Step Roundtable Discussion.pdf
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This document provides instructions for a roundtable discussion assignment involving a research proposal paper. Students are asked to: 1) Post their research proposal paper (up to 1500 words) along with short reflections on the writing process and group work. 2) Provide feedback on at least two peers' proposals by reviewing the grading rubric and drawing on course materials and 1-2 outside citations. 3) The instructor will then review and grade the posts based on a rubric. Scholarly work at a Master's level is expected, involving references, tables, and APA style guidelines.
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Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
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Step Roundtable Discussion Response Post GLE 506.pdf
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This document provides instructions and discussion questions for multiple weekly discussions in an English course. It includes prompts for discussing topics like argumentative strategies, evaluating sources, peer reviewing draft essays, and using APA style documentation. Students are asked to find sources on given topics, analyze samples, and provide feedback to classmates on their draft papers. The discussions aim to prepare students for researching and writing their final course project paper.
Unit 4 Module 4 - M4 Assignment 1 DiscussionAssignment 1 Dis.docx
Unit 4: Module 4 - M4 Assignment 1 Discussion
Assignment 1: Discussion—Developing Trust
Communicating ethically to employees as well as other internal and external stakeholders is of the utmost importance for leaders and managers. Being able to build and maintain trust in order to be credible is essential.
Using the module readings, the Argosy University online library resources, and the Internet, research ways of developing trust.
Respond to the following:
Explain how leaders and managers can overcome obstacles and develop trust in communicating corporate ethics.
By
Week 4, Day 3
, post your response to the appropriate
Discussion Area
. Through
Week 4, Day 7
, review and comment on at least two peers’ responses.
Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation
Do the following when responding to your peers:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Grading Criteria
Assignment Components
Max Points
Initial response was:
Insightful, original, accurate, and timely.
Substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion Response and Participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
...
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Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
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Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
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Alternate:
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Unit 4 Module 4 - M4 Assignment 1 DiscussionAssignment 1 Dis.docx
Unit 4: Module 4 - M4 Assignment 1 Discussion
Assignment 1: Discussion—Developing Trust
Communicating ethically to employees as well as other internal and external stakeholders is of the utmost importance for leaders and managers. Being able to build and maintain trust in order to be credible is essential.
Using the module readings, the Argosy University online library resources, and the Internet, research ways of developing trust.
Respond to the following:
Explain how leaders and managers can overcome obstacles and develop trust in communicating corporate ethics.
By
Week 4, Day 3
, post your response to the appropriate
Discussion Area
. Through
Week 4, Day 7
, review and comment on at least two peers’ responses.
Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation
Do the following when responding to your peers:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Grading Criteria
Assignment Components
Max Points
Initial response was:
Insightful, original, accurate, and timely.
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16
Discussion Response and Participation:
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Writing:
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8
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40
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BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
BUSI 240 DB replies
Content 28 Points
Advanced 90-100%
Proficient 60-89%
Developing 1-59%
Not present
Replies Content - 28 points
25-28 points
Three or four replies. Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread with a supported explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent.
17-24 points
Three replies. Most replies focus on a meaningful point made in another student’s thread. Most replies provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Most replies are clear and coherent.
1-16 points
One to two replies. Replies could be more substantive regarding the thread. Replies lack clarity and coherence.
0 points
No responses, or the responses provided are not substantive and do not address the information presented by the thread. The three replies were not submitted together (in the same week).
Structure 12 Points
Advanced
Proficient
Developing
Not present
Replies: Grammar and Spelling, APA formatting - 7 Points
6-7 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format.
4-5 points
Writer makes 1–2 errors in grammar, spelling, or mechanics that distract the reader from the content. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some APA formatting.
1-3 points
Spelling and grammar errors distract. Writer makes 3–4 errors in grammar, spelling. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format.
0 points
Writer makes more than 4 errors in grammar, spelling, or mechanics that distract the reader from the content. The three replies were not submitted together (in the same week).
Replies:
Word Count -
5 Points
4-5 points
At least 3 replies are present, and a minimum word count of 200 words is met or exceeded for each.
3 points
At least 2 replies are present, and a minimum of 200 words met.
1-2 points
1 or 2 substantive responses to fellow classmates, but one or both of the submissions do not meet the required word count.
0 points
Not present. The three replies were not submitted together (in the same week).
Feedback:
BUSI 240
Discussion Board Forum Instructions
The learning theories upon which this course is based are actualized in the Discussion Board Forums. At the beginning of Module/Week 2 & Module/Week 5, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and submit it to the corresponding Discussion Board Forum. Proper English and ...
Assignment 7 LEI2181 Leisure and Contemporary Society .docx
Assignment 7
LEI2181 Leisure and Contemporary Society
DESCRIPTION
In 1000 words or less, discuss one or more key challenges for the future of leisure. You may select one or
more themes, topics, or issues that were covered in the course lectures or textbook. Use class materials,
the course text, and at least 3 peer-reviewed journal articles to support your arguments and provide
examples. The objective of this assignment is for you to synthesize and communicate what you have
learned in this class and to make use of the latest leisure science publications available to you at UF.
RESOURCES TO HELP YOU
For help finding peer-reviewed academic journal articles please visit the UF library or its homepage for
instructions. Here are a few places to start:
What does peer-reviewed mean? http://www.uflib.ufl.edu/msl/services/tutorials/finding_articles/peer-
reviewed.html
Where can I find peer-reviewed articles?
http://guides.uflib.ufl.edu/content.php?pid=40296&sid=296407
You may also contact the tourism and recreation library subject expect Leilani Freund for assistance.
[email protected]
CITING REFERENCES
Include a bibliography that conforms to APA referencing standards - this counts over and above word or
page count. To learn about why citing is important and how you can make sure to do it properly visit this
UF guide: http://www.uflib.ufl.edu/msl/07b/studentciting.html Remember that anything that you list in
the bibliography must to be referenced in the text of your assignment. If you are using direct quotations,
please limit them to no more than 2 sentences each and include the author, date and page number for each
in the text. Example (Author, year: page number). Failure to properly cite your references will result in
points being deducted from your grade and it could raise concerns about plagiarism. Please review the UF
Honor Code before submitting your work: https://catalog.ufl.edu/ugrad/current/advising/info/student-
honor-code.aspx.
INSTRUCTIONS FOR COMPLETING THE WRITTEN ASSIGNMENT
1. Your assignment must be no longer than 1000 words in length. Any content beyond this will not be graded
2. Your assignment must be double spaced and 12 point font
3. You must cite and reference at least 3 peer-reviewed journal articles in-text and in the bibliography.
4. Include your name and student number on your assignment
5. Submit your assignment in Canvas. Do not submit by email unless you have difficulty access Canvas
6. Submit your assignment before the deadline as late assignments will not be accepted and will receive a 0 grade
EVALUATION
Poor = 1 pt Fair = 2 pts Average = 3 pts Good – 4 pts Excellent – 5 pts Points
Communi-
cation
The essay was
inarticulate and
difficult to
follow. Poor
delivery and
timing of
information.
Spelling and
grammatical
problems.
The essay suffered
from a lack of
logical flow and
delivery at multiple
points. Difficult to
fo ...
Assignment 1 Discussion—Critical Leadership Competencies Needed in .docx
Assignment 1: Discussion—Critical Leadership Competencies Needed in 2020
Consider all you have learned in the course so far and the trends that have been discussed, particularly around leaders being able to strategize and execute to results.
Using the module readings, the Argosy University online library resources, and the Internet, research key leadership competencies needed in 2020. Then, respond to the following:
What are the key leadership competencies that will be needed in leaders by 2020? Why are they important?
What are the most significant leadership trends that require a change in leadership approaches by 2020? What leadership changes will be most important?
What are some of the external trends (e.g., increased globalization, increased diversity, and increased use of technology) that will influence the leadership changes?
What will the employee of 2020 look like in terms of expectations, skills, and experience?
Support your positions with specific examples or by citing credible sources.
Write your initial response in approximately 300 words. Apply APA standards to citation of sources.
By
Saturday, March 8, 2014
, post your response to the appropriate
Discussion Area
. Through
Sunday, March 9, 2014
, review and comment on at least two peers’ responses.
Consider the following in your responses to make the discussion a rich learning experience:
Contribute new and relevant information to the course discussion using your textbook reading.
Comment in a positive manner.
Build on the remarks of your peers or pose questions to them.
Share quotes, Web site links, and other supplementary information.
Demonstrate practical application of the module’s key concepts from your professional/personal experience by offering examples.
Assignment 1 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts:
What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management?
An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process?
When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Discussion Board Reminders:
Must have 3 posts: A main post and two replies to peers.
First post
: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
Second and third post
: Must be posted on a different day from the first post.
Connect to content
: At least 1 post must refer to course learning materials. See the
Academic Resource on Discussion Boards
for help with connecting to the content.
Engaging in class discussions
: For more information on making the most of your class dialog, review the
Academic Resource on Discussion Boards
.
Assignment CriteriaProficient DescriptorPoints
Quality of Main Post
16 Points
Total
Student’s main post meets or exceeds the following requirements:
Responds
completely
to all of parts of discussion question (4 points)
Communicates content information
accurately
and/or
logically
(4 points)
Delivers a
thoughtful
response demonstrating insights and reflections (4 points)
Connects to both key
content concepts
and
personal experiences
(4 points)
/16 pts.
Response to Peers
16 Points
Total
Responds to a minimum of
2 peers
(8 points per response)
Substantive
response (4 points)
Furthers
the conversation with peers. Examples could include (4 points):
Provides additional resources
Connects to key concepts
Shares personal or professional experiences
Contributes new information or perspective
Presents a competing viewpoint
/16 pts.
Support from Learning Resources
4 Points
Total
At least
one
post
refers to
course learning resources./4 pts.
Professional Writing
4 points
Response is
well-organized, clear,
and
free of grammatical and mechanical
errors.
Posts demonstrate courtesy and
respect
for others.
/4 pts.
Total40 points possible
/40 pts.
NEED HELP?
FACULTY
Sladan Sinanovic
Looking for tutoring?Free, online, 24/7 tutoring on a variety of subjects.
Go to Smarthinking
>>
.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will account for 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided for setting up the learning forums and assignments to reflect the new distribution of points and ensure a consistent template across courses.
Mba Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will account for 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided for setting up the learning forums and assignments to reflect the new distribution of points and ensure a consistent template across courses.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction on broader topics. Assignments will apply concepts at 40% of grades. Reflection will also be a required 10% component. The goal is to move beyond simple answers to foster deeper exploration, application and reflection on course concepts through collaboration and research.
BUSI 310Discussion Board Grading RubricDiscussion Board Thre.docx
BUSI 310
Discussion Board Grading Rubric
Discussion Board Thread (60 points)
Points Possible
Criteria
54–60
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· The required length is exceeded.
48–53
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The requireds scholarly sources are cited more than once
· Limited spelling, grammatical, or APA errors exist.
· The required length is met.
42–47
C
Fair work in most areas – Student exhibits need for improvement in most areas regarding content, writing style, and/or participation.
Specifically:
· Information is organized, but paragraphs are not well constructed.
· Information clearly relates to the main topic but includes few supporting details.
· Each of the required sources are cited at least once.
· Few spelling, grammatical, or APA errors exist.
· The required length is met.
0–41
D, F
Failing – Student shows evidence of refusal or inability to meet minimum standards of undergraduate level work.
Specifically:
· The information appears to be disorganized.
· The required number of scholarly sources are not used or not accurately documented.
· Numerous spelling, grammatical, or APA errors exist.
· The required length is not met.
Total
Instructor’s Comments:
Discussion Board Replies (40 points)
Points Possible
Criteria
36–40
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· Response to 3 threads is made by the published deadline for the assignment and meets the required length.
32–35
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The required ...
Unit three project
This document provides instructions for a poetry field research project. Students will choose a poem from the textbook to analyze. They will develop 1-3 inquiry questions about readers' interpretations, opinions, or personal connections to the poem. Students will then design a method to explore these questions, such as a survey. They will conduct a trial run with classmates and receive feedback. Next, students will conduct their research with 3-5 outside subjects. Finally, they will write a 750+ word APA-style report including the purpose, methods, results, discussion, and appendix with materials. The report should focus on the inquiry questions, detail the research method and results, and discuss implications.
you interviewed the CEO and evaluated the organization to gain.docx
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BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
BUSI 240 DB replies
Content 28 Points
Advanced 90-100%
Proficient 60-89%
Developing 1-59%
Not present
Replies Content - 28 points
25-28 points
Three or four replies. Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread with a supported explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent.
17-24 points
Three replies. Most replies focus on a meaningful point made in another student’s thread. Most replies provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Most replies are clear and coherent.
1-16 points
One to two replies. Replies could be more substantive regarding the thread. Replies lack clarity and coherence.
0 points
No responses, or the responses provided are not substantive and do not address the information presented by the thread. The three replies were not submitted together (in the same week).
Structure 12 Points
Advanced
Proficient
Developing
Not present
Replies: Grammar and Spelling, APA formatting - 7 Points
6-7 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format.
4-5 points
Writer makes 1–2 errors in grammar, spelling, or mechanics that distract the reader from the content. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some APA formatting.
1-3 points
Spelling and grammar errors distract. Writer makes 3–4 errors in grammar, spelling. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format.
0 points
Writer makes more than 4 errors in grammar, spelling, or mechanics that distract the reader from the content. The three replies were not submitted together (in the same week).
Replies:
Word Count -
5 Points
4-5 points
At least 3 replies are present, and a minimum word count of 200 words is met or exceeded for each.
3 points
At least 2 replies are present, and a minimum of 200 words met.
1-2 points
1 or 2 substantive responses to fellow classmates, but one or both of the submissions do not meet the required word count.
0 points
Not present. The three replies were not submitted together (in the same week).
Feedback:
BUSI 240
Discussion Board Forum Instructions
The learning theories upon which this course is based are actualized in the Discussion Board Forums. At the beginning of Module/Week 2 & Module/Week 5, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and submit it to the corresponding Discussion Board Forum. Proper English and ...
Assignment 7 LEI2181 Leisure and Contemporary Society .docx
Assignment 7
LEI2181 Leisure and Contemporary Society
DESCRIPTION
In 1000 words or less, discuss one or more key challenges for the future of leisure. You may select one or
more themes, topics, or issues that were covered in the course lectures or textbook. Use class materials,
the course text, and at least 3 peer-reviewed journal articles to support your arguments and provide
examples. The objective of this assignment is for you to synthesize and communicate what you have
learned in this class and to make use of the latest leisure science publications available to you at UF.
RESOURCES TO HELP YOU
For help finding peer-reviewed academic journal articles please visit the UF library or its homepage for
instructions. Here are a few places to start:
What does peer-reviewed mean? http://www.uflib.ufl.edu/msl/services/tutorials/finding_articles/peer-
reviewed.html
Where can I find peer-reviewed articles?
http://guides.uflib.ufl.edu/content.php?pid=40296&sid=296407
You may also contact the tourism and recreation library subject expect Leilani Freund for assistance.
[email protected]
CITING REFERENCES
Include a bibliography that conforms to APA referencing standards - this counts over and above word or
page count. To learn about why citing is important and how you can make sure to do it properly visit this
UF guide: http://www.uflib.ufl.edu/msl/07b/studentciting.html Remember that anything that you list in
the bibliography must to be referenced in the text of your assignment. If you are using direct quotations,
please limit them to no more than 2 sentences each and include the author, date and page number for each
in the text. Example (Author, year: page number). Failure to properly cite your references will result in
points being deducted from your grade and it could raise concerns about plagiarism. Please review the UF
Honor Code before submitting your work: https://catalog.ufl.edu/ugrad/current/advising/info/student-
honor-code.aspx.
INSTRUCTIONS FOR COMPLETING THE WRITTEN ASSIGNMENT
1. Your assignment must be no longer than 1000 words in length. Any content beyond this will not be graded
2. Your assignment must be double spaced and 12 point font
3. You must cite and reference at least 3 peer-reviewed journal articles in-text and in the bibliography.
4. Include your name and student number on your assignment
5. Submit your assignment in Canvas. Do not submit by email unless you have difficulty access Canvas
6. Submit your assignment before the deadline as late assignments will not be accepted and will receive a 0 grade
EVALUATION
Poor = 1 pt Fair = 2 pts Average = 3 pts Good – 4 pts Excellent – 5 pts Points
Communi-
cation
The essay was
inarticulate and
difficult to
follow. Poor
delivery and
timing of
information.
Spelling and
grammatical
problems.
The essay suffered
from a lack of
logical flow and
delivery at multiple
points. Difficult to
fo ...
Assignment 1 Discussion—Critical Leadership Competencies Needed in .docx
Assignment 1: Discussion—Critical Leadership Competencies Needed in 2020
Consider all you have learned in the course so far and the trends that have been discussed, particularly around leaders being able to strategize and execute to results.
Using the module readings, the Argosy University online library resources, and the Internet, research key leadership competencies needed in 2020. Then, respond to the following:
What are the key leadership competencies that will be needed in leaders by 2020? Why are they important?
What are the most significant leadership trends that require a change in leadership approaches by 2020? What leadership changes will be most important?
What are some of the external trends (e.g., increased globalization, increased diversity, and increased use of technology) that will influence the leadership changes?
What will the employee of 2020 look like in terms of expectations, skills, and experience?
Support your positions with specific examples or by citing credible sources.
Write your initial response in approximately 300 words. Apply APA standards to citation of sources.
By
Saturday, March 8, 2014
, post your response to the appropriate
Discussion Area
. Through
Sunday, March 9, 2014
, review and comment on at least two peers’ responses.
Consider the following in your responses to make the discussion a rich learning experience:
Contribute new and relevant information to the course discussion using your textbook reading.
Comment in a positive manner.
Build on the remarks of your peers or pose questions to them.
Share quotes, Web site links, and other supplementary information.
Demonstrate practical application of the module’s key concepts from your professional/personal experience by offering examples.
Assignment 1 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
This assignment has 3 parts What competencies were you able t.docx
This assignment has 3 parts:
What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management?
An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process?
When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Discussion Board Reminders:
Must have 3 posts: A main post and two replies to peers.
First post
: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.
Second and third post
: Must be posted on a different day from the first post.
Connect to content
: At least 1 post must refer to course learning materials. See the
Academic Resource on Discussion Boards
for help with connecting to the content.
Engaging in class discussions
: For more information on making the most of your class dialog, review the
Academic Resource on Discussion Boards
.
Assignment CriteriaProficient DescriptorPoints
Quality of Main Post
16 Points
Total
Student’s main post meets or exceeds the following requirements:
Responds
completely
to all of parts of discussion question (4 points)
Communicates content information
accurately
and/or
logically
(4 points)
Delivers a
thoughtful
response demonstrating insights and reflections (4 points)
Connects to both key
content concepts
and
personal experiences
(4 points)
/16 pts.
Response to Peers
16 Points
Total
Responds to a minimum of
2 peers
(8 points per response)
Substantive
response (4 points)
Furthers
the conversation with peers. Examples could include (4 points):
Provides additional resources
Connects to key concepts
Shares personal or professional experiences
Contributes new information or perspective
Presents a competing viewpoint
/16 pts.
Support from Learning Resources
4 Points
Total
At least
one
post
refers to
course learning resources./4 pts.
Professional Writing
4 points
Response is
well-organized, clear,
and
free of grammatical and mechanical
errors.
Posts demonstrate courtesy and
respect
for others.
/4 pts.
Total40 points possible
/40 pts.
NEED HELP?
FACULTY
Sladan Sinanovic
Looking for tutoring?Free, online, 24/7 tutoring on a variety of subjects.
Go to Smarthinking
>>
.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will account for 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided for setting up the learning forums and assignments to reflect the new distribution of points and ensure a consistent template across courses.
Mba Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will account for 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided for setting up the learning forums and assignments to reflect the new distribution of points and ensure a consistent template across courses.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction on broader topics. Assignments will apply concepts at 40% of grades. Reflection will also be a required 10% component. The goal is to move beyond simple answers to foster deeper exploration, application and reflection on course concepts through collaboration and research.
BUSI 310Discussion Board Grading RubricDiscussion Board Thre.docx
BUSI 310
Discussion Board Grading Rubric
Discussion Board Thread (60 points)
Points Possible
Criteria
54–60
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· The required length is exceeded.
48–53
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The requireds scholarly sources are cited more than once
· Limited spelling, grammatical, or APA errors exist.
· The required length is met.
42–47
C
Fair work in most areas – Student exhibits need for improvement in most areas regarding content, writing style, and/or participation.
Specifically:
· Information is organized, but paragraphs are not well constructed.
· Information clearly relates to the main topic but includes few supporting details.
· Each of the required sources are cited at least once.
· Few spelling, grammatical, or APA errors exist.
· The required length is met.
0–41
D, F
Failing – Student shows evidence of refusal or inability to meet minimum standards of undergraduate level work.
Specifically:
· The information appears to be disorganized.
· The required number of scholarly sources are not used or not accurately documented.
· Numerous spelling, grammatical, or APA errors exist.
· The required length is not met.
Total
Instructor’s Comments:
Discussion Board Replies (40 points)
Points Possible
Criteria
36–40
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· Response to 3 threads is made by the published deadline for the assignment and meets the required length.
32–35
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The required ...
Unit three project
This document provides instructions for a poetry field research project. Students will choose a poem from the textbook to analyze. They will develop 1-3 inquiry questions about readers' interpretations, opinions, or personal connections to the poem. Students will then design a method to explore these questions, such as a survey. They will conduct a trial run with classmates and receive feedback. Next, students will conduct their research with 3-5 outside subjects. Finally, they will write a 750+ word APA-style report including the purpose, methods, results, discussion, and appendix with materials. The report should focus on the inquiry questions, detail the research method and results, and discuss implications.
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Assignment 7 LEI2181 Leisure and Contemporary Society .docx
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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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 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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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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