’re Drowning In It." by Laura Parker, and A Long Walk to Water by Linda Sue Park, reflect perspectives on the concept of sustainability from differing viewpoints and possibilities for cooperation among those perspectives. The paper must be submitted by October 10, 2018 and will be evaluated based on content, writing ability, and a detailed grading rubric.
Number of pages 12 Deadline 42 HoursInstructions This ass.docx
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
All writ1120-projects
This document outlines an assignment for students to complete an incident analysis project. It provides instructions for two parts: 1) describing a writing-related incident and 2) creating a project plan based on that incident. For part 1, students are asked to describe an experience with writing that interests or troubles them in 750-1000 words. For part 2, they must identify a topic, potential research questions, and significance of studying the topic. The document provides guidance on drafting each part and establishing a timeline for rough and final drafts. It emphasizes using details to describe the incident and connecting the incident clearly to the proposed research topic.
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Application Assignment and Final Project Writing RubricT.docx
This document outlines the requirements and rubric for evaluating written assignments, including application assignments and a final project, in a course on forensic psychology research. It provides details on four quality indicators - responsiveness, content, quality of writing, and research/scholarship style (for the final project only). Application assignments are scored out of 12 points across the first three indicators, while the final project is scored out of 20 points across all four indicators. Guidelines are provided on selecting topics, required sources, length, and formatting for the final project literature review.
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r ...
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
Requirements and Evaluation ofResearch Paper Each student in H.docx
Requirements and Evaluation ofResearch Paper
Each student in HAS 5125 course will be asked to write a polished original research paper. The research paper will increase the student’s critical perspectives, awareness, and knowledge in a course subject area. Each paper will focus on a specific and narrowly defined topic. The topic could be formulation, implementation, or/and modification phases of any health policy making at federal or state level. Students choose the focus of their papers based on their professional and academic interests within the course’s context. All topics must be approved before writing. Students may consult individually with instructor as they formulate research topics, collect sources, draft their papers, and revise work for final submission.
The paper should demonstrate that the student has read widely and critically in the relevant field. The student has a chance to present his/her point of view through a well-structured and compelling paper while properly citing others’ ideas. The paper’s references section should include at least 5reliable, current, and professional sources.
The paper must be at least 9 pages long including an abstract, with 12-pt font double-spaced, and 1 inch margins all around. The paper should adhere to the American Psychological Association style manual, and must be submitted to the Blackboard before the deadline. According to FIU policy, student papers will be checked by the Blackboard plagiarism detection software. Violations of the student code of conduct (plagiarism, cheating) will result in an F being assigned for this course.
Research Paper Rubric
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Does not Meet Expectations
Abstract
Clearly and sequentially conveys the content of paper
Gives a general overview of paper topic, but no sequential elaboration of contents
Does not provide a clear representation of paper contents
Not provided
Topic Introduction
Excellent introduction that addressed purpose, theoretical basis, and significance of the paper topic. The significance of the research paper has been established and grounded in previous knowledge or research.
Adequate introduce purpose, and significance of the topic with some weaknesses. The significance of the research has been established.
Significant weaknesses in introduction of purpose, significance of the topic.
The introduction is unacceptable.
Development
Paper statement or research question addresses a relevant and specific course area and advances a new argument or perspective
Paper statement or research question addresses a relevant and specific course area
Paper statement or research question is overly general but makes an arguable claim
Paper statement or research question is not well defined or absent
Evidence
Paper statement or research question is thoroughly supported by evidence, examples, observations, and appropriate citations
Paper statement or research qu.
Masters Level Grading Rubric For Assessment of Report1-4 Scal
This rubric outlines the criteria and scoring for assessing a masters level report on a 1-4 scale. It evaluates the problem statement, discussion of findings, recommendations, professionalism, references, organization, style/mechanics, grammar/punctuation/spelling, and readability. Key areas include a well-crafted problem statement, complete discussion of pros and cons, fully supported recommendations, working independently and meeting deadlines, comprehensive references, clear organization, strict adherence to APA style, and professional quality writing.
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Atkinson.docx
The student received a categorical mark of 2:1 for their literature review task. The assessor provided strengths and suggestions for improvement. Key strengths included an introduction that set the background well, a range of primary research was summarized cohesively, and an academic writing style was demonstrated. Suggestions for improvement included adding more of the student's own opinions on the studies' claims, considering other diagnostic techniques, including further subheadings, and minor formatting issues. The student commented they will focus on critical analysis and improving presentation in future work.
Following the Topic Selection Guidelines below, choose an argumentat.docx
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Thesis and dissertation
This document discusses the structure and purpose of a thesis or dissertation. It begins by defining a thesis as a document submitted in support of a degree that presents original research and findings. It then outlines the typical sections of a thesis, including an introduction describing the problem and previous work, methods, results, discussion, and conclusions sections. It notes that a thesis allows students to apply their learning by working on a technical problem and documenting their process and findings. The document also compares theses to dissertations, noting dissertations are typically longer and must contribute something new to the field while theses demonstrate analytical skills and critical thinking within a topic.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
This document provides a grading guide for a public argument essay assignment. It outlines four levels (A, B, C, D) for evaluating various components of the essay, including the central idea/focus, evidence and analysis, writing style, and mechanics. For each component, it describes the characteristics of an A, B, C, or D level response. The document also provides additional guidance on drafting, revising, and structuring the public argument essay.
ANT2002 Major Essay Instructions.docxEssay Question Discuss.docx
ANT2002 Major Essay Instructions.docx
Essay Question:
Discuss the concept of an epidemiological transition. Explain the natures of those associated with the Neolithic, urbanisation/civilisation, colonisation/migration/ conquest, and modernisation.
MAJOR ESSAY (2500-3000 WDS)Assessment
· Item MAJOR ESSAY (2500-3000 WDS) — TWMBA ONLINE ONL
Due by 11 May 2020
Maximum grade 40
Weighting 40%
· Assessment of essays
All essays returned to you will have a marking matrix attached with comments. These are meant to be constructive and are made to point out errors and areas where improvements could be made. The comments will explain why you got the mark you did. They are, therefore, usually ‘critical’. You should consider these comments carefully, and try to understand why they were made. If you do not see the point, or want further comment, please take this matter up with whoever marked your essay, preferably via the course coordinator A/Prof Lara Lamb.
The following points will be noted particularly in marking essays:
1. Relevance to the topic set.
2. Organisation and effectiveness of argument, and proper use of anthropological concepts and principles as outlined during the course of your reading.
3. Evidence of reading outside the set texts and accuracy of facts presented in the essay.
4. Originality – careful and critical thought about the topic, and use of illustrative material from independent reading and also, to some extent, from observation and experience.
5. Accuracy and clarity of written English, including grammar, spelling, and punctuation. Overall legibility and general setting out will be noted, especially of essay structure and referencing.
How to write an essay/presentation
Do not go over the word limit. This is set specifically to help you develop a sharp and concise style. Going under the word limit is preferable to ‘padding out’ your answer with vagaries or ‘waffle’ to reach the word limit.
Do not use value judgements of subjective terminology such as: primitive, backward, surprisingly advanced, superior or developed. You must be objective and indicate clearly what you mean by your terms.
Writing an essay is a gradual process; the final version of an essay should have been developed over several drafts, prepared as you explore the topic and compile notes from reading material.
You will usually need to do some reading before you can grasp the significance of the set topic. Begin with the suggested references in your book of reading and, as you read, keep a copy of the actual wording of the topic/question in view. Initial reading will enable you to:
1. Recognise the implications underlying the actual wording of the topic.
2. Understand key ideas and terms.
3. Identify all parts of the set question.
After some preliminary reading, when you feel you are beginning to grasp the topic, draft an outline plan for your essay. This will involve drawing up headings for each major section of your essay, writing a statement, in .
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
2
Report Package: Report Assignment
Due: Sunday, Sept. 20, by 11:59 p.m.
Format and Length Requirements: Include a memo (or letter) of transmittal, title page, table of contents, list of illustrations (if applicable), executive summary, body of the report, and references. Use APA documentation style for in-text citations and the references page(s).
Use Times New Roman font face and 12 point font size. Use 1 inch margins and single space. Headings should be included in the body of the report.
3,000 words
In the Report Assignment, you’ll carry out the plan that you established in the Proposal Assignment. The purpose of the Report Assignment is to demonstrate your ability to prepare a formal researched report to a specific, professional audience, to conduct and evaluate research and incorporate it effectively, and to document the sources you use accurately.
Essentially, your goal in the report will be to explore the problem (background, context, etc.) and the solutions for the decision-maker(s) you’ve identified, offering a recommendation(s) for action.
The final version of the report will include front matter, the body of the report, and back matter.
Front Matter
Prior to the body of the report, you will need to include a memo or letter of transmittal, a title page, a table of contents, a list of illustrations (if you include illustrations), and an executive summary.
Body of the Report
The body of the report should use a conventional structure and incorporate meaningful headings that reveal the structure of the report to the readers. (“Body” is not a meaningful heading.) While you should include sections for Introduction and Conclusions, the other sections that make up the body of the report will depend upon the specific focus of your work. Your outline in the Proposal may be useful, but you will most likely need to modify that outline as you complete research.
A discussion of your methods (or search strategies) and a discussion of the problem/opportunity should be included in the report; such items can appear in the introduction or in the body of the report, depending on how much development is needed.
A recommendation or recommendations for the next step your audience should take will most likely end the report.
Required Research: Research should be used throughout the discussion. Include at least 5 scholarly sources in the report and ensure that all other sources are authoritative in nature.
Interviews can be used as sources, but transcripts of the interviews must be provided as an appendix to the report (which will not count as part of the word requirement mentioned above).
The research should be incorporated into the text gracefully, meaning, in part, that summary should be preferred to direct quotation. Summary and paraphrase require citation in text.
Graphics or Visual Aids:I do encourage you to use visual aids in the report if illustrations or graphics would be useful in helping your readers understand the topic, yo.
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
The Literary Analysis EssayEnglish 1302Using the strategies of.docx
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
BUS 210 Project One Management Brief Text-Only VersionOrganizati
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and othe.
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and o.
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and other .
Running head 2.3 - CASE ANALYSIS FUNDING THE RAILROADS 1 .docx
The document discusses two alternatives for funding the construction of the transcontinental railroad in the 19th century: 1) having the government abstain from funding and relying solely on private investment, or 2) having the government fund only one or two railroad lines to bid on and build based on public demand. While private funding alone would have built the railroad eventually, it would have taken much longer. Alternative 2 is presented as superior because it would satisfy public need for the railroad more quickly while also reducing the risk of companies misusing public funds.
Running head 50 CHARACTER VERSION OF TITLE IN CAPS 1 .docx
Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
Abstract
A concise summary of each section of your paper, using up to 250 words. Note that you do not
indent the first line.
50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
introduction should provide a foundation for the hypotheses of your experiment. In your
introduction, your goal is to convince readers that your research topic is (a) interesting and (b)
important. You may choose to begin your paper with a story, quotation, or relevant statistics
about your topic. You can think of your paper as a story about your dependent variable.
You generally will present broad background information about the topic in the first
paragraph of so. You will include at least two sections in the body of your paper. You will
summarize relevant information from prior research studies in the first section, which we refer to
as the “literature review” portion of a paper. You will present your detailed research proposal in
the second section (details are provided below). Some overall formatting rules to keep in mind
are: (a) use Times New Roman font, size 12; and (b) double-space the entire paper.
Information about the Literature-review Section
Content. In the first section of your paper, you should provide a literature review of prior
research and theory that relates to your experiment. The information you present should be from
diverse sources (e.g., journal articles, book chapters, web sites). Make sure it is clear to the
reader how information is related to your experimental hypotheses or procedure. So, if you are
using their method, then talk about their method; if they found similar results, talk about their
results; if they operationally defined their DV like you want to, then talk about that, etc. To make
this section of your paper effective, you should explicitly relate information from various sources
to each other and to your proposed research. After you discuss past research, you should make it
50 CHARACTER VERSION OF TITLE IN CAPS 4
clear how your study is the next logical one, that your study improves upon past studies, that
your study fills obvious holes left by the others.
Citation of sources. You should cite references throughout the body of your paper.
There are two ways to cite a source. The authors can be listed in the sentence, with the year in
parentheses: “The Davis (2001) web site presents information about American Psychological
Association (APA) style rules.” Alternatively, the citation can be entirely in parentheses: “The
web site presents information about American Psychological Association (A.
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Application Assignment and Final Project Writing RubricT.docx
This document outlines the requirements and rubric for evaluating written assignments, including application assignments and a final project, in a course on forensic psychology research. It provides details on four quality indicators - responsiveness, content, quality of writing, and research/scholarship style (for the final project only). Application assignments are scored out of 12 points across the first three indicators, while the final project is scored out of 20 points across all four indicators. Guidelines are provided on selecting topics, required sources, length, and formatting for the final project literature review.
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r ...
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
American Politics Reading Response Guidelines Length 500 word.docx
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
Requirements and Evaluation ofResearch Paper Each student in H.docx
Requirements and Evaluation ofResearch Paper
Each student in HAS 5125 course will be asked to write a polished original research paper. The research paper will increase the student’s critical perspectives, awareness, and knowledge in a course subject area. Each paper will focus on a specific and narrowly defined topic. The topic could be formulation, implementation, or/and modification phases of any health policy making at federal or state level. Students choose the focus of their papers based on their professional and academic interests within the course’s context. All topics must be approved before writing. Students may consult individually with instructor as they formulate research topics, collect sources, draft their papers, and revise work for final submission.
The paper should demonstrate that the student has read widely and critically in the relevant field. The student has a chance to present his/her point of view through a well-structured and compelling paper while properly citing others’ ideas. The paper’s references section should include at least 5reliable, current, and professional sources.
The paper must be at least 9 pages long including an abstract, with 12-pt font double-spaced, and 1 inch margins all around. The paper should adhere to the American Psychological Association style manual, and must be submitted to the Blackboard before the deadline. According to FIU policy, student papers will be checked by the Blackboard plagiarism detection software. Violations of the student code of conduct (plagiarism, cheating) will result in an F being assigned for this course.
Research Paper Rubric
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Does not Meet Expectations
Abstract
Clearly and sequentially conveys the content of paper
Gives a general overview of paper topic, but no sequential elaboration of contents
Does not provide a clear representation of paper contents
Not provided
Topic Introduction
Excellent introduction that addressed purpose, theoretical basis, and significance of the paper topic. The significance of the research paper has been established and grounded in previous knowledge or research.
Adequate introduce purpose, and significance of the topic with some weaknesses. The significance of the research has been established.
Significant weaknesses in introduction of purpose, significance of the topic.
The introduction is unacceptable.
Development
Paper statement or research question addresses a relevant and specific course area and advances a new argument or perspective
Paper statement or research question addresses a relevant and specific course area
Paper statement or research question is overly general but makes an arguable claim
Paper statement or research question is not well defined or absent
Evidence
Paper statement or research question is thoroughly supported by evidence, examples, observations, and appropriate citations
Paper statement or research qu.
Masters Level Grading Rubric For Assessment of Report1-4 Scal
This rubric outlines the criteria and scoring for assessing a masters level report on a 1-4 scale. It evaluates the problem statement, discussion of findings, recommendations, professionalism, references, organization, style/mechanics, grammar/punctuation/spelling, and readability. Key areas include a well-crafted problem statement, complete discussion of pros and cons, fully supported recommendations, working independently and meeting deadlines, comprehensive references, clear organization, strict adherence to APA style, and professional quality writing.
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Atkinson.docx
The student received a categorical mark of 2:1 for their literature review task. The assessor provided strengths and suggestions for improvement. Key strengths included an introduction that set the background well, a range of primary research was summarized cohesively, and an academic writing style was demonstrated. Suggestions for improvement included adding more of the student's own opinions on the studies' claims, considering other diagnostic techniques, including further subheadings, and minor formatting issues. The student commented they will focus on critical analysis and improving presentation in future work.
Following the Topic Selection Guidelines below, choose an argumentat.docx
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Thesis and dissertation
This document discusses the structure and purpose of a thesis or dissertation. It begins by defining a thesis as a document submitted in support of a degree that presents original research and findings. It then outlines the typical sections of a thesis, including an introduction describing the problem and previous work, methods, results, discussion, and conclusions sections. It notes that a thesis allows students to apply their learning by working on a technical problem and documenting their process and findings. The document also compares theses to dissertations, noting dissertations are typically longer and must contribute something new to the field while theses demonstrate analytical skills and critical thinking within a topic.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
This document provides a grading guide for a public argument essay assignment. It outlines four levels (A, B, C, D) for evaluating various components of the essay, including the central idea/focus, evidence and analysis, writing style, and mechanics. For each component, it describes the characteristics of an A, B, C, or D level response. The document also provides additional guidance on drafting, revising, and structuring the public argument essay.
ANT2002 Major Essay Instructions.docxEssay Question Discuss.docx
ANT2002 Major Essay Instructions.docx
Essay Question:
Discuss the concept of an epidemiological transition. Explain the natures of those associated with the Neolithic, urbanisation/civilisation, colonisation/migration/ conquest, and modernisation.
MAJOR ESSAY (2500-3000 WDS)Assessment
· Item MAJOR ESSAY (2500-3000 WDS) — TWMBA ONLINE ONL
Due by 11 May 2020
Maximum grade 40
Weighting 40%
· Assessment of essays
All essays returned to you will have a marking matrix attached with comments. These are meant to be constructive and are made to point out errors and areas where improvements could be made. The comments will explain why you got the mark you did. They are, therefore, usually ‘critical’. You should consider these comments carefully, and try to understand why they were made. If you do not see the point, or want further comment, please take this matter up with whoever marked your essay, preferably via the course coordinator A/Prof Lara Lamb.
The following points will be noted particularly in marking essays:
1. Relevance to the topic set.
2. Organisation and effectiveness of argument, and proper use of anthropological concepts and principles as outlined during the course of your reading.
3. Evidence of reading outside the set texts and accuracy of facts presented in the essay.
4. Originality – careful and critical thought about the topic, and use of illustrative material from independent reading and also, to some extent, from observation and experience.
5. Accuracy and clarity of written English, including grammar, spelling, and punctuation. Overall legibility and general setting out will be noted, especially of essay structure and referencing.
How to write an essay/presentation
Do not go over the word limit. This is set specifically to help you develop a sharp and concise style. Going under the word limit is preferable to ‘padding out’ your answer with vagaries or ‘waffle’ to reach the word limit.
Do not use value judgements of subjective terminology such as: primitive, backward, surprisingly advanced, superior or developed. You must be objective and indicate clearly what you mean by your terms.
Writing an essay is a gradual process; the final version of an essay should have been developed over several drafts, prepared as you explore the topic and compile notes from reading material.
You will usually need to do some reading before you can grasp the significance of the set topic. Begin with the suggested references in your book of reading and, as you read, keep a copy of the actual wording of the topic/question in view. Initial reading will enable you to:
1. Recognise the implications underlying the actual wording of the topic.
2. Understand key ideas and terms.
3. Identify all parts of the set question.
After some preliminary reading, when you feel you are beginning to grasp the topic, draft an outline plan for your essay. This will involve drawing up headings for each major section of your essay, writing a statement, in .
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
2
Report Package: Report Assignment
Due: Sunday, Sept. 20, by 11:59 p.m.
Format and Length Requirements: Include a memo (or letter) of transmittal, title page, table of contents, list of illustrations (if applicable), executive summary, body of the report, and references. Use APA documentation style for in-text citations and the references page(s).
Use Times New Roman font face and 12 point font size. Use 1 inch margins and single space. Headings should be included in the body of the report.
3,000 words
In the Report Assignment, you’ll carry out the plan that you established in the Proposal Assignment. The purpose of the Report Assignment is to demonstrate your ability to prepare a formal researched report to a specific, professional audience, to conduct and evaluate research and incorporate it effectively, and to document the sources you use accurately.
Essentially, your goal in the report will be to explore the problem (background, context, etc.) and the solutions for the decision-maker(s) you’ve identified, offering a recommendation(s) for action.
The final version of the report will include front matter, the body of the report, and back matter.
Front Matter
Prior to the body of the report, you will need to include a memo or letter of transmittal, a title page, a table of contents, a list of illustrations (if you include illustrations), and an executive summary.
Body of the Report
The body of the report should use a conventional structure and incorporate meaningful headings that reveal the structure of the report to the readers. (“Body” is not a meaningful heading.) While you should include sections for Introduction and Conclusions, the other sections that make up the body of the report will depend upon the specific focus of your work. Your outline in the Proposal may be useful, but you will most likely need to modify that outline as you complete research.
A discussion of your methods (or search strategies) and a discussion of the problem/opportunity should be included in the report; such items can appear in the introduction or in the body of the report, depending on how much development is needed.
A recommendation or recommendations for the next step your audience should take will most likely end the report.
Required Research: Research should be used throughout the discussion. Include at least 5 scholarly sources in the report and ensure that all other sources are authoritative in nature.
Interviews can be used as sources, but transcripts of the interviews must be provided as an appendix to the report (which will not count as part of the word requirement mentioned above).
The research should be incorporated into the text gracefully, meaning, in part, that summary should be preferred to direct quotation. Summary and paraphrase require citation in text.
Graphics or Visual Aids:I do encourage you to use visual aids in the report if illustrations or graphics would be useful in helping your readers understand the topic, yo.
PADM 620Assignment 3 Administrative Law InstructionsRead all .docx
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
The Literary Analysis EssayEnglish 1302Using the strategies of.docx
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
BUS 210 Project One Management Brief Text-Only VersionOrganizati
BUS 210 Project One Management Brief Text-Only Version
Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows:
1. CEO
a. VP Manchester
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
b. VP Denver
i. Human Resources
ii. Information Technology
iii. Toys
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
iv. Food
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
v. Supplies
1. Product Development
2. Merchandising
3. Marketing
4. Sales
5. Supply Chain
6. Retail Operation
Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and othe.
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and o.
STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.
Limited support from research and analytic deduction is provided.
Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).
Seeks information from multiple sources, and describesit on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.
Seeks information from multiple sources and describesit on the basis of its consistency, relevance, and accuracy and allocatessuch information to the problem, issue, or argument at hand.
Seeks information from multiple sources and evaluatesit on the basis of its consistency, relevance, and accuracy, and producesa logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.
Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and other .
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STUDENT SELF APPRIASAL OF LEARNINGBachelor of Arts in Psycho.docx
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Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
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50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
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YOUTH IN THE CRIMINAL JUSTICE SYSTEM 2
Introduction
Biblical point of view relies on the scriptures of God. The bible is a Christian holy book that gives the moral compass for what Christians engage in, whether in action or utterances. Through modern technologies and other methods, the secularized view of the criminal justice system in America has been influenced by the biblical concept.
Gaps and Omissions
Comprehending juvenile criminal justice, according to the biblical worldview, is to understand the leading cause of crime and human iniquities. Sin is a component of a biblical worldview. All crimes are treated as a sin, but not all sins are viewed as crimes. The juvenile criminal justice system would not exist if there were no crimes (Laurence, 2012). According to sinful human nature, crime always exists; hence the juvenile criminal justice system should be established to help in curbing crime.
The literature is mainly focused on the need to have a separate criminal justice system for juveniles but does not justify the punishment that juveniles ought to receive for crimes they commit. The literature gives detailed views on the topic, but it fails to conclusively articulate what should be done to reprimand crimes committed by youth. The bible is the book of Deuteronomy chapter 16:19 “do not pervert justice or show partiality ...” God is expecting impartiality those who serve distributive justice regardless of age, social status, or gender.
The biblical aim of justice is restoration, as illustrated in the stories such as Jacob and Esau. Human beings are equal in the eyes of the lord, meaning that justice has to be severed equally, although the literature focuses on separate justice for juveniles and adults. God created all human beings with equal value, but the literature seems to favor and try to treat juveniles who have committed similar crimes with adults differently. The literature does not mention that committing crimes against other people is committing a crime against God’s greatest creation.
Biblical Integration
Today youth are facing various risks of being involved in many forms of crimes that end up exposing them to the criminal justice system. Therefore, Christian adults are called upon to guide and bring significant transformation in the lives of the youth. Christians are called upon by God to exhibit unconditional love for juveniles. The church should advocate for fairness and justice for the young. Although some youth have a criminal record, the juvenile justice system's main goal should be to rehabilitate them. These youth can learn and grow from their mistakes. For Christians to create a just society, they should always restore a convicted offender back to society so that they can be integrat.
Running head TITLE1TITLE2Research QuestionHow doe.docx
Hello! How can I help you today?
Patron: Hi, I'm working on a research paper about prayer in public schools. Can you recommend some good scholarly sources to help me understand how the courts have weighed factors regarding the legality of prayer in American public schools?
Running Head VULNERABILITY ASSESSMENT1VULNERABILITY ASSESSMEN.docx
Running Head: VULNERABILITY ASSESSMENT 1
VULNERABILITY ASSESSMENT 2
Jane Q. Student
(Submission Date)
CJMS 630 90XX
Seminar in Security Management (2XXX)
Vulnerability Assessment: Era Church, City, State
Site Selection and Rationale
This vulnerability assessment was conducted at Era Church (“Era”), 429 State Street, City, State 90909, on the dates of September 25 - 28, 2017, and was followed up with subsequent interviews of relevant church personnel. The site was chosen for multiple reasons including the potential for a violent incident such as a mass shooting, and the potential for fraud or other financial crime. A vulnerability is defined as “weakness[ ] or gap[ ] in a security program that can be exploited by threats to gain unauthorized access to an asset” (Threat Analysis Group, 2017). Threats are events or persons, such as a natural disaster, fire, criminal act, or terrorist incident, that can exploit a vulnerability (Threat Analysis Group, 2017). A vulnerability assessment “evaluates all opportunities that may be exploited by a threat” and through a detailed process identifies areas where vulnerabilities can be mitigated to lower the risk (DiMarino, 2017). Risk is defined as “the potential for loss, damage or destruction of an asset as a result of a threat exploiting a vulnerability” (Threat Analysis Group, 2017). The vulnerability assessment at Era Church covers multiple areas to include physical, operational, technological, and financial vulnerabilities. While Era has taken measures to mitigate vulnerabilities, there are some recommendations in each area that could further mitigate risk.
Religion is a contentious and polarizing topic in the United States, which makes churches prime targets for groups or individuals who want to make a statement. Perhaps the most infamous church shooting in recent memory is when white supremacist Dylann Roof shot and killed nine African-American church members of Emanuel African Methodist Episcopal Church in Charleston, SC, on June 17, 2015 (Blinder & Sack, 2017). Roof brought a .45-caliber semiautomatic handgun into the church in a waist pouch, and attended the Bible study for approximately 40 minutes before he shot and killed the members using seven magazines and over 70 rounds (Blinder & Sack, 2017). This incident is just one of many violent incidents at places of worship. There is no sure-fire way to completely avoid incidents such as this shooting, but there are steps that can be taken to help minimize or avoid a large-scale incident.
In addition to the threat of violence, churches are also prime targets for fraud, both from internal and external threats. For instance, the Center for the Study of Global Christianity reports that in 2014 churches lost an estimated $39 billion to internal financial fraud (Thomason, 2016). Theft and embezzlement of church funds are two significant risks faced by faith-based institutions. (Thomason, 2016). In addition to an ins.
Running head STARBUCKS’ STRATEGY 1 Starbuc.docx
Running head: STARBUCKS’ STRATEGY 1
Starbucks’ Strategy
Your Name
Course Name; Number
Dr. Laura Jones
University Name
Date Submitted
STARBUCKS’ STRATEGY 2
Starbucks’ Strategy
Place the title of the paper on the first line. Tab to the .5-inch mark to begin your
introductory paragraph. To develop an introduction, begin with some interesting facts about the
topic and then narrow the focus to the specific topics for discussion. This could include an
overview of the company. An overview could include, but not limited to the products or services
the company offers, the company size, customers, and the countries in which the company
operates. Include relevant information about the CEO. Include in-text citations to support the
information you present in the paper. An example of an in-text citation that you place at the end
of the information you paraphrased is (Boone, 2012). The introduction should include a thesis
statement and succinctly describe the order in which you organize the body of the paper. Please
provide in-text citations for the information you provide.
Elements of Starbucks’ Organizational Culture
Chapter 3 provides a discussion on different types of organizational cultures. Clearly
discuss the organizational culture for this company. Be sure to identify the specific type of
organizational culture. Provide in-text citations for the information presented in the paper.
Another approach to using in-text citation is to include the citation at the beginning of the
sentence as follows: According to Boone (2012), then present the information. Please note the
above heading is bold and the major words begin with capital letters.
Suggest some key elements of the company’s organizational culture that contribute to its
success in a global economy. Review the elements discussed at the two levels of a corporate
culture shown in Exhibit 3.6. Clearly link those key elements to the global success of the
company.
STARBUCKS’ STRATEGY 3
Consider Exhibit 4.4: Key factors in the International Environment, in making the link.
Provide in-text citations for the information presented in the paper. If there are two authors for
the source you are using, an example of the in-text citation that comes at the end of the
information you paraphrased is as follows: (Boone & Kurtz 2012).
Suggest as many key elements of the company’s organizational culture you believe
contribute to its success in a global economy. Clearly discuss the ways in which each element
contributes to the success.
Management’s Role in the Organizational Culture
Indicate the management role with creating and sustaining the organizational culture.
Exhibit 1.7 lists ten managerial roles and activities involve in management. Clearly link activities
within the management’s role to relevant aspects of creating and sustaining the organizational
culture. Provide in-text .
Running head SHORTENED VERSION OF TITLE1Title of Your Rese.docx
Running head: SHORTENED VERSION OF TITLE
1
Title of Your Research Study
Author(s) First, Middle Initial (if applicable) and Last Name(s) in Starting with the
Individual who Made the Biggest Contribution (not alphabetical)
Institutional Affiliation(s)
Author Note
The author note is typically used in manuscripts that will be submitted for publication. The author note may provide additional information regarding the affiliations of the authors. It is also used to acknowledge those who contributed to the study, but not at the level of authorship. Lastly, the author note typically includes contact information for at least one author (see APA guide p. 24, section 2.03 & sample paper on p. 41.)
Remember to format the author note using block format (no indents, left or right justification).
Abstract
The abstract is a brief (usually 100-150 words) summary of your experiment. What was your question? What did you do? What did you find? What is your conclusion/interpretation? Try taking the lead sentence or two (but not word-for-word) from your introduction, results and discussion and integrate them into your abstract. Additionally, add a sentence or two describing your procedure, especially if it differs from those typically used to study the phenomenon.
The abstract is page two. Nothing goes on this page except the abstract. Center the word "Abstract" on the page and format in bold-face type. Do not put the title of your paper on this page. Begin typing the abstract on the line directly below the heading.
Notice that the abstract is not indented, and is written in block format. It is also double-spaced. Typically, the abstract is one paragraph in length.
Keywords: type a few words (or phrases) that would be useful if someone was searching for a study similar to this one. For example, if you studied reaction time in a card sorting task your key words might be “card sorting,” “response time” and decision making. (Note: the word “keyword” is italicized and indented.)
Title
On the third page, you typically begin your introduction. Notice that the word "INTRODUCTION" does not appear at the top of the page as many of the other headings do. The title used is the same one that appears on the cover page.
The first paragraph should contain a description of the phenomena that you are studying. Make a general statement about the phenomenon and how it is typically measured. Also, talk about how one might manipulate or influence the outcome (i.e, what variables could potentially influence the results).
Subsequent research should describe previous research that examined the phenomena. These studies serve to provide the rationale for your study. What did the researchers do? What did they find? What did they conclude?
Do this for each study cited. Typically, one or more paragraphs are necessary to explain each study. Try to make the transition smooth from one paragraph to the next. Use transition words (see SIGNAL WORDS hand.
Running Head THEMATIC OUTLINE .docx
Running Head: THEMATIC OUTLINE 1
Thematic Outline
Your Name
Institution
Exploring Research
Professor
Date
THEMATIC OUTLINE 2
Abstract
This thematic outline is designed to…………….
*Don’t forget to put your Keywords: List just a few keywords.
THEMATIC OUTLINE 3
Article
Theme
1.
A
2.
A, B
3.
D
4.
B
5.
A, D
6.
A, C
7.
B, C
8.
A, B, C
9.
A, B, C, D
10
B, C
THEMATIC OUTLINE 4
Theme
Articles Cited
A-
B-
C-
D-
E-
THEMATIC OUTLINE 5
References
Running head: RESEARCH PAPER 1
Research Paper
Your Name
Institution
Exploring Research
Professor
Date
RESEARCH PAPER 2
Abstract
Do not indent the first line of the Abstract Paragraph. Follow the guidelines in the Sample APA Formatted Abstract t.
· Keywords: Don’t forget to include the Keywords at the bottom of the Abstract.
RESEARCH PAPER 3
RESEARCH PAPER 4
.
Running head TOPIC RESEARCH PROPOSAL .docx
Running head: TOPIC RESEARCH PROPOSAL 1
TOPIC RESEARCH PROPOSAL 3
Topic Research Proposal
Insert the Student’s Name
Instructor’s Name
Course
Date
Section 1: Topic/Central Idea
The key emphasis or the central idea lies on persuasion of people to participate in tree planting exercise in the United States. Tree planting has been emphasized by many governmental and non-governmental organizations in the United States and even outside the country. Planting of tress has many benefits both to the human beings and the environment. The general purpose is to persuade and motivate people to take part during the tree planting day in the United States. The specific purpose is to ensure that people are aware about the importance of tree planting. The central idea is to ensure that people are aware with the benefits which come with tree planting.
Section 2: Annotated Bibliography
· Nguyen, Nowak, D. J., Hirabayashi, S., Bodine, A., & Greenfield, E. (2014). Tree and forest effects on air quality and human health in the United States. Environmental pollution, 193, 119-129.
This particular presents unbiased information regarding tree planting. The authors found out that tress had some positive effect on quality of air. The data from the targeted individuals was taken. In this particular manner, biases were removed. The article was published in 2010 therefore it is up to date. The data was collected using various instruments of data collection. The researchers conducted various scientific studies and the data was obtained from the field. The data was therefore collected from primary sources. This particular article highlights the importance of tress. It will therefore be useful in my speech since it contains valuable information.
· Pincetl, S. (2010). Implementing municipal tree planting: Los Angeles million-tree initiative. Environmental management, 45(2), 227-238.
The key message in this particular revolves around implementation of Municipal tree planting policy in Los Angeles. (Pincetl, 2010) examined the initiative which was aimed at planting about a million tress in Los Angeles. The article is not biased because it involved conducting empirical study. The author is well conversant with the tree planting initiatives. The data was collected from both primary and secondary sources. The article is up to date on the issues of tree planting. The purpose of this article is to keep the reader well informed on the tree planting initiatives. This information will be useful in my speech because it outlines an example of an initiative of tree planting.
Section 3: Talking with the audience
There are various considerations I will need to make with regard to my topic and evidence to connect with my audience. I will demonstrate to them and table evidence of benefits of tree planting. I will also.
Running Head VIRTUAL ORGANIZATION .docx
Running Head: VIRTUAL ORGANIZATION 1
VIRTUAL ORGANIZATION 3
Virtual Organization
Institution
Professor
Course
Date
Virtual organizations refer to organizations whose employees are geographically spread and connect through phone, internet or email (Hebert, 2017). The concept of a virtual organization utilizes technology from a management perspective in which employees engage in different tasks to achieve the organization’s objectives. There are various benefits associated with virtual organizations. First, the owner of the business incurs lower overhead costs because a virtual organization needs no office space, furniture or paying for utilities (Shamsuzzoha & Helo, 2017). For example, an online education business only needs tutors and students. Secondly, employees are more satisfied due to the comfort of working from their own houses, for instance, tutors in a virtual institution can lecture students at the comfort of their homes. Lastly, the owner of the business can expand the business without having to worry about moving the many employees to a larger office.
However, a virtual organization is prone to many risks that hinder its effectiveness in terms of achieving its objectives. One of the risks is lack of cohesiveness in the organization. This is brought by the fact that the employees are spread and thus difficult to call for an emergency meeting in case an urgent need arises (Wohlers & Hertel, 2017). Secondly, there is a risk to reputation for customers may not perceive a virtual organization as a real company. Lastly, lack of social interaction discourages teamwork. Despite all these, there are various opportunities associated with virtual organizations such as the opportunity to reach the vast majority of the customers as well as an opportunity to change the strategy used by the business easily and for less cost.
References
Hebert, J. L. (2017). The Identification of Leadership Competencies within a Global Virtual Organization (Doctoral dissertation, The Chicago School of Professional Psychology).
Shamsuzzoha, A., & Helo, P. (2017). Virtual supply chain–event handling and risks management in collaborative networks. International Journal of Advanced Logistics, 6(1), 1-13.
Wohlers, C., & Hertel, G. (2017). Choosing where to work at work–towards a theoretical model of benefits and risks of activity-based flexible offices. Ergonomics, 60(4), 467-486.
Friend discussion 1 ( noura)
When independent firms join together and create a network, it is called a virtual organization. Firms with different characters joined temporarily to construct services or products. Virtual organization represent a different organizational form but cannot be considered as a firm's attribute (Cunha & Putnik, 2006). Firms in this type of organization.
Running Head THE MARKETING PLAN .docx
Running Head: THE MARKETING PLAN 1
5
Natasha McClarin
October 6, 2018:
INTRODUCTION
Women on the Go is a start-up company that has over many years targeted women who cannot do clothing purchasing. The target is because there are women out there who do not know how to purchase their clothing and accessories. Therefore, assistance will be given by women on the go since that is the main aim of the company. This specific service will be aimed at rich customer who simply do not have much knowledge of the clothing industry and time to visit clothing stores in town. Despite all of these, such kind of people they have social obligation that they are supposed to meet, therefore Women on the go is there for me.
The business model for women on the go is the franchise business model, here the company has reach agreement with other clothing manufacturing companies that we will sell products to women on their behalf. It will be done in a percentage of the invoicing or sometimes a fixed fee depending on the particular agreement. The product line of the company will be women right casual, semi-formal look and gym wear and accessories.
Mission: Traditional, ethnic products creating sustainable employment for craftsmen and
artisans in rural India.
Target Segment: Focusing on women who are in need of dressing assistance for social occasions and are willing to have an organization which can style up their quotient.
Life Style: Affluent women who are rich of upper middle class or who are on business and corporate class.
Age group: 23 years and above
Geography: Anyone with any color, culture or Origin.
Geographical Places: Metros, tier 2 & tier 3 cities.
Product line: Dedication to dress women in formal and semi-formal look, right casual look, teamed with right accessories.
Tag line: Women on the go dresses you up.
Below is a market Research
1. Our company has decided to follow a mixed strategy here by combining both deductive and an inductive approach, using ethnographic research and a case study method.
We have decided that we will study the target section that the company has indicated above by initiating online programs where we will be able to know how many women want to up their dressing style quotient, idea to convert women to be buying our services, this will definitely create an idea in their mind that image and personal branding will make them in profession and person life.
2. We will also conduct online surveys of the targeted group in association with the lead up market brands like Dolce & Gabbana, Gucci and Louis Vuitton. With no doubt is that they will support us since they will be sure to be our future suppliers.
3. We conduct ground discussions with our own sales teams which is down on the market floor of leading garment accessories and shoe brands.
4. We will also have a promotion strategy, where we will be able to sit in promotions with a woman working in.
Running head TITLE OF ESSAY1TITLE OF ESSAY 2Title .docx
Running head: TITLE OF ESSAY
1
TITLE OF ESSAY
2
Title of Essay
Author’s Name
University of the Cumberlands
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person (I, me, we, our(s)) may be, and should be employed; second person (you, your(s)) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person).
Like any essay, students should make sure their essays are formatted with one inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information.
The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as www.citationmachine.net to ensure proper formatting. Any further questions should be directed to the instructor of the course.
References
Badley, G. (2009). A place from where to speak: The university and academic freedom. British
Journal of Educational Studies, 57(2), 146-163. doi:10.1111/j.1467-
8527.2009.00429.x
Baumanns, M., Biedenkopf, K., Cole, J. R., Kerrey, B., & Lee, B. (2009). The future of
universities and the fate of free inquiry and academic freedom: Question and answer
session. Social Research, 76(3), 867-886. Retrieved from EBSCOhost.
Berthoff, A. E. (2009). Learning the uses of chaos. In S. M.
Running head Project Type Unit 5 Individual Project3Ty.docx
Running head: Project Type: Unit 5 Individual Project 3
Type your Name Here
MGMT412 – Project Management
Date of Submission
Unit 5 Individual Project
Introduction
Provide a brief introduction (2-3 sentences) for the purposes of previewing what will be covered. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (italics or plain) are set in APA format. Please do not change the names of the headings and subheadings, and do not change the font or style of font.
(Delete the information provided in the instructions.)
Time Required to Complete Jobs
Mike was hired as a project manager to install hardwood floors for the company Awesome Floor and Tile. They will be installing new flooring into a local office building. Mike comes up with the list of work and estimates the time. A list of activities and their optimistic completion time, the most likely completion time, and the pessimistic completion time (all in days) are estimated in the table.
Activities
OT
MT
PT
Activity 1
2
3
4
Activity 2
3
6
9
Activity 3
4
8
12
Activity 4
6
8
10
Activity 5
8
10
12
Activity 6
10
14
18
Activity 7
4
6
8
Activity 2 starts immediately after Activity 1.
Activity 3, Activity 4, and Activity 5 start concurrently after Activity 2.
Activity 6 does not start until after Activity 3, Activity 4, and Activity 5 are completed.
The carpet installation project is complete after Activity 7 is completed.
Determine and Explain Key Calculations
Determine and explain the expected completion time and the variance for each activity. Determine and explain the total project completion time and the critical path for the project. Determine and explain Early Start (ES), Early Finish (EF), Late Start (LS), and slack for each activity. What is the probability that this project will be finished in 40 days or less?
This should be 1-2 paragraphs in length. (Delete the information provided in the instructions.)
Benefits of Using Project Management Techniques
Define how to gather the project requirements. Analyze whether there are any potential changes that could impact overall project schedule and project finishing times. Explain the best methods for managing the change requests and what kind of process this project should involve. Analyze implications of changes in project scheduling. How do changes impact the calculations and the critical path? Evaluate applications of project management techniques in terms of the firm's business operational goals and requirements.
This should be 2-3 paragraphs in length. (Delete the information provided in the instructions.)
Conclusion
Add some concluding remarks in a sentence or two.
This should be 1-2 sentences. (Delete the information provided in the instructions.)
References
NOTE: The reference list starts on a new page after your conclusion.
(Edit these references, add additional ones you used and delete the references you did not use.)
eBook - AIU Course.
Rubric Writing Assignment Rubric Criteria Level 3 Level.docx
Rubric: Writing Assignment Rubric
Criteria Level 3 Level 2 Level 1
Criterion 1 -
Topic
selection &
approval
(20 pts)
Proposed topic submitted on time and
covered one of the assigned issues:
description of a current issue, its solution, its
economic implications, or impact on
ecosystems.
(20-18 pts)
Proposed topic submitted on time but weak coverage of
the assigned issues: description of a current issue, its
solution, its economic implications, or impact on
ecosystems.
(17-14 pts)
Proposed topic submitted late and/or and weak
coverage of the assigned issues: description of a
current issue, its solution, its economic
implications, or impact on ecosystems.
(13-0 pts)
Criterion 2 -
Scientific
Content and
Synthesis
(100 pts)
Facts, organization, and conclusions follow
a clear, logical sequence that supports the
thesis statement. Citations of scholarly
references support scientific content.
Accurate scientific information. No text has
been copied verbatim without proper source
recognition. Outstanding treatment of
applicable course outcome.
(100-90 pts)
Nearly all directions followed. Although the writing is
essentially well organized, the audience analysis, the
statement of purpose, or the handling of the content is
flawed. Occasional vague wording hinders precise
communication. Contains one to two science content
errors. One to two statements (or significant phrases)
have been copied verbatim without proper source
recognition. Superior treatment of applicable course
outcome.
(89-70 pts)
Unsatisfactory or incorrect content. Many content
errors; content is largely unsupported generalities.
Points are inadequately developed; few specifics.
Poorly organized; difficult to follow. Substantial
text (e.g., more than six statements or significant
phrases) has been copied verbatim without proper
source recognition. Significant overdependence on
one to two references. Did not satisfy applicable
course outcome.
(69-0 pts)
Criterion 3 -
Scholarly
APA
References (40
pts)
All references were in APA-style and were
properly cited using in-text and reference
listings. Used 6 or more references. Many
different, reputable types of references are
used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(40-36 pts)
Most references were in APA-style and were properly
cited using in-text and reference listings. Used 3-5
references. Many different, reputable types of
references are used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(35-25 pts)
Improper use of APA-style and/or in-text citations.
Used 3 or fewer references and/or consulted
unreliable resources (blogs, Wikipedia, etc.).
(24-0 pts)
Criterion 4 -
Effective
Writing
(30 pts)
No writing or grammatical errors. Words are
chosen and sentences are constructed to
make the information u.
Running Head ON-BOARDING .docx
Running Head: ON-BOARDING 1
Running Head: ON-BOARDING 4
On-Boarding
Felicia Griffin
Professor Keith Lipscomb
BUS 325: Global Human Resource Management
February 13, 2019
Onboarding process is a usual process in the recent past in many business organizations. Onboarding seeks to ensure that new employees are easily embedded into the systems as fast as possible. New employees can adjust much more comfortable when they have better employees to ease them in. It helps new employee recruits to adjust to the social and performances. It is mainly aimed at maximizing success. Various vital steps need to be followed in ensuring that new recruits are effectively realigned into the organizational structure.
This is an essential procedure in organizational performances it ensures that new recruits take the shortest time possible to settle and establish better relations with other employees. It is the best way that a business organization can ensure that new recruits concentrate on the primary purpose of the organization rather than focus on how they can settle in their new working environment and social environment.
The onboarding process is an exceptionally chronological process where a beginner follows a given order of events in the organization. The first step is to study the new employee characteristics. It involves understanding their character and their ability to be integrated into the company operations smoothly. This process is very significant because the company can know quite earlier the behavioral adjustment that a given new employee can make to become successful.
The next step in the process is the deployment of newcomer tactics. Within this stage, the new employee develops a relationship with the existing employees within the organization to have a conducive business environment. The next step in the onboarding process is the readjustment of new employee tactics and behavior to conform to organizational culture and be in a position to work effectively towards the achievement of the set organizational goals.
One of the most critical elements of onboarding in a global environment is studying and understanding the characteristics of the new hire to be in a position to know how easy the new recruit will be able to adjust to the organizational culture and its operations. Another vital element in onboarding is the creation of an understanding between new recruits and the already existing employees within the organization to formulate a formidable team that can propel the organization to new heights.
References
Carter, T. (2015). Hire right: the first time: how to improve your recruitment & onboarding process. Journal of Property Management, 80(3), 26-30.
Stephenson, J. (2015). Improve Your Employee Onboarding Process With Seven Storytelling T.
Running head PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH .docx
Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND PSYCHOLOGY 1
Integration Between Christian Faith and Psychology 7
Integration Between Christian Faith and Psychology
Liberty University
PSYC-420
Abstract
This paper will discuss psychology and Christianity: Two disciplines that seem to be difficult subjects when discussing an integrated approach. There are some people who believe that, psychology has become one completely different subject than Christianity and both at times have lost all connection with the other. In addition, there are integrative models of disciplinary that think psychology is strictly a science and Christianity is solely based on faith and religion and the two cannot be integrated together. After further review of evidence, it seems that the integration approach for both disciplines are given by God and that they both should be integrated to create a more understanding of humanity. The focus of this paper is to describe the Allies” model and how it relates to integrating two disciplines; psychology and Christian faith. In addition, the strengths and limitations of the Allies model will be discussed. Also included are definitions of both subjects and views on different approaches towards this matter. Scriptures will be added that correspond with this approach, as well as, several factors that lead to the integration process of both disciplines. After further studies of the evidence of various disciplines, it seems like the “Allies” model best fits the relationship between psychology method and Christianity.
Integration between Christian faith and Psychology
Webster dictionary states that psychology is, “The science of mind and behavior and the study of mind and behavior in relation to a particular field of knowledge or activity” (Merriam-Webster, 2017). Whereas, Christianity is defined, “A religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices” (Merriam-Webster, 2017). After the evidence from various disciplines of study, it seems that a person’s foundation is based on what we see and how we know. This leads a person to believe that it is crucial for Christian counseling to use both psychology and Christianity. There are several different methods that psychological theory and science use to gain knowledge. These are: “Logic,” “Empiricism,” “Revelation,” and “Hermeneutic” (Entwistle, 2015. P. 97). Whereas, experiments in psychology use deductive logic when testing a hypothesis. Inductive reasoning uses experiments that show a correlation by manipulating the variables. For instance, we use science to find out if a statement is true or false. An idea is a suggestion upon which an argument is based or from which a conclusion is drawn. For.
RubricThe final for this course is a paper titled Improvement Proj.docx
RubricThe final for this course is a paper titled Improvement Project Report. Below is the rubric for this that details the expectations.Well developedEssentially DevelopedPartially DevelopedMarginally developedUnaccep-tableThis is how your final paper will be graded15-1312-109-76-43-0“Plan” Stage: Paper clearly addresses the goal or overall aim of what the Improvement Project is trying to accomplish; details objectives; identifies evidence-based research. Includes introduction, review of literature, “Do” Stage: Paper describes what the intervention was and what was done; details changes made; describes how actions were based on research; details how the data was collected and by whom. Includes aim statement, changes implemented, how will you know if improvement has been made“Study” Stage: Paper describes how the change is an improvement; details what data was collected; displays data in an appropriate format; details what went right, wrong, and what changes can be made that will result in improvement. Includes Likert scale and run chart (required)“Act” Stage and Summary of Learning: Paper describes how student will use what has been learned to make more improvements; provides a detailed summary of learning from the project; provides a summary of learning regarding the PDSA Improvement model and how to apply it in the future; details how to sustain improvement and if any more changes will need to be made. Includes lessons learned from project and use of PDSA in the futureResearch and Documentation: Synthesizes in-depth information from relevant sources representing various points of view/approaches; APA format and style of citation used appropriately throughout the paper; adequate number of sources referenced. Paper length 8-10 pages NOT including title and reference page. Four references: at least 3 scholarly, 2 reliable Websites. APA formatMechanics: Word choice, sentence structure, spelling, and punctuation; evidence of proofreading for sentence errors. Includes use of Arial or Times New Roman Font of 12, margins one inch, at least 1.5 or double spaced, OVERALL SCORE: WRITING 5 Title page, reference page, use of spell check, grammar proofing, proper capitalization and punctuation, avoiding use of "second person"OVERALL SCORE: CRITICAL THINKING 5 Includes: integration of research and learning into projectBuilt-in Points50Total50ABCDF135-150120-134105-11990-104below 90
Running head: Self-Improvement 2
Self-Improvement 2
Self-Improvement Project Update
Tamara Giebler
National American University
Quality and Risk Management
Ruth Vivian Derby
December 25, 2018
Comparing my data and seeing how it relates to my expectations from the beginning of the class. We have developed a tool to record all expenditures for a week, using checking, cash receipts, credit card statements. For week one to week four was two to four, I thought that I would have had my record keeping better by now, but if I keep working at it, it will get b.
Running Head LETTER OF ADVICE .docx
Running Head: LETTER OF ADVICE 1
Letter of Advice
Student’s Full Name
COM 200: Interpersonal Communications
Instructor:1
Use Full Date – September 24, 2015
1 Please use your instructor’s full name.
Purpose: Use this sample Final Paper for a better understanding of what is present in a high
quality Final Paper: Letter of Advice. We’ve included these elements of constructive criticism to
demonstrate that even “A” quality work still receives comments to improve the student’s thinking
and writing on the topic. Please note that this paper was written when a slightly different set of
learning objectives were being used in this class. Be sure you use the learning objectives listed in
the final paper prompt.
See the footnotes at the bottom of each page for information about what the student has done well
in this assignment and also some areas for improvement.
LETTER OF ADVICE 2
Dear Cassy and Jeremy,
Congratulations on your recent engagement. It’s such a great time in your life. My wife
and I have been married almost 8 years. I also just took a class on interpersonal communications
and would love to share with you some of what I learned in addition to some personal
experiences.2 Knowing how your partner communicates and uses verbal and non-verbal
communication is important in a relationship and will help in reducing miscommunications.
Know going in to your marriage that there will be conflict but learning how to manage or resolve
those conflicts will help in a successful marriage. I know you both love each other very much
and that will help get you through those difficult times.3
Interpersonal Relationships4
Interpersonal relationships are part of our everyday life. Getting married forms one of
the most important interpersonal relationships you will ever have. But with any relationship there
are barriers to effectively maintain those interactions. Our self-concept is developed through our
interpersonal relationships and changes over time. Emotional intelligence also has a great impact
on how effective a relationship will be. The amount an individual discloses of themselves in a
relationship can vary depending on the type of relationship and can have both negative and
positive effects. Interpersonal conflict is probably one of the most challenging aspects of a
relationship and managing these conflicts effectively is important to the relationship’s wellbeing.
2 While we usually discourage people from using the first person, this essay asks that the student write a personal
letter, so it is okay to be more casual here
3 This is a good introduction. It would be even stronger with a more definitive thesis statement. The Writing Center
has a great “Thesi.
Running head LEADERSHIP PORTFOLIO1LEADERSHIP PORTFOLIO4.docx
Running head: LEADERSHIP PORTFOLIO 1
LEADERSHIP PORTFOLIO 4
Leadership Portfolio
Your Name
Southern States University
Abstract
You will write a 150-word overview of your leadership style and techniques here.
Keywords: Leadership Portfolio
Write a 5-10 sentence explanation of your leadership style to introduce your paper.
Leadership Potential Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Managerial Leadership Skills
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Big Five Personality Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile with Socialized Power
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Leadership Interest
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Theory X and Theory Y Attitudes
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
How Ethical is Your Behavior
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Strategic Management Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Personal Vision Statement
You will include the personal vision statement from your week 7 paper here. This information will come from your week 7 paper.
Personal Mission Statement
You will include the personal mission statement from your week 7 paper here. This information will come from your week 7 paper.
Personal SWOT Analysis
You will include the SWOT Analysis from your week 7 paper here. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 7 paper.
Motivational Theory
You will include at least 1-2 pages of information from your motivational theory paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 2 paper.
Communication, Conflict, and Power
You will include at least 1-2 pages of information from your communication, conflict, and power paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should up.
Running Head LAB 51LAB 57Lab 5.docx
Running Head: LAB 5 1
LAB 5 7
Lab 5
Gretchen Greene
Nathan Stewart, PhD
May 8, 2017
Executive Summary
As with any new technology, risks can arise in e-commerce that is not common to those traditional “brick-and-mortar” stores. A huge concern for e-commerce applications is credit/debit card use. Major damage can be done to an organization if the credit/debit card transactions are not secured in terms of financial fraud, loss of consumer confidence, identity theft, or legal regulations.
Online Goodies provides custom promotional gifts to corporate customers and is an Internet-based company. Some of their products include mugs, computer accessories, t-shirts, and office décor. The majority of its income comes from online credit card purchase. They give their repeat customers a discount based on their annual purchase amount.
This report is to create a test plan for Online Goodies based on the OWASP standards. The report includes an overview and rationale of all of the tests performed including a brute force test, an authentication test, privilege escalation test, code injection test, and web application fingerprint test.
Table of Contents
Executive Summary……………………………………………………………………………….2
Table of Contents………………………………………………………………………………….3
Types of Test Being Performed…………………………………………………………………...4
Test Plan for Online Goodies Site According to OWASP Standards……………………………..4
Rationale for Testing Used………………………………………………………………………..4
References…………………………………………………………………………………………7
Types of Tests Performed
The least expensive way to reduce costs and risks and improve software quality is to catch deficiencies as early as possible. To understand the guidelines for testing the OWASP Testing Guide was used. The tests used in this plan are: Usability Testing, Unit Testing, Interface Testing, Integration Testing, Functionality Testing, Performance Testing, Security Testing, Authentication and Authorization Testing, Privilege Escalation Testing, and Web Application Fingerprint Testing.
Test Plan for Online Goodies Site
The purpose of his test plan is to ensure the Goodies site meets all of its business, functional, and technical requirements. The test plan describes the schedule of test activities, test plan strategy, activities, resources, and scope. This document will identify the features on the site to be tested, the testing tasks, the user assigned to each task, each testing environment, techniques, explanation of options, and risks.
Before actually testing the site, you have to create test cases. This is the sample data which will be used to go through the system. These can be created as soon as the requirements are received. Additional test cases should be created to test other aspects of the system due to its complexity.
Explanation of Testing
Usability testing is one of the most important aspects of building a website. Users are not going to take the time to try to use a website that is poorly designed. We are used.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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